Categories
Anthropology

1, Can you think of one or more cases that illustrate the interdependence of th

1, Can you think of one or more cases that illustrate the interdependence of
these two sets of rights?
Cases where the violation of economic, social and cultural rights has as a
consequence the violation of civil and political rights?
2,Can you think of ways in which economic and social rights can be protected,
promoted and secured in cases where states do not recognize such rights as
basic human rights?

Categories
Anthropology

READ: 1.2 Holism As your textbook argues, holism can be defined as a way of thin

READ:
1.2 Holism
As your textbook argues, holism can be defined as a way of thinking about and explaining the human condition that takes into account the ways in which mind and body, person and society, humans and their environment interpenetrate and define one another (see Schultz, et al., 2018: 4). To explain holism, your textbook contrasts it to two other approaches to explaining human nature: idealism and materialism.
Western philosophy and thought has long taken what we might call a “dualistic” approach to the question of what humans are. From the Greek philosopher Plato on, Westerners have frequently assumed that there is a strict division between mind and matter, soul and body.
This idea that mind and body are split has often led to a deterministic form of idealism. Some philosophers have concluded that what makes humans really human are our minds. You can see reflections of this way of thinking in arguments that what distinguishes humans from animals, for instance, is our ability to reason.
Conversely, other theorists have sometimes taken what is known as a materialist approach to explaining the human condition. Materialism holds the reverse from idealism. Where a deterministic form of idealism maintains that what constitutes the essence of humans are our minds, those who adopt a materialist perspective instead emphasize the role played by the activities of our physical bodies in the material world in shaping what it means to be human. Materialists might therefore emphasize factors ranging from environmental conditions to relations involved in labour and production. This approach may also sometimes take a deterministic form, ignoring the role played by ideas, beliefs, and values in shaping human life.
Different schools of anthropology and of cultural anthropology have sometimes taken more idealistic or more materialistic approaches to the study of humans and human behaviour. On the whole, however, anthropology as a discipline has been profoundly shaped by a holistic approach. Holism can be seen at work in anthropology in a couple of ways. First, in North America the commitment to holism is at the root of the four fields approach of the discipline, the fact that anthropology as a discipline can involve studies that range from a biological emphasis in the analysis of human behaviour to studies that focus on the religious or artistic practice. The grouping of such a wide variety of studies of humans within one discipline reflects a historical commitment to explaining humans by taking into account the influence and interactions of biology, history, language, and culture or learned human behavior and beliefs.
Second, holism can also be understood as a commitment to contextualization. That is, cultural anthropologists are generally committed to looking at particular behaviours and beliefs within their broader social context. Where scholars working in other disciplines may sometimes focus on literature, the arts, or politics as separate and separable fields of study, cultural anthropologists are often interested in examining how these different areas of social life are shaped by and influence one another. From the perspective of holism, then, anthropologists might be interested in how the type of environment in which a particular group of humans lives affects the strategies they use to meet their basic needs for clothing, shelter, and food.
1.3 The Limits of Holism
In recent years, however, anthropologists have noted limits to holism. Most anthropologists share a commitment to rich contextualization. But in practice different research questions call for different emphases. Not all anthropological studies bring together all four of the subfields or pay equal attention to questions of biology, history, language, and culture. A commitment to contextualization also begs the question of which context or contexts must be considered in order to best understand a given practice or phenomenon. As discussed in Unit 2, some schools of anthropological thought, including for instance structural functionalism, have tended to view different cultures as self-contained wholes. Anthropologists working in these traditions thus tended to believe that it was possible to fully account for a given practice or belief by examining factors at play within a single society. Anthropologists today, by contrast, challenge this view. They argue that we must also pay attention to global flows if we are to understand local practices. As noted in the example just discussed, for instance, to understand the behaviours and practices of Mongolian herders Dr. Thrift paid attention not only to traditional beliefs and customs but also to how these interrelate with neighbouring societies, global capitalism, and international NGOs.
1.4 Canada and Colonialism:
The Fur Trade, Residential Schools, and Neo-Colonialism
Paying attention to global historical processes key to colonization, such as the fur trade, can also shed new light on the history and the present of Canada. As Wolf (1982:158) notes, just as the practice of slavery existed prior to colonization but was radically transformed by it, the fur trade too has antecedents in the pre-colonial era. Colonization, however, involved the massive expansive of the fur trade as well as its profits, which were often made at the expense of the economies and health of indigenous populations in the Americas.
As noted within the textbook, First Nations peoples were often forced to change their food strategies after colonization depleted the resources on which they had previously relied. From 1880 to 1920, for instance, the Anishinaabe (Ojibway) of Northern Ontario were forced to turn to fishing and trapping after their normal food source, the caribou, were depleted. In some cases, resource depletion led to severe health consequences. Disease spread from the invading Europeans also devastated First Nations groups, leading to significant transformations in their social organization. As noted in the textbook, 18% of the adult population of the Norway House Cree Nation in Northern Manitoba died in the span of six weeks during the Spanish flu pandemic in 1918-1919 (Schultz et al., 2018:54).
The residential school system established in the first half of the nineteenth century further contributed to the genocide of First Nations peoples in Canada. As your textbook observes, those involved in the establishment of the residential school system frequently justified it as a means of improving the lives of indigenous peoples. They argued that indigenous children would be better able to succeed if they were assimilated into dominant White Canadian society. In actual fact, children at residential schools were forcibly cut off from their family members and cultures of origin and often subjected to sexual and physical abuse. Students were discouraged from speaking their first language or practicing their traditions and severely punished if caught. They were cut off from their families from whom they were separated for at least ten months out of the year. Letters that children wrote to their families back home were frequently written in English, which their parents and other relations were not always able to read, and brothers and sisters at the same school were often separated since activities were divided by gender. As your textbook observes, many believe that the intention behind the residential school system can best be explained in terms of cultural genocide, that is, as an effort to ensure the spiritual, mental, economic, and social eradication of First Nations peoples (Schultz et al., 2018:57).
The persistence of the residential school system well into the late twentieth century potently reveals how the effects of colonization are still with us today. In Canada as well as in the United States and Australia, the consequences of colonial rule still impact once-subjugated Indigenous peoples, a fact that is clearly revealed by the required documentary for this unit, Marquise Lepage’s Martha of the North (2009). As your textbook observes, colonization also led to the poverty and underdevelopment of many formerly colonized territories in Africa, the Caribbean, and Latin America. These relations of inequality are captured by the term neo-colonialism, which refers to “the persistence of profound social and economic entanglements linking former colonial territories to their former colonial rulers despite political sovereignty” (Schultz et al., 2018: 59).
watch “MARTHA OF THE NORTH” link: https://paraterlincord.monster/movies/play/2308825-martha-of-the-north-2009?mid=17&sid=aq9tsn6iisfc9lcvcrrke05t7e&sec=345c13a4cc22d336bc987eaba6f531cd94bada38&t=1675104461
To consolidate your understanding of the effects of colonial and neo-colonial policies on First Nations and Inuit peoples in Canada, watch the required documentary, Marquise Lepage’s Martha of the North (2009), which describes the forced relocations of several Inuit families from Inukjuak, Northern Québec, to Grise Fiord, Ellesmere Island, and Resolute Bay, Cornwallis Island, in 1953. After watching the documentary, write a short essay answering the following questions. Note that to answer these questions and succeed on this assignment, you are strongly advised to watch the documentary more than once and take notes as you watch it.
TOPIC:
In your own words and drawing on the unit notes, explain the concept of holism and its limits. Next, explain how the concept of holism would help account for the effects of the relocations of the Inuit from Northern Québec to the High Arctic. Drawing on the unit notes’ comments about the limits of holism, discuss what aspects of the Inuits’ experience holism might not account for.
To answer this first question, you will need to explain the following dimensions of the forced relocations. How were the relocations of Inuit families justified by the Canadian government? What do Inuit activists argue were the real reasons for the relocations? How did the policies of the Canadian government as well as the change in environment brought on by the relocations affect the physical and psychological health, social relations, and economic or subsistence practices of Inuit families? How did these various factors interrelate with and affect one another? Make sure to relate your answers to these questions to the concept of holism and its limits.
INSTRUCTIONS:
Your papers should take an essay form.
Arguments from the unit notes should be either paraphrased or cited using American Psychological Association (APA) citation and format style. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html.
Provide a reference for the documentary in your reference page as follows:
Lepage, Marquise. 2009. Martha of the North. Montreal, Canada: National Film Board of Canada.
Your paper should be 2-3 pages long, double-spaced, with 1-inch margins, using a 12-point font.
Make sure to include your full name and student number in the title of your document and in the document itself.

