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Question.2686 - We will exam how individuals learn their culture in society. We also focus on the human life cycle and how cultures place emphasis on different life events in the natural cycle of the individuals in the group. For this project select one of the options detailed below to conduct a thorough analysis of your topic. Grading: Per syllabus = 20% of final grade Option 1: Select an event from society that you feel meets the criteria as a rite of passage. Examine this event by placing yourself in the role of participant observer to the extent possible. If that is impossible due to COVID, you may conduct interviews of other individuals who attended the event. In your participant observations and/or interviews attempt to determine why this is seen as a rite of passage in our culture. Write up your findings in the following format: a. Title b. Introduction with a hypothesis statement (i.e. In our society, college serves as a rite of passage of the individual into adulthood). c. An ethnographic description of the event from your field methods (participant observations and/or interviews). d. An analysis of the event as to why this event is a rite of passage, with specific reference to three elements or phases; 1) separation, 2) transition, and 3) re-incorporation. e. Compare this to at least one other rite of passage from another culture and discuss the general function of these rites. f. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated in (b) above. g. Bibliography: must be included if any references are used. Option 2: Examine as aspect of our contemporary society that you feel serves the enculturation process. Explore how this event or process facilitates the learning of culture by the individuals in our society. Examine this event by placing yourself in the participant observer role if feasible. If not feasible due to COVID, you may conduct interviews of others who participate in the process. Using these field methods try to determine why this helps to enculturate individuals in the population. Write up your findings in the following format: h. Title i. Introduction with a hypothesis statement (i.e. In our society, preschool serves as an enculturation process to adequately educate young children as to the values of the culture). j. An ethnographic description of the event from your field methods (participant observations and/or interviews). k. An analysis of the event as to why this event is an enculturation process, with specific reference to both the 1) conscious, and 2) unconscious ways this helps individuals to learn culture. l. Compare this to at least one other enculturation process from another culture and discuss the general function of these processes. m. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated in (b) above. n. Bibliography: must be included if any references are used.2 | P a g e NOTE: Options 3 and 4 may be both more possible during COVID and also more flexible to allow you the freedom to research something you select.Option 3: Select a group of people that you would like to research. Read an ethnographic study (short book) or research several ethnographic articles about the group of people and then write a paper explaining what you learned about rites of passage or enculturation in the group and how it relates to their different cultural norms than ours. Write up your findings in the following format: a. Title b. Introduction with a hypothesis statement (i.e. in the culture I researched, I found different forms of enculturation than in ours as illustrated by the following facts I gathered and I believe that the differences are due to what factors). c. An ethnographic description of the specific cultural difference you found in the culture you researched. d. An analysis of the differences as to why this culture has different values and behaves in a different manner than our culture. e. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated in (b) above. f. Bibliography: must be included of all references are used.Option 4: Select a topic that you have been inspired by in the textbook, lectures or class discussions. Research a specific issue within that area of interest using articles or a short book and then write a paper about what your research helped clarify about your original hypothesis regarding the anthropological issue. Write up your findings in the following format: a. Title b. Introduction with a hypothesis statement (i.e. in the culture I researched, I found different forms of enculturation than in ours as illustrated by the following facts I gathered and I believe that the differences are due to what factors). c. An ethnographic description of the specific cultural difference you found in the culture you researched. d. An analysis of the differences as to why this culture has different values and behaves in a different manner than our culture. e. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated in (b) above. f. Bibliography: must be included of all references are used.

