Anthropology

Assignment Instructions (Page 1 of Chapter 13, on Culture and Sustainability, of your textbook poses the question, “What political, economic, and cultural factors are prohibiting world leaders from agreeing on solutions to global environmental challenges?” (Brown, Tubelle de Gonzalez, and McIlwraith, 2017). For this assignment you will write a letter, to the world leader of your choice based on the concepts you are learning in this course. The letter should be about potential solutions to global environmental challenges. Please include the following: Describe political, economic, and cultural factors you see as prohibiting world leaders from agreeing on solutions to global environmental challenges. You will need to support your points with information from the textbook. Be sure to consider the political, economic, and cultural factors from a broad, anthropological perspective. Argue for a recommended next steps for the world leader. Describe clear next steps and keep your recommendations grounded in a broad anthropological perspective or support your recommendations from an anthropological perspective. The letter should be double-spaced and formatted in Times New Roman 12 point font. The letter should be 1-to-3 pages. Be sure to cite any factual sources you used (including your textbook) with parenthetical, in-text citations. Include an APA-style reference page as well.

Assignment Instructions (Page 1 of Chapter 13, on Culture and Sustainability, of your textbook poses the question, “What political, economic, and cultural factors are prohibiting world leaders from agreeing on solutions to global environmental challenges?” (Brown, Tubelle de Gonzalez, and McIlwraith, 2017). Textbook Reference: Palmer, C. (2017). Culture and Sustainability. Brown, N., Tubelle de Gonzalez, L., & McIlwraith, T. (2017). In Perspectives: An Open Invitation to Cultural Anthropology (pp. 1–20). Arlington, VA: American Anthropological Association. For this assignment you will write a letter, to the world leader of your choice based on the concepts you are learning in this course. The letter should be about potential solutions to global environmental challenges. Please include the following: Describe political, economic, and cultural factors you see as prohibiting world leaders from agreeing on solutions to global environmental challenges. You will need to support your points with information from the textbook. Be sure to consider the political, economic, and cultural factors from a broad, anthropological perspective. Argue for a recommended next steps for the world leader. Describe clear next steps and keep your recommendations grounded in a broad anthropological perspective or support your recommendations from an anthropological perspective. The letter should be double-spaced and formatted in Times New Roman 12 point font. The letter should be 1-to-3 pages. Be sure to cite any factual sources you used (including your textbook) with parenthetical, in-text citations. Include an APA-style reference page as well.

This assignment will give you the opportunity to learn more about the field of anthropology, to evaluate practical applications of anthropological theories and research, and to find interesting resources to share with your classmates. What To Do At any time during this learning area (i.e., primate behavior or biology) , but no later than the assignment due date listed in Canvas, you will find a recent news article or video that is relevant to the concepts covered in any of the learning area’s associated modules. You may find the article in a mainstream newspaper or magazine or on an anthropology-focused website. Some examples of mainstream newspapers are the New York Times, Washington Post, Chicago Tribune, Salt Lake Tribune. Some examples of mainstream magazines are National Geographic, Scientific American, Discover, the New Yorker. Some excellent online resources include Archaeology & Anthropology at The New York Times or ScienceDaily Share this article or video by clicking “Reply” below and creating a new post. Format your post in the following fashion: Write the title of your news article or video at the top of your post Include the name of the author below the title Beneath both, copy and paste a URL to your news article or video. Beneath the URL or video, explain why you think this is relevant to our Module and write one discussion question based on the article. Rather than posing yes or no questions or asking about facts, good discussion questions focus on the themes within the readings and are why and how-type questions that encourage conversation and could be discussed by anyone who is reads the course material. After you submit your article and video, read the articles/watch the videos your fellow students have submitted and craft a thoughtful reply to a minimum of 2 other students by the assignment due date and time. Replies should be a minimum of 40 words and should evaluate the article/video in the context of the readings and lectures you’ve encountered in this learning area.

Select one of the questions for class discussion or questions for essay writing from Ross Chapter 3 (p. 115) to explore in a reflective essay, using 3 reliable outside sources, referenced in APA.

