AGER 4560 MINORITY AGING

(3 Credit Hours)INET WEB BASED INSTRUCTION Section 900 (Class # 32079) Section 950 (Class # 32080) Course Pre-requisites - There is no

pre-requisite course or permission needed for this course. Core Category: Social and Behavioral Sciences.

******************************************************************************Instructors:

S.R. Ingman, Ph.D. Professor, Applied Gerontology & Director of Doctoral Program in Applied Gerontology, University of North Texas, Denton, Texas. (stan.ingman@unt.edu)

Office: Chilton Hall, Room 301C (Program in Gerontology)Phones: 940/565-2298 / Home Number 940/566-6151

******************************************************************************2016-2017 Undergraduate Catalog course description: Introduction to the study of minority elderly in the United States, including their physical and mental health, income security, family relations, and service issues. Course content focuses on African- American, Asian/Pacific Islander, Hispanic and Native American elders.

Course Objectives: 1 All students will be equipped to discuss the differential impact of ethnic and social class status has upon the aging experience. 2 All students will be equipped to discuss how the aging experience varies depending upon whether one is member of a traditional or a

modern society. 3 All students will be equipped to analyze the pros and cons of the social capitalistic or social welfare systems in the United States, or

another nation, especially in terms of various ethnic and social class groups particular needs. 4. All students will be equipped to analyze the pros and cons for the ‘social contract’ between citizens in the USA and the society they

live , compared to other advanced nations and how this impacts the aging experience in the USA. *********************************************************************************Grading:

1

• Discussion – 10 weekly postings - Participation -- 40% • Socio-Cultural Clinical Case Study -- 10% - Due November 27th • Midterm Examination-- 10% October 23th • Mini Internship (Service-Learning- 10 hours) -- 20 % - Report Due November 20th• Final Examination – December 11th - 20%

Submit as Word attachment to Instructor Via.

This Syllabus is subject to changes as needed throughout the semester. (Last updated: May, 2017 )

Required Texts:

a) The Handbook of Minority Aging by K. E. Whitfield and J . A Baker ( eds. ) Springer, 2014

http://www.coursesmart.com/search many other sources        * $50.00 or less on line. Used and new text $32 to $95

b)  The Politics of the Welfare State: Canada, Sweden, and the United States, by Gregg Olsen.  (2002).         * $ 1 to $41 Amazon.com  .   c)    Shifts in the Social Contact: Understanding Change in American Society by Beth A Rubin, ( 1996). * $1 to 7 on Amazon

Supplemental Papers (Required) are provided on Course Web Site.

Video links provided in folder on Homepage Supplemental Resources (Not Required):

Neil Gilbert (2004). Transformation of the Welfare State: The Silent Surrender of Public Responsibility.NY: Oxford University Press.

S. Eve, B. Havens, S. Ingman, (eds.) (1995). Canadian Health Care: Lessons for the United States. University Press of America. $10.00.Call 940 565 4863

Kinoshita, Y., Kiefer, C. (1992). Refuge of the Honored: Social Organization in a Japanese Retirement Community. Berkley, CA: University of California Press (UNT Library: HQ106.2. J3 K 56 1992).

2

Thursz, C. Nusberg, C., Prather, J. (1995). Empowering Older People: An International Approach. Westpoint, CT: Auburn Press.

Ingman, S. et. al. (eds.) (1995). An Aging Planet, An Aging Population, A Sustainable Future. TIREA, UNT. Come by 308K to secure free copy.

Markides, K. S. & Miranda, M.R. (eds). Minorities, Aging, and Health. Thousand Oaks, CA: Sage, 1997. Minkler, M., Estes, C. (eds). (1991). Critical Perspectives on Aging: The Political and Moral Economy of Growing Old.

