Final Reflection and Error Tracking Log Your Final Reflection Assignment has two parts. You must complete both parts to receive credit for this assignment. PART ONETRACKING YOUR ERROR ( 1 page to 2 pages) Take a moment to reflect on your own writing, including the work youve done so far and the progress youve made. To help you organize your thoughts (and to help you keep them critical) read your work in the context of the grading criteria for this class (available on Canvas). In a short assignment of 1-2 pages, apply the grading criteria to your writing by connecting the abstract statement of grading to specific moments in your paper(s), focusing primarily on Thesis/Argument/Reasoning and Evidence/Quotation/Support. For example, you might look at how your arguments moved from no clear argument to argument that shows some originality by expressing ideas that were not expressed in class. Or you might connect your use of quotation to the criteria for a B paper. You might even make an argument for a higher grade for your papers, but to do so you will need the same skills that make a strong paper: a clear argument and connective work between the criteria and your papers. PART TWOREFLECTING ON YOUR WRITING (1-2pp.) This assignment asks you to think again about your thinking and writing this semester. However, more than just a chance to reflect on what youve done this semester, this assignment asks you to consider what you can take from this class into your career. In a short assignment of 1-2 pages, identify at least one skill youve learned from this class that you feel you can use in your future career as a student or as a professional. The first task of this assignment is to look over your work from the semester in order to abstract out at least one skill: forming an argument, reading texts closely, working with quotation, supporting an argument, giving feedback to your peers, meeting deadlines, managing your time, using Blackboardwhatever. Then you should support your argument about the usefulness of that skill by connecting the work youve done in this class with your future career, either in your other classes or in your chosen profession. For example, you might argue that as a business analyst you will need to make and support an argument about what direction a business should take. Or, as an architecture major, you will need to balance an extraordinary workload which you practiced through managing drafting and revision. Or, in your final project for a sociology class this semester you used quotation in ways similar to what you learned in class. Or whatever. I learned nothing of value in this class is also a legitimate argument, as long as you support it in the context of your career. For example, you plan on being a visual artist and you found no skills in this class close to the skills needed for that field. You may want to do minor research on the key skills of your chosen profession; if you do, be sure to use correct citation and include a works cited page. Ultimately, this assignment is asking for the same skills as the papers for this class: take a position and support it with specific evidence.I UPLODE TO YOU ONE OF MY ESSAY THATS YOU WILL NESD IT FOR FIRST PART2 PAGES at listMLY STAILY DUBLE SPESE pleas follow the instruction thank you
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August 30, 2017
Application of Watters Analysis in Two Games
According to the sociologist, Ethan Watters, culture influences the psychological traits of
individuals from various places and societies. Therefore, it is wrong to base on studies conducted
on subjects from particular cultures to represent the whole population of the people in the world.
According to the scientists analysis of the work of Joseph Henrich, findings of studies only
affect the people from which the participants were collected and therefore should not be used to
describe the psychology of all humans. The author also questions the heavy usage of the western
subjects in research to characterize the whole world. Watters insists that culture affects not only
the mentalities of people but also the way people see others as well as their way of seeing
themselves. In the studies conducted by Joseph Henrich among the Machiguenga people, the
scholar used a game called the Ultimatum Game. In the game, the scholar invited subjects and
paired the players. One player was given an amount of money that he or she was supposed to
split with the other player. If the other player accepted the money that he or she was given, they
would retain the money. However, if the other player refused to take the share split to him or her,
they would both lose the money. Unlike the Americans who had been involved in such
experiments previously, the Machiguenga subjects that were given the money gave their mates
small portions, and the recipients received even minimal shares (Watters 500). The study showed
that different people have different perspectives concerning fairness. To comprehend how games
can be used to show the different ways cultures influence the psychologies of the various
communities of the globe, the paper will base on two classic games played by African Americans
and how they are unique to them as compared to other communities in the world. The paper will
look at Sae’ sae’ brae wah and Tua Tua, games that were commonly played among the African
American children in Virginia.