The topic of your paper will be “Questioning Tourism as Advertised.” Choose a holiday destination and search for advertisements promoting this destination in various forms of media (e.g., printed ads, websites, and commercials). Critically analyze these advertisements (do not simply describe what they show, delve into the meanings behind them). Think about what they emphasize (in regards to, for example, the landscape, cultures, and local people at the destination) and what they leave out that you as a tourism student would like to know.

For your analysis, you are expected to use points from at least 8 class readings. Films and non-class sources count in addition to the 8 readings. This paper is expected to be about 1,500 words in length (excluding the reference list).

This paper is an exercise in critical thinking, in developing a thesis or central argument, in synthesizing scholarly sources, and in properly acknowledging the ideas, wording, and data of other authors. Students must “exhibit some minimal level of competence in essay writing and the appropriate level of knowledge of the content of the course” in order to obtain credit(s). (

All papers will be subject to submission to Turnitin.com for textual similarity review.

The goal of your research is to analyze (not summarize) the ways in which tourism is promoted in various forms of the media using points from the authors in the first eight or nine weeks of the course, when we read Chambers’ book and the chapters in Macleod and Carrier’s edited volume. Chambers’ book would count as a single source, each author in the edited volume however counts as a separate bibliographic entry on your works cited list.

A good way to begin thinking about your paper is to first choose a place you think you would like to visit on a holiday and then begin to gather information about that place. Some historical background will help you situate tourism as one of the factors in the country’s economy. What is unique about the place culturally speaking? Look carefully at any advertisements, websites, and television commercials that feature the country you have chosen. Then ask yourself: What is being promoted? What is featured in illustrations or photographs? Who benefits (if the holiday is all inclusive, do local people have access to any of the benefits)? Why did you choose this particular place to visit? What do these choices say about how we think of the world beyond our destination, and how we think about ourselves?

Email me if you have any questions or if you are unsure about what to include in your paper. I will add a discussion to our Forums for general questions about Papers.

The parts of each texts from the readings
Week 1 – Introduction
May 4-8
Erve Chambers, Native Tours
Introduction: Shedding Light on Travel Experience, pp. 1-6.
Edward Bruner & Barbara Kirshenblatt-Gimblett. 1994. Maasai on the Lawn: Tourist
Realism in East Africa. Cultural Anthropology 9(4):435-470.
ANTH 2272F-650, Prof Puppe Version date: April 9, 2020 Page 7 of 8

Week 2 – Travel and Tourism
May 9-15
Erve Chambers, Native Tours: Chapter 1: From Travel to Tourism, pp. 7-30.
Erve Chambers, Native Tours: Chapter 2: “Tourism, Society and the Political Economy,”
pp. 31-68.

Week 3 – Theoretical Approaches
May 16-22
Film: Cannibal Tours
Satsuka, Shiho, Nature in Translation: Prologue, pp. 1-7.
Satsuka, Shiho, Nature in Translation: Introduction, pp. 9-38.

Week 4 – Local People, Nature, and Ecotourism
May 23 – May 29 Erve Chambers, Native Tours: Chapter 3: “Nature, Tourism, and the
Environment,” pp. 69-94.
Rosaleen Duffy. 2014. Interactive Elephants: Nature, Tourism and Neoliberalism. Annals
of Tourism Research 44:88-101.
Break week May 30 – June 5

Week 5 – Tourism, Culture, and Power
June 6 – June 12
Erve Chambers, Native Tours: Chapter 4: “Tourism and Culture,” pp. 95-120.
Donald V.L. Macleod & James G. Carrier, eds.
Tourism, Power and Culture: Introduction,
“Tourism, Power and Culture: Insights from Anthropology,” pp. 3-19.
Donald V.L. Macleod. Introduction to Part 1, “Tourism and the Power Struggle for
Resources,” pp. 21-25.
Veronica Strang, “Water Sports: A Tug of War over the River,” pp. 27-46.

Week 6 – Tourism and the Power Struggle for Resources
June 13 – 19
Donald V.L. Macleod & James G. Carrier, eds. Tourism, Power and Culture
Charlotte Joy, “Heritage and Tourism: Contested Discourses in Djenne,” pp. 47-63.
Rupert Stasch. The Camera and the House: The Semiotics of New Guinea “Tree Houses” in
Global Visual Culture. Comparative Studies in Society and History 53(1):75-112.

