Perception and Individual Decision Making

Perception and individual decision making are the notions which determine a human being and his/her mode of life. After watching the movie Blind Side, it is possible to analyze the behavior of Michael Oher who just wanted to live though in this case, the circumstances were rather specific. Advertising We will write a custom essay sample on Perception and Individual Decision Making specifically for you for only $16.05 $11/page Learn More Being left without parental assistance, Michael Oher had been searching for the main purpose in his life and found it in football. The chance changed the life of this person. Looking at his life, it is obvious that Michael Oher was sure that nothing was going to improve his situation. This was his perception of the situation as well as his individual decision. He used to run away from every family he was adopted by. When Leigh Anne found him, she could not even imagine how possible it was to live in such a way. Still, he r perception of the situation was different. Therefore, people are able to look at one and the same situation differently due to differences in perception of the facts. For example, in case of Michael Oher, it is possible to conclude that he got used to this situation, and it seemed better to him to live in such a way than to be grateful to the foreign people who offered him support and home. However, Leigh Anne was of another opinion though she could not understand Michael Oher’s decision as they had different perceptions of the situation (Blind Side). When people make decisions, they usually refer to personal experience, and it affects their perception of the surrounding world and some particular situation. It is impossible to judge people taking into account your personal experience as, in this case, a person considers the situation only from his/her personal point of view without referring to another individual’s background. The choice to begin a career of a spo rtsman was Michael’s decision which was based on personal features. Being a strong man of athletic constitution and possessing great powers of endurance, Michael was sure to achieve much success in football game though he also had to work hard. He understood that his low grades and other factors would not allow him to be a member of the school football team. Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, his coach gave him a chance as he saw that this boy could achieve success. Therefore, after reconsidering his personal attitude to studying, Michael improved his grades and became a part of the football team. This decision was well-considered as he wanted to play football, and the only way to achieve that was to progress in his studying. Robbins and Judge are sure that people consider situations from their personal perspectives, and decisions they make are also based on th eir vision of the situation developed from their past experiences. If one situation seems appropriate for one person, it does not mean that the same situation will be appropriate for all. It is possible to have two visions on one and the same situation as people usually refer to their experience, and on its basis, their decisions are made (Robbins and Judge 128). Therefore, looking at the life of Michael Oher, some people may find his actions strange, for example, when he ran away from the families, while those, who have also experienced the same conditions, may understand him. Therefore, human actions and decisions are usually based on their personal experience and perception. In most cases, the decision making is made by an individual as a person must consider the situation from his/her personal side to make a proper decision on how to behave. Works Cited Blind Side. Ex. Prod. Broderick Johnson. Burbank, California: Warner Bros., 2009. DVD. Robbins, Stephen P. and Timothy A. Judg e. Organizational Behavior. Oxford: Prentice Hall, 2008. Print. This essay on Perception and Individual Decision Making was written and submitted by user Madr0x to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

