Please follow descriiption. 5-7 sentences per question (4 questions total)
I hav
Please follow descriiption. 5-7 sentences per question (4 questions total)
I have attached chap 10 (skim through) google Repductive Injustice by Dana Ain Davis if needed to answer questions
Please follow descriiption. I have attached the front for a quick summary (you c
Please follow descriiption. I have attached the front for a quick summary (you can google it also)
For question 3 please use saving babies (skim it)
(This is a medical anthropology class)
OPTION I. ARCHAEOLOGY—Signature Assignment Option
Choose and visit the website f
OPTION I. ARCHAEOLOGY—Signature Assignment Option
Choose and visit the website for one of the following museum exhibitions/collections:**
Arts of the Americas (not “American Art”) (permanent) – Dallas Museum of Art
Classical (“ancient Mediterranean”) art collection (permanent) – Dallas Museum of Art
Art of the Ancient Americas (permanent) – Kimbell Museum (Fort Worth)
Antiquities (Greek, Roman, Egyptian, etc.) collection (permanent) – Kimbell Museum
It must be one of these two museums and must be one of the collections referenced above.
** If you do not reside in the Dallas-Fort Worth area, you will need to identify a museum in your area with archaeological collections. You will need to provide the name and location of the museum, as well as collection/exhibit that you are focusing on.
Choose three different artifacts to analyze, representing the same culture group. Do not choose three of the same type of items (e.g., weapons, pots, garments, etc.); pick different kinds of things. These must be old/ancient items, recovered by archaeologists. This excludes art works painted by European or non-European artists, as well as sculptures produced by these or other “modern” artists. The products of these artists are relatively old, BUT are not considered ARTIFACTS, and none were recovered by archaeologists. In other words, do not select a Rembrandt, Diego Rivera, Monet, or other international painting or artwork (e.g., Japanese teacup) simply because it is being displayed at the museum you selected. These artists produced beautiful and impressive works of art, BUT they are not archaeological artifacts.
As you read the sections in the Haviland et al. book on archaeology, pay attention to what is described, and how it is described. Keep this in mind when writing your text.
After you select a museum, begin by looking only at the items themselves, without reading any of the accompanying descriptions (except to check that they are from the same culture group). Can you tell what their purpose was? What are they made of? Can you determine anything at all about the culture that created them just from your observation of each item?
Details are very important. You should provide as detailed as possible description of the objects. For example, rather than indicate it is “colorful,” describe the specific colors you observe; or if you note a pattern of markings, describe the patterns that you see, do not limit yourself to saying it has “lines.” What is the estimated size and or weight of the object? If it has human representations, are the figures adults or children, males or females, etc. In what direction are the lines or markings; if it has circles, are the circles concentric, and how many circles; if humans are represented, are they at the same horizontal level; in which direction are the faces facing; are humans wearing any ornaments; are they wearing footwear; earrings?; etcetera. Details matter. Use the zoom function in online exhibits and expand the image to see the object more closely, and rotate the object if the site allows you to do this. Doing this will help you see more details.
At the bottom of each description, INCLUDE the image you described, BUT the image should not take up more than half-of-a-page. Below the image include the specific URL for the object you selected. Do not simply include the URL for the museum. Again, DETAILS matter—help the reader “see” what you see. An URL starts with http (or) https://name (Links to an external site.)
…Then, read the item description and other interpretive materials that the museum has available. Example, age of object. What more did you learn? How did archaeologists and other scholars arrive at their conclusions about these artifacts (or does it even tell you this)? Do you think there are other interpretations possible?
Your “report” should be 2-5 pages (typed; double-spaced; one-inch margins on all four sides; in Times New Roman 12-point font; with no additional line spacing before or after a paragraph; and submitted as a Microsoft Word document to Canvas). The first half of the assignment should be a description of the three artifacts as you experienced them before you accessed any additional information, as precise as you can make it, and should include your own early hypotheses about they may be. Here your focus is on what you think the object is. The second half should be a more complete description of the artifacts and the culture they were drawn from, and how the artifacts fit into that culture, as well as any reflections you may have about how they were interpreted and explained by their discoverers and/or by the museum that displays them. This is an observation paper, not a research paper. Your only “sources” are the artifacts themselves. Do NOT use/cite other, outside sources.
Title information: Do not include a title page (as the first page). The title of the Signature Assignment should take up a single line as the first line in your text. Do not create a header.
