Essay on All That Jazz - 1115 Words

At the end of the document, you will find a TEMPLATE for the basic recipe (formula) for the successful organization and development of an argumentative essay as well as the framework for a formal outline that you can and should use for each of your essays. Print out the final pages and fill in the info by hand so that you can see how your body paragraphs are organized. Note though, that your essay might have more than four body paragraphs. Please recall that formal outlines must accompany each essay you write, but note that the basic formula TEMPLATE provided does not have Roman numerals though your outline should like example #3 in the Outlining Exercises and the examples in your textbook(s). Outline And Essay Formula: Every†¦show more content†¦ation: ______________ ______________________________________________________________________ Explanation: What were they used for Textual Evidence (or data, statistics, etc.): Death ceremonies and rituals Further explanation of how/why the textual evidence proves the explanation: ______________ ______________________________________________________________________ Explanation: ____________________________________________________________ Textual Evidence (or data, statistics, etc.): _______________________________________ Further explanation of how/why the textual evidence proves the explanation: ______________ ______________________________________________________________________ Body Paragraph Two ~ Topic Sentence: Instruments used _______________________________________ ______________________________________________________________________ Explanation: How they were made ____________________________________________________________ Textual Evidence (or data, statistics, etc.): animal skin and wood _______________________________________ Further explanation of how/why the textual evidence proves the explanation: ______________ ______________________________________________________________________ Explanation: when they used them ____________________________________________________________ Textual Evidence (or data, statistics, etc.): daily and around the dancing ring _______________________________________ Further explanation of how/why the textualShow MoreRelatedIts All About Jazz Fusion807 Words   |  4 Pagesâ€Å"It’s All About Jazz Fusion† Of the jazz styles studied in this module, I prefer jazz-rock-fusion. I enjoy listening to this style of jazz because it creates a rock mood by its different melodies, complex rhythms, tones and harmonies. Jazz –fusion, â€Å"melds rock rhythms and the use of electronic instruments with collective improvisation† (Ferris). Jazz music in general is mostly improvised music, so its melody is an interesting element to its listeners. I feel that being a jazz musician has toRead MoreThe, All About Jazz, On The Learning Channel ( Tlc )1671 Words   |  7 Pagesterm â€Å"transgender† is more accepted in this world and people are presented what it takes and the meaning to become a transgender. Jazz Jennings is a young teenage girl who is a transgender and has her own show called I Am Jazz that people can watch and really see how some transgender people are treated. I watched the very first episode which was called, â€Å"All About Jazz† on The Learning Channel (TLC) that was very informative, focusing in on an adolescent’s perspective on becoming transgender. TheRead MoreChicago: quot;All That Jazzquot; Essay example901 Words   |  4 PagesChicago: All That Jazz The stage performance of Chicago offered a spectacle that I expected before attending the show. I knew there was going to be scantly clad girls with dark makeup and saucy attitudes. The performers brought to life all that was raunchy in the entertainment business during the roaring twenties. The lifestyle in Chicago featured jazz, booze, sex and crime. More importantly, Chicago had beautiful, young women with the dream of having their own Vaudeville act. The two main femaleRead MoreLouis Armstrong, A Man Who Was The Most Influential Trumpet Players Of All Of Jazz Music Essay1893 Words   |  8 PagesMother Teresa. What do all of those individuals have in common? During their lives, such individuals contributed greatly to social movements and encouraged society to be a more equal, open, and loving place. We often don’t think about people in other realms of society who have overcome oppression and have also changed facets of the society that we know today. One of these individ uals is Louis Armstrong, aka Satchmo. Arguably one of the most influential trumpet players in all of Jazz music, Louis ArmstrongRead MoreJazz Influences on the 20th Century1158 Words   |  5 PagesJazz Influence on the 20th Century Jazz is considered one of the most influential types of music in American history. Some of the greatest artists in the world have contributed to the success jazz has had not only on American history, but throughout the world. Jazz music has come to serve as the base of many music styles in the United States. This paper will explain the history of jazz, where it all came from, and the effect it has had on the American culture in the 20th century. ToRead More Jazz Essay1045 Words   |  5 PagesJazz John F. Szwed resides in Connecticut, and he is currently a professor of anthropology, African-American studies, music, and American studies at Yale University. He has written seven books on music and African-American culture and numerous articles and reviews on similar subjects. Szwed has received honors including a Guggenheim Fellowship and a Rockefeller Foundation Humanities Fellowship. Knowledge of jazz has fallen far behind its development. Most people do not know the facts onRead MoreJazz Music : An Ultimate Value Of Art1018 Words   |  5 Pagesâ€Å"Jazz music is America s past and its potential, summed up and sanctified and accessible to anybody who learns to listen to, feel, and understand it. The music can connect us to our earlier selves and to our better selves-to-come. It can remind us of where we fit on the timeline of human achievement, an ultimate value of art.† -Wynton Marsalis. Jazz was born in the United States, to be precise it was born in New Orleans. Jazz has a big part in the world’s history and is a part of their cultureRead MoreJazz Music, Freedom and Women1334 Words   |  5 PagesBackground of Jazz Jazz is still considered as etymology obscure as the origin and the background of the music is still unclear to the society. According to The Oxford Dictionary of Music, 2nd Edition by Kennedy Michael (1994), page 445 : â€Å"Jazz is a term which came into general use for a type of music which developed in the Southern States of United States of America in the late 19th century and came into prominence at the turn of the century in New Orleans, chiefly (but not exclusively) amongRead MoreJazz and the White Critic1051 Words   |  5 PagesJazz and The White Critic The article â€Å"Jazz and White Critic† by Amiri Baraka brings light to an element of jazz criticism that he is frustrated by. Baraka finds controversy in the ideas white critics write about regarding jazz music. Baraka states, â€Å"Most jazz critics have been white Americans, but most important jazz musicians have not been.† In the 1960’s, when Baraka made this statement, jazz was becoming more popularized and socially accepted. African American jazz musicians took a longRead MoreJazz Has Been A Part Of American Culture Throughout History1372 Words   |  6 PagesJazz has been a part of American culture throughout history that is still being explored today. Jazz has a rich history that goes back many years. Jazz has also developed into many different styles that trace to places all around the world. There have been many jazz musicians throughout the years. Jazz music has a very complex, but good musical tune and instrumentation to it. Jazz had started, when musicians came to New Orleans to play, most of the people that came to play were former slaves of