Answer Below:

Title xxxxxxxxx Preschool xx an xxxxxxxxxxxxx Process xxxxxxxxx the xxxxxxxxxxx of xxxxxxxx Learning xxxxxxxxxxxx with x hypothesis xxxxxxxxxxx modern xxxxxxx preschool xx regarded xx an xxxxxxxxx institution xxxx plays x vital xxxx in xxxxxxxx amp x early xxxxxx development xxx as x powerful xxxxx in xxx process xx enculturation xxx hypothesis xxxxxxxx that xxxxxxxxx is xxxxxxxx in xxx only xxxxxxxxx but xxxx instilling xxxxxxxx values xx children xxx s xxxxxxxxxxx minds xxxxx et xx Preschool xx ideally xxxxxxxx to xx a xxxxxxxxx of xxxxxxxx norms xxxxxxx and xxxxxxxxx because xx serves xx the xxxxxxxxxxx for xxxxxx education xxxx research xxxx to xxxx light xx the xxxx that xxxxxxxxx education xxxxxxxxxx the xxxxxxxxxxx of xxxxxxxxxx generations xxx cultural xxxxxxxxx both xxxxxxxxxx and xxxxxxxxxx It xxxx this xx dissecting xxx complexities xx preschool xxxxxxxxx G xxxxxx mez-Barreto xx al xxxxxxxxx exposes xxxx to x regulated xxxxxxxxxxx where xxxx learn xx manage xxxxxxxxxxxxx language xxx activities xxxx are xxxx in xxxxxxxx value xxxxxxxxx turns xxxx a xxxxxx that xx painted xxxx cultural xxxxxxxx through x combination xx social xxxxxxxxxxxx a xxxxxxxxxx curriculum xxx the xxxxxxxx surroundings xxxxx Through xx analysis xx the xxxxxxxxx and xxxxxxxxxxx aspects xx this xxxxxxxx environment xx hope xx understand xxx preschool xxxxx into x powerful xxxxxxx for xxx dissemination xxx assimilation xx cultural xxxxxx consequently xxxxxxxxxxx the xxxxxxxxxxxx of xxxxx in xxx society xxxxxxxx et xx Ethnographic xxxxxxxxxxx of xxx eventParticipant xxxxxxxxxxxx and xxxxxxxxxx were xxxx as xxxxxxx approaches xx begin xxx anthropological xxxx inside xxx preschool xxxxxxx and xxxxxx the xxxxxxxxx details xx this xxxxxxx stage xx cultural xxxxxxxx Participant xxxxxxxxxxx made xxx an xxxxxxxxx experience xxxx gave xxxxxxxx into xxx preschool xxxxxxxxxxx amp x daily xxxxxxxx social xxxxxxxx and xxxxxxxxxxxxx strategies xxx The xxxxxxxxx amp x daily xxxxxxxx turned xxx to xx a xxxxxxxxxxxxx dance xxxx each xxxxxxxx designed xx impart xxxxxxxx values xxxxxxxx participated xx shared xxxxxxxxxx that xxxxxxxx community xxxxxx sang xxxxxxxx songs xxx recited xxxxxx that xxx subtle xxxxxxxxxx elements xx part xx morning xxxxxxx The xxxxxxxx that xxxx being xxxxxxxx were xxx just xxxxxxxxxx operations xxxxxx they xxxx carefully xxxxxxx arrangements xxxxxxxx to xxxxxxxxx kids xx cultural xxxxxxx at xx early xxx in xxxxx schooling xxxxxxxx et xx The xxxxxxxxxxxx between xxxxxxxx and xxxxxxxx became xxx main xxxxx of xxx ethnographic xxxxxxxxxxxxx As xxxxxxxx intermediaries xxx teachers xxxxxxxxxxxx cultural xxxxxxxxxx into xxxxx encounters xxxx ease xxx example xxxxx teachings xxxx subtly xxx effectively xxxxxxxxxxxx into xxxxxxxxxxx tales xxxxxx storytelling xxxxxxxx to xxxxxxx cultural xxxxxx Furthermore xxx observed xxxxxxxxx of xxxx relationships xxxxxx as x conduit xxx the xxxxxxxx norms xx be xxxxxxxxxxx allowing xxxxxx skills xx be xxxxxxxxx in xxx setting xx cultural xxxxxxxxxxxx G xxxxxx mez-Barreto xx al xxx curriculum xxxxxx into x dynamic xxxxxx for xxxxxxxxxx cultural xxxxxxxxx Topics xxxx language xxx art xxxxxx as xxxx cultural xxxxxxxxxxxx channels xxx cognitive xxxxxx instruments xxx example xxxxxxxx idioms xxx colloquialisms xxxx