Week 7 – Tourism and the Power Struggle for Resources, Continued
June 20 – 26
Donald V.L. Macleod & James G. Carrier, eds. Tourism, Power and Culture:
Donald V.L. Macleod, “Power, Culture and the Production of Heritage,” pp. 64-89.
ANTH 2272F-650, Prof Puppe Version date: April 9, 2020 Page 8 of 8
Michael Hitchcock & I Nyoman Darma Putra, “Cultural Perspectives on Tourism and
Terrorism,” pp. 90-106.
Tianyu Ying, Kaiyun Wang, Xinyi Liu, Jun Wen & Edmund Goh (2020)
“Rethinking game consumption in tourism: a case of the 2019 novel coronavirus
pneumonia outbreak in China,” Tourism Recreation Research, pp. 1-7.

Week 8 – Tourism and Culture
June 27 – July 3
Film: Reel Injun
Donald V.L. Macleod &James G. Carrier, eds. Tourism, Power and Culture:
James G. Carrier, Introduction to Part 2: “Tourism and Culture: Presentation, Promotion
and Manipulation of Image,” pp. 107-114.

Dimitrios Theodossopoulos, “Tourists and Indigenous Culture as Resources:
Lessons from Embera Cultural Tourism in Panama,” pp. 115-133.

Elana Calvo-Gonzalez & Luciana Duccini, “On ‘Black Culture’ and ‘Black Bodies’: State
Discourses, Tourism and Public Policies in Salvador da Bahia, Brazil,” pp. 134-152.

This is a test it is not timed. I need a professional that knows about Anthropology.

1 test has 9 questions
2nd test has 8

Please see instructions below

Instructions
You will be submitting your answers to the lab questions (in the lab documents and lab manual exercises) in this “quiz.” At the end, you will be asked to upload a file or picture of your lab, depending on the lab. 2 attempts are allowed.

Based on the reading and film, and all that you have studied so far, reflect upon shamanism. What have you learned from these two sources (give some specific examples from each source)? Did anything particularly catch your interest or surprise you? How would you compare the role and practices of shamans to medical practitioners that you are familiar with? For reading, I will be uploading the pdf music as knowledge For video (need to find this video) : Siegel, Taggart, Jim McSilver, and Sarita Seigel, dir. and prod. 2001 The Split Horn: The Life of a Hmong Shaman in America. 57 min. Independent Television Service. San Francisco, CA. after watching the video also mention something from http://www.pbs.org/splithorn/film.html

