Learning from Darwin: What can the man who wrote The Origin of Species teach ...Roberto Rocco
‘On the Origin of Species’ was published on 24 November 1859. It is a work of scientific literature by Charles Darwin, and it is considered the foundation of evolutionary biology. In this text, we read the INTRODUCTION to The Origin of Species and highlight aspects of the text that are relevant for us to understand a scientific attitude and how to translate this attitude into text. This exercise is intended to Urbanism students who are unsure about the tone and the kind of language they met adopt in scientific reports. The text we are about to analyse was written in the second half of the 19th century, but it is still incredibly modern and actual. Read the text carefully and reflect on the comments. What can you incorporate into your essays and reports?
Anthropology is made up of 4 fields, Cultural Anthropology, Physical/Biological Anthropology, Archaeology, and Linguistic Anthropology. Learn more in this presentation!
Learning from Darwin: What can the man who wrote The Origin of Species teach ...Roberto Rocco
‘On the Origin of Species’ was published on 24 November 1859. It is a work of scientific literature by Charles Darwin, and it is considered the foundation of evolutionary biology. In this text, we read the INTRODUCTION to The Origin of Species and highlight aspects of the text that are relevant for us to understand a scientific attitude and how to translate this attitude into text. This exercise is intended to Urbanism students who are unsure about the tone and the kind of language they met adopt in scientific reports. The text we are about to analyse was written in the second half of the 19th century, but it is still incredibly modern and actual. Read the text carefully and reflect on the comments. What can you incorporate into your essays and reports?
Anthropology is made up of 4 fields, Cultural Anthropology, Physical/Biological Anthropology, Archaeology, and Linguistic Anthropology. Learn more in this presentation!
Race and IdentityHistorian Robin Kelley stated, Race was never .docxmakdul
Race and Identity
Historian Robin Kelley stated, “Race was never just a matter of how you look, it’s about how people assign meaning to how you look” (Herbes-Sommers, 2003). Considering what you learned from the Social Implications of Race video clip, Chapter 3 in your textbook, and your own experiences, answer the following questions:
· What do you think is meant by the term racial smog?
· How do racial categories shape our identities and social status?
Your initial post should be at least 250 words in length. Support your claims with examples from the required materials and/or other scholarly sources. Cite your sources in the body of your post and provide a complete reference for each source used at the end of it.
This is Chapter 3 of the text book
Human beings differ from other animals in their heavy reliance on culture as their means of adapting to their environment. Humans are, inshort, cultural animals. Because this can be said of no other species, one might assume that human biology has distinctive characteristics that make it possible for us to acquire a culture. In other words, human biology makes culture possible, and the biological characteristics of ourspecies may be seen as the reason why cultures, despite their diversity, nevertheless also have numerous universals.
However, to say that human biology makes culture possible does not imply that biology determines the specific characteristics of a culture. It isgenerally acknowledged that "human nature," in the sense of our innate biological predispositions, does not consist of rigidly programmed responses to stimuli. The human species is the product of evolutionary processes that resulted in a large brain with the capacity to learn anduse both language and complex ideologies, which are passed down from one generation to the next through socialization rather than through biology itself. In this chapter, we will question ideas about biological determinism by exploring the interplay of culture, race, and ethnicity.
Race and Culture
Humans are not a homogeneous species, but differ in some of their physical characteristics from one part of the world to another. It hasbecome common throughout the world to use these differences to group people into a variety of races, groups that supposedly reflect closeness based on common ancestry. One major problem with the idea that humans belong to different races is that people who use theconcept of "race" typically assume that there are clear-cut genetic boundaries between these groups. In reality, so-called racial characteristics vary in frequency from one part of the world to another, and changes rarely happen so abruptly that one can state with certainty that a clear boundary exists between an area where a characteristic is common and another where it is rare. Furthermore, the cluster of biological traitsthat are commonly thought of as distinguishing one ra ...
Human evolution is the evolutionary process leading up to the appearance of modern humans. It is the process by which human beings developed on Earth from now-extinct primates. It involves the lengthy process of change by which people originated from apelike ancestors. The study of human evolution involves many scientific disciplines, including physical anthropology, primatology, archaeology, ethology, evolutionary psychology, embryology and genetics. Scientific evidence shows that the physical and behavioural traits shared by all people originated from apelike ancestors and evolved over a period of approximately six million years.
TABLE OF CONTENT
1.0 Introduction
2.0 Evolutionary Theory
3.0 Process of Evolution
4.0 History of Human Evolution
5.0 Paleoanthropology
6.0 Evidence of Evolution
6.1 Evidence from comparative physiology
6.2 Evidence from comparative anatomy
6.3 Evidence from comparative embryology
6.4 Evidence from comparative morphology
6.5 Evidence from vestigial organs
6.6 Genetics
6.7 Evidence from Molecular Biology
6.8 Evidence from the Fossil Record
7.0 Divergence of the Human Clade from other Great Apes
8.0 Anatomical changes
8.1 Anatomy of bipedalism
8.2 Encephalization
8.3 Sexual dimorphism
8.4 Other changes
9.0 Genus Homo
10.0 Homo Sapiens Taxonomy
I have compiled these notes from different resources. I am hopeful that these notes will help students who are willing to grab information on this subject for civil services exams or university exams. Good Luck
Class 2 of "Race and Ethnicity" Powerpoint PresentationTanya Golash Boza
This is a slide show presentation based on Chapters one and two of "Race and Racisms: A Critical Approach" as well as the film: "Race: The Power of an Illusion, Episode 2."
Sm. Sri. Med. Vol. 34, No. 2, pp. 107-111, 1992 0277-9536192 S.docxedgar6wallace88877
Sm. Sri. Med. Vol. 34, No. 2, pp. 107-111, 1992 0277-9536192 S5.00 + 0.00
Printed in Great Britain Pergamon Press plc
FORENSIC ANTHROPOLOGY AND THE CONCEPT OF
RACE: IF RACES DON’T EXIST, WHY ARE FORENSIC
ANTHROPOLOGISTS SO GOOD AT IDENTIFYING THEM?
NORMAN J. SAUER
Department of Anthropology, Michigan State University, East Lansing, MI 48824, U.S.A.
Abstract-Most anthropologists have abandoned the concept of race as a research tool and as a valid
representation of human biological diversity. Yet, race identification continues to be one of the central
foci of forensic anthropological casework and research. It is maintained in this paper that the successful
assignment of race to a skeletal specimen is not a vindication of the race concept, but rather a prediction
that an individual, while alive was assigned to a particular socially constructed ‘racial’ category. A
specimen may display features that point to African ancestry. In this country that person is likely to have
been labeled Black regardless of whether or not such a race actually exists in nature.
Key words-forensic anthropology, race, race identification, human variation
Several years ago, I was approached by the Michigan
State Police for assistance with the identification of a
set of decomposed human remains. The specimen,
obviously human, was discovered in a wooded area
by hunters, reported to police and transported to a
morgue at a local hospital. After a standard anthro-
pological evaluation of the material I concluded that
the remains represented a Black female, who was
18-23 years old at death and between 5’2” and 5’6”.
The condition of the remains suggested that depo-
sition occurred between 6 weeks and 6 months before
discovery. That information was reported to the
Investigative Resources Division of the State Police
who matched it against Missing person records. In a
few weeks time the remains were positively identified
as representing a Black female, who was 5’3” tall and
19 years of age when she disappeared about 3 months
earlier.
For many anthropologists there currently exists
a dilemma. While most have rejected the traditional
Western notion of race, as bounded, identifiable
biological groups and have renounced its use as
harmful, the race concept as it is understood by
the public continues to be one of the central
foci of forensic anthropological research and
application. Does the fact that forensic anthropolo-
gists are able to correctly guess the race of a subject
from skeletal remains in any way validate the
concept?
THE NON-EXISTENCE OF RACES
In the 1960s C. Loting Brace and Frank Living-
stone presented arguments for the nonexistence of
human races [l, 21. Extending a debate that began a
decade earlier in zoology [I, 31, they argued that the
discordance of traits made defining races on the basis
of more than one or two characters impossible. Since
no human biologist would support such limited
criteria for d.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
2 Peter 3: Because some scriptures are hard to understand and some will force them to say things God never intended, Peter warns us to take care.
https://youtu.be/nV4kGHFsEHw
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
Discover various methods for clearing negative entities from your space and spirit, including energy clearing techniques, spiritual rituals, and professional assistance. Gain practical knowledge on how to implement these techniques to restore peace and harmony. For more information visit here: https://www.reikihealingdistance.com/negative-entity-removal/
2. What does Race mean? Race is a difficult concept to define. It is used in many different contexts: Defining different animals within a species Defining different Human groups There is no question that human beings are diverse and that there are different cultural groups… A Human race is a group of people who perceive themselves and are perceived by others as possessing distinctive hereditary traits. However, the socially constructed ideas that surround race have led to racism
3. Races in humans are arbitrary The physical and cultural features used to define humans races are random. Ex) Red-haired people are not considered a different race These two babies are twins. Are they a different race?
4. Race is a social construction Humans like putting things into categories Human races were categorized by a) physical appearance, genetic similarities b) language, culture c) Living area, place of origin They also liked to classify which race was better than another. This stems from scientific racism.
5. Scientific racism When humans began categorizing animals, and the word race was starting to be used, different groups of humans were considered inferior to European white people. Scientists are people too. Their findings reflected their socially embedded beliefs that some humans were inferior to white people.
6. Linnaeus Linnaeus created the first taxonomy. A taxonomy is the classification of organisms into groups based on their similarities: physical and (in the case of humans) cultural traits. Linnaeus decided to rank human races: 1) European (White) 2) Africans (Black) 3) Asians (Yellow) 4) American Indians (Red) * This sort of classification did not stop with Linnaeus.
7. Blumenbach He followed in the footsteps of Linnaeus. He found a “perfect” skull in a place called caucus, and assumed that it must have been of a white person. He believed that as people moved, they degenerated from the Caucasian race. He changed the names of races, some of which are still used today. 1) Caucasian (white) 2) American Indian 3) Ethiopians 4) Mongolian (Asian) 5) Malay (Australian)