Example: “Signature Assignment #1—Archaeology—[First-Name Last-name]”
Naming of Electronic File: “Your-Last-name-Signature#1-Archaeology”
Write case report summing up a skeletal analysis using provided analytical docum
Write case report summing up a skeletal analysis using provided analytical documents and images. The paper must be font size 12 Times New Roman, single spaced, and 1-inch margins. Course Materials: Warren MW et al. 2011 Bare Bones: A Survey of Forensic Anthropology. 2nd edition. Kendall Hunt Publishing.
detailed explanation of the assignment from the professor.
Hey everyone!
As I expected, I’ve been getting questions about the case report and a few issues keep coming up over and over, so I’m going to try and address those here. This is a really long post, but please make sure to read over this announcement carefully to see if this will answer some of your questions.
First, some people are still a bit confused about what the case is so let me clarify. Your job is to pretend to be an analyst who is summarizing case notes for a final report. I have provided the case notes- in the Case Report file, in the files tab. There are several PDFs that are basically standardized forms for documenting a case, already filled out. That is your case- the individual that those notes describe. Your job is to take those standardized forms and summarize them into one document. The layout of the document you need to create is in the Case Report file as well.
Remember that the goal is to summarize, because the notes are not in complete sentences necessarily and they will spread the information around a bit. As an example, lets look at the Age notes. Those notes list the methods (pubic symphysis, sternal rib, and teeth) and give the results of all three. But your summary should give a general conclusion and then lay out the specifics. For age, that would be something like “The decedent was an adult between 21 and 34. This was determined by…” and you summarize based on what is asked in the layout document.
Second, related to the first, is about how to identify the case. For the final report, the top has a few areas where you should list case numbers, MEO offices, etc. The Details document (which is basically the instructions) tells you to create your own lab and to use your name/make up an analyst. However, it does not mention about the numbers. You should have TWO numbers at the top of that page- the MEO case number and the “Agency” case number. While this is one case, it is in two different systems with different numbering conventions. For the MEO number, you should check the Receipt of Evidence document. For the “agency” case number, you can make up one or you can use the CAPHIL number. Make sure that you use whatever agency case number you have when referencing the case in the notes.
Third, and this is a shorter issue, is that you should not be using bullet points for this. The only place for bullet points is the skeletal inventory (under the Conditions of Remains section) where you should have a record of what is there.
Finally, the biggest issue has been the references. This seems to be confusing to a lot of people, and I can certainly understand why. Basically, in the notes the analyst listed the studies and papers that were used for various things. You are using those notes, which means that you already know what papers were referenced. For instance, if you look at all the aging methods listed in the Age notes page and come up with a total possible age range of 21-34 you need to list all the references on that page since all were utilized to come up with that age range (5 references in this case); if you wanted to only list the pubic symphysis aging method in your report for some reason you would only need to list Katz and Suchey 1986 and Brooks and Suchey 1990.
The reference list in the Details document provides the full bibliographic citation for each in-text citation you see in the notes, and was taken list from commonly referenced sources on reports. You can look more deeply into these sources if you want, but it should not be necessary for this assignment. Make sure that any in-text citation you use also have a full citation in the reference, and that only citations used in the text are in the references. Basically, I would not advise just copying the reference list off the details document and onto your own unless you are certain that you used all of them in your actual report.
Images work a bit differently. There should be no images in the main body of the report, but if you use an image you should reference in as Figure X and then have the image with a label and caption in the image section. For example, in the trauma section I may say “There is ballistic trauma associated with a GSW that … (Figure 1)” and then the reader can scroll down to find Figure 1 at the bottom with a caption that is more detailed like “Figure 1: Superior view of the cranium. Note the smaller, rounded entrance wound on the anterior frontal, and the corresponding larger exit wound with external beveling on right parietal/occipital”
A few final notes- make sure to carefully read through the layout notes (in red) and address all the questions. All the red text should be replaced in that document- including places where it says Agency in red at the top, where you should create an agency name.
Ok I hope you all made it to the end of this and I hope it helped any of you that were confused.
Rubric-Demonstrates clear and concise writing – correct in-text and reference style (as specified in “Case Study Details” document) -Demonstrates strong word choice and sentence variety (no repetition) – Size 12 Times New Roman Font, single-spaced, text color is black, references to figures/images in the report may also be done in parentheses at the end of a sentence. Bold the figure title in the sentence so that it stands out.
-Makes appropriate and powerful connections between the notes and the concepts given in the lectures -Supports diagnosis and opinions with strong arguments (explanation) and evidence (reference and images); -Presents detailed, realistic, and appropriate recommendations clearly supported by the information given in the notes and concepts from the articles.
-Complete in all respects; reflects all requirements in the layout (agency case number; ME case number; District: all of the titles given in layout document; forensic analyst name; date; images).