Sae’ sae’ brae wah is a game that is believed to have originated from Africa and was
brought to the Southern US by African slaves during slave labor. In the game, players need sticks
that measure approximately six feet long and half a foot in diameter. Before the players start, the
players have to sit in one circle on the ground and place their sticks before them. Then, the leader
of the players teaches the rest the words Sae’ sae’ brae wah a deisha. The players then practice the
phrase until when they memorize the words in the phrase. Then, to start the game, the players
should recite the words together. At the same time, each player should pick the stick in their
front and place it in front of the participants on their right. To continue the game, players should
repeat the procedure over and over. As the game continues, the players improve their speed of
performing the activities. The game carries on up to a tie when one of the players misses any of
the rules. When a player misses a practice, they are dropped from the game, and the game
continues until only one person remains. The person that remains is usually the winner.
Another classic game among the African American children that has rules rooted in their
culture is the “Tua Tua.” Tua too has as historical backgrounds in the slave times. The game, just
like Sae’ sae’ brae wah, is bound by rules that may make more sense to Africans and African
Americans than other societies. The song praises the food and the women that make it. In Tua
Tua, children play in a circle of many. The players repeat the words Tué tué marima tué tué La la
la la la la la la tué tué while performing several tasks (Newsome). First, the children touch the
flour two times, face their partners on the right side clap their hands together two times before
clapping their hands two times. In the next time, repeat the events on the left. First, touch the
flour two times, second, tap the thighs twice, third, turn to the person on the left side and pat
hands twice. Then, clap one’s hands twice and repeat the events. Then repeat the procedure and
increase the pace as the game carries on. It is important not to change the sequence of events or
the order of hands clapping during all the points of the game. As the speed enhances, the
accuracy of the players reduces. Failure to follow any of the rules leads to the player being
removed from the game. The remaining player becomes the winner at the end of the game. The
two games two games have one main commonality, their uniqueness to the African American
The methods of the games are one important aspect that shows the unique nature of the
African American culture. The players in both of the games also play in circles, and the games
involve players co-operating with each other to make the game a success. The cooperation in the
game is rooted in the culture of working together in the plantations and other slave labor settings
where the synchrony of the workers was very critical in ensuring that the work was complete. In
the southern parts of the United States and especially Virginia, slave worked in plantations and
therefore worked together in most of the cases. It was important for the workers to be accurate
and fast to achieve their goals and therefore evade punishment.
The songs used in the games were also influenced by the culture of the people. It was
common for African Americans to sing in the plantations during their working to ensure that
they passed the time. The words in the songs are not English, and therefore, the children do not
sing the songs because of the meanings of the songs. Rather, they sing them to achieve
synchrony in the games. The songs provide some beat that enables the players to work together
and therefore ease the game. Therefore, the use of songs in the games is part of what Watters
may call weird rather than common among the different cultures.
The rules of the game are also unique in that unlike football and rugby where the winners
get scores; the game is not based on the scores of the children. Rather, success in the game is
based on how long one can last in a single play. The survival was based on the individuals
ability to synchronize with the other members. The rules that cause termination due to inability
to work together was inspired by the need of the African American slaves and laborers to work
together in farms nor suffer punishment (Morgan 300). The rules of the games ensure that the
children categorize the winners and losers of the games based on their ability to perform the
tasks in harmony.
The history of the games is also based on culture rather than genes. The inherent nature
of the two games is rooted in the fact that the African American people are originally from
Africa and they have a history of working in communities and groups rather than the fact that
they inherit the games biologically. The rules of the games, the order of playing them and the
methods show the African American way of perceiving things in their lives. The games show
how culture has affected the methods of making decisions and judgment of the African
Americans on how fairness and competition should be.
In conclusion, according to Watters analysis of the work authored by Joseph Henrich,
the cultures of people have a huge bearing on the psychologies of the people. Therefore, studies
in the field of psychology should be specific to the population that the researchers sample.
Hence, Watters argues that the application of findings of the psychological studies to all people,
most of which have been carried out in the USA and other western countries is not correct as the
study fail to acknowledge the contributions of culture to the psychology of different people. The
two games analyzed in the paper confirm the ideas of Watters to be true.
Morgan, Philip D. Slave counterpoint: Black culture in the eighteenth-century Chesapeake and
Lowcountry. UNC Press Books, 1998. Print.
Newsome, Jocelyn C. Of a spiritual kind and not of a material kind Materiality and the
Reception of Buddhists and Buddhism in Nineteenth-Century America. The Claremont
Graduate University, 2010. Print.
Watters, Ethen. Being Weird: How Culture Runs the mind. New York, 2013. Print.
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