Essay Causes and Effects of the Protestant Reformation

What happens when people start to break away from the entity that bound an entire civilization together for over a thousand years? How does one go from unparalleled devotion to God to the exploration of what man could do? From absolute acceptance to intense scrutiny? Sheeple to independent thinkers? Like all revolutions preceding it, the Protestant Reformation did not happen overnight. Catholics had begun to lose faith in the once infallible Church ever since the Great Schism, when there were two popes, each declaring that the other was the antichrist. Two things in particular can be identified as the final catalyst: a new philosophy and simple disgust. The expanding influence of humanism and the corruption of the Catholic Church†¦show more content†¦A long history of corruption caused people to view the Catholic Church as a for-profit organization rather than God’s voice on Earth. By the Renaissance, the Catholic Church had already lost much of its power over secular rulers but still held leverage over the masses. This authority naturally paved the way for corruption. The most outrageous form of corruption practiced by the Church was the sale of indulgences. An indulgence is the remission of temporal punishment still due for a sin that has been sacramentally absolved. One of the ways the Church would generate income was by selling them. The notion started off innocently enough; it stemmed from the idea that punishment for crimes could be converted to payments of money, in essence, a fine (Simon 35). However, it soon spiraled out of control as the Church used indulgences simply to gain money, as when Pope Leo X needed money for the construction of St. Peter’s basilica (Duiker and Spielvogel 429). People began to view salvation as something that could be bought; they could go out and sin on Saturday night, then simply pay for it monetarily Sunday morning. To encourage people to buy more indulgences, the Church even claimed t hat indulgences could be bought on behalf of those already dead and in purgatory (Sporre 378). This blatant victimization was what spurred Martin Luther to write his Ninety-Five Theses,Show MoreRelatedCause and Effects of Protestant Reformation Essay754 Words   |  4 PagesMajor Causes and Effects of the Protestant Reformation There were several causes of the Protestant Reformation that effected society, politics, and religion in Europe during the 16th century. In my opinion, the immediate cause that started the reformation was Martin Luther’s act of posting the 95 Theses on the door of the Wittenberg Cathedral in the Roman Empire. Luther was unhappy with the Catholic Church, and posted the Theses due to the sale of indulgences that was going on to raise money forRead MoreThe Invention Of The Printing Press932 Words   |  4 Pagestwo major effects of the printing press. These two effects were the exploration of the Americas and the Protestant Reformation. Exploration was Colombus and his explorers â€Å"discovering† America. The printing press had great influence on these events. The Protestant Reformation was also shaped by the printing press, in some cases more than exploration. The Protestant Reformation, or more simply, The Reformation, was a mass conversion of people from the Catholic Church to the Protestant Church. TheRead MoreEssay about The Historical Impacts of the Protestant Reformation946 Words   |  4 PagesT he Protestant Reformation and European expansion have both left political, social and economic impacts throughout history. The Protestant Reformation which was started in the 1500’s, by a Catholic man named Martin Luther caused political instability and fragmented the Holy Roman Empire. It economically caused the church to go bankrupt and socially allowed for the rise of individualism among the people; Luther gave the people of Europe the long needed reason to break free of the church. The ProtestantRead MoreThe Protestant Reformation And The Reformation916 Words   |  4 PagesThe Protestant Reformation took place in the 16th century and was a major European movement whose goal was to reform the beliefs and practices of the Roman Catholic Church. This movement led to people worshipping God as they wanted and no longer relying on the Catholic Church for guidance with religious matters. Even though people were doing what they believed, the Protestant Reformation brought many conflicts. Religious disagreements caused bloody conflicts all over Europe. The principal figureRead MoreThe Protestant Reformation And The Reformation1619 Words   |  7 Pagesany better when multiple wars are started because of a disagreement in how to worship. The Protestant Reformation was a widespread epidemic that started with Martin Luther noticing severe problems in the way the Roman Catholic Church was running, and that there were simple and more holy methods and worshipping God, leading to the creation of Lutheranism. There was an uproar in Germany over this new reformation, and it caught the attention of John Calvin who then strove to create Calvinism with theRead MoreEssay on The Effects of the Reformation on European Life1080 Words   |  5 PagesThe Effects of the Reformation on European Life European society was divided from the word go, people all around Europe were dominantly Catholic before the reformation. This time was bringing change throughout Europe with a heavy influence on art and culture because the Renaissance was occurring; a religious revolution was also beginning, which was known as the Protestant Reformation. The Protestant Reformation was the voicing of disagreements by a German Catholic priestRead More Reformation in continental Europe and England and its consequences1616 Words   |  7 Pages Reformation is the religious revolution that took place in Western Europe in the 16th century. It arose from objections to doctrines and practices in the medieval church, loss of papal authority and credibility as well as other societal, political and economical issues of the time. This revolution had a major impact on Europe and it gave way to short term and long-term consequences, which still can be seen today. There were many causes of Reformation, some go as far back as the fourteenth centuryRead MoreReformation in Continental Europe and England and Its Consequences1611 Words   |  7 PagesReformation is the religious revolution that took place in Western Europe in the 16th century. It arose from objections to doctrines and practices in the medieval church, loss of papal authority and credibility as well as other societal, political and economical issues of the time. This revolution had a major impact on Europe and it gave way to short term and long-term consequences, which still can be seen today. There were many causes of Reformation, some go as far back as the fourteenth centuryRead More Protestant Reformation Essay804 Words   |  4 Pages PROTESTANT REFORMATION: A MENTOR TO CHRISTIAN CIVILIZATION nbsp;nbsp;nbsp;nbsp;nbsp;When we talk about Protestant Reformation, what usually comes to our mind is a movement that brought about negative effects not just in Europe but also in the whole Catholic Church, which are still being felt and experienced even today. Although it may be true that the Protestant Reformation had been one of the causes of the gradual decline of the Catholic Church during the 16th century, it also brought aboutRead MoreNotes on Monarchy962 Words   |  4 Pages   | Renaissance | Reformation | Exploration | Absolute Monarchs | Renaissance | - Emphasis, causes, effects, specifics (Art: painting, sculpture, architecture, literature) Patrons | Gutenbergs printing press = Renaissance ideas spread... Religion = Art Pope wanted to make a new dome for sistine chapel. Michelangelo was asked to paint it. the pope needed $ to build so he sold indulgences. Luther was against this... Church art frequently featured holy figures, Protestants (iconoclasts) didnt like

My classroom free essay sample

The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards; and curiosity itself can be vivid and wholesome only in proportion as the mind is contented and happy.   (France, cited in Richards, 2006:14) This ethos is imperative to a successful learning environment and will be the philosophical foundation on which all learning and administrative functions within my school will be structured. Teaching is an art and every artist needs good tools and an open environment in which to work. A dynamic socially interactive environment which nurtures curiosity and inquisitiveness blended with support and appreciation for the needs and goals of the individuals within the school and the school community itself. Exploration and investigation will be facilitated and encouraged by teachers so that students are given the opportunity to think critically and become individual, successful autonomous learners and collaborators. The classroom is not only the core center for learning but also a source of inspiration, research and reflection on curriculum development. All subjects will be given an equal level of importance; problem and design based projects will play a role in blending the boundaries between subjects to achieve a more fluid learning environment. There will be links with the global community as a resource that plays a practical role in the educational process. As we move forward into the 21st century new skills such as problem-solving, cultural awareness and digital fluency are crucial in order for the next generation to succeed in life and be happy which is essentially the purpose and aim of education. The Ideal We live in an expanding multi-cultural digital age; as a result how we think, learn, communicate, process and source information has changed drastically in recent times. This rapid technological advancement is set to continue and for that reason it is vital to incorporate it into our educational system. Digital media has infiltrated almost every part of daily life and schools should embrace this digital world which is a source of limitless information and a valuable resource. Changes in curriculum are necessary to adapt the process of learning so that it meets the needs of our digital society and students who have become accustomed to interactive technologies as a way of life. There is a huge gap between how we embrace and use technology in society and within our educational system that needs to be addressed (Strommen and Lincoln, 1992:467). The school will aim to produce students with digital fluency, awareness of global citizenship, interpersonal and cross cultural communication skills that all support and complement a foundation of core knowledge. The combination of these competences in conjunction with a focus on emotional intelligence and a flexible approach to learning will empower students and prepare them for success in life. The development of all different aspects of the self will be adopted in order to foster positive emotional qualities and develop practical life skills. â€Å"institutions of the future need to dedicate themselves much more intensely to emotional and social capabilities and convey a more extensive, value-orientated education concept. The importance of acquiring factual knowledge will decline significantly, in favour of the ability to orientate yourself within complex systems and find, access and creatively utilize relevant information. † (Clouder, 2007:1) The Classroom The meaning of the word educate is derived from the Latin word educe to draw out, to develop from within (Oxford English Dictionary, 1989) therefore helping students learn how to think independently and create their own path through discovery based learning is the focus of the classroom. â€Å"creative thinking is itself a way of learning something new. You are not quite sure where your trail of thought will lead you. So there is a connection between thinking and learning or rather trying to teach oneself† (Adair, 2009:52) Classrooms will be fully digitized with individual computers, digital whiteboards and most importantly an area for discourse and group interaction. The teacher’s desk will be located near to the group interaction area and not the focal point of the room in order to create a communicative class environment placing importance on student participation and using the space as a pedagogical resource. The classroom is the core center for student learning and development, with teachers playing a key role in the process of developing self-directed learning as advisors and facilitators providing support through guided cognitive and constructivism methods. The internet will be utilized with a pedagogical purpose. Creating an environment in which students are exposed to technology as an infinite provider of information, an aid and resource to learning that needs to be filtered and analyzed. Students construct knowledge based on previous understanding and connections made between new information and old information. Sourcing and selecting new material and integrating it with what they already know in a logical structure (Mayer, 2003:17). This is a complex balance to accomplish that requires active student driven involvement and self-motivation in order to develop self-organized learning capabilities through discovery based learning. Sugata Mitra (2013) has shown in his recent studies that groups of children have the potential to learn almost anything when given access to relevant information in an open an engaging environment thus arousing curiosity and encouraging children to inquire and learn for themselves. However, if students only focus on personal interests without being aware of societal issues this will limit their development (Bottery, 1990:12). Children actively build and develop their ideas and the teachers’ constructivist role is to facilitate and accelerate this process by encouraging students and providing guidance. Students require freedom to become active independent learners but simultaneously need some guidance in order that their learning process results in the construction of knowledge (Bruner, 1961 cited in Mayer, 2004). Skills need to be developed so that students can identify, synthesize and analyze useful information (Trilling and Hood, 2001:9). Incorporating the use of innovative computer software systems has the potential to personalize learning so that students can develop at their own pace. Students can progress at a pace that not only challenges them but also ensures conceptual understanding of a topic before advancing forward. Software systems, like Khan Academy, provide students with this ground-breaking opportunity. The software is developed so that failure is not penalized but looked at as a challenge to get to the next level, similar to a computer game, which fosters a different mentality towards learning (Khan Academy, 2013). Students are given more responsibility to monitor their own development and have a sense of what they have achieved and the time to fully comprehend complex topics without the pressure of having to perform in exams, keep up with a group, or in the case of high achievers be bored within a group. It cultivates students who â€Å"assume a greater responsibility over their own learning† (Barron and Darling-Hammond, 2008:4). It also provides teachers with automatic diagnostic data about student development so that they can fully utilize class time for productive interaction and personalized guidance. This supports Vygotsky’s concept of the ‘zone of proximal development’, in that it highlights actual development and fast tracks the teacher’s ability to offer support and guidance in areas of difficulty and therefore advance potential development (Vygotsky, cited in Pollard, 2002:113). By using new technologies teachers can quickly avail of data to determine the students who need extra assistance and speak to individuals or create groups so that peers can support each other. It provides teachers with tools so they can utilize their time more efficiently and supportively furthermore creating time for interactive project based work that complements core learning knowledge, applying it to real life situations and engaging the students collaboratively. Collaborative learning methods have a positive effect on student relationships, attitudes towards learning and sharing ideas and as a whole it improves the process of learning (Barron and Darling-Hammond, 2008:12). The student is an active member of the class community and the teacher is a member of this community providing resources and activities. Students can contribute to their learning content using tools such as podcasts, screencasts, and blogs monitored by the teacher and accessible to both the class and the global community (November, 2012). With the use of technology it is possible to create educational links with school communities and experts from around the world with the objective of learning from each other and improving global communication skills (Hew and Brush, 2006:224). Creating multimedia resources and social media links integrates technology by using it as a means to support and further learning as opposed to learning about technology independently. In conjunction with this a focus on multi-cultural studies will provide students with a broader cultural understanding of the world, learning from other cultures and connecting this with their own interpersonal relationships (Trilling and Hood, 2001:10). Learning how to find, interpret, analyze, synthesize, and share information enhances the development of the knowledge age competence skills as defined by Trilling and Hood (2001). Working in collaboration on problem-based activities guided by the teacher, structured in a way that combines a variety of core based knowledge alongside interpersonal skills, project management and cultural understanding leads to creative thinking and the development of innovative ideas. This active collaborative social interaction creates an environment in which the group developmental level is higher than the sum of each individual’s personal level of achievement (Tharp and Gallimore, 1988 cited in Polard, 2002:256). In theory this is a valid learning model however as Bottery (1990:13) argues this places a huge level of responsibility on the teacher with regard to constructing the appropriate teaching materials and selecting the issues to be discussed. The role of the teacher is complex in more ways as it is â€Å"difficult to conceive of pedagogically sound ways to apply a technology when you are not familiar with it† (Strommen and Lincoln, 1992:473). Training and support are crucial to the integration of technology with a pedagogical purpose, as an inadequate utilization of these resources will result in computers being â€Å"little more than ‘electronic workbooks’, bearing an awkward and peripheral relationship to an otherwise unchanged curriculum† (ibid. , p. 473). Technology and project based learning can only fully support self-directed learning in so far as the paradigm of academic testing and adherence to curriculum is changed. Introducing a flexible curriculum is imperative to the process of constructivist learning in a technological environment and is required so that relevant criteria and engaging projects can support child driven learning. A new form of assessment that reflects this epistemology alongside a change in curriculum is inherent to its success. Importance placed on standardized testing not only discourages student engagement and collaboration but also hinders the learning progress together with consuming a large amount of teacher time and attention (Hout and Elliot, 2011). Assessment Assessment and curriculum are interlinked in that assessment dictates both the content of a subject and how it is taught (Hew and Bush, 2006:232). As assessment is â€Å"the activity of measuring student learning†, (Reeves, 2000 as citied in Hew and Bush, 2006:230) portfolios of work can be generated by tracking the natural progression of students’ critical understanding, use of knowledge, construction of ideas and how they synthesis information to problem solve (Papert, 2004). Project and problem based group work that is displayed and presented can form the basis of formative assessment as students and teachers evaluate through discourse. Prominent display of student work shares ideas, recognizes student achievement, motivates the class and encourages a strong work ethic. (Kress et al. , 2003:39). This uses visual space and assessment as a pedagogical resource to guide students in their educational development and self-directed learning whilst providing teachers with data that supports a more diagnostic and reflective method of teaching. This type of assessment is challenging but it supports a curriculum that focuses on the knowledge age competences and places value on the inquiry based learning aims of the school. We are in an age of growth and development and in order to grow we must explore and experiment. Where this will fail though is if we continue â€Å"to test within the framework of traditional curriculum† (Papert, 2004:2). To avoid this teachers and administration need to work together in unity to develop both a curriculum and an assessment strategy. Organizations like the Pearson Research Innovation Network are producing technologies that can potentially change the classroom, the teacher’s role and the curriculum structure. This is the future of education and we need to embrace it (McKnight, 2013). â€Å"new tools alone do not create educational change. The power is not in the tool but in the community that can be brought together and the collective vision that they share for redefining classroom learning† (Riel, 2000 cited in Strommen and Lincoln, 1992:472) Curriculum In my opinion a school, much like an organism is a multifaceted and interactive entity that is constantly changing and adapting to effectively support its growth. It is necessary to have a system in place that enables this growth to flourish and a trust and flexibility within the community to allow it to develop (Coppieters, 2005:129). Teachers and administrators will work together to design a flexible inquiry based curriculum, with objectives and guidelines, that recognize and serve the needs of the student, incorporate the values of the school community, and embrace innovative ideas within the school framework. Key to the functioning of this system is trust for and amongst teachers. An efficient and supportive administration team is vital for this to be accomplished as there needs to be distinct channels of communication between teachers and administration. This cooperative, democratic structure creates a clear path to the collaborative goal of continually improving teaching methods and learning processes. â€Å"Teachers creativity is a powerful force for positive educational change, but it can thrive only if it is unleashed and supported by strong institutional commitments† Ongoing teaching training within the school will be provided so that teachers understand technology-supported-pedagogy, improve research methods so they can contribute to curriculum development and the inquiry based learning process. Value placed on the development of teaching skills motivates teachers and enriches the school community (Sahlberg, 2007:156). This is limited by the policy makers, political and religious, that enforce a strict curriculum and subject based syllabus that hinders the power of individual schools and teachers to make decisions that promote pragmatic change. A struggle incurs that paralyzes the school as it is subjected to rigorous testing under present educational policies, which leave little time or freedom to introduce alternative teaching methods, adapt curriculum or change assessment modes. However, a national curriculum does have qualities such as measuring progression and continuity, providing a clear structure and monitoring standards (Pollard et al. , cited in Pollard, 2002:375) in contrast though the â€Å"prescriptive, outdated content specific national syllabus† (Pollard, 2002:158) available at the moment advocates a stagnant uniformity. It is restrictive and conflicts with the aims of a dynamic, organic view of the school and therefore I think it is important that individual schools be given more freedom to devise a curriculum that meets the needs of the student as adherence to and repetition of strict textbook packages results in a lack of teacher and consequently curriculum development (Apple, 1986, cited in Marsh 2004:34). A fluid movement between subjects will be supported and encouraged as a dichotomy between disciplines is unproductive as art has the potential to complement science and vice-versa, â€Å"somebody whose interest is in graphic arts can use mathematics  as an instrument to produce shapes† (Papert, 2004:2). Design and problem based projects blend analytical and intuitive thought processes which broadens understanding using subject based knowledge more freely to advance ideas in other disciplines and create a dynamic learning environment. Health and Emotional Intelligence Another important aspect which will be incorporated into the curriculum is a humanistic view to the development of all different aspects of the self which will be adopted in order to foster positive personal qualities and develop life skills and emotional intelligence. White identified personal fulfillment and practical wisdom as two of the key curriculum aims in his curriculum proposal (White, 2007). Both aims reflect what I believe to be some of the new challenges presented by modern society but are quite often overlooked and not given sufficient status in the education system. Developing a sense of self-confidence and the ability to voice emotions and opinion leads to an improvement in communication, collaboration and aids successful project based learning. Finding purpose sustains motivation and leads to creativity (Robinson, 2010). Lifestyle has a huge impact on educational development and there are increasingly more elements in modern society that affect a student’s ability to learn. Social skills are not developed through critical thought but on the basis of example. Though, this is essentially a natural and interactive development I feel students would benefit from a more informative and critical understanding of how personal behaviour and emotions effect how they feel, perform and communicate with each other. Providing students with relevant cognitive behavioral skills to deal with barriers to learning and promote healthy student development is very important. Programs, such as COPE (Creating Opportunities for Personal Empowerment), have shown that the inclusion of health and emotional development programs have a positive outcome on both learning and personal development (Caldwell, 2013). Challenging the stigma attached to mental health is another aspect that needs to be dealt with in schools. Depression and anxiety disorders among young people are prevalent in society (Green et. Reducing this stigma will allow for a more open development of emotional understanding and support a curriculum that teaches emotional intelligence alongside creating social awareness and empathy towards mental health issues. Practical life skills and an understanding of emotional intelligence are not only vital to successful functioning in our modern society but also learning how to utilize this skill based knowledge will complement and further deepen students understanding of personal strengths and weaknesses throughout their educational journey. Featuring a prominent life skill module of this caliber within the curriculum largely requires freedom to adapt and include relevant modules on an independent school level as â€Å"school health programs do not have high status in the educational hierarchy and in current health and education policy initiatives† (Adelman and Taylor, 1999:147). The decentralization of authority with regard to curriculum is necessary to develop and integrate modules that reflect the social, cultural and economic factors within a community. Placing importance and value on personal growth and understanding to support learning development as opposed to viewing it as a separate supplementary activity is a challenge in itself (ibid. , p. 153). Conclusion To achieve an effective amalgam of technological integration and a humanistic approach necessitates a delicate balance. It will require innovation, determination and exploration on the part of both teachers and administration to carve a path towards the educational practice of the future which is not without obstacles and challenges. The aim is that students will possess the tools needed to effectively engage with the process of learning, the skills and knowledge required to function in the 21st century and the ability to achieve personal fulfillment. Optimal student development is valued and a flexible curriculum that can be continually adapted will support this. Assessment will be used for the benefit of accelerating the learning process, maximizing the quality of class time and providing support for both students and teachers so that a system can be developed that empowers and motivates educators and students. This will ultimately arm future generations with valuable skills and qualities and a sense of social responsibility that can improve the world in which we live. If we want the next generation to be critical, problem-solving innovative thinkers then it is our duty to lead by example. In order to succeed you need to create the opportunity to evolve as it is radical change that makes a difference and inspires others.

The Incredible Life of Marilyn Monroe Essay Example

The Incredible Life of Marilyn Monroe Paper â€Å"I want to grow old without face-lifts†¦ I want to have the courage to be loyal to the face I have made. Sometimes I think it would be easier to avoid old age, to die young, but then you would never complete your whole life, would you? You would never wholly know yourself. † (Monroe) Although this statement didn’t come true, Marilyn Monroe had a memorable life filled with many ups and downs. Who would think that such a successful young woman had such an unstable life? On June 1, 1926 a baby girl was born to Gladys Mortensen at 9:30 a. m. in Los Angeles, California. No one is sure who her father is because her mother was with many men at the time she got pregnant, but believe it was either Martin Edward Mortensen or Charles Gifford. Her birth name was either Norma Jeane Baker or Norma Jeane Mortensen; know to us as Marilyn Monroe. She has two older half-siblings on her mothers side that she has never met. Almost immediately after giving birth, Gladys Mortensen brought Norma to live with Ida and Albert Bolender, who raised her until she was seven years old. It isn’t clear why Gladys had someone else raise her little girl, but being a single mother working in the Great Depression wasn’t easy. We will write a custom essay sample on The Incredible Life of Marilyn Monroe specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Incredible Life of Marilyn Monroe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Incredible Life of Marilyn Monroe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Others believe she simply didn’t have the interest or commitment to raise a child. In 1933, after Norma’s 7th birthday, her mother took her back from foster care and decided that she would try raising her on her own. They never had a stable place to live and Norma wasn’t used to the rowdiness and all the drinking in her new home. Several months later Gladys began to be very depressed and avoid all the people around her. She was unable to deal with her life and entered a rest home and then the hospital. The rest of Norma’s life would now be filled with chaos since she didn’t have anywhere to go besides foster homes. In 1935, when Norma was nine her mother was declared legally insane. Grace McKee, Gladys’ best friend; applied to be Norma’s legal guardian. While waiting for the court to appoint a new guardian, she was sent to live in the Los Angeles Orphans Home until she was eleven. In 1937, McKee and Ervin â€Å"Doc† Goddard married and became Norma’s guardian. After six months with â€Å"Aunt Grace† and family, she was sent to live with distant relatives in Compton. This was probably due to the speculations that Goddard may have attempted to molest her. At first I was waking up in the morning at the Goddards’ and thinking I was still at the orphanage. Then, before I could get used to them I was with another aunt and uncle, waking up and thinking I was still at the Goddards. † (Monroe 25) At age twelve she returned to Los Angeles and went to live with Grace (McKee) Goddard’s aunt, 58-year-old Ana Lower. â€Å"She was the first person in the world I ever really loved†¦She was the only one who loved and understood me. † (Monroe 26) At the end of her ninth grade Lower had developed health problems forcing Norma to go back and live with the Goddards. During her first year of high school, Doc Goddard was being transferred to West Virginia and the family was moving too. They decided it would be best to leave Norma, and since Aunt Ana’s health had improved she would move back in with her. She never returned to school after beginning the second semester. In 1941 Norma became good friends with Jim Dougherty, her neighbor. They decided to begin dating even though he was five years older. After being together for six months and Norma finally reaching the legal age to marry (sixteen in the state of California at that time), they wed on June 19, 1942. Our marriage may have been in some place short of heaven, like in the minds of two older ladies, but there was no pretense in how Norma Jeane and I felt about each other once we’d formed that partnership. † (Dougherty 28) She spent the first year of their marriage as a housewife, and then Jim joined the Merchant Marines so they moved to Catalina Island where he was statio ned. In 1944, Jim was sent to the South Pacific with the other Merchant Marines. With Jim gone she began to work at a manufacturer with Jim’s mother called the Radioplane Company. She worked in the â€Å"dope room† making twenty-dollars a week (the nations minimum wage). While working she was spotted by a photographer named David Convor who was taking pictures of women helping the war cause. He said that Marilyn was a â€Å"photographers dream. † Convor started sending her modeling jobs. Norma now had to choose between Jim and her career, she choose her career, causing them to get a divorce in 1946. She began to model in 1946 to earn some extra money. Norma had been modeling for seven years, and then decided to move to Hollywood to further pursue her career. Two years later she became a popular model with many magazines. Norma wanted to do something more with her career and enrolled in a drama class. She signed her first contract with Twentieth Century Fox on August 26, 1946 and decided to dye her hair blonde and changed her name to Marilyn Monroe. She was now making one hundred and twenty-five dollars a week. â€Å"She projected an enchanting contrariness on the screen; innocent one minute, naughty the next, and always desirable. † (Luce 32) In 1947 she played in her first movie, â€Å"The Shocking Miss Pilgrim†. She played tiny parts in movies until the 1950’s when she played a small but important role in â€Å"The Asphalt Jungle†. Her role in the movie â€Å"Gentlemen Prefer Blondes† brought her stardom in 1953. She then played in popular movies such as â€Å"All About Eve,† â€Å"Gentlemen Prefer Blondes,† â€Å"Don’t Bother to Knock,† â€Å"The Seventh Year Itch,† â€Å"Some Like it Hot,† and â€Å"How to Marry a Millionaire. † Her first actual lead role was in â€Å"Don’t Bother to Knock† Marilyn was in the first issue of Playboy, it sold 54,175 issues. This helped make her the premier sex symbol of the fifties. After dating famous baseball star Joe DiMaggio for two years, they married on January 14, 1954. While they were on their honeymoon in Tokyo, Japan she preformed for the troops. Her presence almost caused a riot because it was during the war. This whole event made Joe uncomfortable and they decided to divorce on October 27, 1954, after nine months. It’s said that they divorced because of a â€Å"conflict between careers. † They stayed close friends after their divorce. The â€Å"Seven Year Itch† was being shot in New York in 1955, thousands of fans gathered on a street corner at 2:00 a. m. to watch and cheer as they filmed and photographed the famous skirt blowing scene due to the air from a subway vent. Hundreds of professional photographers came to watch Marilyn pose. She continued to pose for more than two hours just for her fans to get a glimpse. She then moved from Hollywood to New York to pursue a serious acting career. In 1956 Marilyn started her own motion picture company. â€Å"Hollywood’s a place where they will pay you a thousand dollars for a kiss, and fifty cents for your soul. † (Monroe) In 1957 Monroe became pregnant by Arthur Miller and miscarries her baby and decided to take a break from acting. She then returned and started in â€Å"Some Like it Hot† and went on to win a Golden Globe award for her performance. She becomes pregnant by Miller in 1959 and miscarries again. Marilyn then married for the third time on June 29, 1956 to famous playwright Arthur Miller. In 1961, Arthur wrote a special part just for Marilyn in the film â€Å"The Misfits. † This would be Marilyn’s last movie. They then divorced on January 20, 1962. . â€Å"On-screen, she was usually happy and energetic; off-screen she was a complex, often unhappy young woman, obsessed with becoming a serious actress and uncomfortable with a public image that had become impossible to control. † (Unknown 36) During 1962 Marilyn met John F. Kennedy. A relationship began to grow between Marilyn and John F. Kennedy. Later that year, Marilyn moved to a new home in Brentwood. She choose this home to be closer to JFK and her doctor. Marilyn’s doctor was delivering therapy for her abuse of sleeping pills. Marilyn had overdosed on sleeping pills before and had to be revived. She also had her stomach pumped for drugs frequently over the past few years. â€Å"Sometimes [fame] makes you a little bit sad because you’d like to meet somebody kind of on face value. It’s nice to be included in people’s fantasies, but you also like to be accepted for your own sake. (Monroe 36) Bobby Kennedy started to gain an attraction to Marilyn but she had her heart set on John Kennedy. John would go and visit her at her house and they would see each other at the Lawfords. They were caught by one of Kennedy’s advisor making love in a bathroom. They also talked frequently on the phone. Marilyn has hoped that JFK would divor ce Jackie Kennedy. She had told her friends she imagined herself as the first lady. In April of 1962 Marilyn began to work on the movie â€Å"Something’s Got to Give. † Monroe was fired from this movie due to a production disaster and the movie was never finished. She then performed for John F. Kennedy’s birthday at Madison Square Garden. Marilyn had to be sown into the dress that she would wear that night when she sang to JFK. He thanked Marilyn for singing to him in such a â€Å"sweet and wholesome way. † During the summer of 1962 Marilyn was told to stop all contact and relationships with the Kennedy brothers. Marilyn was destroyed and her heart was shattered. She became extremely depressed and wanted to confess about her relationships with the brothers. The Kennedy’s paid her a million dollars to keep it a secret. Marilyn’s career was said to be at the highest ever and she was working on a number of new film products that were thought to be very successful. She was extremely excited about working on these. The weekend before her death she spent the weekend in Lake Tahoe with her second husband Joe DiMaggio. There was a rumor that they had planned to re-marry. Since the Kennedy brothers wanted to be sure Marilyn didn’t say anything to the press, they sent people to follow her and DiMaggio. The following weekend after Lake Tahoe with DiMaggio, she was found dead in her Brentwood house. She had over dosed on fifty Nembutal sleeping pills that her doctor had prescribed the day before. Marilyn committed suicide at 3:50 a. m. on August 5, 1962 at the age of 36. Many believe she was murdered because she knew too much, but no one has been able to prove this to be true. Marilyn Monroe was a beautiful and talented person, it’s a shame that her life came to end when she was so young and at such a high point in her career. â€Å"The curves, blonde hair, and enigmatic pout were part of Marilyn Monroe’s glamorous yet wistful appeal. Combined with her comedic talent in such films as â€Å"Some Like it Hot,† they made her an American legend. † (Unknown 36) She is now the most written about film star in history and it’s obvious why. Works Cited Monroe, Marilyn. â€Å"Icons of an Era: Unforgettable People. † The American Dream. Alexandria: Time-Life Books, 1998: 36 Unknown. â€Å"Icons of an Era: Unforgettable People. † The American Dream. Alexandria: Time-Life Books, 1998: 36 Monroe, Marilyn. Marilyn Monroe. New York: Chelsea House Publishers, 1995. Luce, Henry R. â€Å"Marilyn Monroe. † This Fabulous Century 1950-1960. New York: Hornfischer Literary Management: 1970.

Work Life Balance

The ability of a person to maintain the healthy work-life balance is critical for his performance and commitment to the goals set by leaders. Therefore, managers should enable workers to attain this goal (Bogenschneider, 2014). The key issue is that non-profit organizations usually provide more support to employees.Advertising We will write a custom essay sample on Work Life Balance specifically for you for only $16.05 $11/page Learn More It is important to understand why they act in this way. Overall, it is consider a wide set of factors such as inability to compete in terms of salaries, regulations, unionizations of workforce, and changes in the labor market. The analysis of these issues can be useful for understanding the methods for retaining the most skilled professionals. At first, it is important to mention that non-profit organizations are not able to compete with various enterprises in terms of salaries that they can offer to workers. Therefore, they need to attract potential candidates by offering some non-monetary rewards (Valcik Benavides, 2011, p. 184). It is also necessary to mention that many modern employees value the work-family balance and they often regard non-profit organizations as potential employers. This is one of the trends that should be taken into account. One should also note the emphasis on work-life became one of the main trends in the late seventies, at the time, when the rate of employment among women increased significantly (Rajadhyaksha, 2012). Nevertheless, during the later decades, many organizations tried to help male employees maintain the work-life balance. These are the main details that one should take into account.  It is also important to study the critical differences between profit and non-profit businesses. For example, non-profit organizations do not often have to meet stringent deadlines that often prompt people to work overtime. This is one of the details that should be taken into consideration. Under such circumstances, employees should be compensated for their efforts, but non-profit organizations are not able to offer this reward. Apart from that, one should bear in mind that non-profit organizations are often operated by the government. For instance, one can speak about schools or medical institutions. The employees of these institutions are more likely to be unionized, and employers have to consider the increased bargaining power of workers. Thus, the influence of legislative and social factors should not be disregarded.Advertising Looking for essay on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nevertheless, it is critical to remember that the policies of non-profit organizations can be explained by dramatic changes in the labor market trends, especially unwillingness of people to work in certain economic sectors. In particular, one can mention the shortage of nurses in many hospitals. As a result, the work of these medical institutions can be impaired. This is why these organizations try to eliminate or reduce administrative stressors. Additionally, they want to focus on the work-life balance in order to retain nurses (Teo, Yeung, Chang, 2011). Apart from that, this approach can be useful for reducing the employee turnover, which is one of the problems affecting public hospitals (Teo et al., 2011). These are the main