Amityville, NY: Baywood. Couper, D. & Pratt, F. (1999). Learning for Longer Life. Denton, TX: UNT Press. Come by 308K Chilton to secure copy. Keith, Jennie et al (1994). The Aging Experience: Diversity and Communality Across Cultures. Thousand Oaks, California:

Sage. Williamsson, J.B. and Fred Pampel (1993). Old-Age Security in Comparative Perspective. N.Y.: Oxford. Filinson, R. and S. Ingman (eds) (1989). Elder Abuse: Practice and Policy. NY: Human Sciences. Dalley, G. (1988). Ideology of Caring: Rethinking Community and Collectivism. London: MacMillan Education, LTD. Monolithic_Project_The-Future-of-Senior-Living_8-1-2011 http://www.monolithic.com/stories/project-the-future-of-senior-

living

********************************************************************************Assignments:

A) Socio-Cultural Clinical Case Study = 10% Due November 27th Please select an elderly person 60 years or older who comes from an ethnic group other than your own. Do not list the person's real name.

o Read interview with Dr. Larry Weed in the Supplemental Papers Folder. o Google "Larry Weed" and "Problem Oriented Medical Record".

Outline for your interview report: Must follow outline to secure full credit

o Family History Persons' family of origin, married or not, children or not, ages of children, general economic status. What % of their income comes from Social Security?

o Clinical Needs in General Do they feel they have poor, fair, good or excellent health?

o Functional Status: Activity of Daily Living - how well can they perform them? o Support System: Strengths and Weakness of the person's social support available to them. o List of Problems, weaknesses, strengths in some details. o Socio-Cultural Clinical History paper is to be posted by the student to the Socio-Cultural Clinical History

Discussion Area to share with your online peers.

3

oB) Service Learning Report

Must submit using outline below to secure full credit.A. Introduction- A. describe site or program in some detail , B. Summarize your activities- how did you spend

ten hours or more, C. Evaluation of Experience- lessons learned

Mini Internship (Service-Learning) = 20 % -- Report Due November 21th. Pick an agency that serves elders and volunteer at the facility and do 5 page double space report on your experience.

Submit your Service Learning report. Copy and paste the content of your Service Learning report to the Service Learning report into Discussion section of Blackboard . Use a descriptive subject line/title. Do not simply attach a copy, you may attach a copy in addition to posting. Reply/comment on other student postings of their service learning post as well.

Mini-Internship Service-Learning Project: Spend 10 hours or more at a site. Interview director and participants at site, and develop a small program of assistance in cooperation with the director of an existing program.

Some Options : Service-Learning Project (Examples in USA) - will accept your suggestionso Day Stay for Adults Executive Director: 940-383-8371 - In Denton and Lewisville. 469 878 0248 (info@daystay.org)

http://www.daystay.org/ o Heritage Oak Retirement Community, Denton Housing Authority, Call Director Help expand social & recreational

programs. 940 383 1506 http://www.dentonhousingauthority.com/heritage-oaks.php o Elder services to others in Community , Contact RSVP: Serving Denton County http://www.rsvpserves.org/ 940 383

1508 o Senior Citizen Center at American Legion Center in Denton. Betty Kimble. Phone: (349-8298) or 940-382-4351 Assist

with Computer/ Sewing Classes, etc African American Oriented Center Historically. 629 Lakey Street Denton, TX 76205

o Fair Oak Retirement Housing, Denton, Call Director, Ms Blackwell, 1950 Lattimore Street, Denton, TX 76209 (940) 891-1719

o Pecan Place Retirement Housing, Denton, Call Denton Public Housing Authority http://www.dentonhousingauthority.com/pecan-place.php 940 383 -1504

o Meals-on-Wheels. Help provide meals in the home. Call SPAN (Senior Programs for Aging Needs). , 1800 Malone Street, Denton, Texas 76201 (940) 382-2224 - http://www.mowdc.org/

o Senior Pals, Weekly call and outing, Call SPAN, 382-2224 http://www.span-transit.org/v2/services.html

4

o Denton Senior Center, largest and most diverse programming in Denton. Call 940 349 8720 http://www.cityofdenton.com/index.aspx?page=965

o Carriage House, 1357 Bernard Street, Denton, Call Linda Rider, Ex Director, 940 484 1066. Assisted Living. o Two large Retirement Communities –CCRCs - Good Sam Denton Village , Hinkle Ave 940 383 2651 and Good

Samaritan Lake Forest 940 891 0856 o Lewisville Senior Center, 972 221 9663 o Area Agency on Aging – North Tx AAA Ex . Dir. Doni Green, 1800 272 3921

Or, select similar senior oriented service program in your town or region and arrange for assisting. You can contact any program and merely report to me what you have selected. Mini-Internship: Spend 10 hours or more at a site. Interview director and participants at site, and develop a small program of assistance in cooperation with the director of an existing program. – D. Discussion Forum or Board.