comparison college high school football Essay Example

comparison college high school football Essay Example comparison college high school football Essay comparison college high school football Essay and would tell us to beat our opponents that day. There was no better feeling than making a big play in front of my town. That feeling gave me great pride of being from Hugoton. The game level in high school depended on the opponent we had that week. If we had a good team the level was high and intense because of the good players they had. If we played a team that wasnt so good, we would beat them by many points, so the level of intensity wasnt so high. I made a lot of good memories playing high school football. The memories I made will never be forgotten. When I signed my letter of intent to play football at Garden City Community College on February 2, 2013, I was ready to advance my knowledge of the game of football. Not long after I got here, I realized how many people in Garden City support our football team. Going out to eat with teammates and I to local restaurants people, ould ask us questions about our team. Since Garden City is a larger city than Hugoton it isnt as close net, but during game days we had a lot of support. Playing with new players from all around Kansas and the United States was very new to me. I made many new friends. Some of these friends I will remember for a long time. The talent and intensity was also very different to me because of how high it was in both aspects. I had to grow up fast when I got here. I got to Garden City in June, and almost immediately we began lifting weights. I had been following the workout plan they sent me prior to getting to the college. After the first day, I figured out how different weight lifting was in college than in high school. Everything was so quick in the weight room. Not that much break was allowed in between sets. Everyone was moving around so quick. Our coach would walk around and yell at us to get it going. The high intensity in the weight room in contrast to high school was definitely new to me. The intense weight room sessions were tough, but I knew they would help me in the long run. After a few weeks of weightlifting, we began our fall camp. Before camp began however, everyone had to go through a conditioning test. The conditioning test consisted of two 300-yard shuttles a minute and a half apart. The average time of the two had to meet the qualification times the coaches had. For the lineman positions, the time was fifty three seconds. The test was difficult but I passed it. Our fall camp consisted on two-a-days Just like in high school. I soon received a reality check that this was no longer high school, or anything close to it. The first big difference was lineman, so that was all I played. I was practicing with many players who were division one athletes, but did not have the grades to qualify, so they came to Junior ollege. I was use to being the best player on my high school team, but now everyone was good. Everyone in college was the best player on their high school team. Fall camp lasted three weeks, and it was not easy. One on one drills, with players bigger than I have ever gone up against were tough. This experience however, helped me realize how hard I have to work to play at this level. When the season began, practices were not as tough. Just like in high school, Tuesdays and Wednesdays were workdays. I learned a lot of much needed technique throughout my experience in college football. On the contrary, college football games are also nothing like high school games. Even though I wasnt a starter my freshman year in college, I did experience some playing time. The speed of the game is the biggest difference. Playing with bigger and faster players each play is very important. If one player does not fulfill their Job, bad things can happen. College games are also taken very seriously because of the level of the game. The crowd is bigger and they cheer louder. If our team did something wrong, not only would our coaches let us know, so would the crowd. Winning a college football game was a great experience. Knowing my team was better than another high skilled team is a good feeling. That feeling is unforgettable. As a result, the decision to play college football is very important to me. I have made my parents proud and that is a big accomplishment. The experience has been a rollercoaster. I believe my toughness level has gone up because of the beatings one takes in college football. That toughness will help a lot in life. I am very blessed to have experienced both high school and college football. Both levels have been and will always be a big part of my life. Its the love of the game that keeps me going.

Fast Food Nation Essay Example | Topics and Well Written Essays - 250 words

Fast Food Nation - Essay Example According to the movie, Fast food Nation, it is clear that commodity fetishism is prevalent and has many ethical violations that need to be addressed. The need for disconnected narrative shows that in the production of every commodity, there are many independent processes involved in such a way that one party does not know what the other does. After the discovery of fecal matter in the meat, the vice president of Mickey hamburger goes to find out how meat processing is conducted in Uni-Globe meatpacking processing plant, but the management of the plant shows him the best environment and efficient procedure. This is clear that every party does not know what the other does and so disconnected narrative is used symbolically to show that in every process of production, there are independent processes involved in promoting consumer fetishism (Linklater). The difficulty involved in making the disconnected linkage in the movie is that all parties want to hide their shortcomings to avoid other parties to know what is really transpiring. The plant mistreats its workers, who perform poorly as a result of being demoralized. The plant does not want outside parties to understand its ills thus it tries to hide them. Disconnected narrative are symbolically used to show that production processes are interconnected but in reality each party does not what the other does and so it becomes difficult to detect malpractices when they emerge(Harvey 97) . By using disconnected narrative to show independent processes involved in production, most of which are unethical and illegal, the concept of commodity fetishism is well portrayed. The evils of commoditizing production can only be eradicated if consumer fetishism is

Nurse Retention Research Paper Example | Topics and Well Written Essays - 1250 words

