Essay Instructions: Reflection Essays: For 10% of your course grade, respond as thoroughly yet succinctly to the following questions in short essays of 2-3 pages in length. You may prepare this beforehand (if so, be sure the essays are typed, and turn them in as hard copy at the final) or write during the final exam period.
2. What are the three biggest take-away points/insights you've gained from this introductory human ecology course? From the first day of class, when you offered your generally optimistic/pessimistic stance on the human ecological situation, to the closing Going Local- and Catton-inspired discussions, in what ways do you think this course has influenced you, both generally (e.g., worldview, knowledge base) as well as specifically (e.g., career/major choice, life plans)? What can you do? What might you do? What will you do?
*So just look at my syllabus and see what are the three insight you would gain if you have taken this class. Also, at the first day of class, I put myself as pessimistic stance on the human ecological situation. So just talk about how it would influenced you and talk about what you would do. Just use writer's own opinion is fine.
Below is my syllabus talked about what our class was about.
Course Description: ?Social scientific findings and ways of understanding humanity?s place in nature and our current ecological predicament; causes and consequences (environmental, demographic, economic, political and cultural) or humankind?s transition from food foraging to Neolithic and now industrial adaptive strategies; scientific, policy and cultural implications and aspects of these changes and interactions through case studies at global, regional and local scales. $60 lab fee.?
This stripped-down course description captures only the bare essence of this wide-ranging course, in which we will examine human universals and particulars from both evolutionary and ecological perspectives.
1) Taking a cultural evolutionary perspective means viewing humanity as a species with a long history of adjusting to life on this planet, with culture as our main adaptive ?tool?. Our ways of organizing ourselves and thinking about our situations have a history?a long history; our current social and cultural arrangements are to some degree shaped by this long cultural evolutionary experience. How much of this experience is coded in our bodies genetically, and therefore affects our lives now, is a fascinating, open, and hotly debated question.
2) Taking a cultural ecological perspective means viewing human social behavior and cultural systems of meaning and symbols through the lens of how human groups have adjusted to making a living in different biomes with different technologies (food foraging, herding, horticulture, agriculture, agro-industrial). The guiding idea is that the ways people organize themselves and make sense of the world are adjusted?adapted, to the material circumstances in which they find themselves, often in ways that may not be immediately apparent.
Armed with these twin perspectives on the human condition, we can make some headway on three broad sets of issues:
1) understanding how humans have dealt with organizational and subsistence problems in the past, from foraging through the neolithic transition to the growth of agrarian and now industrial civilizations, and what the consequences (mostly unintended) of these decisions and changes have been and meant;
2) the changing place of humanity in earth?s environments, focusing on human population and technological growth and the nature of the converging crises of resource constraints (energy, water, food) and climate change now facing humanity; and,
3) perhaps most importantly, what intelligent assessments can we make of humans? ability to adapt to such a resource-constrained future? What futures are possible under intensifying energy, resource and demographic constraints? Are you optimistic or pessimistic about humanity?s chances? Why?
To accomplish these lofty goals requires us to connect broad processes with on-the-ground lived reality, both now and in the past. Our readings will be fundamental for helping us grasp these macro-micro connections, and together, prepare us to conclude the course by focusing on how sustainable our own activities are here in our own place on the planet in the northern Willamette Valley.
1) Jared Diamond?s ?Guns, Germs and Steel? tackles socio-cultural differences by taking a long view of human adaptation and change, in what he describes as ?a short history of everybody for the last 13,000 years.?
2) Lee Cronk?s ?That Complex Whole? helps us conceptualize and make better sense of this mass of material, exploring humanity?s dual culture and genes inheritance system by examining basic concepts and theories as they developed in anthropology and related fields
3) Dan Bates? ?Human Adaptive Strategies? lays out the basic ecological and evolutionary frameworks; drawing from specific case studies he examines humanity by means of a conventionally-used framework of five basic subsistence, or adaptive strategies.
This course is vitally linked with other courses not only in Anthropology and Environmental Studies, but also in the general liberal arts curriculum at Linfield.
1) In relation to Anthropology, Human Adaptive Strategies provides linked vantage points from which to organize data on humanity?s social and cultural similarities and differences. The course covers a range of issues very near the center of an ?older? anthropology, one concerned both with specific ways human beings have adapted to the material, environmental constraints present in the places they live as well as with the overall course of human history. This implied a strong focus on adaptation ? how human groups have made a living in Earth?s varied environments. While reaction to the adaptationist approach has taken many, often useful forms over the ensuing 150 years, it remains a central organizing framework in anthropology.
Emerging in the mid-nineteenth century, with the Darwinian revolution in biology in the air, anthropology crystallized as a field of inquiry around the evolutionary origins and ?progress toward civilization? of humankind. In this vein, one thread through our anthropology curriculum at Linfield is a four-course ?sequence? examining the long record of human history on the planet, from our rise as a species to the complex globalizing system we now inhabit. These four courses include:
- ANTH/BIOL 105 Human Biology and Evolution examines remote human origins and the rise of the hominid lineage, leading to the emergence of our genus and species;
- ANTH 112 Archaeology and World Prehistory examines the diversification of humanity in the late Paleolithic and early Neolithic in both the Old and New Worlds, up to the beginnings of more complex, post-tribal forms of social organization;
- ANTH/ENVS 203 (this course) covers human ecology and picks up the cultural evolution thread in examining small scale foraging and horticultural societies and the record of state-building and socio-cultural evolution from the earliest pre-industrial states to the beginnings of the modern world system (and it also examines current environmental problems as humanity reaches planetary limits to growth);
- SOAN 350 Global Political Economy: Social and Cultural Perspectives examines the history and dynamics of the modern world system, which emerged about 1500 with European expansion and conquest in the New World and elsewhere in the Old World.
2) In relation to Environmental Studies, this course stands astride the chasm between the natural sciences, particularly biology, and the social sciences, particularly anthropology. In sharing the adaptation and evolutionary emphases of biology, it provides a very useful framework to make sense of similarities and differences between our and other species? relationships with each other and the bio-physical environment of our planet. The course builds on issues examined in ENVS 201, and satisfies requirements in both the Science and Policy tracks of the ENVS Major, as well as portions of the ENVS Minor. The course provides a set of very useful concepts and frameworks for making sense of humanity?s environmental predicament.
3) Finally, being so highly interdisciplinary, Human Adaptive Strategies contributes to the general liberal arts goals of helping develop an informed, aware citizenry cognizant of the multifaceted nature of the human condition. Knowing what humans have attempted across cultures and ways we?ve achieved sustainable social arrangements over time informs our current attempts to foster sustainability and thereby transmit a diverse civilization and a living planet to our descendants.
Linfield Curriculum. ANTH/ENVS 203 meets the Individuals, Systems and Societies (IS) or Global Pluralisms (GP) portion of the Linfield Curriculum. Remember, you are responsible for uploading an exemplar from this course to meet the appropriate LC learning goals.
Courses with an (IS) designation are intended to provide students with opportunities to:
- Understand individual, systemic, and/or social processes. ANTH/ENVS 203 has as its core mission the examination of interconnections among environmental and human cultural, political, social, economic and other processes using human ecology?s holistic, synthetic perspective.
- Analyze individuals, systems, and/or societies through multiple frames of reference. The importance of scale (place, region, world) is central to framing, understanding and resolving human-environment issues.
- Articulate how key theoretical principles can be used to explain individual and social processes, inform public policy and/or develop practical approaches to human problems across local, regional, and/or global contexts. Students explore human-environment relations through reading and written work at the global, regional and nation-state levels.
Students taking courses with the Global Pluralisms (GP) designation will have opportunities to:
- Develop a better understanding of the issues of identity, politics, culture, history, religion, health care, and/or economics in a context of a culture other than that of the United States. Close examination of ethnographic material from diverse parts of the world is central to understanding human adaptive radiation.
- Interrogate issues of colonialism, dominance, hegemony, and control by examining the social, economic, business, and/or political relationships that formerly colonized countries share with their imperial sites. Students in ANTH/ENVS 203 focus directly on the nature and consequences of the spread of colonial powers in the emergence and maturation of the modern world system, especially through close examination of the Jared Diamond text.
- Examine the impact of globalization and interdependence of cultures and economies on the lives of individuals. Students conclude the course by reading about the effects on small scale societies of globalization trends and pressures, often examining these (though not required to) in their team project work.
Texts: We?ll work through four principal texts, all available in the college bookstore:
Bates, Daniel [BATES]
2005 Human Adaptive Strategies: Ecology, Culture, and Politics, 3rd ed. NY: Allyn & Bacon.
Catton, William [CATTON]
1980 Overshoot: The Ecological Basis of Revolutionary Change. Urbana, IL: Univ. of Illinois Pr.
Cronk, Lee [CRONK]
1999 That Complex Whole: Culture and the Evolution of Human Behavior. Boulder, CO:
Diamond, Jared [DIAMOND]
1999 Guns, Germs, and Steel: The Fates of Human Societies. NY: W.W. Norton & Co.
We will also explore a number of reserve readings online and/or on reserve at Nicholson Library (shown as /R on the syllabus), as well as possibly some other readings emerging from your work.
The 4 books above is what we had read during the course and here is a couple reading that we have to read during the course.
[Friedman ?The Earth is Full?
[Brown ?The New Geopolitics of Food?
[Greer, John Michael 2009 ?Entropy Gets No Respect?
Heinberg, Richard 2009 ?Temporary Recession or the End of Growth??
Excerpt From Essay:
Essay Instructions: Journal Article Analysis
As one small piece of this introductory survey of the field of human ecology/ecological
anthropology, I want you to get acquainted with some of the latest scholarly work. This is a 2-3 page assignment, to be typed with standard formats (12 pt., New Times Roman, standard margins). This
counts as 10% of your total course grade.
To that end, I want you to read and report on a more-or-less recent article from Human Ecology: An interdisciplinary Journal. We have the full series online with full text through JSTOR and other research databases, through 2007. Be careful to choose an original article, not an editorial or a review essay (where the author is reviewing several books). Articles from any other journal require my prior approval.
You should choose an article that piques your interest. You will likely need to read it at least twice in order to grasp it well. As you read, take notes that will help you in preparing your analysis. Beware: shorter readings are not always easier to analyze.
Your written analysis should include the following information, organized in the following way:
1. Citation. Start with the complete citation of the article you choose. Use the following (APA) style:
2001 "The Kin in the Gene: The Medicalization of Family and Kinship in American
Society." Current Anthropology 42(2):235-247.
[Article title is in quotes, journal title is italicized; here, Volume 42 Number 2, pages 235-247.]
2. Main Thesis. In your first paragraph, write a sentence or two statement of what you believe the author's main thesis is. This does not mean describing what the article is "about"; a thesis is a proposition that asserts a point of view or idea about any phenomenon - the basic message someone is trying to convey. Although you may quote a brief phrase of the author in your statement of thesis, it should be written in your own words.
3. Analysis. A several-paragraph analysis (100-200 words) of the reading that describes its main content. The point of the analysis is to describe the different kinds of information and argument the author(s) uses to substantiate his/her underlying thesis. Keep quotations to a minimum.
4. Connections. Identify two significant ideas that occurred to you as your engaged the author?s work. Make explicit links to course material, perhaps other things you?ve read. This is the section where your voice is most evident, where you critically engage points made by the author that make sense of a complex issue, provide a novel way of understanding something, and/or persuasively challenge or alter your own beliefs. You may either quote the author directly or paraphrase his/her point (indicating the page on which it is made). Do not confuse "ideas" with "facts".