How to post a paper to the discussion forum: To ensure a lively discussion and encourage substantive replies, you are asked to BOTH attach your paper AND copy/paste the contents into your discussion post. Create Message / Enter paper title or other descriptive into Subject Line... Enable HTML Creator and paste the contents of your paper. (Vista, in HTML Creator, maintains most of your Word formatting. Don't worry about line breaks... you don't have to follow the 1.5 line spacing rule like in your paper.) After populating the discussion post - then attach your paper and post. Students are allowed to edit postings later if you find a mistake.

******************************************************************************Blackboard Vista:The course employs the Blackboard Vista software used by UNT to approximate a classroom-based course with assigned readings, class discussion, examinations and related assignments. If you find that you are having difficulty with the Blackboard program and need technical support, try using the instructional tutorial and other materials provided by the UNT Center for Distributed Learning, email the Center for technical support or email TA (Section Designer / TA for this course). Links to the CDL instructional materials and to WebCT tech support are provided when you first log into WebCT.

Virtual Office: (Discussions area) ASK QUESTIONS HERE Students can edit their messages after posting them.

General Discussion Announcements and comments to class, news, and links (Not relevant to other discussion areas) go here.

5

Academic Questions Ask Academic questions here. (Clarification of a concept, definitions, context etc.) The instructor and classmates may answer.

Technical Questions Technical Questions about how to “operate” this course. The instructor, TA and classmates may answer. (You can also direct Vista questions to Vista support: Links at bottom of Course Homepage.)

Introductions Post a paragraph or two introducing you to the class. Please indicate what you hope to learn in this course and how this course will be useful to you in your career goal. Students can edit their messages after posting them.

Policy on Academic Integrity Cheating and plagiarism are serious matters. The usual penalties for these offenses include failure for the assignment, failure in the course, and a written report to the Dean of Students. Plagiarism is the act of taking the ideas and/or words of others and presenting them as your own. If you are uncertain how to cite your sources, please contact the course instructor for assistance.

Copyright Notice: o Some or all of the materials on this course Web site may be protected by copyright. Federal copyright law prohibits the

reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner, unless fair use or another exemption under copyright law applies.

o Materials are provided solely for the use of students enrolled in this course, and for purposes associated with this course; except for material that is unambiguously and unarguably in the public domain, these materials may not be retained or further disseminated.

o Any students, faculty, or staff who use University equipment or services to access, copy, display, perform, or distribute copyrighted works (except as permitted under copyright law or specific license) will be subject to appropriate disciplinary action by the University as well as to those civil and criminal penalties provided by federal law.

Attendance and Performance in Class Internet courses provide students with the opportunity to take classes at a distance and at a time that fits their individual schedule. However, to provide a learning experience comparable in quality to the traditional classroom, internet courses require a broader and more consistent level of participation by students. For purposes of this course, attendance means more completing the assigned readings and visiting the weekly lectures.

POSTING WEEKLY IS HIGHLY RECOMMENDED

In order to receive the maximum benefit (and grade) from this course you will need to: o Review the course assignments for each weekly Discussion area. o Complete assigned readings by the beginning of the week in which they are covered.

6

o Visit the discussion pages early each week. o Open each unit's discussion question(s) promptly, participate actively in the discussions, and follow the contributions of

others throughout the week. o Check your WebCT course E-Mail frequently for personal communications from your instructor and fellow students.

****************************************************************************** ADA Statement It is the policy of your instructor to comply fully with the American Disabilities Act and to make reasonable accommodations for qualified students with disabilities. Please present your written request for accommodation at the start of the semester. Policy on Incomplete Coursework Applied Gerontology courses prepare students for responsible roles in professional health and social service organizations. Students are, therefore, expected to complete all course assignments and examinations in a timely fashion. While the option of granting Incompletes remains with the individual course instructor, the Applied Gerontology faculty has adopted the following guidelines:

Incompletes will be granted only in extenuating circumstances of serious illness or family disruption. Students are expected to make-up all incomplete coursework within 60 days of the start of the following semester. If the department's Academic Program Coordinator does not receive a final grade or description of special

arrangements from the instructor within the allotted time, the University Registrar will be directed to enter a Permanent Incomplete as the final course grade.

University Policy regarding the Grade of “Incomplete” as stated in the Undergraduate Catalog, University of North Texas Bulletin: o I – Incomplete; a non-punitive grade given only during the last one-fourth of a semester and only if a student: (1) is passing the course; (2) has justifiable reason why the work cannot be completed on schedule; and (3) Arranges with the instructor to finish the course at a later date by completing specific requirements that the instructor must list on the grade sheet.

All work in the course must be completed within the specified time (not to exceed one year after taking the course).

Diversity Statement: The Department of Sociology and Applied Gerontology Program at the University of North Texas prepares students to serve populations with diverse socioeconomic and educational experiences. The academic curriculum is designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

7

Syllabus Not A Contract: The University attorney advises faculty members to notify students that the syllabus is not a contract and is therefore subject to change. We will try to adhere to the schedule provided, but it is important to note that changes may be necessary to meet unforeseen needs and events.

TIMELINECourse Outline:

Fall-2016 (August 28 - December 15th)Overview:

UNIT 1: Aug-28_Sept-10UNIT 2: Sept-11_Sept-17 UNIT 3: Sept-18_Sept-24UNIT 4: Sept-25- Oct-1UNIT 5: Oct 2_Oct-8UNIT 6: Oct-9_Oct-15**Midterm Exam : October 23rd

UNIT 7: Oct-16 _Oct 29UNIT 8: Oct 30 _Nov-5UNIT 9: Nov-6_Nov-12UNIT 10:Nov-13_Nov-26** Final Exam December, 11th

*************************************************************************************************************************

Introduction: Post a paragraph or two introducing you to your classmates and me. Please indicate what you hope to learn in this course and how this course will be useful to you in your career goal. Use “Introductions” Discussion found in the Virtual Office discussion area.

Week Contents To Read Discussion and Assignments

Due

Unit1 Why Study Culture, Demographic of Aging?

Required: Summarize Readings in text and in supplemental Sept 10th

8

oTexas Demographic Challenges and Assets

oSeniors Serving OthersoSenior Roleso Intergenerational RelationsoWho is majority and who is

minority in which society or community? Objectives 1

Be able to outline major demographic change in Texas, USA and the World as their populations age.

Objective 2 Be able to discuss how culture of care giving and receiving as an important impact on formal and informal care systems in nation.

Objective 3. Be able to explain how culture of intergenerational relationships influence aging policy in USA

oWhitfield and Baker, Chapters 1, 2, 7 , 15, 23, 24.

• Supplemental Papers: Review Papers in Folder “Sustainable Senior Living”oCulture-Change-in-Senior-Care-Delivery-

Models_Brune.pdfoMonolithic_Project_The-Future-of-Senior-

Living_8-1-2011.pdfoToward-transgenerational-views-of-

sustainability_Ingman-2003.pdf

papers.

Post response to the following questions:

Can culture substitute for resources in old age? Or do some ethnic groups have an advantage in old age?

How many people 65 and older live in Texas currently?

How many persons 65 and older now live in USA and Texas in the year 2060?

Which ethnic group are likely to become the main low income formal care givers in Texas?

UNIT-2:

Where do we go from here?oSweden, USA, Canada &

Denmark Welfare Systemso Is the Swedish System the

best welfare state or at least the most complete system? Objective 1 : Be able to

• Readings:oWhitfield and Baker, Chapters 11, 16 oOlsen, Chapters 1, 2, 3* oRubin, Chapters 1, 2,

• Supplemental Papers:Review papers in Folder on “Canada”Olsen, Chapters 1, 2, 3 are in file in “Olsen

Summarize the chapters 11 and 16 in Whitfield and Baker and chapters 1,2, 3 in Olsen and the papers in the Folder on Canada in Supplemental Paper Section

Sept 17th

9

outline the structure or organization of welfare benefits in Sweden, Canada and Denmark .

Objective 2 : Be able to outline how each national system impacts elder care.

PDF's of Book” folder on Homepage.

Unit3 UNIT-3: US in Transitiono Reforming Social Securityo Medicare and Medicaid: Two

more components of the welfare state.

Unit Objective 1: Be able to start your model on Long Term Care for USA.Unit Objective 2 : Be able to make an initial list of positives and negative about the New Health Care Reform.

