Anthropology

Articulating Transferrable Skills:In this exercise, we will begin by identifying transferable skills and translating anthropological concepts that you can apply to resumes, CVs, application letters, and an elevator pitch or speech.  An “elevator speech” is a short “pitch” that can be given immediately when a situation warrants.  In this case, it is an introduction to yourself and your interests in an anthropologically relevant way.  You will gear the speech to particular audiences at different times, but the bulk of it will remain the same most likely.  (for example I have a different one for film festivals than I have for academics).Objective: To think about and synthesize your anthropological learning these past years, and to articulate how and why this training is significant and useful to a wider public.Outcome: A list of transferrable skills and translated anthropological perspectives you can use in an elevator pitch or other conversation with non-specialist audiencesYou can think of this exercise in 2 parts:I.  Gather the Data:1. Begin by re-reading Omohundro’s (1998) Actions  piece on Career Advice for Anthropology Majors.2. Think about the skills and perspectives you’ve learned as an Anthropology Major.  To help with  this, think through the activities we did and topics we talked about in class, i.e. Anthropology student learning outcomes, ‘What does Anthropology Do”, and “What I did in Anthropology Class”. (shown in the screenshot named “class material”)3. Look at your own resume or CV, and see what kinds of skills you’ve developed over time both inside and outside of class.II.  Articulate Your Ideas:1. Based upon Omohundro’s list of transferable skills, identify 3-4 that most closely align with your own experiences and future goals.  List the skills.2. For each skill you’ve listed, give at least two specific, detailed examples of fieldwork, labwork, or coursework that illustrate your training and capacity in that particular skill.  Some skills may draw from the same experience (eg. archaeology field school), but different aspects and activities will be used to substantiate each skill set.3. Next, pick three of the following Anthropological frameworks (or use one of your own) that best fit within your skill set and your future goals:  holism, intercultural competence, biocultural change, empiricism, relativism & power, anti-ethnocentrism.4. Then, for each anthropological framework you’ve listed, think about how you could explain its importance and meaning to a prospective employer, grad school, or funder with a story.    The story is crucial, and one of the best ways to explain complex anthropology paradigms to non-specialists.  You have two choices.  You can either:Provide a hypothetical scenario (“Imagine a world where”, your dream job, etc) in which these skills would be crucial;Provide a concrete example from your own experiences that illustrate the concepts and their application.The Short Activities Rubric will be used to grade this exercise.1. Anthropological Perspectives (1) Exhibits awareness and understanding of ethnocentrism, cultural relativity, contexts, and power in all activities;2. Course Concepts & Examples (1) Directly and appropriately utilizes course terminology in all writing and activities; Describes and utilizes appropriate examples from course materials (readings, films, individual fieldwork, media sources);3. Follows Instructions & Puts in Effort (3)  Is this a compare/contrast discussion?  Did you find outside sources if required?  Were you supposed to upload an image?  Follow the directions!!  And put in some effort.

Use the readings to answer the following questions in approximately 2-3 paragraphs: 1. In your own words, how do you define structural violence? 2. Then, using concepts from the reading, what is one real-world scenario that you can use the concept of structural violence to analyze? I mention the disparities in the COVID-19 pandemic in my lecture, so please think of an example other than the COVID-19 pandemic. Craft a short analysis of a real-world scenario in terms of the dimensions of structural violence that apply.

https://m.youtube.com/watch?v=Y_f8DmU-gQQ Jeffrey Jensen Arnett: Emerging Adulthood Watch the following video, then answer the questions below completely. All resources should be correctly cited in APA format.  We have often heard the statement, “Thirty is the new twenty.” What do you believe this to mean, particularly in the 21st century? Are you meeting the milestones in life you thought you would at your age? If not, what are you doing to change your path? Use support from the video and your book and the internet to support your response.