Excerpt From Essay:
Essay Instructions: Family & Consumer Sciences=(FCS) specialization family studies
answer the question! please use APA! please put the number of the question 1, 2, 3, eta! do not copy and paste the questions onto the essay only the number 1,2,3,eta apa bibliography page and use apa when answering the question! for questions 10 and 11 and 12 please do 3 to 4 pages for each question for the answer!
1. Write a one paragraph history of the American Association of Family and Consumer Sciences.
Sources: AAFCS Web site
2. Describe the organizations and purpose of the International Federation of Home Economists. What is the schedule for future meetings? How can a person become involved with the group? Summarize the information you found on the IFHE website.
Source: See IFHE website
3. Define Certification. Explain the benefits of certification to the individual and to the FCS discipline. Explain how you can become certified as a professional in the Family Consumer Science field and the procedures for maintaining certification.
Source: AAFCS website
4. Define Accreditation. What are the benefits of AAFCS accreditation to the students and the department? What are the standards for accreditation?
Source: AAFCS website
5. Write a brief biography of Ellen H. Richards with a particular emphasis on her contribution to the field of Family and Consumer Sciences. What were the Lake Placid conferences? What was Richard’s role in the Lake Placid conferences?
Source: Cornell University Archives on FCS / HE history online materials or look online!
6. What is Kappa Omicron Nu? Identify the purpose of the organization and the benefits of membership. How do people become a member of the organization? Summarize on article form the Kappa Omicron Nu forum and tell how the article relates to your specialization.
Source: Kappa Omicron Nu website. or See journals
7. What additional professional organizations are associated with your specialization(family studies)? Identify the purpose of each organization what is its publication? Does it have a student chapter? Summarize and critique one article from a journal published by one these organizations.
Source: See website for the organizations. and Journals. (National Council on Family Relations, California Council on Family Relations, eta
8. Review the professional ethics statement of AAFCS and that of at least one other professional organization related to your area of (family studies) specialization. Compare and contrast the two ethics statements. How are they similar? How are do they differ?
Source: AAFCS website. See website for the organizations.
9. What is the relationship between the Land Grants Act of 1862 and 1890 and FCS?
Source: See website for the Association of Public and Land-Grant Universities (APLU,) aka the National Association of State Universities and Land College (NASHLGC) and American history texts.
10. Select three (3) reading from the book of readings, and summarize. Identify the major theme of each. (3 to 4 pages), one pages for each theme!
Source: Themes in Family and Consumer Sciences, or a book of readings: The Context for Professional in Human, and Family & Consumer Sciences.)
11. Discuss the human environments or ecosystems and the human ecological theory. Identify the components of the theory and how the theory is helpful in understanding the impact in your area of specialization within FCS has on quality of life issues. You may include a diagram of the theory. (3 to 4 pages)
Source: Human Ecology.
12. Discuss the integrative nature of the FCS profession. How do the areas of FCS (ADM, CA, ID, FCSE, NDFS) relate to another to improve quality of life for individuals, families, and communities? (3 to 4 pages)
Source: Human Ecology or online
13. What are some intervention strategies you might use to empower families to deal more appropriately with environmental factors (as identified in the human ecological theory)? Give an example of each strategy that you describe.
Source: Human Ecology
14. In brief, the mission of FCS is to empower individuals, strengthen families, and enable communities. List and discuss an appropriate topic of research from your specialization that would help to accomplish these goals. How does this research contribute to the understanding of the well-being of individuals, families, and communities? Justify your selection.
Source: use various sources
Excerpt From Essay:
Essay Instructions: this class focuses on human ecology in the monterey bay area. This paper can must tie together; ecological impacts from human inhabitation in the Monterey Bay covering native american to present land usage, california ground squirrels and why due to human land usage have proliferated, it can also cover any related issues, such as bioaccumulation from poison application intended for ground squirrels, lesson for modern day resource managers, brief biology of ground squirrels, and the history of Point Lobos State Park and Fremont Peak State Park. The state parks do not have to be in depth, a general overview. Also if possible I need pictures, charts, diagrams not included in actual paper but referenced in paper and attached at the end. I will follow up with some more info soon
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