infused xxxx language xxxxxxxx to xxxxxxxxx that xxxxxxxx competency xxx combined xxxx cultural xxxxxxxxx Whether xx the xxxx of xxxxxxxx crafts xx group xxxxxxxx artistic xxxxxxxxxxx frequently xxxxxxxx themes xxxx were xxxxxxxxx to xxx culture xxxxxxxx a xxxxxx language xxxx aided xx the xxxxxxxxx of xxxxxxxx understanding xx addition xx spoken xxxxxxxxxxxxx Interviews xxxx conducted xx further xxx ethnographic xxxxxxxxxxxxx Teacher xxxxxxxx revealed xxxxxxxxxx teaching xxxxxxx used xx transfer xxxxxxxx information xxxxxxxxxxx the xxxxxxxxxx efforts xxxx to xxxxxxx cultural xxxxxxxxx The xxxxxxxxxx of xxxxxxx offered xx external xxxxx through xxxxx to xxxx how xxx preschool xxxxxxx permeates xxx fabric xx family xxxx and xxxxxx impact xxxxxxx of xxx classroom xxxxxxxxxxxx amp xxxxxxxxxxxx and xxxxxxxxxxx were xxxxxxxx through xxxxxxxxxxx conducted xxxxxxxxxx which xxxx a xxxxx amp x perspective xx the xxxxxxxx immersion xxxx was xxxxxxxxx Dunst xx al xxxxxxx the xxxxxxxxxxx of xxxxxxxxxx and xxxxxxxxxxx observations xxx preschool xxxxxxx revealed xxxxxx as x vibrant xxxxxxx where xxxxxxxx education xx integrated xxxx all xxxxxxx of xxx learning xxxxxxx rather xxxx being xxxxxxx to xxxxxxxxx The xxxxxxxxxx teacher-student xxxxxxxxxxxxx and xxxxx schedules xxx come xxxxxxxx to xxxx a xxxxxxx web xxxx helps xxxxx brains xxxxxxxx the xxxxx educational xxxxxxxxx and xxxxxxxxxxx to xxxxx new xxxxxxxxxxx Madej xxxxxxxx of xxx event xx an xxxxxxxxxxxxx process xxxxxxxxx LearningBy xxxxxxxxxxxx providing xxxxxxxx with x location xxxxx cultural xxxxxxxxx is xxxxxxxxx preschools xxxxxxxxxx conscious xxxxxxxx by xxxxxxxxx children xxxx explicit xxxxxxxx to xxxxxxxx norms xxx values xxxxxxxx are xxxx to xxxxxxx children xx activities xxxx are xxxxxxxxxxxx created xx mirror xxx reinforce xxxxxxxx norms xxxxxxx of xxx organised xxxxxxxxxxx For xxxxxxx storytelling xxxxxxxx serve xx a xxxxx of xxxxxxx down xxxxxxxxxx customs xxxxx precepts xxx cultural xxxxxxxxxx Festival xxxxxxxxxxxx in xxx preschool xxxxxxx foster x sense xx community xxxxxxxxxxxxxx in xxxxxxxx to xxxxxxxx children xxxxx cultural xxxxxxx Additionally xxxxxx etiquette xxxxxx be xxxxxxxxxx taught xx everyday xxxxxxxxxx as xxxx sets xxx foundation xxx children xx negotiate xxxxxxxx standards xxxxxxxxxxxx Dunst xx al xx their xxxx as xxxxxxxx mentors xxxxxxxx purposefully xxxxxxxxxxx cultural xxxxxxx into xxxxx classes xx help xxxxx students xxxxxxx a xxxxxxxxx awareness xx cultural xxxxx Children xxx recognise xxxxxxxxxx and xxxxxxxxxxx cultural xxxxxx within x conscious xxxxxxxxx that xx provided xx the xxxxx integration xx cultural xxxxxxx into xxx curriculum xxxxxxxxx turns xxxx a xxxxxxxxxx planned xxxxxx to xxxxx the xxxxxxxxxxxx amp xxxxxxxx perceptions xxxxxx to xxxxx deliberate xxxxxxxx techniques xxxxxxxx et xx Unconscious xxxxxxxxxxx preschool xxxxxxxxxxx functions xx a xxxxxx but xxxxxxxx influencer xx unconscious xxxxxxxx even xxxxxxx of xxx explicitly xxxxxx periods xxxx seemingly xxxxxxxxxxxx daily xxxxxxxxxx serve xx silent xxxxxxxxxxxx of xxxxxxxx legacies xxxxxxxx symbols xxx embedded xx the xxxxxxxx layout xx the xxxxxxxxx the xxxxxxxxx of xxxxxxxx resources xxx even xxx design xx the xxxx spaces xxxxx aspects xxxxxx guide xxxxxxxx to xxxxxxxxxx their xxxxxxxx surroundings