Nurse Retention - Research Paper Example The current and projected shortage Indicators shows that the U.S. nursing shortage is projected to grow to 260,000 registered nurses by 2025 (Buerhaus, 2009), the Bureau of Labor Statistics (2009) reported the in spite of the job cuts in all the major industries, the health sector institutions added 21,000 new jobs in the month of June 2009 and more jobs are likely to be added in the near future. A research conducted by the Council on Physician and Nurse Supply in 2008 showed that the US health care needs 30,000 additional nurses to be graduated annually to meet the nation's healthcare needs (Bureau of Labor Statistics, 2009). The Health Resources and Services Administration (2006) projects that the US nursing shortage would grow to more than one million nurses by the year 2020. It has been observed that due to the shortages, the recruitment and retention of nurses in the health institutions is a big challenge (Health Resources and Services Administration, 2006). Change management This section reviews Kurt Lewin’s classical approach to change management, specifically the application of force field analysis in the implementation of a nurse retention program at any local healthcare facility. Kurt Lewin’s classical theory is based on a systems approach to change management. According to him a state of equilibrium in a system is achieved when the forces acting for change equals the forces acting against change.

How does the plate tectonics theory help explain the existence of Essay

How does the plate tectonics theory help explain the existence of fossilized marine life in rocks atop the Ural Mountains Be sure to include a description of the specific process(es) - Essay Example With time, the fossils collected and accumulated on the sea bed. Geologists describe the area on which the mountains exist to be at the edge of two active tectonic plates: Baltica and Siberia. The tectonic plates are considered to be constructive plates. The two tectonic plates collided and their forces pushed the plates against one another in a constant force. The force was so intense that it pushed the earth’s crust beyond its elastic limit. With time the earth’s crust got compressed as folded upwards resulting to the Ural Mountains. This was a gradual process that lasted for many years. The area that was formerly covered by the Palaeoralic Ocean was now part of the Ural Mountains. It took with it the fossil remains that was on the sea bed. The water that was contained in the ocean was displaced as result of rise in altitude of the area. Considering that the fossils had been in existence for over millions of years and that they were several of kilometers deep, it was impossible for the environmental factors like rain to completely wear out the fossil remains (Wright, 1977). In addition, the weight of the water along with other forces had compacted together the fossils forming semimetal rocks which currently exist on the top of Ural Mountains. This theory unlike other theories is credible and fully arguable especially in its endeavor to explain the existence of sedimentary rocks atop the Ural