What is your culture? List all of the cultures that you identify as being a part of. How do you know these are your cultures? Did anyone help you become a member of these cultures? Are there some people who disagree with you belonging to these cultures? – Microsoft word -Chicago manual 17th edition – Intext citation -550 words -3 references sources

“Using an example, describe the importance of the environment in Darwin’s theory of Natural Selection”. The essay will be a minimum of four and maximum of six double-spaced pages, 12-point font, 1″ margins, excluding references and title page. Use a separate title page with your name and chosen essay topic, and start your reference list on a new page. Remember to include your name and student ID on the title page.  Use of References In addition to references to the class readings, I would ideally like to see one or more additional primary-source references (i.e. peer-reviewed journals and scholarly books). Examples of potentially useful journals available in the library are listed below. DO NOT, under any circumstances, reference websites. Follow the referencing style of the American Journal of Physical Anthropology.  Essay Structure and Grading Expectations Refer to Dr. Sullivan’s Undergraduate Essay Guide (on Sac CT) for further information on how to plan and organize your essay and my expectations in terms of grading your work. Dr Sullivan’s Undergraduate Essay Guide Writing Essays in Biological Anthropology Writing conventions in biological anthropology follow those of formal science writing, and thus  may differ from requirements in some of the other social sciences or the humanities. Above all,  science writing is objective rather than subjective. By objective, I mean three things:  First, science writing, and the argument that you form in your essay, must be based on objective  “facts”. By facts, I don’t mean absolute truths. A fact in science can be thought of as the best  current knowledge about a particular aspect of the natural world (facts may be overturned or  modified at any time). A fact in the science literature in effect means an opinion, report or  observation that has already been published in the primary literature – usually a peer-reviewed  journal or scholarly book. When you are constructing your essay, you must support your  argument or ideas with reference to objective “facts” in the literature (references will be  discussed in more detail below). In this way, science writing differs from critical writing in other  disciplines, say English Literature, where your argument is often based on subjective opinions  and impressions rather than objective facts.  Second, science writing is concrete and unambiguous. Whereas non-science critical writing often  rewards wit, humor, irony and subtlety, science writing is a dry enterprise. Because science  writing is objective rather than subjective, the priority is to assemble facts into a coherent  argument with as little ambiguity as possible. This means using short, simple, sentences and  avoiding sub-texts and vagueness in order to make your argument as plain as possible. In  contrast to non-science critical writing, you will be penalized for the use of humor, irony,  sarcasm and wit. This is not because science writers have no sense of humor (some may question  this) but because humor and emotive criticism usually get in the way of a clear message.  Sarcasm is particularly inappropriate in science writing because it is usually used to “dis”  opposing perspectives. This is bad for several reasons: 1) opposing perspectives are also based  on current knowledge 2) emotive criticism is often personal, and 3) criticism should be used to  challenge arguments rather than the people making them.  Lastly, science (and your essay) is not about being right or wrong, either in terms of one  perspective being “correct” or from a moral point of view. Science is a contest of ideas. At any  one time some ideas may be better supported by “facts” than others, but it is usually possible to  build formidable arguments for each and every opposing perspective. What I’m getting at here is  that you can argue any perspective you like in your essay, as long as it is supported by facts in  the literature. At the same time, you are also required to respect arguments opposed to your own  perspective. In terms of grading, you don’t have to try and figure out which perspective I favor  and then tell me what I want to hear – my assessment will be based on how good your argument  is, not which perspective you are arguing. But you will be penalized if you construct your own  wacky argument without supporting references from the literature.  A Good Essay is an Original Essay  As well as being objective, I will also be looking for originality in your essays. By original, I  don’t mean that you are expected to make a new scientific breakthrough, but to demonstrate that  you have read and understood the key literature on the essay topic, and then showed some  creativity by adding something extra. This might take the form of:  • finding and incorporating additional sources (not specified by me in the readings) that  add a new perspective or new information to the issue at hand.  • offering your opinion in the form of an argument supported by references about which  side of the issue at hand you think has the most merit.  In contrast, an unoriginal essay may adequately review the literature and/or repeat an existing  argument while demonstrating little evidence of creativity or critical reflection on the part of the  writer. Note that originality does not mean telling me how you feel about the topic. You will be  penalized for padding your essay with irrelevant comments about your emotional reactions to the  essay material e.g. I really liked . . . I felt that . . . etc.  Essay Structure Your essay will be divided into a title page, introduction, body, conclusion and references.  Title Page The title page will display your chosen essay question. The title page with the essay question is  there to remind you what it is all about. A good essay closely addresses the question. The  number one error in undergrad essays is not answering the question. Read the essay question  again when you are done. Does your essay answer the question, or is it tangential to the question,  or worse, doesn’t really address the question? If you have finished your essay and get an uneasy,  queasy, feeling when you re-read the question, your essay may need more work before handing  in (follow your gut instinct on this – it is probably trying to tell you something)!  Introduction The introduction is the most important part of the essay. Your introduction will be one or two  paragraphs long and will tell the reader:  $ the subject or topic of the essay – in a science essay this will often constitute an  unresolved problem (i.e. does the Earth orbit the Sun or vice versa?).  $ your perspective on the subject – your angle or argument (I will argue that the Earth orbits  the Sun . . .).  $ how you are going to organize your essay to present your argument (I will first review  current thinking about . . . , then I will argue that . . . etc.).  $ a brief indication of your conclusion (I will conclude that Copernicus is right and that  Ptolemy is wrong . . . ).  Once again, science essays are different to non-science critical writing in that your reader should  not be kept in suspense about your conclusions. Spell out your conclusions as soon as possible in  the interests of clarity and to help your reader evaluate the strength of your argument. It is not  always possible to get your conclusion into the introduction but do your best; at the very least  you should be able to clearly indicate the perspective that you are supporting.  Body The body of your essay will usually incorporate these elements:  1) a background to the problem at issue – your background will incorporate a (brief) literature  review of each of the existing perspectives addressing the problem.  2) the main points and rationale of your own argument.  Conclusion The conclusion is the next most important part of your essay after the introduction. Your  conclusion will be a paragraph summarizing the essential points of your argument and stating  your conclusions. The golden rule of conclusion writing is not to include any material that has  not been discussed in the body (i.e. don’t introduce any new information).  The introductory and concluding paragraphs of your essay are usually harder to write than the  body. Most people find it easier to start on the body of their argument first, then write the  conclusion, leaving the introduction for last. You will have to experiment and find out what  works best for you.  References In science writing, your argument must be supported by previous knowledge. You are expected  to reference all of your ideas, or the published facts leading to, or supporting, your ideas. All  references will come from primary sources in the scientific literature – this means scholarly  books and peer-reviewed journals (we will discuss primary sources in class). Do not, under any  circumstances, reference websites; in practice, useful material is hard to find on the internet and  is rarely appropriate for use in an essay.  The way that your will use and present references is standardized so that anyone reading your  work (me) understands what you are doing. In my classes we will use the referencing style of the  American Journal of Physical Anthropology (AJPA). This means that when you are citing the  sources of ideas in your essay, you will copy the current AJPA citation style. Here are some  examples from AJPA articles of how to cite your sources in the text of your essay:  Examples of reference placement in the text:  A radiological study of humeri noted a temporal disjuncture in the western region as well  (Smith et al., 1992). Sealy and Pfeiffer (2000), studying femora, noted a similar pattern  among skeletons from the southern region.  Geophytes, fruits and nuts, and tortoises were among the most important food resources;  along the coast, fish and shellfish were key items (Deacon and Deacon, 1999; Mitchell,  2002). Examples of referencing style when quotes are used:  The differences in the state of preservation of osseous remains according to individual  age and sex may bias paleodemographic analyses. As emphasized by Walker (1995, p.  40), ‘‘a logical starting point in dealing with this problem is to develop better techniques  for assessing the condition of skeletal collections.’’  Wilson and Lundy (1994, p. 7) further noted ‘‘some evidence of diachronic change in the  statures of both the female and male samples, with a decrease after 3000 BP and an  increase after 2000 BP.’’ Don’t use long quotes in your essay i.e. longer than a sentence or two. Paragraph-length quotes  are often a form of “padding” where the writer is avoiding the hard work of paraphrasing the  information in the original text. Direct quotes should be short and reserved for pithy insights that  might be lost in paraphrasing.  At the end of your essay you will include a list of the references you have used. The reference  list will also follow the AJPA style. The format of the reference is different depending on  whether it came from a book or a journal. Below are examples of reference style for different  types of publications:  Journal citation:  Pearson OM, Churchill SE, Grine FE, Trinkaus E, Holliday TW. 1998. Multivariate  analyses of the hominid ulna from Klasies River Mouth. Journal of Human Evolution  34:653-656.  Book citation:  Bahn P. 2003. Written in bones: how human remains unlock the secrets of the dead.  Toronto: Firefly Books, Ltd.  Book chapter citation:  Pfieffer S. 2005. The health of foragers: people of the Later Stone Age, southern Africa.  In: Cohen MN, Crane-Kramer G, editors. Paleopathology at the origins of agriculture.  Gainesville: University of Florida.  Essay Style Essays are written in prose – this means without headings or lists. This might seem hard if you  are used to writing under headings and bullet points, but your writing will improve dramatically  without them.  Grading Essays will be graded on a straight scale (i.e. “A” grades = 90s range, “B” grades = 80s range,  etc.). For an “A” grade, I will be looking for an original, well-referenced, articulate and well- written essay. An unoriginal essay will review the literature and/or repeat an existing argument  with little evidence of creativity or critical reflection on the part of the writer. In this sense, a “B”  grade essay may contain all of the elements of a good science essay, but may lack originality. A  “C” grade essay may contain flashes of brilliance, but will probably be missing one of the key  elements of a good essay such as a clear introductory paragraph or sloppy referencing. One  method to guarantee a good essay grade in my class is to write a draft as early as possible and get  me to read it over well before the due date.  Sudden-death flaws 1. No introduction, or an introduction missing the key features described above. This sin will  result in a C as the starting point for your grade assessment.  2. Ditto for absent concluding paragraph.  3. Unreferenced work, or sections of work, will earn a C regardless of the quality of the rest of  the essay.  4. Paragraph-length quotes.  5. A letter grade will be deducted for using headings or lists.  6. A letter grade will be deducted for every website referenced.  Final checklist Use this checklist to increase your chance of a top grade.  Do:  $ include a title page displaying your chosen essay question  $ ensure that you have answered the essay question  $ include a detailed introductory paragraph  $ include a detailed concluding paragraph  $ review the literature relevant to your essay question  $ reference all of your ideas, or the published facts leading to, or supporting, your ideas  $ use AJPA referencing style  $ strive for clarity in constructing and presenting your argument  Don’t:  $ use sarcasm or irony  $ tell me how you feel about the topic  $ use long quotes  $ reference websites  $ use headings or lists  Good luck and enjoy your writing!