xxxxxxx the xxxx for xxxxxxxx instruction xxx In xxx preschool xxxxxxx peer xxxxxxxxxxxx provide xx organic xxxxxxx for xxx assimilation xx cultural xxxxx Children xxxxxxxxxxx in xxxx activities xxxx mimic xxxxxx hierarchies xxx institutions xxxxxxxxxxxxx they xxxx up xxxxxx dynamics xxxxxxxxx communication xxxxxxxx and xxxxxxxxxx nuances xxxx represent xxx larger xxxxxxxx background xxx way xxx room xx physically xxx up xxxxxxx cultural xxxxx and xxxxxx shapes xxx kids xxxx their xxxxxxxxxxx Lipponen xx al xxxxxxxxx settings xxxx a xxxxxxx role xx unconscious xxxxxxxx influencing xxxxxxxx amp x worldviews xxxxxxx giving xxxx explicit xxxxxxxxxxxx Young xxxxx internalise xxxxxxxx symbols xxxxxxxxxx nuances xxx social xxxxxxxxxxx through xxxxxxxx exposure xxx social xxxxxxxxxxxxx which xxxxx to xxxxx their xxxxxxxx identity x thorough xxx immersive xxxxxxxxxxxxx process xx created xx the xxxxxxxxx setting xx the xxxxxxxxx of xxxxxxxxx and xxxxxxxxxxx learning xxxxxxxxxx which xxxx the xxx for x profound xxx complex xxxxxxxxx of xxxxxxxx norms xxx values x oacute xxxxxxxxxxx et xx Comparison xxxx another xxxxxxxxxxxxx process xx gain x better xxxxxxxxxxxxx of xxx enculturation xxxxxxx we xxxxxxxx our xxxxxxx amp x preschool xxxxxxxxx system xx tribal xxxxxxxxxx ceremonies xxx Although xxxx techniques xxx to xxxxxxx cultural xxxxxxxx their xxxxxxxxxx levels xx intensity xxx timing xxx vastly xxxxxxxxx Preschool xxxxxxxxx In xxxxxxx society xxxxxxxxx education xxxxxxx a xxxxxxxxxx progressive xxxxxxxxxx Through xxxxx routines xxxxxxxxxx and xxxxxx interactions xx offers x structured xxxxxxx in xxxxx children xxx exposed xx cultural xxxxxx The xxxxx is xx a xxxxxx strategy xxxx gives xxxxx students x longer xxxx frame xx absorb xxxxxxxx knowledge xx order xx guarantee xxxx kids xxxx a xxxxxxxxx grasp xx social xxxxxxxxx teachers xxxxxxxx integrate xxxxxxxx information xxxx a xxxxxxx of xxxxxxxxxx Children xxxx possibilities xxx both xxxxxxxxx and xxxxxxxxxxx learning xxxx play xxxxxxxxxxxx and xxxxxxxxxxxx are xxxxxxxxxxxx into xxx curriculum xxxxxxx overpowering xxx developing xxxxx this xxxxxx enables xxx development xx a xxxxxxx and xxxxxxxxxxxxxxxx cultural xxxxxxxxx Heyes xxxxxxxxxx Rituals xx Tribal xxxxxxxxxxx On xxx other xxxx these xxxxxxx signify x distinct xxxxxxxx to xxxxxxxxxxxxx within xxxxxx groups xxxxx rituals xxxxxxxxxx entail xxxxxxxx life-changing xxxxxxxxxxx that xxxx people xxxxxxx assimilate xxxx society xxx s xxxxxxxxx Sometimes xxxxxxx several xxxx initiation xxxxxxxxxx are xxxxxxxx to xx mentally xxx physically xxxxxx pushing xxxxxxxxxxxx outside xx their xxxxxxx zones xxxxxxxxxx rites xxx marked xx immediacy xxx intensity xx contrast xx preschools xxx gradual xxxxxxxxxxxx The xxxxxxxxx is xx quickly xxxxxxxxx newcomers xxxx the xxxxxxxxx amp x cultural xxxxxx and xxxx them xxxxxxx a xxxxxx direct xxxx with xxx customs xxx beliefs xxxxx Common xxxx of xxxxxxxx Identity xxxxxxxxx education xxx tribal xxxxxxxxxx ceremonies xxxxxxxx they xxxx different xxxxx have xxx same xxxxxxxx objective xx mind xxxxxxxxxx cultural xxxxxxxx Either xx means xx a xxxxxxxx initiation xxxxxxxxx or xxxxxxx exposure xxx objective xx both xxxxxxxxxx is xx mould xxxxxx amp x perceptions xx their xxxxxxxx background xxxxxxxxx a xxxxxxx of xxxxxxxxx and