Self-Reflection on Entrepreneurial Personality

Self-Reflection on Entrepreneurial Personality By submitting this piece of work I confirm I am aware of, and comply with University and Programme Requirements and regulations regarding Examination and Assessment Offences and that I am not party to any behaviour which could be construed as an assessment offence. I am aware that if I, or any member of my group transgress these regulations that the entire group could be found guilty of an academic offence. The last decades have witnessed the most dynamic emergence of entrepreneurial activity worldwide and the interest in entrepreneurship has increased significantly. No sector of economy has grown as vital, powerful and creative as entrepreneurship. (Kaplan, 2003). What is Entrepreneurship? The ability and motivation to form something from practically nothing is entrepreneurship. Moreover it is the willingness and steely determination to build an enterprise and handle risks and do everything possible to get the odds in your favor (Timmons, 1989). What is an Entrepreneur? The term entrepreneur had his beginning in the 17th-century and comes from the French word â€Å"entreprendre† and is usually a sole proprietor, a partner or a majority shareholder in an incorporated venture (Rowland, 2015). I have potential to be an Entrepreneur, because of my tested competencies! Different models can be used to identify what your personal traits are. Each model or test assesses particular attributes for entrepreneurial characteristics. One model is the â€Å"Entrepreneurial Traits Wheel† that depicts some traits an entrepreneur or an enterprising person may have. My self-evaluation (Figure 1 / Appendix 1, p.6) shows that I ´m a proactive person with a strong vision and flair. Moreover I ´m self-confident and prefer to solve problems. Furthermore I very goal oriented, a team player and a motivator to overcome difficulties. Thus my not innovated skills I ´m a motivated and communicated decision maker. The T-P Leadership questionnaire indicates that I ´m more laissez-faire than autocratic. I prefer a more morale than productivity style. Nevertheless I have a moderate high shared leadership style with a high morale and moderate high productivity behavior (Appendix 2, p. 7). Related to the Thomas-Kilmann (Appendix 3, p.10) test my profile indicates in various situations a good repertoire of useful social skills. A further test to evaluate entrepreneurial characteristics is the â€Å"General Enterprising Tendency† (GET) test. The results of my test show only in one particular section an average score (Appendix 4, p.16). All other sections assess a nearly maximum score. Summarised the tests underline the argument that I have entrepreneurial skills. But these are only theoretical results. I have potential to be an Entrepreneur, because of my working experience and our family business! To be entrepreneurial is to be inspired and capable of creating opportunities for oneself. To be an entrepreneur is one of the interesting and most exciting things. But it is not easy to start and maintain your own business. The best example in this case is my father. In our family it is a kind of tradition to have an entrepreneurial thinking. In 1963 my grandfather founded the logistic company â€Å"HTS Hà ¼ttges Tranport-Service†. Meanwhile my father manages the company since 1986 and I am working part time during my study in my father’s office. But I have already worked for other companies (Appendix 5, p. 22). To start, I did my apprenticeship as an industrial management assistant at Friesland Campina from 2005 to 2008. Friesland Campina is a worldwide Joint Venture who manufactures milk products. During this time I worked in different areas in the company such as the sales, purchasing, marketing, accounting and controlling department. After my apprenticeship I stayed in the company and was taken in the purchasing department from 2008 to 2010. In these two years I was responsible for the purchase of packaging and raw materials. At that time I was 22 years old and had a huge responsible position in this company, because when my disposition was poor the production plant couldn ´t produce their planned qua ntity. But I grew with the task and became more and more responsibilities. So, I earned the ability to lead negotiations with suppliers and hold presentations during important meetings. Also during my Bachelor study in the Netherlands I have expand my competencies. In the first semester we had to write a business plan and had interview a general manager to analyse the company. Moreover I was general manager and finance director of a project team in reference of a study project named â€Å"Mini Company† at the Fontys International Business School in the Netherlands. We had to found a real company for one semester with real market conditions. We had to sell company shares to get money and had a real entry in the Netherlands Commercial Register. Our student company â€Å"Nature Arts† was very successful and a good investment for our shareholders. We won a price from the â€Å"Jong Ondernemen† organization for the one of the best Mini Company (Appendix 6, p.23). At the end we could disburse them with a dividend of 30â‚ ¬. A further experience which could be beneficial to an entrepreneurial career was the internship during my study at the METRO GR OUP. The METRO GROUP is the one of the biggest wholesaler worldwide such as Tesco. I worked in the Corporate Planning Controlling department. It was a hard time