Anthropology The First Day Of Class - 1507 Words

What is Anthropology? When this question was asked on the first day of class. I immediately thought to myself that it was the study of nonindustrial peoples but it was much more. According to the American Anthropology Association, Anthropology is the study of humans, past and present. I realized that many social science focus on one single society such as the United States. While, anthropology offers a unique cross-cultural perspective, constantly comparing the customs of one society with those of others (pg. 1). In class, we watched a movie called â€Å"A League of Their Own†, and got to be ethnography anthropologist. As a short term anthropologist well be uncovering the different aspects of the movie as well as background research. Today’s society, we observe differences in not only male and female sexes, but importantly, their gender. Throughout the A League of Their Own their was gender role behaviors and attitudes. The males in the film were displayed aggression, e specially toward females. Aggression was shown in many ways such as sarcasm and yelling. Jimmy Dugan, a main character in the film as the Rockford Peaches’ coach, is rude with his remarks. In one scene, Evelyn performs a wrong play, which Jimmy starts yelling at her as she is walking towards the dugout. Evelyn begins to cry as Jimmy is yelling at her and responses with his famous line â€Å"There’s no crying in baseball!†. In the world, we see different types of families whether its blend, nuclear, extended, singleShow MoreRelatedBecoming A First Generation College Student860 Words   |  4 Pages I have always been my own motivator and it has not always been easy. Being a first-generation college student meant going it on my own, making mistakes and learning from them. At the start of my college adventure I met Professor Michelle Field who introduced me to more than my love of Anthropology, but looking back she is now my inspiration to want to teach Anthropolo gy. 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The fourth heading is habitus, with a sub-heading thus: the socio-cultural study of the body. The fifth heading is on nationalisation theories. The sixth heading is on globalisationRead MoreAnthropology : The Anthropology Of Sports1496 Words   |  6 PagesAnthropology is a generic term which originates from the Greek word anthropo logos which means the â€Å"study of man.† Anthropology is the most comprehensive among the social sciences, covering every aspect of human behaviour, past, present and the future (Blanchard 1995:2). 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Proposal to Implement Erp - 1605 Words

Project Proposal Sheet 1.0 Idea HANA KIMI CO. would like to adopt an online Supply Chain Management System (SCM) whereby the customers may buy company s products online via company s website and able to track the status of the order including the availability of the stocks by integrating the Online Sales System with the company s Inventory, Manufacturing and Production System. 2.0 Type of Project #8730; Revenue Generating #8730; Cost Savings 3.0 Type of System Horizontal: The implementation of the online SCM will involve the operational level only Vertical: The following functions will be integrated: #61607; Manufacturing and Production System #61607; Sales and Marketing System #61607; Inventory System†¦show more content†¦Under this condition, there are the one who sets the price. To uphold a good relationship with them is the answer to minimise the risk. Thus, offering them the new integrated online system which will ease and simplify their deal, will be very advantageous. Competitive Rivalry What is important here is the number and capability of the competitors Ââ€" if there are many competitors, and they offer equally attractive products and services, then the business is most likely to have a better power in the situation. If suppliers and buyers don t get a good deal from us, they will walk off elsewhere. Alternatively, if no-one else can do what we do, then we can often have tremendous strength. We might not be able to totally differentiate the products but we can surely offer better services to them. One of the ways is to implement the interactive online SCM that integrate the Sales System, the Stock Control System as well as the Production System. In this case, we are able to cater both suppliers and customers better and faster. Threat of Substitution This is affected by the ability of the customers to find a different way or different substitute products in the market. 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Sir Gawain and the Green Knight Free Essays