Readings:oWhitfield and Baker, Chapter 9, 10, 12, 13,

14oOlsen, Chapters 4 & 5 oRubin, Chapters 3,4,5

Supplemental Papers:oVisit Folder “US National Health Care

Reform.”oThe Triage-ON LOK- SHMO- PACE

Stories Review the two papers in the TRIAGE-MODEL-IN-CONNECTICUT Folder.

Google information on :o “On Lok in San Francisco”o “Social HMO” (or “SHOM”)o the Program of All-inclusive Care for the

Elderly ("PACE") model.• Questions:

oHow to build a Quality Care System?oName five major characteristics of a quality

Long Term Care System?oWhat is wrong with nursing home care?

oWhy is readmission to hospitals of the aged a major issue in discussions about health care

Post summary of Chapters 12, 13, 14 in Whitfield and chapters 4 and 5 in Olsen.

Post short post on Triage- On Lok- SHMO and PACE MODELS: WHAT IS SIMILAR ABOUT EACH MODEL?

Sept 24th

10

reform?Unit4 The African American

Experience in US and Experience of Africian in USA and in their home land.o Slavery in US and Mexicoo Grandparents Raising

Children in USA and Africao Socio-economic gap

continues - Whites vs. Blacks

o When will African Nation see the aging of their populations?

Unit Objective 1 : Outline the history of discrimination in Texas in terms of the African American experience in Denton, Texas and in USA.Unit Objective 2 : Outline the strengths of African American Community to face the challenges of aging in USA.

Readings:o Whitfield and Baker, Chapters 18, 19. o Rubin , Chapter 6, 7 Optional Videos:o Browse the UNT Libraries' Video on

Demand (VoD) to view selections via the link in the Videos / Watch Videos folder on Course Homepage.

o Also, Go To https://vod.library.unt.edu/index.php - log in - Browse by Subject

Summarize the chapters in text, - Chapters 18 and 19 , and visit Supplemental Paper: African American Experience Folder - Write an essay on the reasons why older black women (women age 80 and older) on average live longer or similar to white women for the same age- when they start out life with lower life expectancy at birth?

Oct 1st

Unit5 The Hispanic & Latino Experience in the US and MexicooAdjusting Care Systems for

the Emerging New ClientsoAging in Mexico: An

Emerging System of Care in Low Income Societies

oHigh and Moderate Income Elders Immigrating to

Readings:oWhitfield and Baker, Chapters 28, 33

Supplemental papers:oReview Papers in Folder on Mexico.

Optional Video:oBrowse the UNT Libraries' Video on

Demand (VoD) to view Hispanic & Latino Experience selections via the link in the Videos folder on Course Homepage.

Summarize the Chapters 28 and 33 in text and readings in Folder on Mexico and Hispanic in USA .

Write an essay on why is Mexico aging so rapidly and what are the issues this raises for Mexico and

Oct 8th

11

Mexico

Unit Objective 1: Be able to explain how the immigration of large numbers of Hispanic are changing the challenge facing the delivery of elder care in Texas and USA.Unit Objective 2 : Be able to discuss how long term care may need to adjust to an Hispanic elder population in Texas and in USA

USA? Two page posting.

Why are Mexico American likely to be formal care giver for White elders in Texas?

Unit6 The Asian ExperienceoChinese American

Contribution to USAoOn-LokoAging in Japan, China and

Indiao Japan and China Moving in

Similar DirectionoChina: Urban vs. Rural

AgingUnit Objective 1 : Be able to explain how On Lok model contributed to community care in USA.Unit Objective 2 : Be able to explain the particular challenge to serving Korean and Chinese elders in place like Dallas, Texas

Readings:oWhitfield and Baker, Chapters 21

• Supplemental Papers:oReview Papers in Folders on China, India,

Bangladesh, Turkey• Optional Video:oBrowse the UNT Libraries' Video on Demand

(VoD) to view Asian Experience selections via the link in the Videos folder on Course Homepage.

Summarize chapters in text- Chapter 21 - and review papers the supplemental paper - Folders – China etc.

Why are the challenges for Asians elders living in USA with the aging : newly arrived and long term residents of USA?

Oct 15th

Midterm Examination = 20%

12

o Will cover Units 1 – 6 - .