Categories
Anthropology

Need help with deciding on a topic for this research paper. I’ve attached the in

Need help with deciding on a topic for this research paper. I’ve attached the instructions for the research paper, but trying to find a topic. How to incorporate cultural heritage, Historical Archeology, and migration of people in the United States. Topics of interest to me are the California missions as it relates to immigration and trade between the US and Mexico. Also trying to relate this to trade between these two countries and the building of the wall.
FROM THE INSTRUCTOR:
“The final paper is your opportunity to provide an extended close read of a site of cultural heritage and/or a topic on the politics of cultural memory. For your paper (12-14 pages) you should offer an analysis of your chosen topic or site and draw on relevant theories and scholarship regarding heritage and public interpretation (drawing on work we’ve studied in class as well as those works that you might have discovered during your research process).”

Categories
Anthropology

example of paper summary and example of paper is attached below. The assignment

example of paper summary and example of paper is attached below. The assignment will need to be on “paternal sibs baboons accessible”

Categories
Anthropology

Watch the film listed below, and write a summary (500 word minimum). Make connec

Watch the film listed below, and write a summary (500 word minimum). Make connections between the films and the Article for this week. I will attached the article you’ll need and the name of the film. When you make the connection to the article to the film please make sure there is a page reference to where the sentence you got it from.
Turkey’s Tigers: Integrating Islam and Corporate Culture.