Sir Gawain and the Green Knight is a fourteenth century Middle English romance story portraying the chivalrous character of Sir Gawain. It is a splendid but a difficult poem and the one that has naturally attracted a considerable body of critical commentary. The poem is altogether extraordinary, especially in the brilliant architectonics of its composition. We will write a custom essay sample on Sir Gawain and the Green Knight or any similar topic only for you Order Now The complex and symmetrical structure of the poem urges the readers to look for an overall meaning and intention. (John Halverson). The story belongs to the category of the best stories that have a strong theme, a fascinating plot, a fitting structure, unforgettable characters, a well-chosen setting, and an appealing style. The intricate plot, rich language and complex symbolism make the poem interesting for many a critic. Plot is most often about a conflict or struggle that the main character goes through. The conflict in the mind of Sir Gawain and his out ward conflict with the Green Knight make the poem rich in its plot. When the King Arthur was challenged in his court by a mysterious green warrior, Sir Gawain took it valiantly. The â€Å"Green Knight† offers to allow anyone to strike him with his axe if the challenger will take a return blow in a year and a day. The valiant Sir Gawain strikes the Green Knight beheading him only to see the Green Knight getting up and setting up head once again stunning everyone there. Thus the story begins drawing Sir Gawain into action and later his struggle to meet the Green Knight at the appointed time after one year. Sir Gawain shows extraordinary courage and determination in keeping his word. The setting in a story helps it to unfold naturally. It sets the tone of the story and provides the necessary background for understanding the actions of the characters in the light of the context. Setting is the psychological time or place in a story. Setting plays an important role in the success of stories. It sets the reader’s mood and setting in this story puts the reader right into the story. It also helps to outline the theme of the story. It may be an important symbolism in the story which only enriches the story with multiple layers of meaning. The story of Sir Gawain and The Green Knight is set in the backdrop of medieval courts and allows the readers understand the intricacies in the plot. The hunting in the dangerous forest and the lovely green chapel add to the richness and complexity to the story. It is a perfect setting to portray the gallantry of the host, Bertilak in the open world and the virtuous nature of Sir Gawain in the closed chambers of the chapel. The struggle that goes in the mind of the protagonist is richly suggestive. Morgan argues that a moral struggle is suggested by the juxtaposition of the hunt scenes and the bedroom scenes, with the Lady in the role of the hunter and Gawain as the hunted. (Morgan). A theme is something important the story tries to tell us—something that might help us in our own lives. The main is character is someone readers can feel something in common with, or at least care about. Generally the main character has an flaw in his character and as a result he suffers. We see the character evolving as the story progresses. Sir Gawain’s guilt of not keeping his promise to Bertilak makes him realize his inner moral weakness, though he appears to be victorious to the outside world. The finest of all Middle English metrical romances, Sir Gawayne and the Grene Knight, dealing with incidents derived, apparently, from a primitive form of the Gawain legend, portrays him in his original character as a model of chivalry and of all the knightly graces. (Cambridge History of Literature) References Halverson John http://www. jstor. org/pss/436002 Morgan, Gerald. â€Å"The Action of the Hunting and Bedroom Scenes in Sir Gawain and the Green Knight. † Medium Aevum 56 (1987): 200-16. http://chss. montclair. edu/english/furr/arkin. html The Cambridge History of English and American Literature http://www. bartleby. com/211/1213. html How to cite Sir Gawain and the Green Knight, Papers Sir Gawain and the Green Knight Free Essays The Theme of Games in Sir Gawain and the Green Knight The theme of games plays a very important role in Sir Gawain and the Green Knight. In fact, much of the action that takes place in this story revolves around the playing of various â€Å"games. † When one thinks of the word â€Å"games,† there are several thoughts that may come to mind. We will write a custom essay sample on Sir Gawain and the Green Knight or any similar topic only for you Order Now Sports, board games, and card games are all types of games that society today might be familiar with. The author of Sir Gawain and the Green Knight uses different kinds of games than the ones mentioned above. In the time of Sir Arthur and his court, the word â€Å"game† wasn’t as strongly associated with something pleasurable as it was meant to test one’s worthiness. When the Green Knight enters Arthur’s court and announces that he has come to ask â€Å" a Christmas game,† he has not come to play cards or scrabble, but instead has come to test the worthiness of someone in the court. â€Å"The â€Å"game† of exchanging gifts was very common in Germanic culture. If a man received a gift, he was obliged to provide the giver with a better gift or risk losing his honor, almost like an exchange of blows in a fight, or in a â€Å"beheading game† (Harwood). Many other games are involved in the plot of Sir Gawain and the Green Knight. Throughout the third section of the poem for example, we see Gawain’s host’s wife play games with Gawain. Gawain views his arrangement of trading with his host as a game (line 1380). Even from the beginning, the Knight plays a game of sorts with Arthur’s court by criticizing and almost taunting the court for failing to live up to its reputation:   Ã¢â‚¬Å"What, is this Arthur’s house,† said that horseman then, â€Å"Whose fame is so fair in far realms and wide? Where is now your arrogance and your awesome deeds, our valor and your victories and your vaunting words? † (lines 308-311) Eventually the reader discovers all of the events of the story are a game of Arthur’s sister, Morgan Le