Entity ritual and power an anthroplogical

Entity ritual and power an anthroplogical Anthropology 103 is an introduction to some of the major topics and issues that concern social and cultural anthropologists today. It complements Anth 102: Anthropological Perspectives, offered in the second semester, which deals with a separate range of anthropological issues. Together, Anth 102 and 103 constitute a comprehensive introduction to anthropology and students intending to major in anthropology should do both of them. Both Anth 102 and Anth 103 also complement our other 100-level courses, Anth 104: Endangered Peoples (offered in 2011) and Anth 105: Human Evolution, offered this semester. Course convenor lecturer: Assoc. Prof. Patrick McAllister, Room 325, Department of Sociology and Anthropology Phone: ext 7103; email: [emailprotected] Course administrator: Roslyn Kerr, Room 207, School of Social and Political Sciences Phone: ext 7185; email: [emailprotected]y.ac.nz Tutors: Amba Brackenreg Morton, Room 207, School of Social and Political Sciences Phone: ext 7185; email: [emailprotected] Niki McCusker, Room 207, School of Social and Political Sciences Phone: ext 7185; email: [emailprotected] Consulting hours: Your tutor will inform you of her/his consulting hours once you have been assigned to a tutorial group. Feel free to make an appointment with the course lecturer at any time. Lectures and tutorials: There will be two lectures a week on Monday from 11 to 11.50 a.m. in A4 lecture theatre and Wednesday from 11 to 11.50 a.m. in A5 lecture theatre. There is one compulsory tutorial a week. Tutorial groups, venues and times will be arranged at the beginning of the course. Lecture outlines will be posted on Learn each week. Assessment: Tutorial participation (attendance and preparation of notes) 15% Class test: Wednesday31 March 15% Essay: due on Friday 21 May 20% Exam (date t.b.a.) 50% Satisfactory participation in tutorials will require the preparation of written notes (approximately one page of 300 words per tutorial) based on the tutorial reading. Most tutorials involve participation in small-group work, and adequate preparation is essential. You are required to take a hard copy of the notes to the tutorial so that you can consult it during discussions. The notes will be collected and recorded but not assessed, but the mark for tutorial participation is based on both the hard copy handed in to the tutor and on your attendance at the tutorial. The essay (see p. 7) should be typed, double spaced, and around 2000 words in length. Learn contains a guide to essay writing and a referencing guide which you must read. The class test will be based entirely on material dealt with in tutorials and lectures, including the relevant readings in the course reader (weekly readings as well as tutorial readings). The exam will be based on all aspects of the course readings, lectures, tutorials and videos. For details on assessment policy, aegrotats, extensions, etc., see Learn. Course reader and Tutorial readings: Part One of the Course Reader contains the weekly readings relevant to the weekly lectures. Tutorial readings are found in Part Two of the course reader. Students are also advised to consult the Anthropology and other social science encyclopaedias in the reference section of the Central Library. Textbook: There is a recommended text book for this course, available from the University book shop. It is Monaghan, J and Just, P. Social and Cultural Anthropology: A Very Short Introduction. Oxford, 2000. There is also a course Reader. It contains readings relevant to both lectures and tutorials but not readings from the recommended text book. Other recommended texts (on short loan in the library): Metcalf, Peter Anthropology: The Basics. Routledge 2005. Eriksen, Thomas Hyland Small Places, Large Issues. Second edition. London: Pluto Press. 2001. Internet resources: Learn contains everything you need to know about the course (see http://learn.canterbury.ac.nz/login/index.php) and also has links to a number of sites of interest to anthropologists. Course overview: Anth 103 introduces students to a range of topics aimed at enabling them to critically examine the nature and role of culture in constructing a sense of individual and collective identity, and how this is related to various forms of power. Culture is viewed as a system of symbols that provide meaning, manifested in language, in notions of space and place, in art, in ritual, and in other material things such as food and dress. The course explores the role of symbols and rituals in the construction of culture. It demonstrates how ideas about culture may form the basis of group formation, ethnic