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- 1. Anthropology 2 Spring 2020: M/W: 7-8:25 a.m. (Revised Online) Mr. Coltman Course Syllabus: Cultural Anthropology Course Description: Through the comparative study of different cultures, anthropology explores fundamental questions about what it means to be human. It seeks to understand how culture shapes societies and individuals, from the smallest island in the South Pacific to the largest global metropolis, and affects the way institutions work, from scientific laboratories to Christian mega-churches. This course will provide a framework for analyzing diverse facets of human experience such as gender, ethnicity, language, politics, economics, and art. Course Requirements (Revised for Online): Lecture: You are encouraged to attend and participate in online classroom sessions, as this is a lecture and discussion course. This means that you should do the reading in advance and be prepared to be engaged in the course, even though we are now online. If you are unable to attend the online lecture it will be recorded and will be available at your convenience. You will be sent a link to the recorded lecture through Canvas Announcements. Exams: There will be two exams, including the final, each worth 1/3 of your grade. Exam 1 and the Final will consist of 50 multiple-choice questions (25 from lecture and 25 from the
- 2. text) and will be taken on Canvas. The final will be cumulative in course materials, concepts, theorists, and theories. The textbook and lectures: You are expected to read the textbook, which covers material related to the lecture. The exams will require information that you will find in both the text and lecture, so you will also have to take careful notes. The Essay: 1/3 of your grade will be earned from a critical- thinking essay. The requirements for the essay will be provided to you. This paper will approximately 3-5 pages in length. The paper is due (approximately!) Wednesday, May 6th. Attendance: If you stop attending a class, it is your responsibility to officially drop the class and you must do so prior to deadlines that can be found online. If you fail to drop the course through the proper channels you will end up with an “F” in the course. How it all turns into an “A” or what you will: Course totals: Multiple choices exams will be curved and assigned a letter grade. The term paper will receive a letter grade. No grades will be dropped but I will do my best to overlook total disaster, as long as your other grades argue on your behalf and as long as you do the extra credit assignment. Extra Credit: There will be one extra credit opportunity, similar in topic and scope to the term paper. You will be given a handout on this opportunity after the midterm. It will require that you pick some aspect of cultural belief or behavior that interests you, research it, analyze it, and produce a critical
- 3. analysis for my review. A hard copy will be due the day of the final exam. There will be no exceptions as regards due date. Expected Student Learning Outcomes: 1. Analyze cultural traditions using a relativist framework. 2. Compare, contrast, and explain ethnological diversity among humans. 3. Identify and illustrate patterns both within and across human societies and cultures. Textbook: Kottak: Cultural Anthropology (17th ed.); available for purchase, rental, and e-book Office and office hours (revised for Online): Hours: M-Th: 8:30-9, M/W: 11:15-12 Office Location: Online through Canvas Email: [email protected] Course Outline (Revised for Online): Lectures & Exams: Topic 1: Introduction to the Course: Anthropology and Defining “Culture.” Film: Witchcraft Among the Azande Topic 2: Anthropology’s Paradigms and Theory in Anthropology. Film: N!ai: The Story of a !Kung Woman, Topic 3: Language and Evolution Topic 4: The organization of society (Hammond’s Rule) Topic 5: Making a Living: The Economy. Films: Yanomamo of the Orinoco & Warriors of the Amazon Midterm 1 (online): Proposed Date, April 29-May 1 Topic 6: Organizing & Maintaining Order Within & Between
- 4. Groups: The Political System. Films: From Machetes to Cell Phones and Dead Birds Topic 7: Organizing Social Relations: Roles & Work. Film: Masai Women Topic 8: Marriage, Reproduction, Sex, and the Body. Film: Paris is Burning Topic 9: Beyond the Known: Religion & Healing. Film: Shadow & Illuminations Topic 10: The World System & Pragmatics. Film: The Act of Killing Cumulative Final (online): Thursday 6/10-Saturday 6/13 1 A S HE In di vi dual Res e arc h Pr oj ec t: A ss essm ent Gu ide Deadline Dates: 1. Interim submission date: Friday 11th Jan 2019 2. Thursday April 4th 2019 Table of Contents