There is always something new in the media about brains and evolution. It is both important and interesting to keep up with these findings in this class. This also presents an opportunity to consider how science is interpreted by the media and communicated to the general public.  You will write a paper (4 pages, double-spaced) that critically analyzes a news story that covers a recent scientific report. What does the media story get right? What does it get wrong? How are the findings framed for a general readership? You will present your ‘fake news’ critique to your discussion section.

chapter 3 Please answer the following exercises in your textbook. Exercise 1 a-c Exercise 2 Remember to answer the why? section in your own words Exercise 4 Exercise 5 Exercise 6 Exercise 8 – remember to answer the if so, how? section in your own words Ex 9 Ex 10 Chapter 4 Exercise 1 a-b Exercise 2 a-d Exercise 4 a-d (not e) Exercise 6 Using H to indicate the dominant condition and h to indicate the recessive condition, individuals who are HH or Hh will show high cholesterol, and individuals who are hh will be normal. You can write the answers in the same order as the diagram shows, for example, Textbook: https://www.chegg.com/reader/9780133833201/40/ Hens, S. M. (2015). Method and practice in biological anthropology: a workbook and laboratory manual for introductory courses (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. ISBN-13: 978-0133825862 ISBN-10: 0133825868 i have the textbook if you need it let me know and if you have any question ask me