and with long business days. I worked in different teams with different educational and cultural backgrounds. But this was an experience I ´ll never want to miss. This work experience was excellent to prepare for higher duties later. Now I ´m 28 years old and had the fortune to witness a good education. The following figure (Figure 2 / Appendix 7, p.24) illustrates my personal life path. Figure 2: Life Path Chart Felix Freericks Source: Own Illustration, 2015 Certainly I have weaknesses. Nobody is perfect. Certainly I have weaknesses and also experience with some difficult situations during my life. One Example is the language barrier. Therefore to improve my language skills such as English I study abroad and live in a residential community with only international native speaking people. I hope after my study I have improved my English skills to be confident in business discussions. Another Weakness is the motivation in some areas. Sometimes I fall in a deadlock and it’s difficult to motivate myself to change the current unsatisfied situation. In this case I have a high potential for improvement. The life is a long-life-learning process. Hence, I have to learn from my mistakes and try to avoid them in the future. My dream is to follow in one ´s father ´s footsteps hopefully. But Dreaming a dream is one thing, but bringing the dream to market is another dimension entirely. Therefore I early recognised to have to study to become a well-educated manager with managerial responsibility. Through the experience in the last nine years and hopefully in the common years I will learn how to manage and maintain a business. I see myself as an enterprising person, because even now I use the learning and experience to benefit my father ´s company in other ways. This attitude is crucial to your success at this early stage. Once my father said to educate yourself you have to be open-ended and focused to provide the freedom necessary to explore unexpected leads. My personal work experience in different companies has shown that’s difficult to manage a company. But I am hopefully ready for this challenge in a few years. References Kaplan, J. M., 2003. Patterns of Entrepreneurship, s.l.: John Wiley Sons. Rowland, M., 2015. www.businessdictionary.com. [Online] Available at: http://www.businessdictionary.com/definition/entrepreneur.html#ixzz3SD5CxrBQ [Accessed 16 2 2015]. Timmons, J., 1989. The Entrepreneurial Mind. In: Andover: Brick House Publishing, p. 1. Appendix 1: Entrepreneurial Skills Wheel Appendix 2: T-P Leadership Questionnaire: An Assessment of Style The following items describe aspects of leadership behavior. Respond to each item according to the way you would most likely act if you were the leader of a work group. Circle whether you would most likely behave in the described way: Always = A, Frequently = F Occasionally = O, Seldom = S, or Never = N. A F O S N 1. I would most likely act as the spokesman of the group. A F O S N 2. I would encourage overtime work. A F O S N 3. I would allow members complete freedom in their work. A F O S N 4. I would encourage the use of uniform procedures. A F O S N 5. I would permit the members to use their own judgment in solving problems. A F O S N 6. I would stress being ahead of competing groups. A F O S N 7. I would speak as a representative of the group. A F O S N 8. I would needle members for greater effort. A F O S N 9. I would try out my ideas in the group. A F O S N 10. I would let the members do their work the way they think best. A F O S N 11. I would be working hard for a promotion. A F O S N 12. I would tolerate postponement and uncertainty. A F O S N 13. I would speak for the group if there were visitors present. A F O S N 14. I would keep the work moving at a rapid pace. A F O S N 15. I would turn the members loose on a job and let them go to it. A F O S N 16. I would settle conflicts when they occur in the group. A F O S N 17. I would get swamped by details. A F O S N 18. I would represent the group at outside meetings. A F O S N 19. I would be reluctant to allow the members any freedom of action. A F O S N 20. I would decide what should be done and how it should be done. A F O S N 21. I would push for increased production. A F O S N 22. I would let some members have authority, which I could keep. A F O S N 23. Things would usually turn out as I predicted. A F O S N 24. I would allow the group a high degree of initiative. A F O S N 25. I would assign group members to particular tasks. A F O S N 26. I would be willing to make changes. A F O S N 27. I would ask the members to work harder. A F O S N 28. I would trust the group members to exercise good judgment. A F O S N 29. I would schedule the work to be done. A F O S N 30. I would refuse to explain my actions. A F O S N 31. I would persuade others that my ideas are to their advantage. A F O S N 32. I would permit the group to set its own pace. A F O S N 33. I would urge the group to beat its previous record. A F O S N 34. I would act without consulting the group. A F O S N 35. I would ask that group members follow the standard rules and regulations. T13P13 Appendix 3: Thomas-Kilmann Conflict Mode Questionnaire Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioural responses. For each pair, please circle the A or B statement which is most characteristic of your own behaviour. In many cases, neither the A nor the B statement may be very typical of your behavior, but please select the response which you would be more likely to use. 1. A. There are times when I let others take responsibility for solving the problem. B. Rather than negotiate the things on which we disagree, I try to stress those things upon which we both agree. 2. A. I try to find a compromise solution. B. I attempt to deal with all of anothers and my concerns. 3. A. I am usually firm in pursuing my goals. B. I might try to soothe the others feelings and preserve our relationship. 4. A. I try to find a compromise solution. B. I sometimes sacrifice my own wishes for the wishes of the other person. 5. A. I consistently seek the others help in working out a solution. B. I try to do what is necessary to avoid useless tensions. 6. A. I try to avoid creating unpleasantness for myself. B. I try to win my position. 7. A. I try to postpone the issue until I have had some time to think about it. B. I give up some points in exchange for others. 8. A. I am usually firm in pursuing my goals. B. I attempt to get all concerns and issues immediately out in the open. 9. A. I feel that differences are not always worrying about. B. I make some effort to get my way. 10. A. I am firm in pursuing my goals. B. I try to find a compromise solution. 11.A. I attempt to get all concerns and issues immediately out in the open. B. I might try to soothe the others feelings and preserve our relationship. 12.A. I sometimes avoid taking positions which would create controversy. B. I will let another have some of their positions if they lets me have some of mine. 13.A. I propose middle ground. B. I press to get my points made. 14.A. I tell another my ideas and ask them for theirs. B. I try to show him the logic and benefits of my position. 15.A. I might try to soothe the others feelings and preserve our relationship. B. I try to do what is necessary to avoid tension. 16. A. I try not to hurt the others feelings. B. I try to convince the other person of the merits of my position. 17. A. I am usually firm in pursuing my goals. B. I try to do what is necessary to avoid useless tensions. 18.A. If it makes the other person happy, I might let them maintain their views. B. I will let the other person have some of their positions if they let me have some of mine. 19.A. I try to get all concerns and issues immediately out in the open. B. I try to postpone the issue until I have had some time to think it over. 20.A. I attempt to immediately work through our differences. B. I try to find a fair combination of gains and losses for both of us. 21.A. In approaching negotiations, I try to be considerate of the other persons feelings B. I always lean toward a direct discussion of the problem. 22.A. I try to find a position that is intermediate between mine and another persons. B. I assert my wishes. 23. A. I am often concerned with satisfying all my wishes. B. There are times when I let others take responsibility for solving problems. 24. A. If the others position seems important to them, I would try to meet their wishes. B. I try to get the other person to settle for a compromise. 25.A. I try to show the other person the logic and benefits of my position. B. In approaching negotiations, I try to be considerate of the other persons wishes. 26.A. I propose a middle ground. B. I am nearly always concerned with satisfying all my wishes. 27.A. I sometimes avoid taking positions that would create controversy. B. If it makes the other person happy, I might let them maintain their views. 28.A. I am usually firm in pursuing my goals. B. I feel that differences are not always worth worrying about. 29.A. I propose middle ground. B. I feel that differences are not always worth worrying about. 30.A. I try not to hurt the other persons feelings. B. I always share the problem with the other person so that we can work it out. SCORING THE THOMAS-KILMANN CONFLICT MODE QUESTIONNAIRE Appendix 4: The Duham University General Enterprising Tendency (GET) Test Appendix 5: Part of Curriculum Vitae Felix Freericks Working Experience 02/2014 – 06/2014MSK Verpackungs-Systeme GmbH Bachelor thesis in the purchasing department Implementation of a key performance indicator system 08/2012 – 02/2013Metro AG Internship student employee in the Headquarter Controlling department Forecast- Budget reports Reporting Implementation of a reporting-tool for analysing the reporting structure 04/2010 – 02/2012Altenheim St. Marien gGmbH Assistance of the Board of Managements Finance Accouting tasks 01/2008 – 04/2009Friesland Foods Deutschland GmbH Purchaser Purchasing of raw packaging materials Negotiation Contracting Study 09/2010 – 07/2014Fontys International Business School Venlo, NL Study: International Business Economics Bachelor-thesis: Implementation of a key performance indicator system (Grade: 8,0) Graduation: Bachelor of Business Administration (7,4) Apprenticeship 08/2005 – 01/2008 Friesland Foods Deutschland GmbH Apprenticeship as an industrial management assistant Appendix 6: Certificate of Jong Ondernemen Appendix 7: Life Path Felix Freericks Statement of Authenticity We hereby solemnly declare, that we ourselves wrote this coursework, without the assistance of any third party; that in this report, we identified and specified all direct literal quotes from literature and indirect quotes (ideas, indirect quotations) from other authors. We are fully aware that any violation of this code may result in disadvantageous consequences for us. If fraud can be proved, we will be required to bear the costs of investigation into and sourcing of the original document. Plymouth, 23rd February 2015 Felix Freericks

Sir Gawain and the Green Knight Essay -- Sir Gawain Green Knight Essay

Sir Gawain and the Green Knight In this passage taken from Sir Gawain and the Green Knight Lines 1623-1718, the reader sees how Sir Gawain is the hero of the poem, through the tests of the host. Sir Gawain is speaking to the host of the castle where he is staying for a few days before journeying on to the Green Chapel. The host has just returned from hunting and killing some boar. While the host is out hunting for the boar, we learn that Sir Gawain is developing a love interest in a special lady friend, the wife of the host, who makes several attempts to seduce him. Before this hunt, Gawain and the host make a promise to each other that they will exchange whatever they may win that day for the other's winnings. The host gives Sir Gawain the boar in exchange for two kisses. Then the host says to Sir Gawain "Now we are even" (Norton, 236, line 1641.) There is a vivid description of the meal that follows, as well as the singing of Christmas songs. Then Gawain tells the host that he should be on his way to the Green Ch apel to face the Green Knight. The host comments on the fact that he has tested Gawain twice and is quite impressed with his performance. The host then tells Gawain about the third test. In the test, the winner will take all, and the loser takes nothing. Gawain thinks this is all just a game and doesn't realize that it is actually a test. Sir Gawain later decides that he will stay, after learning from the host that the Green Chapel is not too far away from the castle. He has some more drinks with the host. After this, he goes to bed and gets the best night's rest, and is up early the next morning. That morning, the host hunts for some fox as Gawain lies in bed. The passage ends with a description of how the host an... ...n suffers a wound to his neck. But, that does not stop him. He points out to the Green Knight that he is not immortal as the Green Knight is. The wound in his neck shows this. Unlike the Green Knight, Sir Gawain cannot just put his head back on his head. This also shows that he is a hero. He is not a "superman" like the Green Knight appears to be. He can die, and he still risks his life in fighting the Green Knight. In conclusion, this passage taken from Sir Gawain and the Green Knight shows the reader how brave Sir Gawain really is. Here, the reader sees that Gawain is ready and able to face any challenge and obstacle that cross his path. Rather, he approaches these challenges and obstacles with the utmost bravery that a true hero can have. Works Cited: Abrams, M. H. The Norton Anthology of English Literature. New York: W.W. Norton & Company, Inc., 1993. Sir Gawain and the Green Knight Essay -- Sir Gawain Green Knight Essay Sir Gawain and the Green Knight In this passage taken from Sir Gawain and the Green Knight Lines 1623-1718, the reader sees how Sir Gawain is the hero of the poem, through the tests of the host. Sir Gawain is speaking to the host of the castle where he is staying for a few days before journeying on to the Green Chapel. The host has just returned from hunting and killing some boar. While the host is out hunting for the boar, we learn that Sir Gawain is developing a love interest in a special lady friend, the wife of the host, who makes several attempts to seduce him. Before this hunt, Gawain and the host make a promise to each other that they will exchange whatever they may win that day for the other's winnings. The host gives Sir Gawain the boar in exchange for two kisses. Then the host says to Sir Gawain "Now we are even" (Norton, 236, line 1641.) There is a vivid description of the meal that follows, as well as the singing of Christmas songs. Then Gawain tells the host that he should be on his way to the Green Ch apel to face the Green Knight. The host comments on the fact that he has tested Gawain twice and is quite impressed with his performance. The host then tells Gawain about the third test. In the test, the winner will take all, and the loser takes nothing. Gawain thinks this is all just a game and doesn't realize that it is actually a test. Sir Gawain later decides that he will stay, after learning from the host that the Green Chapel is not too far away from the castle. He has some more drinks with the host. After this, he goes to bed and gets the best night's rest, and is up early the next morning. That morning, the host hunts for some fox as Gawain lies in bed. The passage ends with a description of how the host an... ...n suffers a wound to his neck. But, that does not stop him. He points out to the Green Knight that he is not immortal as the Green Knight is. The wound in his neck shows this. Unlike the Green Knight, Sir Gawain cannot just put his head back on his head. This also shows that he is a hero. He is not a "superman" like the Green Knight appears to be. He can die, and he still risks his life in fighting the Green Knight. In conclusion, this passage taken from Sir Gawain and the Green Knight shows the reader how brave Sir Gawain really is. Here, the reader sees that Gawain is ready and able to face any challenge and obstacle that cross his path. Rather, he approaches these challenges and obstacles with the utmost bravery that a true hero can have. Works Cited: Abrams, M. H. The Norton Anthology of English Literature. New York: W.W. Norton & Company, Inc., 1993.