Fay. Throughout the telling of the story it becomes evident that the author is playing a game with the mind of the reader. This essay will explore the theme of games in Sir Gawa in and the Green Knight as well as how they might be connected. The foundation of the entire plot of the story begins with the â€Å"Christmas game† that the Green Knight has come to play with Arthur’s court. The court initially believes hat the mysterious knight has come for â€Å"contest bare† (line 277). When the Green Knight reveals that he will exchange one blow for another, it seems like it would be an easy victory for an opponent, seeing that no one expects the knight to survive after being beheaded with his own axe. Surprisingly, the knight picks up his severed head and leaves. This severely heightens the seriousness of Gawain’s promise to let the knight have a blow at his own head in exactly one year. Arthur clearly downplays the importance of this promise, saying, â€Å"Now, sir, hang up your axe, and return to the feast† (Line 477). Arthur clearly tries to write off the importance of the contest before Gawain beheads the knight with his own axe, as if he foresees Gawain’s eventual success: â€Å"Keep, cousin,† said the king, â€Å"what you cut with this day And if you rule it aright, then readily, I know, You shall stand the stroke it will strike after† (Lines 371-374). While neither Gawain nor the reader is aware of the game that is already occurring throughout the plot of the poem, this same game continues to unfold as Gawain arrives at the castle on Christmas Eve. Bercilak, who plays â€Å"host† to Gawain, continues to trick Gawain by not revealing that he is the Green Knight from Arthur’s castle. He allows Gawain to stay at his castle, on the condition that anything acquired throughout the day as a result of staying there would be given to Bercilak as a gift. In return, anything that Bercilak acquired while hunting would be gifted to Gawain. We see another representation of Games within hunting, as hunting is sometimes viewed as a game in itself. Gawain sees this mutual exchange of things won over the course of the day as a game, although Bercilak describes this arrangement as a â€Å"covenant† (Line 1384). It also becomes apparent that the hosts’ wife is playing her own games with Gawain by sneaking into his quarters and trying to seduce him. It is at this point in the story in which Gawain breaks a major rule of the game by not telling Bercilak about the girdle, which supposedly holds magical powers that would prevent any harm from coming to Gawain. Gawain does not fail because he accepts the girdle, but rather because he fails to gift the girdle to Bercilak as something won throughout the course of the day. Since Gawain believes that the girdle would give him the power to survive the blow of the Green Knights’ axe, he fails to hand over his relic to his host. Before Gawain goes to bed on this third night of his stay, Bercilak reminds Gawain, â€Å"Every promise on my part shall be fully performed† (Line 1970). This is a hint to the reader that the host is already aware of the fact that Gawain decided not to share this girdle that was gifted to him. When Gawain finally leaves the castle and finds the Green Knight waiting to hold up his end of the bargain, the Green knight continues to play games with Gawain by â€Å"teasing† him with the axe. He stops at first after Gawain flinches and taunts him for moving. Once Gawain remains still and the Knight deals his blow, only scratching the neck of Gawain, the Green Knight reveals his true identity, as well as the identity of Morgan Le Fay. It is at this point the reader realizes that almost everything that has happened up to this point is just a part of an elaborate game. This game was designed at the hands of Morgan Le Fay to teach Gawain, as well as the other knights of Arthurs’ court, that even the most noble of knights are human and subject to failure at the hands of temptation. As Gawain returns still wearing the green girdle around his arm, it is evident that this game has also taught him another valuable lesson: the lesson of humility (Bennett). Gawain returns to Arthur’s court, still wearing the girdle in shame as a reminder to always follow the rules of the game. After Sir Gawain shares his tales of deceit and trickery, the other knights deem it appropriate to also wear green sashes as a reminder of the adventure that Gawain had. Finally, there are at least two more games that the author plays with the reader throughout Sir Gawain and the Green Knight. The first and most obvious game is the fact that the author hides important information from the reader until the end, and then reveals this information. Such information includes but is not limited to the host’s true identity, the reason for the â€Å"Christmas game,† and the fact that Gawain’s aunt, Morgan Le Fay, originated the game. While concealing this information is critical to the progression of the story, it still represents a more subtle game that is being played by the author. â€Å"A much more subtle game played by the author, however, is the way that the author sneaks moral instruction into a poem which, up until about the last three hundred lines, is almost purely entertainment†(Putter). The author clearly expresses to the reader that even Gawain, the noblest of knights, is human and subject to failings. Whether in the fourteenth century or today, the author’s message holds significant meaning. It is apparent