Unit7 European Experience and Elderly Care Systems: Great Britain and SwitzerlandoGreat Britain: Inexpensive

Comprehensive Careo Switzerland:

Decentralization with Universal Coverage

o The Development of Geriatric Medicine

o Individualism vs. Collectivism: Positives and Negatives

Unit Objective 1 : Be able to compare and contrast the various way health care systems are organized in world.

Unit Objective 2: Be able to discuss why UK or Great Britain was a major influence on the creation of our elder care system in USA .’Unit Objective 3: Be able to discuss and compare the ‘social contract’ as it varies in various advanced societies in world.

Readings: Whitfield and Baker, 32oOlsen Chapter 6, oRubin, Chapter 6, 7

Supplemental Papers:oFolders: Switzerland, United Kingdom.

Summarize Chapter 6 in Olsen and Chapter 32 in Whitfield : Do a page on the National Health Service and the development of the Geriatric Service in UK?

Do page in the lessons for USA reform of our national health care system from experience of UK and Switzerland program design.

Oct 29th

Unit8 Poverty and Inequality in Aging in the US

• Readings:o Whitfield and Baker, Chapters 31, 27

Summarize the chapters in texts and review the papers

Nov 5th

13

oNative Americans and AgingoDifferential Adjustment to

Chronic ConditionsUnit Objective 1 : Be able to discuss the number of Native American in USA today and special issues of elder care in rural and urban Native American Communities.

o Olsen Chapter 7 • Supplemental Reading:

o Papers in Supplemental Reading American Indians Folder.

• Optional Reading:o Book: Dale Van Ebery. Disinherited: The

Lost Birthright of the American Indian, Avon, 1966.

in the Folder – American Indian.

Write small essay on differential status of American Indian in USA.

Unit9 Reforming the Aging Experience in US - Part I

oAging: Segregation or Integration by Generation in US

oThe Influence of New Ethnic Communities in the US

oSenior Communities: The Influence of New Ethnic Communities in the US

oTax Credit Senior Housing Program – largest housing program in USA.

oSenior Reengagement – what is the function of old age?

o NORC – Natural Occurring Retirement Communities

Unit Objectives 1 : Be able to evaluate the strengths and weakness of the largest elder housing program in USA ( tax credit senior citizen housing out of US Dept. of Treasury )Unit Objective 2 : Be able to design an ‘Age Well , Live Well ‘

• Reading:o Whitfield and Baker, Chapter 30o Olsen Chapter 8

• Supplemental Papers:

** http://www.tdhca.state.tx.us/multifamily/faqs-htc-basics.htm

o R. Moody paper - Environment-as-an-Aging-Issue_Moody.pdf in Supplemental Reading - SUSTAINABLE-SENIOR-LIVING folder.

• Google info:o William Thomas and his book “What Are

Old People For?”

Summarize Olsen Chapter 8 and Moody’s paper, Chapter 30 in Whitfield and Baker. – two pages

Conduct research into how the senior housing tax credit program function in USA ( US Dept. of Treasury program)

Write a small essay on tax credit housing in USA - -three double spaced pages.

Nov 12th

14

Community for Denton, Tyler, or similar sized city ( Tx State program.)

Unit10 Reforming Aging in US: Part II: Creating a Quality Old Age in Sickness and in Healtho Over and Under

Medicalizationo Independence, Dependence

and Creative Interdependence

o Cultural and Class Equityo Sustainable Communities

Unit Objective 1: Be able to outline some ways to avoid over-medicalization of geriatric care.

• Reading:oWhitfield and Baker, Chapter 12, 16, 22

• Supplemental Papers:oSustainable Senior Living folder – papers.

• Movies:oSustainability: Mobilizing Community Assets,

Part 1 and Sustainability: Mobilizing Community Assets, Part 2 in “Watch Videos” area of Videos folder on Homepage.

• Optional Reading:oAbbott, Carman, Carman and Scarfo: “Re-

creating Neighborhoods for Successful Aging” (Excerpt: http://www.healthpropress.com/store/abbott-29241/excerpt.htm)

Summarize Chapter 12. 16, 22 in text and review all the papers in Folder – Sustainable Senior Living.

Post an essay on over-medicalization and under-medicalization as it relates to older adults. Provide examples of each issue.

November 26th

FINAL Examination = 20% - Will cover Units 7-10.Dec 11th

15