All i need is the questions in bold at the end of each paragraph answered. Although Le Guin’s The Left hand of Darkness is composed of several chapters, they all merge to formulate one story. Ideally, the five Gethenian short tales combine to join with the main threads depicting the narratives of Genly Ai and Therem Harth. In particular, each of the five chapters that contain short stories gives credence to the main plot threads. The representation of the Karhidish society in the second chapter serves to reinforce the Therem Harth’s narrative of life in Gethen. In particular, the concept of kemmering, as told in Therem’s journal, is replicated in the narrative on “two brothers who vowed kemmering to each other” (Le Guin, 38). Consequently, therefore, the short story provides a cultural basis for the emergence of the concept and its justification among the Karhiders. The story on the establishment of Gethen is therefore not isolated but helps to justify the current narrative as offered by Therem. HOW IS THE STORY CONNECTED DIRECTLY TO ESTRAVEN'S STORY? The story, The Nineteenth Day, opens up the concept of foretelling and its complicated nature. Consequently, the story helps in affirming the narrative of Genly Ai regarding the nature of foretelling and the dangers it posed. Inherently, the answer provides to Herbor by the foretellers was not pleasing as it stated that Berosty would live “longer than Herbor” (Le Guin, 65). In essence, therefore, the story is told by Genly in an attempt to foster the main plot of the story. WHAT DO WE LEARN ABOUT FORETELLING HERE? Similarly, Estraven the Traitor is an extension of the primary story of Therem and is recorded by Genly Ai. The story narrates the events of past generations before Karhide was unified and is a depiction of two feuding domains. Through the story, Le Guin introduces the concept of kemmering and its potential for limiting the possibility of war. Ultimately, this story demonstrates the significance of the connection of people that meet in kemmering. WHAT DO WE LEARN ABOUT THEREM? The story, On Time and Darkness, is borrowed from a book that was composed 900 years ago to provide a background of Gethen. In particular, the story details the emergence of Yomeshta, one of the primary religions of Gethen. Accordingly, the book records Meshe saying that he sees “a man killing his hearth brother for the carven stones ten thousand years from now” (Le Guin, 200). Essentially, the foresight of the religious leader forms the basis of the Yomeshta religion, as depicted in the primary narratives. Also, the followers of the faith believe that the attainment of knowledge contributes to enlightenment, and the information granted comes at a cost. In the religion, darkness only exists in mortals, which is similar to the portrayal of Meshe as having seen the light after thirty years of age. WHAT DO WE LEARN ABOUT THEIR CONCEPT OF TIME? Still, the story on “An Orgota Creation Myth” showcases the prehistorical origins of Gethenian traditions. According to Le Guin, “there was nothing but ice and sun in the beginning,” but the sun “melted a great crevasse of ice forming great shapes” (Le Guin, 286). The story explains the origin of the ice that covers the Gethen planet and its influence in shaping cultures and traditions. By illuminating the foundation of the planet’s culture, the book provides a justification for the evolution of their traditions and religion. Ultimately, the book portrays Edondurath as having joined kemmer with his brother and eventually becoming pregnant with the race of man. WHAT DO WE LEARN ABOUT SHIFGRETHOR HERE? Work Cited Le Guin, Ursula K. The Left Hand of Darkness. New York: Ace Books, 1969. Electronic.

Write a 5 page interpretation of the Gisela case study below from the viewpoint of both behaviorism and social cognitive theories. You will describe the basic tenets of the theories and apply the theories to interpret the case study. Often times when learning theories are examined, people have a hard time applying those theories outside formal learning situations such as in training environments, or classroom settings. However, the reality is that people are constantly taking information in and learning every day. How might behaviorism and social cognitive learning theories apply in everyday learning situations? The purpose of interpreting a case study through a specific theoretical lens is to develop the ability to then apply those same learning theories to your specialized field of psychology. Learning theories inform best practices for your work in the field of psychology. Evaluate the strengths, limitations, and applications of the foundational learning theories.Describe the basic tenets of behaviorism.Describe the basic tenets of social cognitive theory.Evaluate the strengths, limitations, and applications of the learning sub-processes.Apply behaviorism and social cognitive terminology and concepts to the case study.Apply evidence based research in learning theories to guide decision making and problem solving.Explain how both behaviorism and social cognitive theory might be used to resolve the problem presented in the case study.Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style. Learning Theories The focus for this course is on these four major learning theories: Behaviorism emerged in the late 19th century and advocated that psychologists restrict themselves to the scientific study of objectively observable behavior.Bandura's social cognitive theory discussed human behavior within the context of triadic reciprocity, which are reciprocal interactions among behaviors, environmental variables, and personal factors such as cognitions. Perceived self-efficacy embodies these interacting determinants and is defined as the confidence one has in their capability to accomplish a specific task (Bandura, 1997).Information processing theorists, according to Mayer (1996), as cited in Schunk (2012), "contend that people select and attend to features of the environment, transform and rehearse information, relate new information to previously acquired knowledge, and organize knowledge to make it meaningful" (p. 165)Constructivism may be defined as a psychological and philosophical perspective contending that individuals form and construct much of what they learn and understand from previous experience (Schunk, 2012). To understand learning theories in today's context, we need to know how it all began. Behaviorism Behaviorism is all about observable behavior. A teacher might suggest reciprocal teaching for a student who is not doing well academically. The way this would work is that the teacher models the key activities of studying, such as "summarizing, (self-review), questioning (making up a question on the main idea), clarifying, and predicting" (Palincsar & Brown, 1984, p. 124). Social-Cognitive Theory Bandura used to be a behaviorist, but later in life, he "saw the light" (Bandura, 1997). His social cognitive theory is based on what he called "Triadic Reciprocal Causation," the relationship between behavior; internal personal factors (in the form of cognitive, affective, and biological events); and the external environment. In one of his later books, Bandura (1997) explored the exercise of human agency through people's beliefs in their capabilities to produce desired effects by their actions. His social cognitive theory provides the foundation for the many ways in which efficacy beliefs operate in concert with socio-cognitive determinants that govern human adaptation and change. These changes are not only taking place in America. There are transnational interdependencies, due to the greater knowledge, increased control, and human interconnectedness that foretell a need for a new collective efficacy to shape the quality of lives and our social future. References Bandura, A. (1997). Self-efficacy: The exercise of control.New York, NY: W. H. Freeman. Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston, MA: Allyn & Bacon. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. Resources The following articles are linked directly in this course: Watrin, J. P., & Darwich, R. (2012). On behaviorism in the cognitive revolution: Myth and reactions. Review of General Psychology, 16(3), 269–282.Midgley, B. D. (2012). Beyond the box: B. F. Skinner's technology of behavior from laboratory to life, 1950s–1970s. The Psychological Record, 62(4), 835–844.Chavis, A. M. (2012). Social learning theory and behavioral therapy: Considering human behaviors within the social and cultural context of individuals and families. Journal of Human Behavior In the Social Environment, 22(1), 54–64.Erlich, R. J., & Russ-Eft, D. F. (2013). Assessing student learning in academic advising using social cognitive theory. NACADA Journal, 33(1), 16–33. Assessment Instructions Preparation For this assessment, you will examine how behaviorism and social cognitive theories could be applied in an everyday learning situation. First, select one of the four case studies presented in the Case Study media piece in the Required Resources area. You will use this case study to complete not only this assessment, but assessments 2 and 5 as well. Instructions Reflecting upon what you have learned about behaviorism and social cognitive theories, describe the basic tenets of each theory.Using theory-specific terminology, describe the elements of your selected case study that relate to each theory.What elements of the case study would be important from a behaviorist perspective?What elements of the case study would be important from a social cognitive perspective?Pretend that the character in the scenario has overcome her or his learning barrier.Explain how one might achieve his or her goal supported by each of the learning theories. Complete the following: Describe the basic tenets of behaviorism.Describe the basic tenets of social cognitive theoryApply behaviorism and social cognitive theory terminology and concepts to case study.Explain how both behaviorism and social cognitive theory might be used to resolve the problem presented in the case study. Additional Requirements Length: 5 pages (not counting your title page or references), double-spaced, 12-point font.Number of references:Minimum of 5 references.Article distinctions:There are three different types of articles. Research articles present original research, review articles discuss research already presented elsewhere, and survey articles are comprehensive review articles that discuss an entire field or area of research. References to books are acceptable, but they should be kept to a minimum—probably no more than five.APA style:You must use proper APA style to cite and list your references. Refer to the Writing Center's APA Style and Format guidelines (located in the Suggested Resources) for more information.Format:Use the following structure:Cover page (your name, your specialization or program, title and course number, current quarter and year, and instructor's name).Body, including headings and subheadings over the appropriate content.Reference list.Refer to the APA Style and Format guidelines for additional formatting information.Style:Write in the third person as an impartial narrator. Avoid the use of I, we, or you. In particular, avoid phrases like "I think" in favor of phrases like "the evidence suggests" or "research indicates." In science, personal opinion carries no weight unless supported by a combination of empirical research and statistical or logical-mathematical inference.Other notes:Avoid long quoted passages from your source texts. This should be a synthesis of your own ideas, in your own words—even if your ideas refer to the original ideas of others, in which case the references should be explicit. Writing at the graduate level should be scholarly and more than a mere summary. It should present a unique thesis or at least a significant point you are trying to make, adding appreciably to what is already known of your topic. Your point or thesis will stand or fall solely on its strength—that is, the quality and quantity of the evidence you present. The following case study introduces you to people who are in a potential or current learning scenario. Review the details in each case and consider how learning theories may provide a framework for understanding Gisela’s needs. Gisela is a 6 year old girl who has begged her family for a pet dog for years. Her parents claim that she has been drawn to them since she was a baby, but they just haven’t had the time for a puppy, yet everyone in their neighborhood seems to have one. A few months ago, while she was walking the two blocks to school all by herself, a beautiful looking dog was in a yard along her path. Delighted, she opened their gate and rushed to the dog while squealing with delight. Suddenly the dog jumped on her and knocked her down, giving her a growl and snapping his teeth at her. The dog continued to bark at her until the owner came out from the house and discovered a shaking, sobbing child who had wet herself in terror. She was unable to tell the man her name or where she lived, and it was an hour until police arrived to assist. Gisela’s parents share that now, several months later, they have a big problem. At first, Gisela seemed to only be afraid of that one brown dog, but now she has become afraid of just about anything related to dogs. Gisela is too afraid to walk to school even with her parents, she is afraid there will be a dog around every corner, she notices dog barks “from really far away”, she is afraid of sirens, and won’t go to parades. She has wetting accidents almost every day, when she did not before. Ironically, she is still begging for one of her own, and while they are now considering a family dog, they are hesitating given Gisela’s situation.