Using the attached documents I need Elab 5 Chart completed. using the following
Using the attached documents I need Elab 5 Chart completed. using the following directions and documents.
Using the attached documents I need Elab 6 Chart completed. using the following
Using the attached documents I need Elab 6 Chart completed. using the following directions and documents.
The Expansion of Genus Homo
Homo sapiens – our species – first evolved as early
The Expansion of Genus Homo
Homo sapiens – our species – first evolved as early as 300,000 years ago. At this time, we co-existed with other human-like species. Who were these other hominins?
In this post, please refer to Chapter 11 and this video ( https://m.youtube.com/watch?v=FMc81qpCQ3g ) on Homo neanderthalensis to answer the following questions:
Who were Homo neanderthalensis (Neanderthals)?
How were they similar to yet different from our species?
What would you like to learn more about Neanderthals and other human species?
Purpose:
Culture is an incredible advantage that has allowed humans to enter alm
Purpose:
Culture is an incredible advantage that has allowed humans to enter almost every niche in nature. Using your notes from the Week 3 people watching assignment, you will analyze your cultural observations through the eyes of an anthropologist. Be sure you download the attached worksheet, fill it out, and submit it. Other formats (for example, a paper, will not be accepted). See the example (attached) of one people-watching activity that was analyzed using an anthropological concept and a source.
Using the provided worksheet, you will analyze your observations from Week 3:
Share four or more specific observations from your scene
Identify an anthropological concept that fits with each of these observations.
What is an anthropological concept? Anthropological concepts are anthropological terms and ideas. Examples of some that we’ve studied include: ethnocentrism, ethnicity, reciprocity, kinship, language and communication. You should not use this exact list of four concepts and expect them to fit your observation.
We’ve identified two credible online glossaries of anthropological concepts that might be helpful to you: Palomar Anthro Glossary and Open Anthropology Glossary.
Some terminology from class cannot be used as concepts for this assignment: the four subfields, methodology terms (participant observation, ethnography, etc.), or culture and society cannot be used as concepts that you observe and analyze.
Define the concept (using a source- provide a citation and a reference)
Describe how it explains or fits your observation.
Note: This course has “Resubmission” status enabled to help you if you realize you submitted an incorrect or blank file, or if you need to submit multiple documents as part of your Assignment.
Writing Expectations: All written submissions should be submitted using APA formatting. For this assignment, this includes:
APA formatting for citations and references used in your assignment.
Arial 11 or 12-point font or Times New Roman styles.
This was the general layout I had in mind for the assignment.
Thesis Statement:
This was the general layout I had in mind for the assignment.
Thesis Statement:
Race is a cultural construct rather than a biological reality, as evidenced by the anthropological consensus rejecting the existence of biological races and recognizing race as a lived social experience that profoundly impacts societal structures and individual identities.
Key Themes for Subtopics/Paragraphs
Anthropological Consensus on the Non-Existence of Biological Races
Evidence and Arguments Against Biological Realism: Discuss how anthropologists argue against the existence of biological races by highlighting the lack of scientific evidence supporting distinct biological categories among humans. Reference the clinal nature of human genetic diversity and the multidimensionality of biological traits.
Critique of Biological Race Concepts: Explain the critiques of weakened definitions of race and why such concepts fail to justify racial classifications from a biological perspective.
Race as a Social Construct
Social Constructionism and Its Variants: Outline the different interpretations of social constructionism about race, including views that race is a social kind, a social status, or simply a category that changes over time and across contexts.
Social Implications of Racial Classifications: Explore how race as a social construct affects social dynamics, including the perpetuation of racial hierarchies and inequalities.
The Concept of Racialized Groups
Distinguishing Racialized Groups from Biological Races: Discuss the concept of racialized groups, which refers to groups of people who are misinterpreted as biological races, and how this understanding aids in addressing social justice issues.
Impact of Racialization on Identity and Society: Examine how racialization influences group identity, recognition, and social action, emphasizing the historicity of racial classifications.
I have attached the rubric and assignment details below, I am answering question 2. We should only be using two articles. I Sourced out the two provided below.
Due: July 18 Worth: 30%
Submit in Word or PDF format through the portal on Brightspace that will open on the Due Date. All papers will be processed through the Original system on Brightspace to identify plagiarism.
The themes explored in this assignment include human-animal-nature-culture relations; biodiversity, ecology and niche, rainforest habitat, environmental challenges and conservation, and the meaning(s) of and values attached to nature in non-Western and Western societies.
