Anthropology

Watch the following video and then answer the short discussion questions found in this assignment.Each answer must be 70 words.Video’s link: https://youtu.be/_zjj1PmJcRMhttps://www.3cmediasolutions.org/privid/210649?key=5cb61aa63c3ff19fed23be236e7caf891469d869 This link is part of the source I provided among the attachments., and you can use it as a source as well.deo Questions: Some people believe that people of color ca be racist against white people. In this assignment, we examine the reasons why even though people of color can participate in individual acts of bias, racism inherently references the power structure that allows the dominant group to oppress the disempowered group. You will also answer a few questions discussing how Indigenous groups experience whiteness. Part 1: WHAT IS REVERSE RACISM? (Key segments in the video: Dakota and Sam) “Reverse racism” generally refers to the concept of people of color being racist against white people. Though people of color can participate in individual acts of bias and prejudice against white people, white people are free from the systemic discrimination that people of color often face. In order for racism to truly exist against a group, that group must experience racial discrimination resulting from their lack of access to the power structure, not only individual biased acts. This lack of structural equity can play out in a variety of settings for people of color such as housing, education and the justice system. Answer the following questions referring to this concept making sure to directly cite support from your readings this week or another anthropological source. 1.What are some settings in which people of color have more or less structural power than white people? 2.

1. How does globalization affect producers and consumers? 2. How are producers of products like clothing or food affected differently by globalization than consumers? 3. In what ways is globalization experienced differently by people from wealthy countries compared to people in developing countries? 4. How does this connect to global health? 5. Does globalization affect the health, specifically, of producers of products like clothing or food differently than it does consumers? If so, how? If not, why not?

What is the effect of Boethius’ style on the ideas he is communicating? (Or, to put it in other words, why does he talk about this content in that particular mix of poetry and prose, in dialogue with the goddess Philosophy who appears to him as in a vision?) Use specific examples from each of the three articles given to illustrate your point. Submit the document through turnit.in.com. 3rd article: http://www.getty.edu/art/collection/objects/127275/coetivy-master-henri-de-vulcop-philosophy-consoling-boethius-and-fortune-turning-the-wheel-french-about-1460-1470/

In this module, we have looked at rites of passages, important milestones that individuals and communities mark as the individual becomes a fully fledged member of society. You have all participated in a rite of passage of some sort, e.g., confirmation, hazing, induction into military service, graduation ceremony, etc. Reread the textbook section on initiation rites (Lesson 7 Religion and Wisdom of the World/Pedagogical Value of Religion. Take one of the rites of passage you have experienced. Remember, this is a ritual that involves both you (and possibly your peers) AND a community that recognizes you and your peers. Analyze this experience in terms of its component parts and also its effect on you. In a well-crafted, double-spaced, 1-2-page essay (font size 11), describe the rite of passage in terms of Von Gennep’s three phases: separation, liminality, and incorporation. Be sure to indicate who is present at each stage, where each stage occurs, and whether special clothing is worn or special tools are employed. Did you have a guide? Was there a special master of ceremonies? How did you feel when you were in each of these three different states?

What impact does animal scavenging have on a crime scene? •How does animal scavenging affect recovery methods? •How does animal scavenging affect bone fragmentation and loss of forensic evidence (you may want to select a specific species or a comparison between two example species to fit into your word limit) •What affect does animal scavenging have o the post-mortem interval? •Ensure you are using either case studies or comparative studies to conduct your research on animal scavenging. GUIDELINES FOR WRITING YOUR RESEARCH PAPER •You are required to submit your paper in formal essay formatting including: Introduction: provide context for your topic, a summary of your key arguments, and your thesis or the argument you are making. Main Body: divide your paragraphs by key points, support your argument using your sources, you should be citing each sources more than once, critically evaluate what you have read (this can mean that you disagree with a source however you must support this!), you may use direct quotes from your sources however you should not be using too many, paraphrase their argument concisely in your own words (using a thesaurus to change the some or all of the words in a sentence does not count as writing it in your own words). Conclusion: you should briefly summarize and analyze your research. Be sure that you respond to your thesis or argument. References Cited: presents the sources used in your paper. You should only include sources that have a corresponding in-text citation. FORMATTING YOUR RESEARCH PAPER •Papers should be formatted using; Double spacing 12 point font Left margin alignment You do not require a cover page GRADING RUBRIC Introduction = 3 points Body = 15 points Conclusion = 6 points Tables, Illustrations, and Graphs = 2 points(This is evaluating the use of appropriate diagram and figures to support your argument as well as their incorporation into your argument.) •Sources = 3 points (This is evaluating your choice of sources. The quality of the references chosen will also affect the quality of the evidence presented to support your argument in the body of your paper and will therefore can affect the marks for that section as well.) •Referencing = 3 points(this will evaluate the use of APA formatting for the in-text citations and the reference list. However, failure to correctly cite your sources constitutes plagiarism and could significantly affect your mark.) •Format and Grammar = 3 point