that we are in fact all human, and at some point or another, subject to some type of failure. I believe that this is the message that the author of Sir Gawain and the Green Knight wanted to pass along to the reader. In conclusion, the theme of games is demonstrated in many different ways throughout Sir Gawain and the Green Knight. It is seen in the actions of the Green Knight and Morgan Le Fay towards Gawain. It is also evident that similar games are played between the author and the reader. All of these games tie together significantly to reveal what I believe is the key message of this poem: Regardless of social status, we are all human, we are all subject to temptation, and most importantly, we are all, at some point, almost certainly subject to failure. Works Cited 1. Harwood, Britton J. Gawain and the Gift,† PMLA 106. 3 (1991) pp. 483–99. 2. Sir Gawain and the Green Knight in The Norton Anthology of English Literature, Sixth Edition, Volume One. General Ed. M. H. Abrams. New York: Norton, 1993. 3. Bennett, Michael J. â€Å"The Historical Background† in A Companion to the Gawain-Poet. Derek Brewer and Jonathan Gibson, editors. Cambridge: D. S. Brewer, 1997. pp. 71-90 4. Putter, Ad. An Introduction to the Gawain-poet. New York: Addison Wesley Longman, 1996. How to cite Sir Gawain and the Green Knight, Essay examples

Cognitive Learning Theory And Applications In Nursing Education

Question: Discuss About The Cognitive Learning Theory And Applications In Nursing Education? Answer: Introduction: Learning, although has been bound to classrooms and lectures for a long time, is now getting evolved. Educators are looking for ways to implement suitable methods that can make a difference in learning. The theories put forth by Pavlov (classical conditioning) to Piaget (Constructivisim), all deal with innumerable ways to enrich learning. Although the theories are different in their approach and use varying methods to achieve the goal, their primary focus is on how to enrich learning experiences in adult education. The educational psychologists and researchers strongly believe that understanding these theories can help in enhancing efficiency in learning and standardizing the learning methods. (Aliakbari, 2015). These adult learning theories focus on one point- since the primary object, here are adults, they are self-motivated enough to understand the value of learning, and can understand its importance. Hence, experts believe that applying theories of adult learning in a suitable environment, has to be by accentuating their personal desire to learn and also by inducing internal motivation, rather than using external stimulation. (Chen, 2014). Other experts equally believe that any of these theories can be applied to adult learning, in any professional settings. (McAllister, 2003). Since the subjects here are adults, (as in nursing education too), the perspective of the individuals is clear- they have come to learn skills that are essential for living (or career development) and hence, use of a dult learning theory can come in extremely handy. Although every theory brings to our attention a different focal point of adult learning, and has an alternate method to suggest strengthening learning perspectives, each theory is, on its own, complete. Therefore, in this study, we are going to look upon the salient features of cognitive theory of learning by Jean Piaget and how it can be applied to nursing education. Cognitive Theory of Learning: Cognitive learning theory, put forth by Jean Piaget, emphasizes on the use of concept maps to increase the capacity of learning new skills in adult students. (Biniecki et.al, 2015). Cognitive theory, therefore, emphasizes on analyzing the mental processes and using it effectively to facilitate learning in an individual. Learning, therefore, is synonymous to think with the brain. (Sincero, M. S). Hence, by studying the mental processes, and effective cognitive processes can ensure effective learning. Piaget divided the mental processing ability of individuals in four stages sensorimotor, pre-operational, concrete operations and formal operational stages. The last stage the formal operational stage, is what we are concerned about, as this deals with the adolescent to adult learning stage. This is the stage where, according to Piaget, the cognitive development is complete, and therefore, the brain can focus on the importance and value of learning skills that might be required for the future. Many experts believe that the cognitive theory is very much appropriate in the adult learning experiences. According to them, since the cognitive theory involves the influence of both social and personal factors, a learner can immediately relate what is being learnt to what he does in his personal life. Here, let's take the example of a nursing practitioner or a nursing student. If an instructor is talking about the conditions of multiple sclerosis and the nursing student is able to relate that lecture to the patients they have seen that day, then the metal processing of information is complete. Hence, learning is effective, when one can process its meaning in what is already present in their cognitive structure. (Jackson). Also, one is required to both study the external environment or as Piaget called the social factors, and also the intrinsic internal behavior or personal learning abilities or traits. The learning is effective, only when both external and internal behaviors are favorable