Research Essay Assignment:
a) From the list below, choose a topic of interest. All of these relate to issues raised in our class, though some will be covered in the second part (see the readings in upcoming weeks to see what these deal with and to find possible sources). Begin your research by identifying academic (reliable) sources of information and develop a 2-3 sentence essay statement that clearly states your topic and identifies some of the sub-topics you will cover. Send this essay statement to Prof. Aucoin at before July 10 (there is no mark for this, but I want to confirm you are on track).
Refer to the ‘Guide to Writing Essays’ posted on Brightspace for advice on how to write a research essay. Use formal writing style (no slang, complete sentences, do not use I, me, my in your essay, do not use contractions – such as don’t or they’re – in your writing. Use Canadian spelling please.
b) Continue to carry out research to collect enough information on various aspects of your topic.
*Note to file – students usually find and review research materials online for their topic and copy and paste information into a ‘research notes’ file. Keep track of the sources and their page numbers to use in your references. As you organize these notes into the sub-topics of your essay be sure that you re-write these notes so that they are put in your own words in your essay! Note your sources in your essay throughout!
c) Use the Course Bibliography on Brightspace or search through Omni through the UOttawa Library Omni to find sources and collect information from peer-reviewed articles or books on the topic. The essay should make use of the readings provided in the course and may explore in greater depth some of the themes discussed in class that are relevant to the topic.
**Students should start with the references provided with each topic below and find 8-10 additional peer-reviewed published sources (books or articles) in carrying out their research.
d) Consult the resources on the University of Ottawa’s Academic Writing Centre for help with writing style, and for examples of the APA in-text referencing format that you must follow.
e) Write a formal 7-8 (MAX!) page essay (12 pt. Times Roman font, double spaced with 1” margins) (2400 word maximum) with a separate cover page and separate Bibliography listing (alphabetically by last name) all references used, in APA style. You analysis should include ethnographic examples to illustrate your discussion.
f) Your paper must include a cover page with the essay title identifying the topic, your name, student number, course name and number , professor’s name, word count, and date submitted.
** Important Reminder: All assignments for this course must be completed before a mark can be submitted for this course. For all students, if you do not submit an essay an INCOMPLETE mark (INC) must be submitted and this will revert to a Fail UNLESS you request and receive a Deferral from the Department. See our Course Outline for more information on Deferrals. Late assignments will be penalized 2% for every day submitted after the due date. Extensions will not be granted unless a student has faced illness and has medical documentation or a personal or family emergency; please contact the professor immediately if such an emergency arises.
Essay Topics:
You must write on one of the following topics, which draw on the major works and themes of our course. You must drawon some of the references listed with each topic to ensure you are approaching issues from an anthropological perspective.
1) The goals of some environmental movements can conflict with the interests of local social groups or Indigenous societies. Discuss 1-2 of these potential conflicts listed below, drawing on ethnographic cases to illustrate: rights to whaling; anti-fur campaigns; re-wilding initiatives and the re-introduction of locally extinct species; eco-tourism (P. West 2004, McDermott Hughes 2005; Larsen 2017).
2) The establishment of conservation areas is an important environmental strategy aimed at maintaining biodiversity and reducing species extinctions. Yet these efforts sometimes neglect or seriously impact the needs of subsistence strategies and access to resources that provide for local Indigenous peoples. Explain and discuss this kind of conflict and compare/illustrate with two ethnographic examples .(N. Mansuy et al 2023 in Facets; Cultural Survival 2010; M. Colshester 2003; John Galaty; P. West, T. Heatherington; IWGIA Reports).
3) Environmental anthropology includes the study of ethno-botany, a study of human-plant relations that can provide anthropologists great insight into the ‘worldview and ontologies’ of many societies. Discuss and explain, using several ethnographic examples to illustrate (R. Ellen 1986; Bulmer; Plotkin 2000; Anderson 2016; F. Berkes; Willerslev 2007).
4) The United Nations Environmental Program (UNEP) recently marked its 50th Anniversary as a global agency that monitors and provides advice on urgent environmental concerns. Discuss the mandate of the UNDP and the most pressing issues it addresses today, as well as some of the challenges it currently faces as an agency of global governance (for background, see Nature 591:8, 2021).
5) Explore current themes on the significance that ‘forests’ can carry for 2-3 different cultures; not only for livelihood but also in relation to cosmological beliefs, biodiversity, ethnoecology, and as sacred sites. How have cultural views influenced the legal rights of trees’ movement? (Bell &West 2015; (Haberman 2013, Bell and West 2015; E. Kohn, Plotkin, Chandel 2022; Stone 2010).