Anthropology

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.

What is the difference between the biological concept of race and the sociocultural concept (or construct) of race? How did the biological concept of race develop and who developed it generally? How was and is the biological concept of race used to justify the social hierarchy in the United States and in other places around the world? Is the biological concept of race biologically valid (supported by biological evidence)? Why or why not? What is non-concordance and how does it relate to the biological concept of race? Is race a “real” experience for people in the world today or does it no longer exist? What is the difference between “race” and ethnicity? What experiences have you had with “race” and how have your experiences likely differed from how your greatgrandparents experienced “race” in their lifetimes? Can and should the world live without the construct of “race,” while recognizing ethnicity and cultural diversity? Why or why not?

Preparation This research paper is due in the last week of the course. Be sure to read the instructions now so that you will know what to expect and have plenty of time to ask questions. Students who submit a rough draft of the assignment early will receive preliminary feedback from the course SIA. Contact the course SIA for details and feedback deadlines. Goal Explore biocultural aspects of humanity through an analysis of your chosen movie, series episode(s), book, or graphic novel. Instructions Students will analyze the biocultural component(s) of a story of their choosing (suggestions provided below) in a 4-5 page paper (1000-1250 words) comprised of the sections outlined below. You do not need to follow APA structuring rules for a research paper (APA applies only to the References), but you should include an introductory and concluding paragraph, as well as section headers. Please download and use the Biocultural Analysis TemplatePreview the document in its current format for your paper. This assignment has a grading rubric to help guide you. Media summary: Who are the main characters, what is the setting/context, is there an important backstory, and are there any key cultural or technological parameters? What significant events occur in the story? This section should be limited to half or less of your paper. This assignment is a critical analysis of a biocultural phenomenon(s), not a book/movie report. Biocultural phenomenon explored in the story: The story chosen should have an underlying moral or running theme that explores a biocultural phenomenon of humanity. Biological components may be physical or mental, microevolutionary or macroevolutionary. Cultural components may be prehistorical, historical, contemporary, or hypothetical. This section should define the term biocultural, and go into detail explaining how these biological and cultural factors are interconnected. Real world implications: What does the story have to say about the human condition in the present and near future? What lessons or warnings might be gleaned from its content? Are there any current or recent events which might give the original intent of the story new or amplified meaning? Support your conclusions with credible sources. Evaluating Sources for Credibility (Links to an external site.) Point Values Formatting and use of required template: 10 points Introduction: 5 points Media summary: 15 points Biocultural phenomenon: 30 points Real world implications: 25 points Conclusion: 5 points References: 10 points Word count: Up to 15 points off for each page short of the minimum Suggested Media Here is a short list of some of my favorite stories which have biocultural components. You do not have to adhere to this list, nor does your story have to be science fiction in nature (I just happen to love science fiction). Movies: Soylent Green (1973) – What does the other side of global warming look like? Logan’s Run (1976) – What happens when you regulate society’s reproduction and death? Gattica (1997) – What happens when society develops a class of genetically modified elites? Idiocracy (2006) – Are we evolving to become less intelligent? Enemy Mine (1985) – Is it biological or cultural differences that separate us? The Congress (2013) – What happens when digital imagery replaces people and drugs replace reality? Elysium (2013) – What happens to humanity when the gap between the rich and the poor is amplified? Sleep Dealer (2008, Spanish) – What happens when we can get our human labor virtually? Oblivion (2013) – How do we know our understanding of reality is real? Avatar (2009) – What happens when we discover a new people? Total Recall (1990) – What might a Mars colony look like? Wall-E (2008) – What happens to humanity when the planet is completely trashed? Chappie (2015) – Is the human condition unique to humanity? Warm Bodies (2013) – Can desire or despair determine our fate? TV or Web Series: Black Mirror (Netflix) – Amplifies contemporary culture in stand alone episodes. The 100 (CW) – Envisions a post-nuclear war society. Star Trek (Original or The Next Generation Series) – Examines moral, cultural, and technological issues of humanity. The Walking Dead (AMC) – Explores the line between civility and savageness. Humans (AMC) – Examines discrimination, consciousness, and what it means to be human in a world with human-like androids. Books Clan of the Cave Bear (Earth’s Children Series), by Jean M. Auel – Envisions life in ice age Europe. The Eye of Minds (Mortality Doctrine Series), by James Dashner – Envisions a future where humans spend more time in a virtual reality the in the the real world. Divergent Series, by Veronica Roth – Explores whether or not we can we segregate, compartmentalize, and control humanity’s personalities. Next, by Michael Crichton – Considers the ramifications of genetic technology. Hitchhikers Guide to the Galaxy, by Douglas Adams – Examines humanity from an otherworldly perspective. 1984, by George Orwell – Considers the human condition in a hyper-controlled world. Fahrenheit 451, by Ray Bradbury – Explores the consequences of a society where information is completely controlled by the government. Graphic Novels Bitch Planet, by Wilson, Peter, and Cowels – Envisions a future where women are banished to another planet for noncompliant behavior. March, by Lewis, Aydin, and Powell – Tells the story of the civil rights movement from Senator John Lewis’ perspective. Formatting Requirements All assignments must be double spaced, Arial 11-point font, 1 inch margins, and submitted in .doc, .docx, or .pdf file formats. Completing assignments on smart phone or tablet devices is not recommended as this may cause formatting issues. If you do not have access to a computer at home, you may access the computers in the GWC or Public Libraries. Don’t forget to put your name, the date, the course, and title including the assignment number. Be sure to edit (Links to an external site.) and spellcheck your work! Reference Requirements You must cite sources used in a References section at the end of your assignment. This should include the course textbook (to support the terminology used in your analysis), the story being analyzed, and whatever sources you use to support your real world implications (e.g., news publications, recent scientific journal articles, etc.). Follow the citation guidelines outlined in the APA Style Guide (Links to an external site.) (note that APA formatting applies only to the References section; you do not need to include a Title Page or Abstract). In-text citations are not required unless a direct quote or close paraphrase is used. Need Microsoft Word? GWC students have free access to Microsoft Word (Links to an external site.). If you need assistance downloading this packet, please contact the GWC Help Desk at 714-895-8389. If you do not have access to a reliable computer, use a GWC or Public Library computer. Paraphrasing and Plagiarism Notice Assignments will be analyzed by the TurnItIn plagiarism checker. You must write in your own words, and use quotes sparingly, if at all. Plagiarized assignments will be given a 0 and reported to the college. If you need help paraphrasing or writing assignments, please contact the GWC Writing & Reading Center (Links to an external site.) or visit plagiarism.org (Links to an external site.).

You are required to write about any topic for example even about your hobbies like football and use Anthropological concepts related to humans for example holism and explain how can we apply those concepts in the chosen topic.

What does this document tell us about the lives of women and how does the form in which it was written impact how we use it as a historical source? Write at least 250 words. Be specific in supporting your observations and analysis with evidence from each document itself. Remember, plagiarism will not be tolerated whatsoever. 2nd article: https://www.bl.uk/people/margery-kempe

Which of the three philosophical schools (Cynics, Epicureans, and Stoics) is most compelling for someone in the modern world? i.e. If you had to choose some of these ancient ideas about how to live a good life or what matters in the world, which would you find more compelling? Articles you can look at: https://modernstoicism.com/ https://www.theguardian.com/commentisfree/2013/jan/21/lucretius-de-rerum-natura-poem