and the individual can effectively process information through mental processes. The below diagram predicts how the behavioral patterns of a learner and his skills to accumulate and process information depends upon both his personal and social environments. This is called the social cognitive theory, where the social (environmental effects) are also considered as a factor for influencing a persons learning experience. The social cognitive theory, as expressed in the model above, focuses on how the environment can influence a person and increases his skills in processing effective information. This can be applied in nursing effectively, where a student learns from their external environment the hospitals or health care centers where they take training and also from the seniors. Cognitive theory, (with its several sub-theories), therefore, focuses on what goes inside the minds of the learner, and hence, how they can change perceptions and thoughts according to what is learnt and also their environmental conditions. (Braungart, et.al., 2007). What makes the cognitive theory more effective as an adult learning tool is its suitability in their applications. Adult mind, is already developed (cognitive abilities, as per Piaget, have been formed) and goals are established. Hence, providing them with a learning experience that is both conducive to their social conditions, (external environment) and cognitive framework (internal environment) can defiantly produce effective learning. Hence, the theory of cognitive learning believes in not rewarding the learners for their work, but on understanding the goals and perceptions of life they have, and work upon it to help them assimilate information efficiently. Cognitive theory, therefore, has been applied to various adult learning experiences, and have proved to be very useful. This theory has also been applied to various fields of medicine, where the students are in their formal cognitive development stage, and are influenced by perceptions and environmental situations. The assimilation of information accounting to the cognitive theory can be explained as Attention Processing- Memory storage- Action. (Braungart, et.al). A student needs to first attend to what is being taught, and process it with prior information they have on that subject as a next stage of learning. Once the processing is done, it is stored in the memory for a later stage, where it will be required for application. Cognitive Theory in Nursing Field: The cognitive theory model can be efficaciously applied to the field of nursing and medicine to enlarge learning perspectives. There are several instances where it can be applied to the field of nursing. Here are some examples given by the researchers: Use of concept maps: A nursing practitioner or student, needs to assimilate a plethora of information and has hoards of symptoms to learn to apply it effectively in everyday process. Bringing back the concept map here, the student can use it to get a framework of symptoms, and diagnosis to connect it to real life situations. (Biniecki, et.al., 2015). Designing concept maps for various disorders and diseases (which are otherwise complicated) can help understand their applications. They can also use concept maps to design health care plans for specific cases and hence, can use it as a learning tool (as well as practice tool) at later stages. Social Cognitive Theory: Cognitive theory believes in putting into picture both the external and internal environment. A student of nurse training is imbibed with cognitive development that involves caring for the sick and also in understanding medical jargons. Thus, the personal environment ability to think- is clear. Similarly, since what they learn is going to be useful in everyday applications, their social environment is also conducive to learning. Cognitive theory, therefore, is perfect for applying in nursing practices, either as a primary tool or an ancillary aid. The four stages of learning, as explained by the theory - Attention Processing- Memory storage- Action- can be applied to the nursing field. They can learn the information, process it and store it in memory and can be applied in a clinical environment. Motivation: Motivation is also a key factor for cognitive learning. While external motivators like high salaries or clearing the training process can be one of the instigators, what motivates the learner more is internal satisfaction in learning new methods of treatment processes, in performing their tasks better than the others, and also in getting satisfaction out of learning (Palis, et.al., 2014). This significant internal factor forces an individual to focus on the modules taught, and their brains to process and store information for further use. A student nurse might have goals and expectations to come out the winner or clear the training to join practice. This motivation can help in furthering the process of learning. Simulation as a tool for learning: Simulation, (which is the focus of most adult learning theories) is one of the most effective ways of making the learners aware of what is happening around them, and thus, force them to take heed of their surroundings.