and national identity, and how many forms of social action (including conflict between groups) may be understood as the politics of culture in which there are struggles for identity and power. Culture and identity are frequently acted out or performed in ritual and other forms of public action, and the notion of performance is introduced and developed in relation to the construc tion and demonstration of identity. The course illustrates the diverse nature of the ways in which humans perform identity and how these topics are of interest and relevance to countries such as New Zealand. In this sense it demonstrates how anthropology is relevant in todays world, by showing how an anthropological approach may be applied to contemporary social issues. _____________________________________________________________________ ­Ã‚ ­ Lecture programme _____________________________________________________________________ Week 1 22 February We start, this week and next, with an introduction to socio-cultural anthropology, its perspectives and its methods. Certain basic anthropological concerns are introduced. These include the nature of culture and society, and the ways in which humans organise themselves socially (weeks 2 and 3). In later weeks we see that time, space, the body and material culture form important components of this, as do ritual and power. In this respect the importance of symbols and meaning are emphasised, before we move on (in the second half of the course) to the question of ritual and ritual performance, through which culture is expressed, identities constructed and maintained, and power relationships acted out and reflected upon. Ritual performances, then, turn out to be basic to understanding the nature of social identity and the politics of culture, and vice versa. Videos and video clips are used to provide visual illustrations and food for thought. 1. Welcome and introduction what is socio-cultural anthropology, and why study it? Academic members of the UC anthropology programme and what they do. 2. The anthropological approach: Ethnographic fieldwork Video: Off the Verandah (Malinowski) Readings: Monaghan and Just 2000 (ch1); Eriksen 2001, ch 3. No tutorial this week. _____________________________________________________________________ Week 2 1 March 3. Culture and society: Video: The Kawelka: Ongkas Big Moka 4. Culture, symbols, society, meaning: Video: Dogtown and Z boys Readings: Monaghan and Just 2000 (chs 2 3); Hendry, 1999, ch 1. Tutorial Metcalf refers to the culture shock experienced by anthropological fieldworkers. How is this illustrated by Richard Lees experience of Christmas in the Kalahari? Metcalf 2005, ch1; Lee 2000. _____________________________________________________________________ Week 3 8 March 5. Symbols, identity and power: Video: Dogtown and Z boys (contd.) 6. Reflections and consolidation: Dogtown, the Kawelka, and the anthropological approach Reading: Delaney 2004, pp. 323-332 Tutorial It has been suggested that culture consists of meanings conveyed by symbols. Your tutorial notes should address the following questions: What is a symbol? How do symbols convey meaning? Why is symbolism central to understanding culture and society? Hendry 1999, Ch 5. _____________________________________________________________________ Week 4 15 March 7. Material culture the things that matter 8. Economic anthropology The Potlatch. Video: Box of Treasures Readings: Monaghan and Just 2000 (ch 6); Piddocke 1965 Tutorial Body ritual in New Zealand society: How does body ritual and the associated material things in your own home compare with the lengths to which the Nacirema go to ensure bodily purity? Miner 2000. _____________________________________________________________________ Week 5 22 March 9. Time and space 10. The politics of culture. Video: Basques of Santazi Readings: Bourdieu 1973 Tutorial Maria Tam considers yumcha to be a typically Hong Style of eating. What is the connection between food, time and place in this instance? Can you think of other examples of close associations between a particular national or regional identity and specific foods or eating styles? Tam 1997. _____________________________________________________________________ Week 6 29 March 11. The politics of culture (contd) 12. Class test. Readings: Monaghan and Just 2000 (ch 5); Atran 2007. Tutorial Race and culture: Why is race a discredited concept in biology? And if it is discredited, why is it relevant to anthropologists? Check it out in your tutorial readings, then go to the library and look through last weeks New Zealand and Australian newspapers for articles that refer to race, race differences, or similar issues and bring the article with you to the tutorial for discussion, along with your notes. Metcalf 2005, ch 2; Diamond 1999. _____________________________________________________________________ Mid semester break _____________________________________________________________________ Week 7 26 April 13. Nationalism and ethnicity: Ethnicity and the politics of culture in New Zealand 14. Aesthetics, identity and society Readings: Eriksen 2001, ch 17-18; Hendry 1999, ch 6 Tutorial: Discuss and evaluate Koligs analysis of the links between culture, ethnicity, politics and power in New Zealand. Kolig 2009. _____________________________________________________________________ Week 8 3 May 15. Religion and Ritual 16. Ritual and the life-cycle Readings: Monaghan and Just 2000 (ch 7); Hendry 1999 (ch 4) Tutorial What are the characteristics of the liminal stage of rites of passage? Turner 2000. _____________________________________________________________________ Week 9 10 May 17. Rites of Passage. Video: Masai Manhood 18. Masai ritual, politics and power Readings: Turnbull 1993 (Ch 10) Tutorial How did Moerans attention to the ritualised consumption of alcohol and to drinking talk help him to understand power relations in the Japanese community that he studied? Moeran 1998. _____________________________________________________________________ Week 10 17 May 19. Ritual, identity, power witches, sorcerers, and oracles Video: Strange Beliefs (Evan-Pritchard) 20. Magic and shamanism Video: Off the Verandah (Malinowski) Readings: Beattie 1964, pp. 139-151 Tutorial What is globalization and why are anthropologists interested in it? Eriksen 2001, ch 19. _____________________________________________________________________ Week 11 24 May 21. Cultural performance 22. Performing identity: Video Trobriand Cricket Readings: Bauman 1992 Tutorial What are the ways in which you perform your identity? How are such performances related to your nationality, age, gender, education and ethnicity? Fernea and Fernea 2000 _____________________________________________________________________ Week 12 31 May 23. Cultural performance and public ritual in New Zealand: ANZAC Day 24. Conclusion, course overview, exam details Readings: Delaney 2004, 376-391 Tutorial Revision and consolidation _____________________________________________________________________ Essay; due on Friday 21 May (2000 words, typed) Choose ONE of the following topics. 1. Discuss the usefulness or otherwise of regarding Pakeha/Maori relations as relations between ethnic groups. Use the media to make reference to contemporary issues and controversies in your answer. Banks, M. Ethnicity : Anthropological Constructions. London; New York : Routledge. 1996. Eriksen, T. H. Ethnicity and Nationalism : Anthropological Perspectives. London: Pluto. 1993. Kolig, E. Romancing Culture and its Limitations: Policies of Cultural Recognition, Multiculturalism and Cultural Boundaries in New Zealand. In The Politics of Conformity in New Zealand, edited by R. Openshaw and E. Rata. Auckland: Pearson. 2009. Kottak, C. Anthropology: The Exploration of Human Diversity. 9th edition. McGraw Hill. 2002. Ch 12. Barber, K. Pakeha Ethnicity and Indigeneity. Social Analysis, 43, 2. 1999 Spoonley, P Pearson, C. Nga Patai: Racism and Ethnic Relations in Aotearoa/New Zealand. Palmerston North: Dunmore Press. 1996. (Chapters by Bell and Spoonley). 2. Anthropology is said to be concerned with the contemporary study of culture and society. What do these two terms mean, and in what ways are they connected? Barnard, A. and J. Spencer Encyclopaedia of Social and Cultural Anthropology. London: Routledge. 1996. (Make use of other Anthropology encyclopaedias as well). Metcalf, Peter.  Ã‚  Ã‚  Anthropology: The Basics.  Ã‚   Abingdon/New York: Routledge. 2005. Bailey, James and Peoples, Garrick. Humanity: An Introduction to Cultural Anthropology. 6th edition. Belmont, Ca.: Thomson/Wadsworth. 2003 Hendry, Joy. An Introduction to Social Anthropology. London: MacMillan Press. 1999. Eriksen, Thomas Hyland. Small Places, Large Issues. Second edition. London: Pluto Press. 2001 Beattie, John. Other Cultures. London:Routledge. 1964. 3. The body, it is said, is not a natural thing but a cultural one. The body is implicated in ritual and performance, and it is an important source of symbolism in most societies. Discuss. Delaney, Carol. An Experiential Introduction to Anthropology. Malden/Oxford. 2004, chs 6-8 Hendry, Joy. An Introduction to Social Anthropology. London: MacMillan Press. 1999. Ch 5 Bowie, F. The anthropology of religion. Second edition. Oxford Blackwells. 2006. Ch 2. Hertz, R. Death and the Right Hand. London: Cohen and West. 1960. pp89-116.

