Interview Project

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ATH 101 Final Project Part B Milestone Two Guidelines and Rubric

Overview: In this part of the final project, you will address the categories of cultural diversity, anthropological methods, cultural connections, and predictions of how anthropology can be useful in a future crisis. Whether you choose to answer the final project interview questions in written or audio format, preparing a written draft will help you formulate and strengthen your answers. This will also give you practice in learning to see the crisis situation that you chose from an anthropological viewpoint and allow your instructor to give any feedback or suggestions to fortify your interview before your final project is due.

Prompt: Create an outline of your speaking notes for Final Project Part B (Interview Transcript or Recording). You must include all references that you use in forming your answers in the APA citation style. You have already defined and discussed the significance of anthropology, so now you are prepared to jump into the interview and really get at the heart of the crisis situation you have chosen. In this scenario, imagine that a reporter is asking you the questions listed below. In crafting your response, you must address all the aspects of the question represented as “Your Response.” You will answer each piece titled “Your Response” to ensure you are appropriately and accurately answering the question the reporter has posed. You may use the Final Project Part B Milestone Two Template document as a framework for your submission.

Specifically, the following critical elements must be addressed in outline format:

I. Cultural Diversity: In this section, you will explain the importance of understanding and being sensitive to cultural diversity. A. Reporter: What is so important that we understand cultural diversity in a time like this? Who cares if we’re all different? What does it matter

anyway? 1. Your Response: Provide an example of human sociocultural identity related to gender. For example, when many people think of

farmers, they think of males. 2. Your Response: Provide an example of human sociocultural identity related to human behavior. For example, when many people

think of children, they think of specific behaviors that they exhibit, such as crying, playing, or loving. 3. Your Response: Provide an example of human sociocultural identity related to animals. For example, when people think of geese,

they think of a flock. B. Reporter: Human culture might seem more complex than I initially imagined, so how does it relate to the crisis we’ve witnessed here?

1. Your Response: Describe what some anthropologists can do to help when crises such as these occur. How are they able to navigate crises, such as containing them and informing human cultures while balancing sensitivity to cultural beliefs and practices? What is the importance of doing so?

II. Anthropological Methods: In this section, you will speak as though you are an anthropologist investigating the crisis. You will describe the anthropological methods you would need to use to investigate the crisis, and explain how you believe people would react to you investigating the crisis.

A. Reporter: Alright, can you explain to the audience how you came to this conclusion? 1. Your Response: Of the multiple research methods discussed throughout the course, such as excavation, ethnology, and ethnography,

select an appropriate method for investigating this crisis, and explain why this method is appropriate.

 

 

 

B. Reporter: How did these people let you study them? Why did they let you? You most likely upset them, right? 1. Your Response: What types of reactions might you receive from studying this group of people and gathering data by the ways you

described? Provide specific examples of both positive and negative reactions. 2. Your Response: Explain why an objective lens is important when studying a group of people. How might this lens help calm the fears

of the group of people you are studying?

III. Cultural Connections: In this section, you will make connections between cultural factors and the likelihood of the crisis occurring in your own culture. If the crisis has already occurred in your own culture, explain how the specific cultural, biological, or environmental factors allowed this to occur.

A. Reporter: Do you think this crisis could happen here, to us? 1. Your Response: Explain how specific cultural factors in your culture could or could not allow this crisis to occur, identifying specific

factors. 2. Your Response: Explain the how specific biological factors in your family could or could not allow this crisis to occur, identifying

specific factors. 3. Your Response: Explain how specific environmental factors in your environment could or could not allow this crisis to occur,

identifying specific factors.

IV. Predictions: In this section, you will explain how an anthropological perspective can assist in future crises. A. Reporter: Do you think there is anything that could have informed these people of the crisis? I would hate to think that this could have been

recognized and prevented earlier. 1. Your Response: How can an anthropologist use people’s history to help change the future? Think specifically about the power and

importance of historical events, beliefs, and practices in relation to the present, providing real-world examples of the connection between the past and present.

B. Reporter: Now, I can bet there are people at home that are scared. So, how can you as an anthropologist help in preventing this crisis from happening to us?

1. Your Response: Explain the value of an anthological lens when creating preventive action plans. Specifically, why are an objective lens and cultural sensitivity important when creating preventive action plans?

C. Reporter: Finally, do you still enjoy being an anthropologist throughout this apparent chaos? I mean, how has being an anthropologist helped you out personally?

1. Your Response: How has anthropology helped you better understand the human condition, and how might this help you in your personal and professional life?

 

 

Guidelines for Submission: You have the option of submitting an interview transcript or interview recording. Your outline should be a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Any sources should be cited according to APA style. If you choose to submit an interview recording in place of the interview transcript, it must be 5 to 10 minutes in length and should be submitted using the Audio Feature in Brightspace.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Cultural Diversity:

Gender Suggests an example of human sociocultural identity using examples related to gender

Suggests an example of human sociocultural identity, but example is not related to gender

Does not suggest an example of human sociocultural identity using examples related to gender

6

Cultural Diversity: Human Behavior

Suggests an example of human sociocultural identity using examples related to human behavior

Suggests an example of human sociocultural identity, but example is not related to human behavior

Does not suggest an example of human sociocultural identity using examples related to human behavior

6

Cultural Diversity: Animals

Suggests an example of human sociocultural identity using examples related to animals

Suggests an example of human sociocultural identity, but example is not related to animals

Does not suggest an example of human sociocultural identity using examples related to animals

6

Cultural Diversity: Crises

Outlines how anthropologists can navigate crises while balancing sensitivity to cultural beliefs and practices, as well as the importance of doing so

Outlines how anthropologists can navigate crises while balancing sensitivity to cultural beliefs and practices but does not describe the importance

Does not outline how anthropologists can navigate crises while balancing sensitivity to cultural beliefs and practices

3.6

Anthropological Methods:

Appropriate Method

Suggests an appropriate method for investigating the crisis, explaining why this method is appropriate

Suggests an appropriate method for investigating the crisis but does not outline why the method is appropriate

Does not suggest an appropriate method for investigating the crisis

3.6

Anthropological Methods: Reactions

Outlines the types of reactions that may be received when studying the group of people

Outlines the types of reactions that may be received when studying the group of people, with gaps in accuracy

Does not outline the types of reactions that may be received when studying the group of people

6

Anthropological Methods: Objective

Lens

Outlines why an objective lens is important when studying a group of people and how it may help calm fears of the people studied

Outlines why an objective lens is important when studying a group of people but does not outline how it may help calm fears of the people studied

Does not outline why an objective lens is important when studying a group of people

6

Cultural Connections: Cultural Factors

Explains how specific cultural factors could or could not allow the crisis to occur, identifying specific factors

Outlines how specific cultural factors could or could not allow the crisis to occur, but does not outline specific factors

Does not outline how specific cultural factors could or could not allow the crisis to occur

3.6

Cultural Connections: Biological Factors

Outlines how specific biological factors could or could not allow the crisis to occur, identifying specific factors

Outlines how specific biological factors could or could not allow the crisis to occur, but does not identify specific factors, or explanation has gaps in detail or accuracy

Does not explain how specific biological factors could or could not allow the crisis to occur

3.6

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Cultural Connections:

Environmental Factors

Outlines how specific environmental factors could or could not allow the crisis to occur, identifying specific factors

Outlines how specific environmental factors could or could not allow the crisis to occur, but does not identify specific factors, or explanation has gaps in detail or accuracy

Does not explain how specific environmental factors could or could not allow the crisis to occur

3.6

Predictions: History Outlines how an anthropologist can use people’s history to help change the future, providing real world examples that connect the past to the present

Outlines how an anthropologist can use people’s history to help change the future, but does not provide real-world examples that connect the past to the present, or description has gaps in detail or accuracy

Does not describe how an anthropologist can use people’s history to help change the future

18

Predictions: Preventive Action

Outlines why an objective lens and cultural sensitivity are important when creating preventive action plans

Outlines why an objective lens and cultural sensitivity are important when creating preventive action plans, with gaps in detail or accuracy

Does not explain why an objective lens and cultural sensitivity are important when creating preventive action plans

6

Predictions: Personal and Professional Life

Outlines the value of anthropology in understanding the human condition, and how it may help in the personal and professional life

Outlines the value of anthropology in understanding the human condition, but not how it may help in the personal and professional life, or explanation has gaps in detail or accuracy

Does not explain the value of anthropology in understanding the human condition

18

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

 

  • ATH 101 Final Project Part B Milestone Two Guidelines and Rubric

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Proposing Evidence-Based Change: Nurs FPX 6218 Assessment 1

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In the dynamic field of nursing, the pursuit of excellence nurs fpx 6216 assessment 4_ preparing and managing a capital budget is an ongoing journey marked by a commitment to evidence-based practices. Nursing professionals engaged in Nurs FPX 6218 understand the significance of assessment in driving positive change. Assessment 1 in Nurs FPX 6218 serves as a pivotal moment, offering a platform to propose evidence-based changes that can revolutionize healthcare delivery.

Assessment 1 in Nurs FPX 6218 is not just an academic exercise; it is a practical application of knowledge acquired during the course. It demands a deep dive into the existing healthcare scenario, identification of areas requiring improvement, and the formulation of evidence-based strategies to bring about positive transformation.

The cornerstone of Assessment 1 is the emphasis on evidence-based practice (EBP). In proposing change, nursing professionals are encouraged to rely on nurs fpx 6218 assessment 1 proposing evidence based change the latest research findings, clinical expertise, and patient preferences. This amalgamation of factors ensures that the proposed changes are not arbitrary but are rooted in a solid foundation of evidence.

Assessment 1 prompts nursing professionals to be proactive in identifying gaps in current healthcare delivery models. This involves a meticulous examination of existing practices, patient outcomes, and the overall effectiveness of care. By critically assessing these elements, nurses can pinpoint areas that require attention and improvement.

The proposal drafted for Assessment 1 is not a mere suggestion but a comprehensive plan for change. It involves outlining the proposed changes, detailing the rationale behind each change, and presenting the supporting evidence. This meticulous approach ensures that the proposed changes are not only theoretically sound but also practical and feasible within pad3800 rvc 1198 module 4 case 1 response form ms the healthcare setting.One key aspect emphasized in Assessment 1 is the importance of collaboration. Recognizing that change in healthcare is a multidimensional process, nursing professionals are encouraged to collaborate with colleagues, administrators, and other stakeholders. This collaborative approach ensures that proposed changes are implemented smoothly and are supported by the entire healthcare team.

Assessment 1 also sheds light on the role of leadership in change management. Nursing professionals are encouraged to adopt leadership qualities, fostering a culture that embraces innovation and continuous improvement. Effective leadership is crucial in navigating the complexities of change, ensuring that the proposed alterations align with the overarching goals of healthcare organizations.

In conclusion, Assessment 1 in Nurs FPX 6218 serves as a stepping stone towards excellence in nursing practice. By proposing evidence-based changes, nursing professionals contribute to the evolution of healthcare delivery, ensuring that patient care remains SLP 3 Session Long Project – Tesla Motors Issues at the forefront of advancements in the field. This assessment not only challenges individuals to think critically but also empowers them to be agents of positive change within the healthcare landscape. As nursing professionals engage with Assessment 1, they embark on a journey of continuous improvement, laying the foundation for a healthcare system that is grounded in evidence and committed to the highest standards of patient care.

In the dynamic landscape of healthcare, constant adaptation and improvement are essential to ensure the delivery of high-quality patient care. The nursing profession, being at the forefront of healthcare services, relies heavily on evidence-based practices NURS FPX 6103 Assessment 4 Creating a Professional Development Plan to enhance patient outcomes and streamline processes. This article delves into the critical assessment of Nurs FPX 6218 Assessment 1, focusing on the significance of proposing evidence-based change in nursing practices.

Nurs FPX 6218 Assessment 1 serves as a pivotal point in the nursing education journey, where students are tasked with assessing current practices and proposing evidence-based changes. This assessment not only evaluates the students’ grasp of theoretical knowledge but also emphasizes the practical application of evidence-based approaches in real-world healthcare scenarios.

Evidence-based practice (EBP) is the cornerstone of modern nursing. It involves integrating the best available evidence, clinical expertise, and patient preferences to make informed decisions about patient care. Nurs FPX 6218 Assessment 1 encourages students to critically evaluate existing nursing practices, identify areas for improvement, and propose changes based on sound evidence.

While proposing evidence-based change is crucial, the implementation of such changes in real healthcare settings is not without challenges. Nurses BUS 3021 Unit 1 Assignment 1 Judicial Concept must navigate organizational structures, resistance to change, and resource constraints. Nurs FPX 6218 Assessment 1 provides students with the opportunity to explore these challenges and develop strategies to overcome them, fostering a deeper understanding of the complexities of healthcare systems.

One of the distinctive features of Nurs FPX 6218 Assessment 1 is its emphasis on real-world applicability. Students are encouraged to consider the feasibility and practicality of their proposed changes within the context of actual healthcare settings. This approach ensures that the proposed changes are not only evidence-based but also realistic and implementable.

Beyond the specific content of proposed changes, Nurs FPX 6218 Assessment 1 plays a pivotal role in enhancing students’ critical thinking and analytical skills. The process of evaluating evidence, identifying gaps in current practices, and formulating effective solutions contributes to the development of nurses who are not just practitioners but also thoughtful leaders in healthcare.

In conclusion, Nurs FPX 6218 Assessment 1 serves as a key milestone in the education of nursing professionals. By focusing on proposing evidence-based change, this assessment equips students with the skills and knowledge necessary to navigate the complexities of healthcare and contribute to continuous improvement. As the nursing profession evolves, the ability to critically assess and implement evidence-based changes remains essential for ensuring optimal patient care and outcomes.

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History MW Assignment 1

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On your computer, create and save your answers to ALL THREE parts (Hakluyt Reading, Colonial Population Statistics, and Declaration of Independence, shown below) of Assignment 1 together in ONE Word document (.doc) or Rich Text Format (.rtf), not in a compressed (zipped) folder. Use a size 12 font and do not use bold type. Follow the sample assignment layout found in Syllabus Page 2: write the question first, skip a line, and then give your answer.

 

When you are ready to submit a group of unit assignments, follow these steps:

Save your document with a filename using your last name, first name initial, and assignment number without using underscore ( _ ), e.g. “Jones, E asn 1.” Click on the green Unit 1 Assignment link. Then, attach your file using the Browse My Computer button. Don’t type anything in the “Submission” or “Comments” boxes. Click “Submit” to turn in your assignment.

Your graded assignment will appear as a numerical score in the Grade Center. Click on your grade to access your graded document; open it to read my comments.

Unit 1, Assignment #1 of 3:  Hakluyt Reading

Settlement of North America increasingly interested influential people in England during the Tudor dynasty. Read the excerpts from “Discourse Concerning Western Planting” by clicking the Hakluyt link above, and answer the questions below.

1.  Identify in your own words the two points Hakluyt mentions most often regarding settlement. In addition, cite passages (not numbers) from the reading above (not the textbook) to support your answer.

2.  Why did Hakluyt emphasize these two particular points over others (be sure to consider at least one other point)?

3.  Who, specifically, was “Her Majesty” in number [1]? Who was “King Philip” in number [3]? What major event pitted the countries of these two monarchs against each other four years later, in 1588, and what was the result and consequence of that event?

4.  Do a bit of research on Walter Raleigh. Based on your research, why would Raleigh have requested that this Discourse be written?

Unit 1, Assignment #2 of 3:  Colonial Population Statistics

Study the table “Population of British Colonies in America, 1660, 1710, and 1760” by clicking the ColonialPopStats link above, and answer the questions below.

1.  Identify by name the six subregions into which the table is divided.

2.  Which one of the six subregions had the highest total population in 1660? Why was this — why had people gone there?

3.  What was the White-to-Black ratio in Virginia in 1660? In Massachusetts? What do you conclude regarding these ratios?

4.  Discuss various ways in which the population of Virginia changed between 1660 and 1710. Why do you think these changes occurred?

5.  Which three subregions had the highest total population in 1760? Compared to totals in 1660 and 1710, what do these numbers demonstrate about those subregions’ significance to the British empire?

Unit 1, Assignment #3 of 3:  Declaration of Independence

Summarize the main point of each of the four sections of the Declaration of Independence, a copy of which may be found in the back of the textbook in the appendix pages. Cite (quote) a passage to support your summary. The first lines of the sections are:

“When in the course . . .”

“He has refused . . .”

“In every stage . . .”

“We, therefore . . .”

 

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Chicano Studies.

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I.               T/F  (2 points each, 40 points total)

 

1.     The son mexicano  was,  in  fact, imported  from Spain. (T/F)

 

2.     Golpes, redobles and  apagones are types ofmánicos. (T/F)

 

3.     Improvisation refers to the shifting of rhythmic accents. (T/F)

 

4.     Hidalgo,  San Luis Potosí  and Jalisco are  part of La Huasteca. (T/F)

 

5.     The huapanguera and jarana huasteca are twohuasteco rhythm instruments. (T/F)

 

6.     The redoble is the most important rhythmic technique of the son huasteco. (T/F)

 

7.     The falsete is the huasteco style of singing(T/F).

 

8.     The term, fandango, is synonymous with son  huasteco. (T/F)

 

9.     The taconeo and guachapeado are  the same thing. (T/F)

 

10.  The son jarocho is native to Tamaulipas. (T/F)

 

11.  The harp is the most  fundamental jarochoinstrument. (T/F)

 

12.  Andrés Huesca found the group known as Los Costeños. (T/F)

 

13.  Lino Chávez is considered to be a master jarochoharpist. (T/F)

 

14.  Mario Barradas is  a legendary  jarocho dancer. (T/F)

 

15.  The copla  and the décima  are one in the same. (T/F)

 

16.  Jalisco is exclusively the birthplace of the son de mariachi and mariachi group. (T/F)

 

17.  The guitarrón and the guitar are the two most important  mariachi instruments. (T/F)

 

18.  The golpe and  the redoble are  important  rhythmic  features of the son de mariachi. (T/F)

 

19.  Improvisation is a characteristic  that  truly defines urban  mariachis.(T/F)

 

20.  Mariachi Vargas de Tecalitlán  and Mariachi Cobre are two leading mariachi  ensembles. (T/F)

 

II.             Short Essay (30 points)

 

 

1. What is a décima? Using the article in the reader on the décima as a reference, provide an explanation of what this is, and make mention of some of its structural characteristics.

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History homework help

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Welcome to Week 6 and your last forum discussion. Please work hard on this assignment if you wish to improve your final grade in our class.

Please read the assigned material for this week before tackling this forum assignment. Then, incorporate what you learn in your answers here, citing what you borrow so that other readers can quickly locate and read your sources and confirm your interpretations.

Remember, the discussions are places for you to show us what you’ve learned and that you’ve mastered the material. If you quote from the book, keep your quotation brief — a phrase or short sentence –, mark it off with quotation marks, and cite the author and page number in a parenthetical citation. Though quotations are encouraged in your answers to clinch a point, your words and analyses matter more.

Back all of your claims (points) with historical evidence — names, dates, and events. Evidence is the heart of history as it is in science and the law. Good students use it.

1. What was the global significance of the of the cold war? Identify 3 significant impacts and discuss at some length.

Please read and view the Working with Evidence section for chapter 21 in Strayer, on the “Poster Art in Mao’s China.” Examine the visual evidence — sources 12-1 to 12-4 — carefully. Seeing is as much a skill as writing or reading well and, like them, is improved with care and discipline. Then answer the following questions, drawing skillfully and effectively on the documents (evidence) to back your claims.

2. Based on these visual sources, how would you describe the kind of society that the Chinese Communist Party sought to create in China during Mao’s lifetime? Note specific things. Also, just as importantly, note what is NOT in the posters. Omissions in the historical record sometimes speak more loudly than what’s presented.

3. Based on the historical narrative of chapter 21 and especially on what happened after Mao’s death, assess the realities that lay behind the visual sources 12.1 through 12.4. To what extent do the posters accurately represent the successes of Maoist communism? What insights do these poster shed on its failures? Are posters useful at all in understanding the past?

4. Who was Abdul Ghaffar Khan? Had you heard of him before taking this course and, if not, why was that the case? Think big picture here. Where does he fit into the larger history of the 20th century?

5. How and why did the anti-colonial struggles in India and South Africa differ? How were they similar? Give two significant differences and similarities and discuss each one separately. Show us you’ve read chapter 22.

6. In the last part of chapter 22, Working with Evidence: Contending for Islam, what issue might arise in a conversation among the five authors represented here, in Sources 22.1 through 22.4? What might be the areas of agreement among the authors? On what points would they probably never agree? Please do your best on this question.

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History homework help

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[removed]

1. Photographs are an important source of data because they:

a.
b.
c.
d.
2. The Ju/’hoansi are best described as a band because:

a.
b.
c.
d.
3. A bifurcate kinship system is one where:

a.
b.
c.
d.
4. The “honeymoon” phase in anthropological fieldwork can be described as a:

a.
b.
c.
d.
5. Theoretical models in anthropology are:

a.
b.
c.
d.
6. If your informant describes how her peers treat her differently because her father is an important film star, this is termed her __________ status.

a.
b.
c.
d.
7. Rank societies are those where individuals gain prestige and wealth by using:

a.
b.
c.
d.
8. Agriculturally based societies are primarily associated with which of the following economic institution(s)?

a.
b.
c.
d.
9. An anthropologist that includes his or her thoughts about what he or she sees as well as quotations from his or her informants is presenting what type of ethnography?

a.
b.
c.
d.
10. Anthropological interest in sexuality can be traced back to which of the following anthropologists?

a.
b.
c.
d.
11. Which of the following chromosomal pairs shows that an individual is male?

a.
b.
c.
d.
12. A key informant is selected using a:

a.
b.
c.
d.
13. Which of the following situations is considered a suitable fieldwork setting for an anthropologist?

a.
b.
c.
d.
14. The most common kinship system in North America today consists of __________ descent groups known as __________.

a.
b.
c.
d.
15. Members of the Yurok, Karuk, Hupa, and Tolowa use valued items such as obsidian blades, white deer skins, and elaborately carved paddles and spoons to:

a.
b.
c.
d.
16. The production maximization model of intensive agriculture strives to maximize production through:

a.
b.
c.
d.
17. Forensic anthropologists apply their knowledge to legal issues by studying what materials?

a.
b.
c.
d.
18. The Zuni recognize the berdache gender person as being:

a.
b.
c.
d.
19. The Zuni recognize the berdache gender person as being:

a.
b.
c.
d.
20. Initial attempts by AID to bring about reforestation in Haiti failed because:

a.
b.
c.
d.
21. What type of evidence is used to analyze the evolutionary model of human cultural adaptations?

a.
b.
c.
d.
22. The four fields of anthropology are:

a.
b.
c.
d.
23. The description of a single society based on fieldwork is called a(n):

a.
b.
c.
d.
24. A societal type common in foraging groups and marked by egalitarian social structure and lack of specialization is a:

a.
b.
c.
d.
25. Among the New Zealand Maori, facial tattoos communicated all of the following, EXCEPT:

a.
b.
c.
d.
26. The advantages of polygyny across cultures include all of the following, EXCEPT:

a.
b.
c.
d.
27. Every aspect of culture influences every other aspect of that culture. Thus culture is:

a.
b.
c.
d.
28. An informant tells a fieldworker that the preferred marriage custom in his culture is for a man to marry his mother’s brother’s daughter. The fieldworker would label this as an example of what type of marriage?

a.
b.
c.
d.
29. Sex play and experimentation are common among young children of the:

a.
b.
c.
d.
30. Corporate culture qualifies as a culture in anthropological terms because:

a.
b.
c.
d.
31. Foragers are organized into groups called:

a.
b.
c.
d.
32. Goals of research in cultural anthropology include:

a.
b.
c.
d.
33. Anthropology is unique as a discipline because it:

a.
b.
c.
d.
34. Which foraging group relies most heavily on the gathering of wild plant foods?

a.
b.
c.
d.
35. The ideological domination by one cultural group over another through institutions, bureaucracy, education, and sometimes force is termed:

a.
b.
c.
d.
36. Ford and Beach’s cross-cultural study of homosexuality found that it was socially accepted as “normal” in what percentage of societies?

a.
b.
c.
d.
37. What common type of kinship organization found in large food producing societies and seems to function in the same way as clans and phratries?

a.
b.
c.
d.
38. Members of the soccer team on a college campus would constitute a:

a.
b.
c.
d.
39. Which form of marriage found in Melanesia and elsewhere potentially gives a man the most political status?

a.
b.
c.
d.
40. The 5,300 year-old man found frozen in a glacier had which the following body art?

a.
b.
c.
d.
41. A society is called “egalitarian” when its members have equal access to:

a.
b.
c.
d.
42. The word technology, as used by anthropologists, refers to:

a.
b.
c.
d.
43. Investigations by medical anthropologists of “susto” showed that people with “susto” had:

a.
b.
c.
d.
44. The hijras of India are:

a.
b.
c.
d.
45. Gender refers to the:

a.
b.
c.
d.
46. The oldest musical instruments found in the archaeological record are:

a.
b.
c.
d.
47. This common type of kinship organization found in large food producing societies that seems to function in the same way as clans and phratries are:

a.
b.
c.
d.
48. The AAA Code of Ethics holds that an anthropologist’s primary ethical responsibility is toward the:

a.
b.
c.
d.
49. The aboriginal Washo had leaders who:

a.
b.
c.
d.
50. An industrial society’s police force is an example of the legitimate use of:

a.
b.
c.
d.

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Learning lesson 2

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LEARNING ACTIVITY 2 INSTRUCTIONS

Background to the assignment: As you read in chapter 11, you learned how the Roman value system was very pragmatic. Pragmatism used in the philosophical sense, is a belief system having various forms, but generally stressing practical consequences as constituting the essential criterion in determining meaning, truth, or value. It deals less with theory as well as idealism and more with practicality. This value of being pragmatic explains what the Roman people saw when they interacted with the world around them. They were interpreting their situation by applying their worldview and living their lives accordingly, just as we do today as we interpret the world around us.

Description of the assignment: List at least 3 of their achievements and explain how each of them expressed the pragmatism of the Romans. Your discourse must indicate that you have an understanding of this value. If you include sources, cite them in current APA format. This assignment must be 250–300 words and must include the word count in parentheses. Submit a draft of your Learning Activity to SafeAssign for feedback a few days before the assignment is due.

Submit Learning Activity 2 by 11:59 p.m. (ET) on Monday of Module/Week 4.

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History homework help

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Assignment 06

HS150 World Civilizations I

 

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.

 

What major changes in political structures, and social and economic life, occurred during each of the following?

 

The Sui dynasty

The Tang dynasty

The Song dynasty

 

(Refer to chapter 14 of your textbook and additional references.)

 

Grading Rubric

 

Please refer to the rubric on the next page for the grading criteria for this assignment.

 

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History essay

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Choose ONE of the following five questions to answer.

Your responses need:

  • Please indicate which question you are answering.
  • 6-8 paragraphs (a paragraph is 3-5 complete sentences, not fragments, not bullet points).  1 paragraph of introduction, 4-6 paragraphs for the body, 1 paragraph of conclusion.
  • a thesis statement. You need to make an actual argument that needs to be supported with facts.
  • need to rely on evidence found in classroom lectures, our textbook, primary sources in the textbook source collections. YOU MAY NOT use outside sources, like the internet.
  • You must cite where you got each piece of evidence [For Example: “Hitler annexed Austria in 1938” (Created Equal) or “African Americans were often forced to take bogus literacy tests before they were outlawed in 1965 (“Voting Literacy Test 1965” in Created Equal) or “The Union Stockyards are an example of Gilded Age industrialism” (Gilded Age Lecture)]

Follow the question prompts carefully.  If a question asks you to give four specific examples, give four examples. If the question asks you to discuss the cause and effects, please discuss both.

The number one thing that students do wrong in these essays is over-generalize. Be very clear and very explicit.  Do not tell me, for example, that the lives of women changed in the 20th century because “they got more freedoms.”  That will not receive a passing grade.  Instead, you should talk about things like the 19th amendment or the specific things feminism did for women.

  1. Explain the lasting effects of the Progressive Era.  What reforms were successful?  How did they shape US History going further? Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument.
  2. Outline the transition of the US government from isolationist to globalist. Use at least 4 specific events and detail how the event led the US closer to a global foreign policy. Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument.
  3. How did the lives of Immigrants change over the course of the Nineteenth and Twentieth Centuries? Please detail at least 4 specific examples and outline the evolution. Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument.
  4. Explain the economic rises and falls over the Twentieth Century. Provide me with at least 4 key events of the US economy, describing its causes and effects. Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument.
  5. Explain the lasting effects of the New Deal.  What programs succeeded? Which programs failed? How has the New Deal shaped US History through the 1990s? Be specific in your response using evidence from your textbook, primary source readings, lectures, videos to support your argument.

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Unit 3 Discussion: Taxation and Representation – A Debate

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Taxation and Representation – A Debate

In the years between the end of the French and Indian War and the skirmishes at Lexington and Concord, 1763-1775, the colonies and the mother country debated the right of Parliament to legislate for the colonies. The British claimed that Parliament held this right without question while the colonies insisted that only a body which they actually elected could tax them. While the British espoused the commonly-held notion that Parliament represented all British possessions virtually, the colonists drew on their experiences with their colonial legislatures, maintaining that the only true representation was actual representation. In this discussion, you will read the accounts below, which are written from either a British or a colonial point of view and in a statement of 3-4 paragraphs select a position in the debate over taxation and representation. (Meets Course Learning Objectives: 3 and 9)

Required Readings

Focus Questions

Answer ALL of the following questions in the class discussion (*note*: while the following questions are provided in a bullet-list format, your discussion postings should not be. Please respond to these questions–and those of all subsequent discussions–in paragraph style. Discussions that are posted using bullet-points are unacceptable):

  • According to the documents that state the Parliamentary position (those from the Parliamentary Acts and Jenyns), what rights did the mother country have over the colonies? If these documents mentioned the right to tax, what specifically do they say about this right?
  • Do you discern in the documents written by the British an acknowledgement of political rights belonging to the colonists?
  • What did the colonial leaders (Henry, Adams and the members of the Continental Congress) say about the right of taxation?
  • According to these men, what political rights belonged exclusively to the colonies? Were any powers to be shared by the colonial legislatures and Parliament?

Directions

For the first part of this assignment, you must make an initial posting of two to three paragraphs in the discussion forum. Your initial posting must fully answer all of the focus questions. It must also include source citations throughout, as well as a Works Cited at the very end. These in-text source citations and your Works Cited must illustrate to the reader which sources you used in writing your posting and what sources influenced your thinking. After you have submitted your initial posting, you must submit response postings to at least two different classmates’ postings. These response posts should be approximately a paragraph long and substantive in content (provide a response and/or critique, along with an explanation of your response/critique to your classmate–that is, your responses must be more than “Good job, So-and-So.”). If you make direct reference to a source in your response posting, you must again provide source citations and a Works Cited.

For all postings (initial and response), remember to proofread before you submit. Your postings should follow the conventions of grammar and spelling, and they should be written in past tense. As your discussions are meant to prepare you for the essay assignments, please use academic language and do not use first person (such as “I,” “we,” “our,” etc.). Also, again–cite any sources you used in writing your postings.

PLEASE NOTE: You may (and are encouraged to) quote from the sources in your postings; however, quotations should be no more than 3 lines long and should be used for emphasis only. Quotations should not constitute more than a total of 20% of any one post.

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