(Rutherford-Hemming, 2012). Nurse educators can use simulation as a process of learning to make the courses interesting and stimulating to the students. Applying concepts of simulation, in the case of nurse practitioners involve studying about a particular body system and its complications and seeing a real life example immediately, and relate to it. Here, application of learning, which is one of its key advantages, comes into the picture, thus, making it more significant. Motivation, social and external environment, simulation and information processing and application, all tools of cognitive learning theory, can be applied to the clinical environment of nursing, to make learning involvement fruitful. Since the nursing students or practicing nurses have crossed the three stages of cognitive development and are in the fourth stage, it is easier for them to use each and every stage of learning into practice. Enriching prior Knowledge: Another way of using cognitive theory as a tool in nursing is to ensure the educators are aware of the earlier experiences of the students and their prior knowledge. The learning outcome will be more fruitful since the learners inclination towards the concept will be enhanced. A student nurse might or might not have a highly complete information about Glomerulonephritis or Henoch-Schnlein Purpura (HSP). However, if he or she has studied basic biology, they will be aware about the basic urinary and kidney functions and how the system works. Now, what the tutor is going to provide is an advanced course about the diseases or pediatric conditions in particular. The nurses would, therefore, be able to relate or recapitulate information from already known facts and be able to store it for future use. The information might be completely clear and concise with practice (an application), but it will at least be assimilated to be noted down at a later stage. The cognitive learning theory, based upon Piagets ideas and studies, is therefore, completely effective in adult learning environment, and also in the field of modern day nursing and nurse training. Adult learning theories Promoting Positive Workplace Culture: Application of cognitive theory, or any other adult learning theories, such as Behavioral, constructive or Kolb's theory emphasize on one thing making learning an enriching experience for the students. These theories can, therefore, create pupil who come out of the training, well aware of the facts, and will want to apply it in their practical experience. With their rich learning experience behind them (wherein we assume the theories have been used to bring out the best in the students and their cognitive power is completely developed), the students can make the clinical work environment more efficient. It is the ability, efficiency and the experience of the workers in any workplace that makes it successful. A student nurse, with a better training behind them, can apply all that is learnt to their everyday life, making each and every endeavor successful. This, in turn, will also promote positive work culture, with each individual putting in their best and contribute to their maximum capacity. With the individual performance at a higher level, it becomes much easier to take care of the patients and give them their best, with their professional approach. Summary and Conclusion: Every individual has a different way of perception of things and use of mental abilities to process effective information. Cognitive Theory is based upon the mental processing of information to apply learning in real-life environment. Cognitive theory believes in four stages of development and each stage enhances the cognitive or mental ability of a person to process information. Since our focus is towards adult learning, we come under the formal cognitive development stage, where, Jean Piaget believes the cognitive development is complete. Now, at this stage, a person can learn things through- Use of cognitive skills to acquire and process new information Use prior information and enhance it by learning new insights Learning focus shifts towards the goals and expectations of a learner Motivation to learn and create a life for themselves plays pivotal role in the process of learning The social environment of a person (nurse in a hospital environment) plays a significant role in enhancing learning experiences Use of concept maps can enhance processing of information and its effective application Past experiences and influences also are important to facilitate learning All these past factors have been applied to nursing field and found to be profitable to their learning experience. The learning theories, for many decades, have helped educators and school teachers to enrich teaching experiences in children. The same can be applied to adult education effectively, (in all fields) to ensure we tap into the rich psychological resources and ideas put forth by the theorists to make learning a fun-filled and thought-provoking process. References: Chen, C. J. (2013). Teaching nontraditional adult students: adult learning theories in practice. Chicago: Rouledge. Taylor, D. C. Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Liverpool: Medical Teacher. Alston, D. G., Chegg, T.E., Glodfelter, J. R., Drye, C. K., Farrer, J.V., Gould, D., Mohsin, M. N., Rankin, N. T. and Ray, L. S. (2015). Reflections from Graduate Adult Learners About Service Learning. North Carolina : Sagepub Kroth, M. and Boverie, P. (2009). Using the discovering Model to Facilitate Transfomational Learning and Career Development. New Mexico: Journal of Adult Education. Palis, A. G. and Quiros, P. A. (2014). Adult Learning Principles and Presentation Pearls. 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