This assignment asks you to engage in applied medical anthropology regarding the COVID-19 pandemic. Read the articles and review the slides. Then write an essay of 800-100 words that analyzes the articles provided. You may include any other materials you wish.   You should have an in-text citation from the articles in each paragraph. This will help you support your argument and keep you on topic.  The essay should incorporate answers to the following questions: Why applied medical anthropology to view the crisis? Is this the best theory to apply to NYC? Why or why not? How does the theoretical orientation apply to NYC?  How might emotional states of individuals contribute to symptoms?   Have you noticed changes in yourself, and those around you, supported by the literature? Include interview information about these changes (or lack of) from two other people. These individuals may be members of your household, friends, coworkers, or anyone else you choose. (you can make these up Q’s and Answers, doesn’t matter) Attached are the articles and powerpoints to refer to.

In Lecture 7, we discussed about trade in Mesopotamia, especially the Gulf trade. From the reading, Pulak (1998) discusses another trade route in the eastern of Mediterranean Sea. Both illustrate the importance of trade in the development of complex cultures in Mesopotamia. For this assignment, compare these two routes of trade using archaeological evidence. (1) What was the structure of the long-distance trade? That is, who carried what from where to where and how did they carry it? (2) How do we, as archaeologists, detect this long-distance trade? That is, what is the evidence that this process occurred? (3) What was the importance of this long-distance trade to the development or maintenance of the society at one end of the trade route or the other? That is, how did it support the social and/or political structure of that society?

Essay Topic How has the environment been a factor in human evolution?  How has the environment transformed humans and their ancestors, both biologically and culturally?   You will be graded on your understanding of the readings and your ability to integrate the information.  Good anthropological writing is based on details.  Make your answer as completely as possible.  This essay is worth 14% of your total grade- more than two quizzes and more than several blogs.  Do not underestimate the significance of this assignment for your grade. deMenocal,  Peter B., 2019, ‘Climate Shocks’, Scientific American, special edition- Fall 2019: 10-15. Marean, Curtis W., 2019, ‘When the Sea Saved Humanity’, Scientific American, special edition- Fall 2019: 25-31.   Write the essay.  The essay should be written professionally and cleanly.  You can use any editing style that you feel comfortable with or have used in the past.  No bibliography is needed for this essay.  It would help if you focused your writing on the assigned readings.  Be sure also to support the essay readings with information from the classified section on ‘Human Evolution.’  You must demonstrate to me your overall comprehension of human evolution. No quotations!  Your overall score will be lowered by 10 points for each line of quotes.   The essay has no word minimum or maximum.  It would help if you wrote an essay long enough to complete the assignment thoroughly.   You need to discuss the specifics of the two articles.  Three-time periods are reviewed in the article: 2.9 to 2.4 million years ago 1.9 to 1.6 million years ago 195,000 years ago until 123,000 years ago  Describe what happened in each time period! What were the environmental changes?  You need to discuss four different species: Australopithecus afarensis, Paranthropus sp., early Homo, and Homo sapiens.  Discuss all four. Which one fits with which time period?  Tell me how they changed physically, behaviorally, and culturally.  Submitting your paper for grading: You will access “Turnitin” on the class Blackboard.  Upload your essay to this program.  I will not accept the essay in any other form.  The program will not work with Apple Safari.   Do not copy text from another source. This website allows a comparison of your work with internet sources, published articles, and the papers of millions of other students throughout the U.S. and Europe.  The information is private and can only be accessed by the student and your professor.  It is a straightforward program.  After the analysis, Turnitin will submit a score and list similar sources.  If the score is over 18%, I will review the paper carefully for plagiarized materials.     Grading Rubric for Essays Content: 50% Clearly understands the assignment. Covers to all aspects of the assignment. Information and support for the information are accurate and integrated.  Claims and ideas are supported and thoroughly discusses  Alternative perspectives are carefully considered and represented.   Thinking: 30% Connections between and among ideas are made. Analysis/synthesis/evaluation/interpretation is effective and consistent. Independent thinking is evident. Creativity/originality is evident.   Presentation: 20% The objectives and rationale are consistent. The final presentation shows evidence of careful preparation. The student has demonstrated care with punctuation, grammar, and spelling.   If you have any questions or concerns about this project, please email me.