Categories
Anthropology

The following questions on the attachment need to be answered in a short essay f

The following questions on the attachment need to be answered in a short essay format using Times New Roman font:
Introduction- talk about what we are going to talk about in the body paragraphs
body 1 (economics): explain the topic and answer the question
body 2 (Mariage, family, and kinship): describe the issue and answer the question
body 3 (food production and rise of states): describe the problem and answer the question
conclusion: put it all together

Categories
Anthropology

YOUR ETHNOGRPAHY SHOULD BE PRESENTED ONLY IN A POWERPOINT OR PDF THAT YOU WILL S

YOUR ETHNOGRPAHY SHOULD BE PRESENTED ONLY IN A POWERPOINT OR PDF THAT YOU WILL SCREEN SHARE DURING CLASS. I SUGGEST A 10-20 SLIDES THAT CAN BE PRESENTED IN 8-10 MINUTES FOR INDIVIDUALS OR 7-8 MINUTES PER PERSON IN GROUPS OF 3 OR MORE
Basic Steps
1)Select a topic (research object/object of study)
2)Select field site/location (city, community, or neighborhood)
3)Apply the scientific method as guidelines to researching your topic.
4)Write up your findings in a PowerPoint or pdf presentation to be shared with the class during our final week of the course. You will also need to upload a copy of it as our final assignment.

Process of ethnographic research
1) Identify purpose of research study; describe the site and topic selection and pose initial ethnographic research questions (see Fig. 1).
2) Frame the study as a larger theoretical, policy or practical problem based on the scientific method (see Fig. 2)
3) Describe the overall approach/rationale for the study, contextual details and characteristics related to your interviews or comparative analysis in a literature review (See Fig. 3)
4) Students should verify you have references and write up your findings as an individual or as a group. If you work in a group, cite each member’s contribution in the final presentations which will be held during the final week of the course (See Fig. 4).
More examples on Ethnography Formats: The following two format samples are interchangeable. E.g. Introduction = Background; Related Literature = Body Sections; Research Information = Scope and Delimitations; Methodology can be stated in Introduction or Body Section (b. Describe your method of Observation); Research Findings & Summary and Conclusion(s) = Conclusion.
The general idea of doing an ethnography is 1. Identifying the social topic/problem, reasons for choosing it, and state your thesis in the INTRO. 2. This is the analysis section. State your methodology (literature review, interviews, and literature review and interviews).For literature review each student should have between 5-10 references for individual projects or 15-20 for a group of 3+ more participants (5-8 each student). This is the section you want to build fuse your argument or concern about the topic with other published research. E.g. According to Elijah Anderson (1999) behavior of many youths is influenced by a street culture or “code”, however based on my interviews or other social theorists, there is no specific code, nor street culture but a new way of online social interaction. 3. Finally, draw your conclusions and show us your research findings. Remember, the best ethnographies teach you something you did not know about what you thought you knew about your topic. Provide details about the context of how you collected your data. You can say, “Over the last 3 weekends, I met with collaborators who I believe have “informed opinions” on my topic. This is some of their background (no personal names, please) and why I consider them to be qualified as experts or have informed opinions on my research topic. Over an hour or two, at a local coffee shop or wherever, this is what I learned… If you go with a literature review, share how much time and where you got your references and why you picked them. 4. Finally, tell us what you learned from this process.
I choose my ethnographic topic to be about the difference between children who experience preschool before kindergarten and those who don’t. The feedback from my professor: Look at Anthropology of Children and various schooling styles. If you can find information on the topic, great! This may be easier to find information to look at “cross-cultural child education” but remember you need Anthropological references.
If the topic I chose is hard to do the research on we can change it, just let me know what works best for you.

Categories
Anthropology

Please answer the following questions: In Chapter 9, Joralemon discusses the iss

Please answer the following questions:
In Chapter 9, Joralemon discusses the issue of ethical universals. Do you think that ethical universals can exist in the field of biomedicine? Why or why not. For example, some believe that there is a difference between basic morals and derived morals. How do you see that distinction as relating to this issue?
This week you are reading about the future of medical anthropology. Think about all of the different theories and applications you have learned in this class thus far. Where do you see the future of medical anthropology going? Please use examples to support your opinion.
Books:
Joralemon, D. (2017). Exploring medical anthropology (4th ed.). Routledge. ISBN-13: 978-1138201866
Brown, P. J., & Closser, S. (2016). Understanding and applying medical anthropology
(3rd ed.). Routledge.
ISBN-13: 978-1629582917

Categories
Anthropology

Prompt: I would like each of you to, to the best of your ability, produce an eth

Prompt: I would like each of you to, to the best of your ability, produce an ethnographic account of a specific social space of your choosing, one you have access to in the course of your daily life, or which you can easily gain access to.
You can submit an entirely written account of about 3500-4000 words, which should include at least one book or full length journal article source.

Categories
Anthropology

Discuss 3 actions that can be taken by anthropologists to facilitate social chan

Discuss 3 actions that can be taken by anthropologists to facilitate social change and Explain . Chapter 19 in perspectives an open invitation to cultural anthropology. Thanks so much