Question: How can we interpret Homo floresiensis or Homo naledi within the broader context of what we know about human evolution? Background In lab, we are racing through a quick understanding of human evolution. Part of our goal is to determine trends in human evolution, things like a gradual increase in brain size over the past two million years, or a piecemeal transition to bipedality over the past 8 million years. At this point, we have a strong understanding of at least the broad patterns of human evolution, and have a sense where most of our fossil ancestors fit in to the bigger picture. But recently, a few mysterious fossil species have been discovered that have overturned some of our preconceptions about the general trends in anatomy that we have constructed over the years. On the small island of Flores in Indonesia, scientists discovered the skeletons of two human ancestors in the sediments of a cave. The skeletons are about 3 feet tall, with long feet, and small heads. The dates for these fossils are currently set at somewhere between 60-150 thousand years ago, with stone tools dating as far back as 800,000 years ago. The species have been assigned the name of Homo floresiensis. How we interpret this species, though, is still a mystery. Some people believe that it is a dwarfed modern human. Others, because of the dates and where it was found, think it might be a pygmy Homo erectus. Still others find similarities in the cranial and postcranial anatomy with Homo habilis or Australopithecus sp. This last pair of options would be exciting, as both of those species would have been extinct for more than 2 million years in Africa when Homo floresiensis was thought to be living in Indonesia. In South Africa, a newly-discovered species called Homo naledi was found to be living between 250,000 and 350,000 years ago. The remains of many different individuals of this species have been discovered scattered across the floors of several different cave systems in South Africa, suggesting to researchers that this species may have intentionally dragged their dead to these cemetary-chambers. The anatomy of this species is also surprising. Though not as small-brained as Homo floresiensis, Homo naledi did have a surprising combination of anatomy. Their skulls seem very similar in size to that of Homo habilis, while some of their post-cranial anatomy suggests connections to Australopithecus. In these two projects, you will select one or the other of these species, examine their anatomy, compare it to other appropriate species, and then make a determination as to which they most resemble, ultimately arguing which species they most likely evolved from. Methods For this report, you will need to have access to actual or digital copies of the skulls. Most skulls we have available to us in the Anthropology Lab. However, if working on this at home, you can find a great selection of skulls (including Homo floresiensis and comparative skulls) at the Bone Clones Rotation Series link: http://www.boneclones.net/portal.php. The skull of Homo naledi is available on the Morphosource webpage. • Examine the subject skulls carefully. You can assess them quantitatively or qualitatively for the key traits that are used to identify the species that you are comparing them to. For example, Homo sapiens can often be identified by having a small face, widest part of the skull near the top, canine fossa, and a chin in the mandible. Does your species have these traits? • Be sure to compare your species with several others, recording similarities and dissimilarities to each. • Review your results, and make a final determination. Which species do they most resemble? Report Write up the results of your investigation. Your report should include the following sections: • Background. In your project report, try to follow the outline of the scientific method. Start with a short description of the observation and question. • Hypothesis. Generate a testable hypothesis (following the guidelines for hypotheses that we discussed on the first day of class), and present that hypothesis at the start of your report. • Methods. Describe what data you gathered, how you gathered that data, what things you measured, what tools you used, and anything else you think might help your reader to understand how you got your data. • Results. Summarize the results of the data. In this section, a table or chart might be useful. This section should ideally present results without interpretation of those results. • Discussion. Use the next section to summarize what the results mean, and whether they support or reject your hypothesis. This is the section for interpretation. • Reflection. This section should be a short paragraph where you think about the validity of your results. Did you have enough data? Would your results still stand if you had more things to measure? Were your tools sufficient? What might you do differently if you repeated the project? Formatting Ideally your report should be typed, though neat handwriting is also acceptable. You are encouraged to include drawings, sketches, photographs, and so on to add clarity to your report. Single-spacing is ok, though double-spacing is preferred. Writing should be clear and direct, so that the reader may easily follow what you are saying, and so that the reader may easily replicate your methods if they choose. Your report should be free of spelling and major grammatical errors.

SOC 201 Cultural Anthropology: