Tag: Humanities

The Assignment

For this assignment, you will conduct your own study of a neighborhood in Los Angeles. You will research in order to write an essay that analyzes the effects of the geographical environment (built or natural) on the residents or visitors, focusing on one major tension in the neighborhood.

Getting Started

Start by choosing a neighborhood (other than your own) that you find interesting or that you want to learn more about. Remember that your goal is to add original insights to a conversation about this place by examining the geographical environment.

• Geographical environment may involve the landscape, architecture, types of stores or restaurants, language spoken and/or on signs, presence of freeways or public transportation, or other elements that give us a sense of “place.”
• Your analysis of this geographical environment may be focused through a specific lens; for instance, you may want to analyze the neighborhood through the lens of economics, architecture, psychology, social justice, etc.
• You may want to examine a significant tension in the neighborhood.
• Since your goal is to add an original perspective, this assignment will be more difficult if you choose a very famous neighborhood such as Hollywood or Beverly Hills.

Getting a Visual

Because this essay will analyze visual elements of a place, it is essential to capture your visual text for the reader. This may be in the form of photographs of the location, a map, graphs or other forms of visual data, etc. The visual should be relevant and serve to enhance the reader’s understanding.

Insert your visual into the relevant area of the essay and be sure to directly reference your visual in the writing. For the sake of space, limit yourself to no more than 3 images.

The Research

For this essay, you will conduct in-depth independent research. Your research will likely take a variety of forms, which may include primary and/or secondary sources:

• Primary Sources include direct first-hand accounts, observations, and evidence about an event, object, person, place, or work of art, as well as interviews, surveys, and demographics data.
• Secondary Sources include scholarly books and articles discussing information originally presented elsewhere, information about events that were not directly experienced, or analysis of works created by others.
• Keep in mind that your essay is not a summary of facts about a place or an historical overview. Instead, you will use the ideas that you find in your research to develop your original analysis of the neighborhood. Wikipedia may not be used as a source.

Assignment Requirements:

• Your essay should be 7-8 full double-spaced pages with 1” side margins, 1” header and footer margins, Times New Roman, 12 pt font.
• Your essay should attempt to engage in analysis that goes beyond a superficial understanding of your neighborhood. While stereotypes may be discussed, your essay should not rely on stereotypes in place of analysis, and your thesis must go beyond stereotypical or obvious statements.
• Your essay must integrate and cite at least five credible sources from your research. Integrating sources includes summarizing key terms, claims, or concepts, and quoting important details.
• Use your sources as a springboard for your own claims, questions and analysis. You should not just incorporate sources to add “facts” to your essay. For this assignment, you must add to and help develop the ideas from the source to offer your own thinking about the neighborhood.
• Cite all sources in MLA format (in text), in addition to a Works Cited page. Use Purdue OWL (linked on Canvas) to look up proper MLA in-text citations and Works Cited formatting.
• Proofread for mistakes and edit for clarity. Consider paragraph organization and appropriate transitions to lead your reader through your discussion.

Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeThesis	5 pts Meets Expectations Writer’s thesis is lucid, focused, and goes beyond common knowledge to explore an idea/issue/question/theory that is complex and interesting to readers. The thesis gives the essay a clear and meaningful purpose, which is clarified early on and develops throughout the essay. 3 pts Minimal Expectations Writer’s thesis is limited in establishing common knowledge to explore an idea/issue/question/theory that is complex and interesting to readers. The thesis gives the essay a partially clear purpose, which is clarified early on and develops throughout the essay. 0 pts Does Not Meet Expectations Writer’s thesis is missing.	5 pts
This criterion is linked to a Learning OutcomeSelection & Integration of Evidence	10 pts Meets Expectations Writer selects powerful, relevant evidence from sources, such as summary, quotation, or paraphrase, and uses them to support his or her own ideas or questions. Writer summarizes ideas/concepts from sources to offer context for readers not familiar with the sources. Writer demonstrates effective use of signal phrases and end citations with each quotation, paraphrase, or summary of sources. 5 pts Minimal Expectations Writer selects some evidence from sources, such as summary, quotation, or paraphrase, and uses them to support his or her own ideas or questions. Writer provides limited summaries of ideas/concepts from sources to offer some context for readers not familiar with the sources. Writer demonstrates minimal use of signal phrases and end citations with each quotation, paraphrase, or summary of sources. 0 pts Does Not Meet Expectations Writer provides no relevant evidence from sources to support his or her own ideas or questions. Summaries of sources are missing. Writing no information to readers not familiar with the sources. Writer provides ineffective use of signal phrases and end citations with each quotation, paraphrase, or summary of sources.	10 pts
This criterion is linked to a Learning OutcomeAnalyses & Critical Thinking	10 pts Meets Expectations Writer explores central idea through thoughtful analysis and reflection. Analysis might include one or more of the following: exploring a significant tension, considering multiple perspectives, considering implications and/or assumptions in a text or idea, applying a text or theory as a lens, and/or asking questions that help the writer understand his or her topic more fully. Writer uses evidence to set up his/her own ideas/claims/questions and maintains a conversation with the sources, instead of just dropping quotes, facts, or expert opinions without commentary or analysis. Writer demonstrates willingness to consider and engage alternate viewpoints (if appropriate). 5 pts Minimal Expectations Writer provides minimal exploration of the central idea through limited analysis and reflection. Analysis might include one or more of the following: exploring a significant tension, considering multiple perspectives, considering implications and/or assumptions in a text or idea, applying a text or theory as a lens, and/or asking questions that help the writer understand his or her topic more fully. Writer uses limited evidence to set up his/her own ideas/claims/questions and maintains minimal conversation with the sources, instead of just dropping quotes, facts, or expert opinions without commentary or analysis. Writer demonstrates willingness to consider and engage alternate viewpoints (if appropriate). 0 pts Does Not Meet Expectations Writer’s exploration of the central idea through analysis and reflection is missing. Missing analysis of one or more of the following: exploring a significant tension, considering multiple perspectives, considering implications and/or assumptions in a text or idea, applying a text or theory as a lens, and/or asking questions that help the writer understand his or her topic more fully. Writer provides no evidence to set up his/her own ideas/claims/questions. Writer provides no conversation with the sources, drops in quotes, facts, or expert opinions without commentary or analysis. Writer no willingness to consider and engage alternate viewpoints (if appropriate).	10 pts
This criterion is linked to a Learning OutcomeDevelopment & Complexity	5 pts Meets Expectations Writer engages in sustained analysis (answering questions like “how,” “why,” and “so what?”) as claims and evidence are discussed. Writer clarifies what is at stake in the discussion or why an issue/idea matters (the implications and consequences of the essay’s main claim or question). Writer shows awareness of, and anticipates, audience response. Writer’s argument develops and evolves as the essay progresses. 3 pts Minimal Expectations Writer engages in limited analysis (answering questions like “how,” “why,” and “so what?”) as claims and evidence are discussed. Writer provides minimal clarification for what is at stake in the discussion or why an issue/idea matters (the implications and consequences of the essay’s main claim or question). Writer shows awareness of, and anticipates, audience response. Writer’s argument has limited development as the essay progresses. 0 pts Does Not Meet Expectations Writer has missing analysis (answering questions like “how,” “why,” and “so what?”) as claims and evidence are discussed. Missing clarification of what is at stake in the discussion or why an issue/idea matters (the implications and consequences of the essay’s main claim or question). Writer little or no awareness of, and anticipates, audience response. Writer’s argument has no development as the essay progresses.	5 pts
This criterion is linked to a Learning OutcomeOrganization & Progression	10 pts Meets Expectations Writer’s introduction effectively leads readers into the complex claim or question the paper will examine. Writer’s organization moves back and forth between evidence and claims that connect to each other and to the main claim or question guiding the paper. Writer’s conclusion culminates the discussion appropriately by pursuing implications or answers to “so what?” The ending avoids unnecessary repetition and/or summary of the paper, and leaves readers still thinking. 5 pts Minimal Expectations Writer’s introduction minimally leads readers into the complex claim or question the paper will examine. Writer’s organization partially moves back and forth between evidence and claims that connect to each other and to the main claim or question guiding the paper. Writer’s conclusion culminates the discussion minimally by pursuing implications or answers to “so what?” The ending avoids unnecessary repetition and/or summary of the paper, and leaves readers still thinking. 0 pts Does Not Meet Expectations Writer’s introduction fails to leads readers into the complex claim or question the paper will examine. Writer’s organization fails to move back and forth between evidence and claims that connect to each other and to the main claim or question guiding the paper. Writer’s conclusion fails to culminate the discussion appropriately by pursuing implications or answers to “so what?” The ending has unnecessary repetition and/or summary of the paper.	10 pts
This criterion is linked to a Learning OutcomeExpression & Conventions	10 pts Meets Expectations Writer’s essay shows strong command of the conventions of Standard Written English. Care is shown with spelling, sentences, and punctuation (evidence of proofreading and editing). Writer edits and crafts for clarity, coherence, and/or emphasis. Clear transitions connect paragraphs and sentences. Writer shows an awareness of audience and establishes a tone that is consistent with the writing’s rhetorical context and purpose. Writer shows care in formatting, including in-text citations and other requirements of the specified documentation style (e.g., works cited page). 5 pts Minimal Expectations Writer’s essay shows minimal command of the conventions of Standard Written English. Care is shown with spelling, sentences, and punctuation (evidence of proofreading and editing). Writer partially edits and crafts for clarity, coherence, and/or emphasis. transitions partially connect paragraphs and sentences. Writer shows some awareness of audience and establishes a tone that is consistent with the writing’s rhetorical context and purpose. Writer shows limited care in formatting, including in-text citations and other requirements of the specified documentation style (e.g., works cited page). 0 pts Does Not Meet Expectations Writer’s essay shows no command of the conventions of Standard Written English. No care is shown with spelling, sentences, and punctuation (evidence of proofreading and editing). Writer does not edit for clarity, coherence, and/or emphasis. No transitions connect paragraphs and sentences. Writer shows no awareness of audience and a tone that is not consistent with the writing’s rhetorical context and purpose. Writer shows minimal care in formatting, including in-text citations and other requirements of the specified documentation style (e.g., works cited page).	10 pts
Total Points: 50

For your final, you will be required to create a proposal (paper) for a group you would be interested in putting together for your local community. Next week you will be required to submit your group idea for your final. In preparation for submitting/finalizing the type of group you would like to “create”, please consider/respond to the questions listed below.

What are you passionate about? What type of needs to you see in your community?

1) Describe the group you would like to create (purpose, age, size, need, etc.). Make sure the group purpose/size, etc. is appropriate as it relates to the information covered in chapter 5. (minimum of 2 paragraphs) – 6 points

2) Research or create a minimum of 5 screening/interview questions that would be beneficial for the group that you would like to create.  Make sure to cite where you gathered your questions! Really think about these questions and what would make sense for the type of group you want to put together. – 6 points

3) What would be the rationale/need for creating this group? To answer this question, you will need to research your topic to help define/support the need for this group in your area. Must cite your information in APA 7th edition format. (minimum of 1-2 full paragraphs) – 6 points

You can find info to help in chapter 4 in the book Groups Process And Practice 10th edition

The readings thus far have addressed the issue of cultural trauma, the passing on of trauma from one generation to another, and the conflicts that arise due to adolescents’ immigration experiences. The PowerPoint for this week discusses the stages of immigration trauma. It touches on drastic relationship changes, disruption of connection with support networks, prolonged and adverse financial changes, severe discrimination and rejection, parents’ own psychological distress, and compromised caregiving effectiveness.

The family members in The Distance Between Us exhibit some of these effects. Our communities may exhibit those effects as well. In 400 to 750 words, tell me how you’re seeing the effects of cultural and immigration trauma in both the story and in our communities. Give examples from the book and from your own experience.

Focus on the effects of cultural and immigration trauma as you understand them and apply them to the Grande family. Do NOT re-tell the story. I’ve read the book four times. I know what happens. I want to hear how you see the effects of immigration trauma in the family and in our communities.

Guidelines: Minimum 400 words. Maximum 750 words count: 12-point font. Double spaced. No title page needed. No citations needed.

Here is a link to the film is We are Dreamers https://www.youtube.com/watch?v=jOdLqct0rmo

Each student will explore and analyze their own community for the possibility of creating an agency that could benefit the members of the community for the Community Business Plan.
Each 7-10 min presentation will address the following topics within their Community Analysis:
History of Community and Community Growth
Census Data Population
Income
Age of community
Demographics
SWOT Strengths,
Weaknesses,
Opportunities,
Threats
Community Needs
Community Resources and Social Services currently available.
Topics are not just limited to the above-mentioned area. Please review the rubrics before starting the Community Analysis assignment.

Reflect critically on any current events that might be relevant to our  subject matter, as well as your own views on the role of ethics in  business. Each entry should be between 200 and 1000 words. The purpose  of the journals is for you to think about things that happen in your  everyday lives in a way that connects with our course topic.The journals  need to contain reflections on topics that intersect your course  directly or tangentially. When writing about articles, TV, or movies,  write about the ideas, do not summarize —I want your ideas

Subject for this unit is the following: Corporate social responsibility, global perspectives on corporate social responsibility, entrepreneurship and non profit sector.

This week, you are bringing all your learning together through the application and evaluation of your learning of qualitative methods. Specifically, the second Signature Assignment brings forward two main parts: In Part 1, you will examine two research questions and outline what method you would use and why, providing a clear rationale of the decisions made, while also addressing key design components. The second part affords the opportunity for in-depth reflection on the work over this section of the course. You are invited to provide thoughtful and careful consideration of the views and experiences of the topics and tasks from this section. 

PLEASE CITE Research Methods for the Behavioral Sciences Privitera, 2017 GENEROUSLY THROUGHOUT BOTH PARTS. 

Pt: 1

Review the scenarios and related research questions below. Create some context for the identified scenario and research question. Then, select one qualitative research method that could address the research questions (one for each) based on the section topics and readings. For each method, discuss what the method is, how it would be designed to support the research question and the rationale for choosing the selected method. 

Explain the following, and then justify your response:

• Justify the use of the qualitative method you selected.
• Identify the potential population and sample.
• Explain the collection and analysis strategies you would use.
• Examine the relationship of trustworthiness to your selected design.
• Analyze any ethical issues, including the process of reflexivity and how you would account for it. 

You must clearly describe the key points of each area, supporting each step with citations to your course text as well as peer-reviewed studies that directly align with the key areas discussed. 

Scenario: Research has demonstrated that bank teller turnover continues to be high throughout the financial industry. In particular, studies reveal that if the turnover issue is not addressed, poor customer service and increase in training costs will continue to be a concern. After reviewing the literature, it is clear that a qualitative exploration may help reveal a meaningful understanding of the turnover issue and how it might be improved. The following research question was developed in support of this problem: 

Research Question 1: How do bank managers perceive reducing high turnover in their banking institutions? 

Scenario: Research has demonstrated that bank teller turnover continues to be high throughout the financial industry. In particular, studies reveal that more needs to be understood about its existence in particular to how the industry may fully appreciate the issue and then consider how it might be approached. After reviewing the literature, it is clear that a qualitative exploration may help reveal a meaningful understanding of the turnover issue. The following research question was developed in support of this problem: 

Research Question 2: What are bank managers’ lived experiences of high turnover in their banking institutions?  

Pt: 2

Reflect on your experiences. First person perspective is acceptable. In the reflection, begin by considering your research learning experiences for the past six weeks of this course, and then address the following: 

• Describe your experiences of engaging the activities and material for Weeks 7-12.
  • What was new information to you?
  • What was familiar?
  • What did you enjoy the most and why (if at all)?
  • What did you enjoy the least and why (if at all)?
• What preconceived notions did you have about qualitative methods and how have your experiences over these weeks supported or conflicted with them?
• As you continue exploring research on your topic of interest and a potential research problem and research questions, and if the research was revealing that a qualitative study was more appropriate, how comfortable are you with implementing a qualitative research study (again, consider how the problem and research questions guide this direction)?

I don’t know how to handle this Anthropology question and need guidance.

1. What are at least three traits or characteristics that are found in all primates?

2. What are at least two traits found in Strepsirrhines (lemurs and lorises) that are NOT found in other primates?

3. If you only had a skull to look at, how do you know if a primate is a prosimian or not? What types of primates are prosimians?

4. List at least three ways that old world monkeys and new world monkeys are different. About how long ago did they share a common ancestor?

5. Thinking about omomyids and adapids, which modern-day primates are they most similar to, respectively?

6. What is significant about the fossil beds at Fayum?

7. How did Platyrrine monkeys arrive/evolve in South America: how did they get there from Africa?

8. Describe Proconsul.

9. What are at least 2 important differences between monkeys and apes?

10. Why is the end of the Miocene era significant for ape and human evolution?

SQC- Slow Quadrupedal Climbing- mainly nocturnal primates, lorises. Slow, quiet, creeping on top of the branches, used to hunt insects or avoid predation. Typical of lorises and some lemurs that are nocturnal.

VCL- Vertical Clinging and Leaping-lemurs, tarsiers (long legs and shorter arms). Movement is from tree trunk to tree trunk, pushing off with the legs and grabbing with the arms (hugging the tree).

Q/H-R/W/L- Quadrupedal/Horizontal Run/Walk/Leap (specify arboreal or terrestrial)-most monkeys (relatively even length of arms and legs). Palm walking. On top of the branches- leaps usually land horizontal or nearly horizontal to the ground, along the branches (rather than on the trunks like with VCL).

B- Brachiation-lesser apes like gibbons and simangs (long arms), arms only suspensory locomotion, swinging and hanging under branches. Though many monkeys can hang, few use this as their primary mode of locomotion.

KW/FW- Knuckle Walk/Fist Walk-most great apes when on the ground. Orangutans have to ‘fist’ walk because their long, curved fingers are designed for hanging, and cannot be bent properly to support their weight on the knuckles.

SQMC- Suspensory Quadrumanos Climbing-hanging, with all fours under the branches- orangutans or other great apes in the trees (its QuadruMANOS, rather than quadurpedal, since they use their feet like an extra set of hands. Also, importantly, they are hanging, UNDERNEATH the branches– similar to brachiation, but including the use of the feet. Large apes have to use SQMC because they are too heavy to just randomly swing to a branch and hope it will support their weight. They usually cannot brachiate, but first ‘test‘ a branch before letting go with the other hand or foot entirely.

5. Catarrhini- Old World Monkeys. This group includes all monkeys in Asia and Africa, and includes all apes. We will start with the monkey group- Cercopithecoidea. These monkeys are more diverse than the New World monkeys, and include species that live in a wide range of habitats and many ecological conditions. Though most are tropical, there are a few species that live in higher latitudes, or higher elevations. Most use Q-HR/W/L, either arboreal or terrestrial. They tend to have more sexual dimorphism than Platyrhines as well.

Leopard Monkey Alert! | Attenborough: The Life of Mammals | BBC (Links to an external site.)Leopard Monkey Alert! | Attenborough: The Life of Mammals | BBC

Monkey Spa | Cousins | BBC Earth (Links to an external site.)Monkey Spa | Cousins | BBC Earth

Many Old World monkeys do not actually live in the trees, and have adapted to live in the savannah or on the rocks. Notice the more extreme sexual dimorphism in these baboons.

The Hamadryas Baboon (Links to an external site.)The Hamadryas  Baboon

6. Hominoidea- the apes. Lets start with the ‘lesser apes’ or smaller apes, gibbons and siamangs. They are almost 100% arboreal, and one of the few species to practice true Brachiation- or swinging with the arms only as their main form of locomotion. These primates are found in Indonesia, and Southeast Asia only.

Gibbons are one of the few primate species that use true brachiation. Thats moving through with the arms only…note the very long arms, muscular shoulders and shorter legs.

Gibbon swinging through the trees very fast. (Links to an external site.)Gibbon swinging through the trees very fast.

these gibbons are making a loud call. The siamangs and gibbons at the zoo will sometimes do this and you can hear them from all over the zoo. I have no idea who the kid is in the video– just wanted you guys to be able to hear what their calls sound like… =)

Siamang Gibbons howling at Miami Metrozoo (Links to an external site.)Siamang Gibbons howling at Miami Metrozoo

7. Now we will look at each of the 5 great apes individually. First Orangutans.

Orangutans in the wild– check out how adept they are in the trees even as babies, and see if you can notice the ‘suspensory quadrumanos climbing’ (SQMC) locomotion pattern– its similar to brachiation, but includes use of the feet and legs for support, and is considerably slower than true Brachiation. Orangutans are simply too large to swing through the branches, and must first test them to be sure the branches are strong enough to carry their weight. Also notice the sexual dimorphism and extreme intelligence of these apes:Orangutans feeding in the trees | Wild Indonesia | BBC (Links to an external site.)Orangutans feeding in the trees | Wild Indonesia | BBC

Attenborough and the Amazing DIY Orangutans | BBC Earth (Links to an external site.)Attenborough and the Amazing DIY Orangutans | BBC Earth

8. Next, Gorillas. Compare how terrestrial they are to Orangutans. Gorillas will climb trees occasionally, but since they are so large, they primarily move on the ground via knuckle walking. Here are several fun clips.

Gorillas eating– check out the action of the ‘honing canines’ as they slice leaves and strip branches with their big teeth– lots of people think that those big canines mean they are viscous or meat-eating… but the real value of the big honing canines for eating vegetation is visible here… : (Links to an external site.)mountain gorilla eating bamboo (Links to an external site.)mountain gorilla eating bamboo

This next one shows mountain gorillas in the wild. Its 10 minutes, a little longer than the others. Note the knuckle walking locomotion pattern, the sexual dimorphism (Males are much larger and different coloration pattern than females), and aggressive, yet pro-social behaviors. Its fun to watch the narrator as she gets to make these encounters with a wild troop.

Family of Mountain Gorillas | Cousins | BBC (Links to an external site.)Family of Mountain Gorillas | Cousins | BBC

okay.. one more Gorilla video, mainly because I love gorillas and this one is cute. The young one is not as good at eating the sticky vine as the adult, and suffers a bit. Its interesting to think about how careful and selective gorillas are with what they eat, and how they eat it… Baby Gorilla Bamboo Feast | Mountain Gorilla | BBC (Links to an external site.)Baby Gorilla Bamboo Feast | Mountain Gorilla | BBC

9. Next up, chimpanzees and bonobos. These Hominoids are very similar in many ways, but have different behaviors, evolved over the past couple of million years. They are more closely related to one another than any other living species of ape.

Violent chimpanzee attack – Planet Earth – BBC wildlife (Links to an external site.)Violent chimpanzee attack – Planet Earth – BBC wildlife Think about the murder and cannabalism observed with these chimps. They are the only species of primate known to do this besides human… so is it ‘hunting’ or something else?

another example of chimpanzees hunting- this time for monkeys. I really like the infrared footage from above looking down at the canopy, so you can see how the chimps work together as a team to surround and attack the monkeys: Chimpanzees team up to attack a monkey in the wild – BBC wildlife (Links to an external site.)Chimpanzees team up to attack a monkey in the wild – BBC wildlife

Bonobos and chimpanzees are very closely related, maybe only separated in to species about 1 million years ago This clip shows some behaviors of both and discusses how they evolved under slightly different circumstances. Pay special attention to the end here, there ARE quiz/exam questions on the differences between chimps and bonobos… and the key is how and WHY those differences evolved:PBS | Evolution: “Why Sex?” [Chimps vs. Bonobos] (Links to an external site.)PBS | Evolution: “Why Sex?” [Chimps vs. Bonobos]

Bonobos are also known for being more female-oriented and sexual than their chimpanzee cousins, here are a couple more fun videos on bonobos:

Bonobo Chimps: Girls Rule! | National Geographic (Links to an external site.)Bonobo Chimps: Girls Rule! | National Geographic

!

Bonobo Love | Wild Wives of Africa (Links to an external site.)Bonobo Love | Wild Wives of Africa

I really hope you enjoy these video clips, just remember the primate sex you see here is completely natural, even between same sex individuals and adults and juveniles. They are not human!!

10. Humans. Here are some humans practicing hunting techniques that may have been the earliest type of hunting among humans. Compare this to what you observed with the chimpanzee hunts, and think about whether you think hunting behavior in chimps and humans has the same origin, or if the evolutionary origins of hunting are different for each species.

https://www.youtube.com/watch?v=826HMLoiE_o&list=PLD941E65FBD70DB46&index=18 (Links to an external site.)

Observe the following videos of primates in action:

1. FIRST UP. LEMURS. Lemurs are only found in Madagascar, and are some of the most unique primates. They are prosimians (meaning they are not monkey-like), and they are members of the Strepsirrhini suborder.

Sifaka Lemurs Jumping Around | Attenborough | BBC Earth (Links to an external site.)Sifaka Lemurs Jumping Around | Attenborough | BBC Earth

This link should take you to a playlist from the film LIFE OF MAMMALS. Watch the last few videos starting with “Strange mammals leap from tree to tree”-(6 videos on primates)- these are lemurs doing the locomotion of vertical clinging and leaping (VCL).

Compare another type of lemur to the sifaka lemur you saw above.. Ringtailed lemurs are more terrestrial than their cousins, and spend more time on the ground. Though the CAN do VCL, they are more likely to do Q/HRWL.

http://video.nationalgeographic.com/video/lemur_ringtailed (Links to an external site.) (Links to an external site.)

2. LORISES- Another prosimian in the Strepsirrhini sub order. Note all Strepsirrines have wet nostrils (rhinarium), ears near the top of the head, and less opposability on the thumbs. With the exception of some lemurs, most strepsirrines are quite small. Most species are found in southeast Asia, or on islands.

Next up is a loris. Note the large eyes. Most, but not all, are nocturnal. They are super cute, but endangered. And dangerous. Lorises produce a toxin that they lick from glands on their arms, they can have a bite lethal to predators, and dangerous for humans.

Slow Loris eating a Rice Ball (Links to an external site.)Slow Loris eating a Rice Ball

A different species of loris searches in the night. They are using SQPC (slow quadrupedal climbing) on top of the branches as they creep quietly in the night.

A Loris in the Night | Wild Sri Lanka (Links to an external site.)A Loris in the Night | Wild Sri Lanka

3. TARSIERS.

Here are tarsiers in action. Watch them hunt and use VCL. Note their huge eyes and long lower legs. As the narrator states, the key about tarsiers is their 100% carnivorous diet. They are the only living primate to be completely reliant on meat eating (but note… the ‘meat’ is all insects). Also, the reason they are called TARsiers, is due to their extra long tarsal bones. These bones correspond to the bones in our ankles. If you look closely at the tarsier’s leg, its almost like they have two knees (one regular, and one at the ankle)… this really helps them with jumping. Though they are also prosimians (as in not-monkey like) they are not Strepsirrhini like the lemurs and lorises. Tarsiers are Haplorhines, meaning they have dry noses, larger brains, and more fully enclosed eye orbits. All monkeys are also Haplorhines, but Tarsiers have several unique adaptations, and split off earlier than the monkeys, so they have their own infraorder.

Midnight Feast – 24 Hours on Earth: Preview – BBC One (Links to an external site.)Midnight Feast – 24 Hours on Earth: Preview – BBC Onel

4. Platyrhinni- New world Monkeys! These are the monkeys from the Americas. There are ‘true’ monkeys, and have more forward facing eyes, and ears a little lower on the skull. Most are diurnal and fruit eating, though some rely mainly on leaves, and many enjoy to supplement their diets with insects when possible. Note the rhinarium- the nostrils are further apart with a wide septum. Some, but not all, Platyrhines have a prehensile tail that they can use to support the weight of their bodies. Many other New World monkeys have semi-prehensile tails, that they can use to grasp and anchor, but they are not strong enough to hold the entire body weight.

Spider monkeys using a specific type of locomotion that includes the tail. this is called SEMI-BRACHIATION

Swing Through the Trees With Amazing Spider Monkeys | National Geographic (Links to an external site.)Swing Through the Trees With Amazing Spider Monkeys | National Geographic

This one shows Capuchin monkeys… these monkeys are all over show business. Look for them in movies like Night at the Museum, Pirates of the Caribbean, the Hangover, etc. They are widely considered to be the most intelligent of all monkey species.

Monkey Insect Repellent | The Life of Mammals | BBC (Links to an external site.)Monkey Insect Repellent | The Life of Mammals | BBC

1. Choose two news articles from a reputable source that were published within the past year; one about white collar/corporate crime, and the other about lower level violent or property crime. Write an essay (5-6 pages) comparing the two news stories from a sociological perspective, including:

How the media framed the offender and the offenses (i.e.; Were photos used to help create a particular view? Was the language or urgency of the piece different? Is there a clear discrepancy between the two cases?) Explain this, using a sociological lens.

OR

2. Choose two news articles from a reputable source that were published within the past year; one about a powerful man accused of a crime or public disgrace and the other about a powerful woman accused of a similar crime or public disgrace. Write an essay (5-6 pages) comparing the two news stories from a sociological perspective, including: How the media framed the male and the female accused (i.e.; Were photos used to help create a particular view? Was the language or urgency of the piece different? Is there a clear discrepancy between the two cases?) Explain this, using a sociological lens.

OR

3. Choose two news articles from a reputable source that were published within the past year; one about a protest by Black Lives Matter (BLM) or Indigenous groups such as #IdleNoMore and one about a protest by groups that call themselves Patriots or Yellow Vests or Proud Boys. Write an essay (5-6 pages) comparing the two news stories from a sociological perspective, including:

How the media framed each of the political sides and their actions (i.e.; Were photos used to help create a particular view? Was the language or urgency of the piece different? Is there a clear discrepancy between the two cases?) Explain this, using a sociological lens.Instructions:

Drawing on what you’ve learned in this course, give an account for why the two comparative articles are presented the way they are. You are to draw on any material from the textbook, to substantiate your main points of discussion, and demonstrate the sociological reasons for such discrepancies. You may use a particular theory to frame your paper or you may instead choose to discuss different sociological concepts operating beneath the reporting and the incidents. This is not a purely subjective essay based on your own thoughts or experiences. Your arguments must be supported by the course material and properly cited.

What raw materials combine to create human emotions? How does the brain construct emotion? Certain theories suggest that emotions hinge on the axes of the following pairs of dimensions: pleasure-misery and arousal-sleep. Does this formula capture the variability of human emotion?

Consider the interplay between cognition and emotion. Some theories posit that emotions consist of automatic responses to stimuli. Other theories suggest that cognitive processes influence the ways in which people perceive emotions.

For this Discussion, select a theory of emotions. Consider why the theory you selected is optimal for the classification of emotions.

With these thoughts in mind:

By Day 3

Post a brief description of the theory you selected from the articles in the Learning Resources. Then explain why this theory is optimal for the classification of emotions. Finally, describe the SPAARS model and explain how it relates to the theory you selected. Support your response using the Learning Resources and current literature.

REQUIRED READINGS

Power, M., & Dalgleish, T. (2008). Towards an integrated cognitive theory of emotion: The SPAARS approach. In, Cognition and emotion: From order to disorder (2nd ed., pp. 129–167). London, England: Psychology Press.
Cognition and Emotion: From Order to Disorder by Power, M., & Dalgleish, T. Copyright 2008 by Psychology Press, Ltd. Reprinted by permission of Psychology Press, Ltd., via the Copyright Clearance Center.

Barrett, L. F., & Russell, J. A. (1998). Independence and bipolarity in the structure of current affect. Journal of Personality and Social Psychology, 74(4), 967–984.

Cacioppo, J. T., & Gardner, W. L. (1999). Emotion. Annual Review of Psychology, 50, 191–214.

Carstensen, L. L., & Mikels, J. A. (2005). At the intersection of emotion and cognition: Aging and the positivity effect. Current Directions in Psychological Science, 14(3), 117–121.

Mauss, I. B., Levenson, R. W., McCarter, L., Wilhelm, F. H., & Gross, J. J. (2005). The tie that binds? Coherence among emotion experience, behavior, and physiology. Emotion, 5(2), 175–190.

Roseman, I. J., & Evdokas, A. (2004). Appraisals cause experienced emotions: Experimental evidence. Cognition & Emotion, 18(1), 1–28.

Siemer, M., Mauss, I., & Gross, J. J. (2007). Same situation—Different emotions: How appraisals shape our emotions. Emotion, 7(3), 592–600.

Storbeck, J., & Clore, G. L. (2007). On the interdependence between cognition and emotion. Cognition and Emotion, 21(6), 1212–1237.

Williams, L. E., Bargh, J. A., Nocera, C. C., & Gray, J. R. (2009). The unconscious regulation of emotion: Nonconscious reappraisal goals modulate emotional reactivity. Emotion, 9(6), 847–854.

REQUIRED MEDIA

Laureate Education, Inc. (Executive Producer). (2012). Week 9: Emotions [Interactive multimedia]. Baltimore, MD: Author.

Transcript: Week 9: Emotions (PDF)

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