Over the last few weeks we have taken a journey through the human evolutionary story, beginning with the foundations of evolutionary thought after the Scientific Revolution, understanding the genetic basis of natural selection, heredity, and genetic variation, and examining our own hominin ancestral roots since our first bipedal ancestors around 6 million years ago. Around 10,000 years ago modern Homo sapiens began to domesticate plants and animals and laid the foundations for agricultural production, permanent settlements, urbanization, and social hierarchies. These were developments which would alter the course of our evolutionary story and began a trend of increasing exploitation of our natural environments. We have seen how the process of evolution is about the adaptation of species to their environments. From an ecological perspective this means that thinking about human evolution also means thinking about the surrounding environments and the co-evolution of plants and animals (including humans). Plants are a REALLY important part of our lives, both for sustenance but also for cultural reasons. We eat food, but we also eat food in culturally specific ways. We prepare different dishes with different flavors and we even eat them in different ways. We also use plants as parts of rituals, religious ceremonies, and place symbolic value on plants and flowers. We use plants as drugs to alter our state of mind. We use them as medicine. Across the world, plants and humans are intimately intertwined in unique ways.Your Task:For this assignment, you will create individual contributions toward a collective ethnobotany. In the end, we will have a collection of ethnobotanies that demonstrate the diversity of relations between ourselves and various plants. Choose any plant that has some sort of significance in your life, a plant with personal connection1. Choose any plant that has personal meaning to you in your own life. It might be a grain, herb, or other edible plant whose taste or smell connects you to certain memories, places, holidays, or family members. This may be a plant with cultural or religious meaning to you or your family. It may be a decorative plant with close personal connection from your childhood or today. Reflect on a plant that has had some sort of influence in your life, illustrating the important cultural connections that we humans have with the plant world.2. Provide the following information:a. English Nameb. Taxonomic classification informationc. Identifying characteristicsd. Geographic distribution and habitate. Cultural history of its use as food/Medicine/Other cultural or practical applicationsf. Include a picture and/or create a drawing of the plant for identification purposes.3. Describe the personal connection that ties you to this plant. This is your opportunity to BE CREATIVE… Include a recipe, or instructions for how it may be used by others. Offer one or two yummy recipes for food, drinks, or other ways that this plant can be used by our fellow humans. Maybe you prefer to write a short story or poem. You may choose to do this as a document, powerpoint slide( poster style), pamphlet, photo story, or other creative application…! Include a bibliography for any information you use.Please share with everyone the plant that you chose to research and write about in lab 4! Tell us a bit about its connection to you and some interesting information about the plant. (Note: You do not need to share your actual ethnobotany, just information from it)OPTIONAL REPLIES: In your (optional) reply posts, choose two plants that others chose that may also have some resonance in your life. Does its connection to your life differ from how your classmates describe it? Is it very similar? Do you know other ways that the particular plant can be used as food, medicine, religious symbolism, perfume, etc?By creating this forum we can learn from each other and synthesize a growing record of how to use different plants and explore the cultural diversity of our class as it relates to plants!Part Two (Please do separately )do you think that humans will survive for HUNDREDS OF MILLIONS OF YEARS? Why or why not?Consider the time scale of human evolution, how long bipedal hominins have existed, how long Homo sapiens have existed.What does the future of humans and human evolution look like do you think? Are we even still evolving if we can manipulate DNA and genetic information?What do you think?!?

Assignment part A Pick one of the following questions to discuss the content of the film a “Class Divided” and post a reply to at least 2 other students in the discussion post. You need to respond with at least one long paragraph. 1. What do you learn from the reaction of the students in the dominant role? 2. What do you learn from the reaction of the students in the subordinate role? 3. How do you think you would react in their situation? 4. What caused the kids to be so mean to one another? What would you say is the cause of racism? 5.How did things change once the kids roles were switched? https://www.youtube.com/watch?v=1mcCLm_LwpE Assignment part B We have learned in this class that, while humans do have biological variation, human biological variation isn’t accurately categorized by the races that we assign to people. The way we break people up into races is similar to how we might break people up into three “races” based on height (short people, medium people, and tall people); it does describe something biological about them, but the biological similarity of each height “race” doesn’t mean anything about similarity and difference for any biological feature other than height, and it doesn’t accurately reflect common ancestry. That said, RACISM IS REAL, and there are significant biological effects of experiencing racism. Most of these impacts are related to chronic stress, and they are similar to the effects that sexism, homophobia, and transphobia have on the people who experience those things. The purpose of this discussion is to explore how the negative biological effects of racism come to be embodied. In this discussion, share an experience you’ve had that illustrates how racism has negatively impacted you and made you feel anxious. If you don’t have an experience like this about race, you can share an experience of sexism or homophobia that has made you feel anxious. If you have not had experiences like this, wait until others have posted, and reply thoughtfully by recounting sometime that you had a similar experience without the racism and recount how you felt in that situation (either similarly or differently). If you don’t want to share an experience of racism, you don’t have to, but you do have to compare non-racist experiences to others’ sharing to receive credit. This whole discussion should be a thoughtful exploration of discrimination, privilege, and safe and unsafe spaces. If you decide to share, Sharing = 10 points. or you can respond to a post (note: that you have to choose between sharing and responding. ) or you can reply. Each thoughtful reply = 10 points. NOTE: This is meant to be a safe space for people to share their experiences. This is not a space for people to “play devil’s advocate” or to admonish others or tell them how things would have been different if they had acted differently. Confrontational or combative comments will be deleted and will not earn credit.

1. Compare the three articles in term of their intellectual strengths and weaknesses, as well as their contributions to the field. 2. The comparison should be followed by a synthesis of the articles that explains their relationships to one another. 3. Finally, conclude by summarizing the state of the research and provide your perspective on possible future directions.