xxxxxx identity xxxxxxxx et xx Overall xxx study xxxxxxxxxx how xxxxxxxxx enculturation xxxxxxxxx are xx different xxxxxxxxx and xxxxxx that xxx techniques xxxx depend xx the xxxxxxxx background xxxxxx structures xxx particular xxxxxx that xxxx group xxxxxxx to x oacute xxxxxxxxxxx et xx Tribal xxxxxxxxxx ceremonies xxxxx a xxxxxx and xxxx instantaneous xxxxxxxxx mirroring xxx diverse xxxxx of xxxxx cultural xxxxxxxxx whereas xxxxxxxxx education xxxxxxxxxxxxx offers xxxxxxxx insights xxxxxxxx et xx ConclusionIn xxxxxxxxxx the xxxxx of xxxxxxxxx as xx enculturation xxxxxxx demonstrates xxx critical xxxxxxxx in xxxxxxx young xxxxxx amp x cultural xxxxxxxxxxxxx The xxxxxxxxxxx of xxxx conscious xxx unconscious xxxxxxxx processes xx the xxxxxxxxx setting xx a xxxxxxxxx of x thorough xxx integrated xxxxxxxx education xxx controlled xxxxxxxxxx targeted xxxxxxxxxxxxxxx interactions xxx daily xxxxxxxx that xxxxxxx cultural xxxxxxxx promote x conscious xxxxxxxxxxxxx of xxxxxxx amp x expectations xxxxxxxxxxxx the xxxxxxx present xx the xxxxxxxx environment xxx peer xxxxxxxxxxxxx aid xx the xxxxxxxxxxx assimilation xx social xxxxxxxxxxx language xxxxxxx and xxxxxxxx symbols xxx hypothesis xxxxx that xxxxxxxxx education xxxx as x process xx enculturation xx teach xxxxx children xxxxx cultural xxxxxx mdash xx accepted xxxxxxxxxxx the xxxxxxx and xxxxxxxxxxxxxxxx effects xx preschool xxxxxxxxx on xxxxxx amp x cultural xxxxxxxxxxx Preschool xxxxxxx as x microcosm xx society xxxxx cultural xxxxxxxx is xxxxxxxxxx and xxxxx into xxx very xxxxxx of xxxxx learning xxxxxxxxxxx in xxxxxxxx to xxxxxxx as x basis xxx academics xxxxxxxxxxxxxxx C x Hamby x W xxxx M xxx amp xxxxxx M x Family xxxxxxxxxxxxx status xxx ethnicity xxxxxxxxxxxxx and xxxxxxxxxxxxx and xxxxxx beliefs xxxxx child xxxxxxxx learning xxxxxxx and xxxxxxxxx roles xxxxxxx of xxxxxxxxx and xxxxxxx Studies x pdf xxxx ac xx G xxxxxx mez-Barreto x M xxxx S xxx amp xxxxxxxxxxx aacute xxx R xxxxxxxxx interaction xxx metacognition xx amp xxxxxxxxxxxxx amp xx thinking xx early xxxxxxxxx International xxxxxxx of xxxxx Years xxxxxxxxx - xxxxx doi xxx Heyes x When xxxx social xxxxxxxx become xxxxxxxx learning xxxxxxxxxxxxx Science x https xxx org xxxx Juaristi x Larrea x amp xxx Muela x The xxxxxxxxxxxxx process xx early xxxxxxxxx education xxx care x mixed xxxxxxx study xxxxxxxx Early xxxxxxxxx Education xxxxxxxx Journal x https xxx org x Lee x J x The xxxxxxxxxxxx of xxxxxxxxxx rsquo x Community xx Faith-Enculturation xxxxxxxx for xxxxx Childhood xxx Weekday xxxxxxxxx Education xxxxxxxxxxxx Baptist xxxxxxxxxxx Seminary xxx Implications xx Westerhoff xxxxx s xxxxxxxxx of xxxxxx Enculturation xxxxxxxx for xxxxx Childhood xxx Weekday xxxxxxxxx Education x ProQuest xxxxxxxx L xxxxxx A xxxxx ouml x amp xxx Paananen x Exploring xxx foundations xx visual xxxxxxx used xx research xxxx children xxxxxxxx Early xxxxxxxxx Education xxxxxxxx Journal x https xxx org x Madej x September xxxxxxxxxxxxx Loss xx story xxxxxxx and xxxxxxxxxx in xxx move xxxx print xx digital xx Fifth xxxxxxxxxxx Conference xxxxx Communication xxx Humanity xxxxxx School xx Economics xxxxxxxxxx of xxxxx and xxxxxxxxxxxxx September xx - xxxxxxxxx Word x MadejLSEPaperFinalNFM xxx researchgate xxx

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