The Balanced Scorecard Approach

Coca-cola Company (hereafter referred to as â€Å"the Company† or â€Å"the Organization†) is the owner of four of the world's top five nonalcoholic sparkling beverage brands known to almost every American. Coca-cola was established in 1886 and presently, it is operational in at least 200 countries having at the minimum 90,500 associates worldwide and serving â€Å"1. 5 billions† ( The Coca-cola 2008 p. 1 )of customers each day .The Company’s overall goal, which is its mission is to â€Å"refresh the world in body, mind and spirit, inspire moments of optimism through their brands and actions and to create value and make a difference in all their engagements† ( Mission, Vision, 2006) The Company is a manufacturer and seller of soft (carbonated) drinks with various brands, the most popular of which is the banner brand, Coke. In assessing its success, the Organization does not only count its monetary sales and profits but as well as its effect to the w orld in general.Coca-cola Company tries to be open and accessible to everyone who needs information on anything it does. Financial records, company information, customer-goal, investor values and press releases are all accessible at the Company’s website, www. thecoca-colacompany. com. Aside from the abovementioned mission, the Organization’s vision include the following (Mission, Vision, 2006): ? People: Being a great place to work where people are inspired to be the best they can be. ? Planet: Being a responsible global citizen that makes a difference.? Portfolio: Bringing to the world a portfolio of beverage brands that anticipate and satisfy peoples' desires and needs. ? Partners: Nurturing a winning network of partners and building mutual loyalty. ? Profit: Maximizing return to shareowners while being mindful of our overall responsibilities Moreover, the Company’s strategies are incorporated in its values which include the following: ? Leadership: â€Å"Th e courage to shape a better future† ? Passion: â€Å"Committed in heart and mind† ? Integrity: â€Å"Be real† ? Accountability: â€Å"If it is to be, it's up to me† ? Collaboration: â€Å"Leverage collective genius†? Innovation: â€Å"Seek, imagine, create, delight† ? Quality: â€Å"What we do, we do well† SLP II. Indeed, customer is very important. Without a customer, any financial organization would not survive As Coca-cola’s way to retain existing customers and to encourage potential ones they have the following guidelines: Vision: Bringing to the world a portfolio of beverage brands that anticipate and satisfy peoples' desires and needs. Mission: Refresh the world in body, mind and spirit. Strategy: â€Å"What we do, we do well† To follow the guidelines and achieve what it wants, a set of very specific objectives must be met.The achievement of customer level objective, which includes â€Å"the satisfaction of custome rs, their retention, and larger market share† (The Balanced Scorecard) makes the business perform better. Why is the customer very important? Because there is a â€Å"direct correlation between financial results and customer. †(Shaw, 2000, p. 37) The Company, to satisfy its mission and vision, through its strategies for its existing and potential customers, the following objectives are setul: ? To satisfy customers with the gratifying taste of high quality products;? The introduction to customers of products with diverse and fortified products that are healthier. ? Production of healthy beverages lines which are tasty yet they are not damaging to health. The three objectives above are very important. The Company has acknowledge that â€Å"obesity and other health problems† (The Coca-cola, 2008, p. 12) may endanger the potential income of the Company as well as its name, which can be fatal to a company that† established reputations world-wide, and branding h as enabled international reputations to be created† (Kay, 1995, p. 15).Looking from these objectives, it can be seen that the third one is the most specific of the three. â€Å"production of healthy beverages lines which are tasty yet they are not damaging to health† would result to the â€Å"introduction of products taste diversity and fortification making them healthier† that would make customers satisfied with gratifying high-quality (healthy) beverages. This achieves the strategy of the Company stating, â€Å"What we do, we do well† and also its mission stating. â€Å"Refresh the world in body, mind and spirit†: an unhealthy drink would not satisfy the mind and spirit.

History Of Violence Against Aboriginal Women - 1068 Words

History of violence against Aboriginal women in Canada No analysis of violence against Indigenous women can be made without first looking at colonization as the antipasto of the conflict (Cooper Salomons 2010). â€Å"It is thus paramount to understand the context of colonisation in Canada in order to begin to understand the structural problems and barriers that lead to serious numbers of missing and murder Indigenous women in Canada.† (Cooper Salomons 2010, 31). When the Europeans first came to â€Å"turtle Island† they were â€Å"highly dependent† on the assistance of Indigenous women (Cooper Salomons 2010). However when the Euro-North American governments were forming, the issue of ownership of land became significant. â€Å"As the settler society†¦show more content†¦Residential schools were mandatory for all Aboriginal children to attend. These schools â€Å"separated children from their families and communities, forcing them to speak English and worship according to European Christian customs while inflicting great physical, emotional and sexual abuse, poor living conditions, lack of adequate medical care and food on them.† (Cooper Salomons 2010, 34). Cooper Salomons (2010) argued that the motive of residential schools towards girls was to din male-controlled norms into Aboriginal societies so that women would lose their leadership and voice in the society. The impact of colonialism and residential schools are a large contributor to violence perpetrated against Aboriginal women in Canada today, â€Å"†¦the residual impacts of residential schools are felt by the families of missing and murdered women†¦Ã¢â‚¬ (Cooper Salomons 2010, 34), even till present date. Structural violence and health of Aboriginal women in Canada â€Å"Structural inequities produces suffering and death as often as direct violence does, though the damage is slower, more subtle, more common and more difficult to repair† (Indigenous politics, 2005). The overt difference in health between aboriginal and non-aboriginalShow MoreRelatedAboriginal Women in Canada Essays1375 Words   |  6 PagesThe issue of violence against Aboriginal women is my chosen subtopic that strongly contributes to the history of Aboriginal women’s struggle for rights and identity in Canada. To search relevant newspaper articles for this topic, the databases that were used were Lexis-Nexis Academic Universe, as well as Canadian Newsstand Major Dailies. 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The diaries and journals of the First Fleet provide descriptions of the locals as native, primitive, barbaric and even stupid. There were many violent acts of  resistance, as Aboriginal people took a stand against the occupation of their land and the destruction ofRead MoreViolence Against Aboriginal Women And Girls1778 Words   |  8 Pagessystem deals with violence against Aboriginal women and girls. This included concerns with the police system, the judicial system, and the correctional system. Witnesses raised concerns of the non-response of police services to cases of violence against Aboriginal women. In domestic violence situations, police do not always respond in a timely manner to calls for assistance. Witnesses also stated that police sometimes dismiss claims of sexual assault if the woman is Aboriginal and leads a â€Å"high-risk†

Pros and Cons of Differentiated Instruction - 1373 Words

Hey guys. I know that APA is a tough thing to learn. Im familiar with it thanks to my first masters program and my undergrad, but it is ever changing and I do NOT claim to be an expert. But, I thought Id give you a few tips so that this first paper is within APA expectations. So, here are some APA tips: q Only one space after periods, not two. (I had to break this habit also, so I know it is tough. But, please try to do it so that whoever goes through to edit will not have to spend a bunch of time going through deleting extra spaces.) q Paragraph format should have double-spacing between lines. q 12 point font q Font consistent throughout paper and either Times New Roman or Courier q References must be APA style. There are†¦show more content†¦For example, the low-end learner may need to have the content modified so that it is simplified to meet students needs at that level. Low-end learners may not be able to attain grade-level appropriate curriculum objectives; however, all learners need the opportunity to be successful at their individual instructional levels. Average learners are typically able to attain grade-level appropriate curriculum objectives, but may need adaptations in content such as more time to complete tasks and hands on experiences to reach their full potential. High-end learners may be above the grade-level curriculum objectives and need to be provided with enrichment activities. These few students may need advanced modifications such as independent study projects. Differentiation is all about options and not about being punitive by just piling on additional work for the more able (Tomlinson,1996). Based upon research that supports differentiated instruction and students varying educational differences and needs, how can educators afford not to promote the positives of differentiated instruction? Cons of Differentiated Instruction While research shows that differentiated instruction is, when correctly implemented, extremely effective, there are negative aspects that can halt or stunt its effectiveness. One of the biggest problems surrounding differentiated instruction stems from teacher preservice programs. According to Holloways September 2000 article in EducationalShow MoreRelatedMotivation and Research Methods in Teaching899 Words   |  4 Pagesfacilitate learning? How can students self -regulate their learning and behavior?† (Edmunds Edmunds, 2010, p.11) This topic is of particular interest to me as it relates to the instruction of adult learners. I am currently facilitating employment preparatory courses to adult students and am observing differentiated learners with a very wide range of motivation. The course outcomes are to prepare them for careers, however many have not indicated what, in fact, if any, their career goals are. 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Technology in education is continuing to grow each school year causing state and local school districts to form policies to support the effective and transformational use of technology and its impact in classroom instruction. Screven County is a large rural county that mostly agriculture oriented and is geographically located in southeast Georgia. Population figures from a 2010 census show 14,953 residents of which 26.2% live at or below the poverty level. ThisRead MoreAn Evaluation Of Intervention ( Rti ) And The Essential Components Of Rti895 Words   |  4 PagesResponse to intervention is a researched based intervention process that involves the instruction to be based off data collected in order to increase a students rate of learning. RTI is school wide and includes a multi-level system for instruction to prevent the students from failing. After intervention are put in place students are monitored for progress. Interventions can be Tier 1 (differentiated instruction in the classroom), Tier 2 (may be in the general education classroom, but may be otherRead MoreStandard 2 : Teaching And Learning1382 Words   |  6 Pagesbehavior throughout the year. The second artifact provided is an evaluation of classroom teaching. My University supervisor completed this evaluation during my internship semester. I was evaluated on three different occasions on reading and writing instruction in a third grade classroom at Forest Oaks Elementary School. The evaluation provided displays my strengths and weaknesses while teaching and provided suggested areas of improvement. The third artifact attached is a teacher-created ‘Think Sheet’