- 5. Learning outcomes................................................................................. ....................................................................... 1 Choosing your Topic...................................................................................... ................................................................. 2 Individual Research Project – Sustainability ............................................................................................... ................... 2 Interim Report Structure ............................................................................... ................ ................................................ 8 Marking Scheme (What the assessor is looking for)......................................................................................... ............. 11 How to hand in your report. ............................................................................................... ........................................... 12 FAQ........................................................................................ ........................................................................................ 12
- 6. Overview This assignment counts for 70% of your overall mark for this unit. Interim report (20%) and the final report submission (50%). You are being asked to conduct an individual research project focusing on an aspect of sustainability. The aim is to use and demonstrate the study skills you have developed and improved during this unit. All research projects aim to answer a question. This sets them apart from reports or essays. You will choose one of the suggested topics to investigate or you may have your own related area of interest , but this MUST be discussed in advance with your tutor. The next step is to determine your aim and main research question. As well as reviewing the literature, you should collect some primary data, for example, from a questionnaire or interview. There will be a series of workshops and classes, which will help you and prepare you for each stage in the development and writing of your report. Learning outcomes The aims and objectives of this project are to develop your ability to
- 7. • Reflect upon your skills, learning and performance through personal development planning • Undertake research into a given topic, critically analyse the information found and use it to form a clear and coherent argument • Use data to undertake statistical analysis and present the data in an appropriate form - structured academic report making appropriate use of ICT. 2 Choosing your Topic The general topic is Sustainability. You can do your project on any aspect of this very broad topic; however we have suggested areas that may be most relevant to you with respect to your linked degree subject. It is a good idea to select a
- 8. broad area that you want to focus on and do some quick research or background reading to help you narrow down your focus. Individual Research Project – Sustainability Important points to consider when selecting the area of your research. • You need a research question to answer, do NOT attempt to focus on more than one question. • You need to generate or use some data – see the minimum requirements for the Results section. So aim to use one of the online data generators e.g. waterfootprint calculator, write and deliver a questionnaire, carry out interviews, collect data e.g. distance food has travelled from production to selling point. • You do not have to choose one of the suggested areas or the suggested question below however if you have your own idea you must get it agreed with your tutor. Suggested Topics: Below you will find a list of possible areas which include a brief description of the topic, some possible questions that can form a research project and some starter links.
- 9. 1. Ethical Consumerism and Green Consumer Behaviour when Purchasing Products Green consumerism refers to recycling, purchasing and using eco-friendly products that minimise damage to the environment. This involves decisions such as using appliances that consume less power, buying hybrid cars that emit less carbon dioxide, using solar and wind power to generate electricity and buying locally grown vegetables and fruits. You can select one of the following research questions: • What is the real impact of ethical consumerism on the environment? • How green consumers decided which product to purchase? What factors influenced this purchase decision process? • What factors influence individuals when considering ‘green goods’? • Are degradable shopping bags sustainable? How do the options compare in terms of cost (including cost to the environment) to produce and time to degrade? • Are smart cars/electric cars more sustainable? How do they compare to conventional transport? How long do they last? What are the issues? How can the public be persuaded to use them?
- 10. Starter Resources: • Paavola, J. (2001). "Towards Sustainable Consumption: Economics and Ethical Concerns for the Environment in Consumer Choices." Review of Social Economy 59.2. • Papaoikonomou, E. (2013), Sustainable lifestyles in an urban context: towards a holistic understanding of ethical consumer behaviours. Empirical evidence from Catalonia, Spain. International Journal of Consumer Studies, 37: 181– 188. • Başgöze, P., & Tektaş, Ö. (2012, August). Ethical Perceptions and Green Buying Behavior of Consumers: A Cross- National Exploratory Study. Journal of Economics and Behavioral Studies, 4(8), 477-488. • Young, W., Hwang, K., McDonald, S. and Oates, C. J. (2010), Sustainable consumption: green consumer behaviour when purchasing products. Sustainable Development, 18: 20– 31. 3 2. Psychology
- 11. A. The psychology of sustainable behaviour Human behaviour underlies almost all environmental problems, such as air and water pollution, climate change, deforestation, and loss of biodiversity. Research in psychology offers clues as to why people engage in unsustainable behaviours despite their concern about the broader consequences. At the same time, the research also explains why people go out of their way to behave sustainably, and how it is possible to motivate and empower sustainable actions. The goal of the psychology of sustainable behaviour is to create the conditions that make sustainable action the most appealing or natural choice. Most people want to live in a way that treats the ecosystems we depend on with care and respect, and people express increasing worry about the state of our natural environment. Yet we all find ourselves engaging in unsustainable daily behaviours that have negative environmental impacts. Example questions: • How important is recycling to MMU students? • Why is it so difficult for us to change our behaviour despite our environmental concerns? • How does individual sustainability contribute to broader social
- 12. and policy change? Starter Resources: • Amel, E. L., Manning, C. M., & Scott, B. A. (2009). Mindfulness and sustainable behavior: Pondering attention and awareness as means for increasing green behavior. Ecopsychology, 1(1), 14-25. • Manning, C. (2009). The Psychology of Sustainable Behavior. Minnesota Pollution Control Agency. Retrieved from https://www.pca.state.mn.us/sites/default/files/p-ee1-01.pdf • Trijp, H. v. (2014). Encouraging sustainable behavior: psychology and the environment. New York: Psychology Press. B. Conservation Psychology: Conservation psychology is defined as psychological research oriented toward understanding why people help or hurt the natural environment and promoting environmentally sustainable practices. • How Psychology Can Save The World From Climate Change? Starter Resources: • Clayton, S. D., & Myers, G. (2015). Conservation psychology: Understanding and promoting human care for
- 13. nature. Chichester, UK: Wiley-Blackwell. • Trijp, H. V. (2014). Encouraging sustainable behavior: Psychology and the environment. New York: Psychology Press. C. The Psychology of Education Changing society’s minds about sustainability requires knowledge about the situation, awareness of what needs to be done and actions to change today’s unsustainable behaviours. The university students have the opportunity during their education to develop the ability to understand the need for sustainability and act on it by integrating social, environmental and economic considerations in their decision making. • What influences students’ self-perceived sustainability actions after undergraduate education? Starter Resource: • Sammalisto, K., Sundström, A., Haartman, R. V., Holm, T., & Yao, Z. (2016). Learning about Sustainability—What Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education? Sustainability, 8(6), 510.
- 14. https://www.pca.state.mn.us/sites/default/files/p-ee1-01.pdf 4 3. Eco Sustainable Fashion: Chemicals are used in the production of clothing material. This has been flagged as an issue by Greenpeace who say they have found toxic chemicals in a number of high profile companies’ clothes. Non phenol ethoxylates (NPEs) have been used for years to remove oils from natural fibres because they are not absorbed into wool. The EU recognises that some of these chemicals are associated with reproductive abnormalities in fish and aquatic wildlife • How environmentally friendly are so-called eco-fashion fabrics or clothes? How does the cost compare? Starter Resources: • Reeve, J. (2010). Sustainable Fashion and Textiles: Design Journeys/Eco-Chic: The Fashion
- 15. Paradox. Journal of Design History. 23, 3: 317-319. • Farley Gordon, J., & Hill, C. (2014). Sustainable fashion: past, present and future. London: Bloomsbury Publishing. • Fibre Footprint Calculator: http://www.sustainablecotton.org/footprint_calculator/growers/ • Claudio, L. (2007) ‘Waste Couture: Environmental Impact of the Clothing Industry’ Environ Health Perspect. 115(9)[online] http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1964887/ 4. Computational Sustainability Computational Sustainability is an emerging field that aims to apply techniques from computer science and related disciplines (e.g., information science, operations research, applied mathematics, and statistics) to help manage the balance of environmental, economic, and societal needs for sustainable development. A. Sustainable Information Systems Information Systems (IS) as a discipline draws on diverse areas including, technology, organisational theory, management and social science. The field is recognized as very
- 16. broad and encompassing many themes and areas. Sustainable, or "green," IT is used to describe the development, manufacture, management, use and disposal of ICT in a way that minimizes damage to the environment. Starter Resources: • Linger, H. (2016). Building Sustainable Information Systems: Springer-Verlag New York. • Melville, N. P. (2010). Information systems innovation for environmental sustainability. Mis Quarterly, 34(1), 1-21. B. Sustainable Cloud Computing Cloud Computing is today’s most promising technology due to its cost-efficiency, flexibility and unrestricted access to computing for everybody. Cloud services make a positive contribution to sustainability: The cloud encourages clean-tech applications like smart grids and it also encourages consumers to use virtual services such as video streaming to replace resource-heavy physical products. Starter Resources: • Shuja, J., Gani, A., Shamshirband, S., Ahmad, R. W., & Bilal,
- 17. K. (2016). Sustainable Cloud Data Centers: A survey of enabling techniques and technologies. Renewable and Sustainable Energy Reviews, 62, 195–214. • Müller, G., Sonehara, N., Echizen, I., & Wohlgemuth, S. (2011). Sustainable cloud computing. Business & Information Systems Engineering, 3(3), 1. http://www.sustainablecotton.org/footprint_calculator/growers/ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1964887/ 5 5. Sustainable Engineering A. Renewable Energy Systems & the Environment Renewable Energy Systems and the Environment is one of the pathways offered in the Sustainable Engineering domain. It examines the design and operation of the energy systems that provide the environments in which people live and work. It explores how quality of life can be balanced by the need for conservation of world resources. The energy resources includes renewable, fossil and nuclear.
- 18. Starter Resources: • Bender, S. F., Wagg, C., & Heijden, M. G. (2016). An Underground Revolution: Biodiversity and Soil Ecological Engineering for Agricultural Sustainability. Trends in Ecology & Evolution, 31(6). • Davidson, C. I., Hendrickson, C. T., Matthews, H. S., Bridges, M. W., Allen, D. T., Murphy, C. F., ... & Austin, S. (2010). Preparing future engineers for challenges of the 21st century: Sustainable engineering. Journal of cleaner production, 18(7), 698-701. B. Sustainable Product Design Engineering Sustainable Design Engineering goes beyond being just efficient, attractive, on time and on budget. It cares about how such goals are achieved, about its effect on people and the environment. • What is sustainable design, and how do you create a “greener” product? Starter Resources: • Vargova, J., Badida, M., & Hricova, B. (2008). Product design and sustainable development in engineering
- 19. process. Annals of DAAAM & Proceedings, 1443-1445. • Ramani, K., Ramanujan, D., Bernstein, W. Z., Zhao, F., Sutherland, J., Handwerker, C., ... & Thurston, D. (2010). Integrated sustainable life cycle design: a review. Journal of Mechanical Design, 132(9), 091004. C. Sustainable Automotive Engineering The industry is looking to improve the environmental impact of the manufacturing process and products it delivers. The growth in automotive production has increased the number of end-of-life vehicles (ELVs) annually. Those new vehicles are delivering enhanced fuel efficiency, air quality standards, safety and desirability to the consumer. Starter Resources: • Tian, J., & Chen, M. (2014). Sustainable design for automotive products: Dismantling and recycling of end-of- life vehicles. Waste management, 34(2), 458-467. • Mayyas, A., Qattawi, A., Omar, M., & Shan, D. (2012). Design for sustainability in automotive industry: A comprehensive review. Renewable and Sustainable Energy Reviews, 16(4), 1845-1862.
- 20. 6. Animal Welfare A 2007 report by Compassion in World Farming highlighted the fact that the vast majority of animals farmed for food worldwide are intensively reared. Industrial animal productions main concern is maximising productivity and profit, however, this can often mean confinement, overcrowding and over-feeding which causes great suffering to the animals being farmed. • More than 40% of the meat eaten in Britain is chicken with approximately 830 million farmed birds (known as broilers) slaughtered every year. 6 • In poultry farming typically, around 25,000 birds are housed together within a building, but in some cases the number is much higher. Intensively farmed chicken raises serious concerns over the animal’s health and welfare. • However, farming chicken in this manner allows for cheap production and therefore a cheaper selling price.
- 21. Starter Resources • Asselt, E. v., Capuano, E., & Fels-Klerx, H. v. (2015). Sustainability of milk production in the Netherlands – A comparison between raw organic, pasteurised organic and conventional milk. International Dairy Journal, 19- 26. • Velarde, A., Fàbrega, E., Blanco-Penedo, I., & Dalmau, A. (2015). Animal welfare towards sustainability in pork meat production. Meat science, 109, 13-17. • Van Asselt, E. D., van Bussel, L. G. J., van Horne, P., van der Voet, H., van der Heijden, G. W. A. M., & van der Fels-Klerx, H. J. (2015). Assessing the sustainability of egg production systems in The Netherlands. Poultry science, pev165. • Schmitt, E., Keech, D., Maye, D., Barjolle, D., & Kirwan, J. (2016). Comparing the Sustainability of Local and Global Food Chains: A Case Study of Cheese Products in Switzerland and the UK. Sustainability, 8(5), 419. 7. Vegetarianism for a Sustainable Planet? One reason for vegetarianism which has become increasingly
- 22. popular in the past 2 years or more is the impact the production of meat has on the environment (e.g. climate change) Starter Resources • Clarke, A. (2015). Vegetarianism and sustainability. Journal of the Australian Traditional-Medicine Society, 21(2), 106. • Linn, S. E. (2016). The Insect Cookbook: Food for a Sustainable Planet. Florida Entomologist, 99(1), 157-158. • Stoll-Kleemann, S., & O'Riordan, T. (2015). The Sustainability Challenges of Our Meat and Dairy Diets. Environment: Science and Policy for Sustainable Development, 57(3), 34-48. 8. Over-Fishing Over three quarters of the Earth are covered by the oceans containing over 80% of all life on the planet. However, destructive methods of fishing have caused severe strain on this ecosystem. Scientists now estimate that, at the current rates of decline, most fish stocks could collapse within the next 50 years. Millions of people worldwide depend on fish for food and for their livelihood. The collapse of these stocks would
- 23. not only impact on the ecosystem but it would also have profound social and economical consequences. Starter Resources • Zhou, S., Smith, A. D., & Knudsen, E. E. (2015). Ending overfishing while catching more fish. Fish and Fisheries, 16(4), 716-722. • Seves, S. M., Temme, E. H., Brosens, M. C., Zijp, M. C., Hoekstra, J., & Hollander, A. (2016). Sustainability aspects and nutritional composition of fish: evaluation of wild and cultivated fish species consumed in the Netherlands. Climatic Change, 135(3-4), 597-610. • Zhou, G., Hu, W., & Huang, W. (2016). Are Consumers Willing to Pay More for Sustainable Products? A Study of Eco-Labeled Tuna Steak. Sustainability, 8(5), 494. 7 9. Food Miles
- 24. What is the significance of food miles? Does it impact on economy? Does it impact on the environment? • You could, for example, pick a food product you regularly consume and research the food chain for this product – where did it originate, how many food miles has it travelled, who has taken part in getting it to you? • Also think about the impact of the production, transport and consumption of this product on global sustainability Starter Resources: • Galli, F., Bartolini, F., Brunori, G., Colombo, L., Gava, O., Grando, S., & Marescotti, A. (2015). Sustainability assessment of food supply chains: an application to local and global bread in Italy. Agricultural and Food Economics, 3(1), 1. • Hiroki, S., Garnevska, E., & McLaren, S. (2016). Consumer Perceptions About Local Food in New Zealand, and the Role of Life Cycle-Based Environmental Sustainability. Journal of Agricultural and Environmental
- 25. Ethics, 29(3), 479-505. • Galli, F., Bartolini, F., & Brunori, G. (2016). Handling diversity of visions and priorities in food chain sustainability assessment. Sustainability, 8(4), 305. • There is a food mile calculator at http://www.organiclinker.com/food-miles.cfm 10. Water Footprint You can select one of the following research questions: • How much water do you use? Compare the water footprint of different countries – are they sustainable with current water purification methods? How can water footprint be reduced? Investigate the effects of methods of water reduction would have if taken up by the entire UK population/half the population – what would be the impact. • Investigate views of general public in some of the changes – to what lengths would they be prepared to go? What if it cost them more money? Or took more time? Starter Resources:
- 26. Use the water footprint calculator (first starter link) to investigate group of people/compare water use in different areas of the world/effects of changing behaviour on water footprint. • Waterfootprint Organisation: http://www.waterfootprint.org/?page=files/YourWaterFootprint. • Wichelns, D. (2015). Virtual water and water footprints: Overreaching into the discourse on sustainability, efficiency, and equity. Water Alternatives, 8(3). • Konar, M., Evans, T. P., Levy, M., Scott, C. A., Troy, T. J., Vörösmarty, C. J., & Sivapalan, M. (2016). Water resources sustainability in a globalizing world: who uses the water? Hydrological Processes. • Zhang, Y., Huang, K., Yu, Y., Hu, T., & Wei, J. (2015). Impact of climate change and drought regime on water footprint of crop production: the case of Lake Dianchi Basin, China. Natural Hazards, 79(1), 549-566. • Lovarelli, D., Bacenetti, J., & Fiala, M. (2016). Water Footprint of crop productions: A review. Science of the Total Environment, 548, 236-251. http://www.organiclinker.com/food-miles.cfm http://www.waterfootprint.org/?page=files/YourWaterFootprint
- 27. 8 Interim report structure The majority of the time spent on your interim report will involve researching, note taking and reviewing the literature. There will be ASHE classes covering all of the stages of this initial assessment. When it comes to writing up your interim report it should contain the following sections (see Interim report template for further details): Section What is the function of this section? Introduction • This is a summary of the background research that you have found relevant to your study. • This sets the scene and also tells the reader why your study is important and what you were trying to find out. • This should include detailed research with appropriate citations.
- 28. • 500-800 words Methodology • This should briefly describe the design of your study, e.g. the design of a questionnaire or how you structured an interview. • To include information on demographics and how information will be collected. References • This is the list of the sources of information you have used and should be in Harvard style. • Only list sources that you have mentioned in the body of your work above. • The quality and quantity of references is important here – ensure you have sufficient references for your work and that material is obtained from good quality, reliable sources. Appendix – including Questionnaire • This section includes material not required for the main report but that may be useful. For the interim report this should include your blank questionnaire, a copy of the questions for interview or any other relevant data collection details. • The questionnaire should be designed to generate quantitative and qualitative data.
- 29. • Quantitative data should be appropriate for data analysis and summary statistics 9 Interim report Marking Scheme (What the assessor is looking for) Section (% of total mark) Features of an excellent report Features of a Failed Report Introduction(including Literature review) 40% • Aims of the report are clearly expressed. • Relevant background research is excellently and comprehensively discussed , including citations. • The range and quality of the citations are appropriate for the study. • Material is presented as a logical argument. • Demonstrates in depth knowledge. • Lacks structured content. Little or no evidence of
- 30. background research. • Use of quality resources negligible. • No citation or very poor quality citation. Methodology 15% • Methodology is concisely and clearly explained and was designed to generate quantitative and qualitative data. • Poorly designed, not clearly explained. • No justification for methods used. Questionnaire 25% • Evidence of clear understanding of survey requirements. • Questions clear and generate quantitative and qualitative data. • Variety and number of questions appropriate for study. • Questions correspond to the survey topic • Inadequate primary data collection – low quality design • Questions are vague and poorly worded • Questions do not allow for collection of Quantitative AND Qualitative data. • Questions limited in variety – no scale or numerical data
- 31. Overall Presentation – academic tone. 10% • Impeccable standard of presentation. • Excellent use of ICT, including in the analysis of data. • Written in clear English (fluency, grammar, punctuation and spelling). • Clear layout and excellent use of academic language throughout. • Poor layout and structure, lacking in literacy style or quality. • May be difficult to follow because of errors in grammar, punctuation and spelling. • Written almost entirely in wrong tone – little or no academic language Citation and referencing 10% • Excellent use of Harvard citation and referencing. • Correct format and appropriate quantity and quality of references for report. • Not referenced or poorly referenced. • Few or no citations used. • May be difficult to follow because of errors in grammar,
- 32. punctuation and spelling. The length of the Interim Report should be approximately 700- 1000 words. The marking scheme for the project is shown below; it is good practice to use this as a checklist when writing your report. References and Appendix data are not counted as part of the word count. 10 Full Report Structure The majority of the time spent on your project will involve researching, note taking and analysis of your data. There will be ASHE classes covering all stages of conducting a project. When it comes to writing up your report it should contain the following sections: Section What is the function of this section? Abstract This should be very short and summarizes the results and sometimes the conclusion. Basically should tell someone all about your project in as few words possible! Introduction
- 33. This is a summary of the background research that you have found relevant to your study. This sets the scene and tells the reader why your study is important and what aim to find out. Methodology This should briefly describe the design of your study, e.g. the design of a questionnaire or how you structured an interview. Results/Data Analysis This should present your data. It should describe your findings, but not offer any explanations or discussion of the results. The data you collected, ‘raw data’, usually has to be converted statistically or mathematically to display in tables and/or graphs. For this project you MUST include: • Minimum of 2 graphs • Qualitative • Quantitative data • Summary statistics • With all data traceable through a spreadsheet Discussion and
- 34. Evaluation This section tells the reader what you think your results mean. Are they relevant? How do they connect to what we already know about this area? If you were continuing to research in this area what would you investigate? Why? Might your work contain errors? How could this study have been improved? In other words this section contains a critical analysis of your work. Conclusion, Recommendation and Future Work It should end with your overall conclusions – did you answer the question you set out to investigate? Explain any future work that needs to carry out in the future. References This is the list of the sources of information you have used and should be in Harvard style. Only list sources that you have mentioned in the body of your work above. PDP Summary Approximately 200 words with reference to your PDP entries that you have sent to your tutor.
- 35. This should summarize and reflect on your work in this unit, your skills, how they have developed, and your targets for next year. Supporting Evidence This file will consist of your raw data and calculations carried out on that data. The length of … 神论者的大纲 卡尔·马克思：把黑格尔推到了他的头上，他认为所有社会、人类生活方式和历史 变革的基础都是基于物质关注，我们的现实生活问题。 一个功能主义者。 当当前的生产方式和生产关系破裂时发生变化。 想法不重要。 社会由：基础和上层建筑组成 基地由生产方式和生产关系组成：. 生产方式（觅食，园艺，畜牧，农业，工业农业主义[资本主义]）是社会的基础. . 它是你生产生活中所有必要的物质需求的系统。 引起：. 生产关系：在一定的生产方式内实现的一套社会关系（资本主义- >所有者和工资工人；农业主义->贵族和农民/奴隶）。 提供社会/劳动力结构，通过这些结构产生、分配和消费材料需求。 上层建筑由艺术、哲学、政治、宗教、文化精神和其他意识形态组成。 这些社会思想的存在是为了隐藏或归化在给定的生产模式和由此产生的生产关系 中固有的真正不平等。 两个经典的例子：国王和传道者使用圣经在美国南部归化奴隶制的神圣权利。
- 36. 马克斯·韦伯：和马克思在一起。 思想可能对当前的生产方式和生产关系产生强大的影响。 这些思想，在现代社会，走向更大的理性组织和日常生活的官僚化。 经典的例子：路德->加尔文->预言->召唤->改变了生产力和社会关系- 资本主义。 对于韦伯来说，社会存在，变化发生的方式如下：. 新思想<->目前的生产方式和生产关系之间有一个综合。 对韦伯来说，想法和材料都很重要，但新的想法可能是驾驶座。 埃米尔·涂尔干：早期社会学家中最复杂和最广泛的。 我只简要概述几件事。 一个功能主义者。 社会的基础嵌入价值体系中.. 社会类型：机械团结（社会)和有机团结(社会）。 机械团结存在于简单的社会中。 简单分工，共同风气，共同语言，共同知识，共同宗教，共同道德，共同伦理.. 有机社会是由相互依存关系中的弱得多的纽带维系在一起的。 当我们试图找出属于谁的时候，它们几乎没有其他的共同点，并表现出我们与我 们社会的许多紧张关系。 社会事实：头脑中的事物是真实的，因为它们不仅对一个头脑有影响，而且对许 多人也有影响。 不是由遗传引起的，所以它们是文化的和学习的。 涂尔干通过研究自杀和证明自杀率与社会事实的存在有关来证明社会事实的力量 。 宗教的定义：相对于神圣事物的信仰和实践的统一系统，也就是说，东西被分开 和禁止- 信仰和实践，它们团结在一个简单的道德社区中，称为教会，所有坚持它的人。 基于神圣与世俗的二分法。 宗教的四大功能：它是纪律，创造凝聚力，是格言，是振兴。 最后，涂尔干提出，这些强大的价值体系也为社会制度和个人意识提供了基础。 涂尔干因此认为，社会和人类是由非理性思维和力量驱动的.. 布朗尼斯拉夫·马利诺夫斯基：他是第一个参与者观察者。
- 37. 在特罗布里和岛民中呆了四年。 反对涂尔干的群体功能理论，主张社会作为个人需求的功能。 一个功能主义者。 他认为，所有社会和宗教的基础是个人感到安全的需要。 这有时被称为心理功能主义。 他对此的证明也表明，生活在小规模社会中的人们是如何像我们一样理性的。 研究魔法在钓鱼和园艺中的应用。 个人充满焦虑，需要控制生活中不确定的因素。 埃文斯-普里查德：他是功能主义分析与现代注重意义和代理之间的过渡人物。 他认为人类学不是一门科学，并呼吁重新考虑历史和地方。 他拒绝功能分析，认为它是狭隘和过于简化的。 相反，他认为，我们应该把宗教作为一种道德和象征制度来研究，在这种制度中 ，每个组成部分都从其与其他部分的关系和对土著人的解释中获得其意义。 （盖尔茨和布迪厄都认为这是他们思维的核心）。 他认为，我们应该更关心参与者的人类利益、意义和价值观。 导致了这样一种信念，即emic分析比etic分析更重要.. 群和人说话，得到重视.. 维克多·特纳：符号人类学家之一。 对什么符号和仪式对人没有兴趣。 相反，他对制作和维持社会和个人身份/意识的符号和仪式所做的工作感兴趣。 男孩是怎么变成男人的？ 公民变成士兵？ 把外人变成会员？ 掉进里森？ 病入医？ 一个正常人是如何成为总统的？ 罪犯如何改过自新（哪些罪犯可以改过自新）？ 社会如何过渡？ 仪式和符号在这些过程中起作用。 他们把人和团体从一个类别或国家转移到另一个类别或国家。 克利福德·盖尔茨：另一位著名的符号人类学家。 盖尔茨对符号对人意味着什么感兴趣。 此外，他还感兴趣的是，在日常生活的符号和仪式的复杂相互联系中，通过社会 化和激励获得意义和有意义的生活的方式。