points that can be made. On the whole, this discussion shows that non-profit organizations attach importance to the work-life balance because they want to recruit and retain the most skilled professionals. This strategy can be useful for reducing the turnover of employees who may be dissatisfied with their jobs due to some reasons. In the long term, this approach can be vital for strengthening their commitment. Additionally, these institutions have to find ways of competing with businesses that usually offer better salaries. These are the main elem ents that can be distinguished. Reference List Bogenschneider, K. (2014). Family Policy Matters: How Policymaking Affects  Families and What Professionals Can Do. New York, NY: Routledge. Rajadhyaksha, U. (2012). Work-life balance in south east asia: The indian  experience. South Asian Journal of Global Business Research, 1(1), 108-127. Teo, S., Yeung, M., Chang, E. (2011). Administrative stressors and nursing job  outcomes in Australian public and non-profit health care organisations. Journal of Clinical Nursing, 21(200), 1443–1452.Advertising We will write a custom essay sample on Work Life Balance specifically for you for only $16.05 $11/page Learn More Valcik, N., Benavides, T. (2011). Practical Human Resources for Public Managers:  A Case Study Approach. New York, NY: CRC Press. This essay on Work Life Balance was written and submitted by user Thunderball to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Clovis - Early Hunting Colonizers of North America

Clovis - Early Hunting Colonizers of North America Clovis is what archaeologists call the oldest widespread archaeological complex in North America. Named after the town in New Mexico near where the first accepted Clovis site Blackwater Draw Locality 1 was discovered, Clovis is most well-known for its stunningly beautiful stone projectile points, found all over the United States, northern Mexico, and southern Canada. Clovis technology was not likely the first in the American continents: that was the culture called Pre-Clovis, who arrived before Clovis culture at least one thousand years earlier  and are likely ancestral to Clovis. While Clovis sites are found throughout North America, the technology only lasted for a brief period of time. The dates of Clovis vary from region to region. In the American west, Clovis sites range in age from 13,400-12,800 calendar years ago BP [cal BP], and in the east, from 12,800-12,500 cal BP. The earliest Clovis points found so far are from the Gault site in Texas, 13,400 cal BP: meaning Clovis-style hunting lasted a period of time no longer than 900 years. There are several long-standing debates in Clovis archaeology, about the purpose and meaning of the egregiously gorgeous stone tools; about whether they were solely big game hunters; and about what made Clovis people abandon the strategy. Clovis Points and Fluting Clovis points are lanceolate (leaf-shaped) in overall shape, with parallel to slightly convex sides and concave bases. The edges of the hafting end of the point are usually ground dull, likely to prevent the cord haft lashings from being cut. They vary quite a bit in size and form: eastern points have wider blades and tips and deeper basal concavities than do points from the west. But their most distinguishing characteristic is fluting. On one or both faces, the flintknapper finished the point by removing a single flake or flute creating a shallow divot extending up from the base of the point typically about 1/3 of the length towards the tip. The fluting makes an undeniably beautiful point, especially when performed on a smooth and shiny surface, but it is also a remarkably costly finishing step. Experimental archaeology has found that it takes an experienced flintknapper half an hour or better to make a Clovis point, and between 10-20% of them are broken when the flute is attempted. Archaeologists have contemplated the reasons Clovis hunters might have had for creating such beauties since their first discovery. In the 1920s, scholars first suggested that the long channels enhanced bloodlettingbut since the flutes are largely covered by the hafting element thats not likely. Other ideas have also come and gone: recent experiments by Thomas and colleagues (2017) suggest that the thinned base might have been a shock absorber, absorbing physical stress and preventing catastrophic failures while being used. Exotic Materials Clovis points are also typically made from high-quality materials, specifically highly siliceous crypto-crystalline cherts, obsidians, and chalcedonies or quartzes and quartzites. The distance from where they have been found discarded to where the raw material for the points came is sometimes hundreds of kilometers away. There are other stone tools on Clovis sites but they are less likely to have been made of the exotic material. Having been carried or traded across such long distances and being a part of a costly manufacturing process leads scholars to believe that there was almost certainly some symbolic meaning to the use of such these points. Whether it was a social, political or religious meaning, some sort of hunting magic, we will never know. What Were They Used For? What modern archaeologists can do is look for indications of how such points were used. There is no doubt that some of these points were for hunting: the point tips often exhibit impact scars, which likely resulted from thrusting or throwing against a hard surface (animal bone). But, microwear analysis has also shown that some were used multifunctionally, as butchery knives. Archaeologist W. Carl Hutchings (2015) conducted experiments and compared impact fractures to those found in the archaeological record. He noted that at least some of the fluted points have fractures that had to have been made by high-velocity actions: that is, they were likely fired using spear throwers (atlatls). Big Game Hunters? Since the first unequivocal discovery of Clovis points in direct association with an extinct elephant, scholars have assumed that Clovis people were big game hunters, and the earliest (and likely last) people in the Americas to rely on megafauna (large bodied mammals) as prey. Clovis culture was, for awhile, blamed for the late Pleistocene megafaunal extinctions, an accusation that no longer can be leveled. Although there is evidence in the form of single and multiple kill sites where Clovis hunters killed and butchered large-bodied animals such as mammoth and mastodon, horse, camelops, and gomphothere, there is growing evidence that although Clovis were primarily hunters, they didnt rely solely on or even largely on megafauna. Single-event kills simply dont reflect the diversity of foods that would have been used. Using rigorous analytical techniques, Grayson and Meltzer could only find 15 Clovis sites in North America with irrefutable evidence for human predation on megafauna. A blood residue study on the Mehaffy Clovis cache (Colorado) found evidence for predation on extinct horse, bison, and elephant, but also birds, deer and reindeer, bears, coyote, beaver, rabbit, bighorn sheep and pigs (javelina). Scholars today suggest that like other hunters, although larger prey might have been preferred because of greater food return rates  when the large prey wasnt available they relied on a much broader diversity of resources with an occasional big kill. Clovis Life Styles Five types of Clovis sites have been found: camp sites; single event kill sites; multiple-event kill sites; cache sites; and isolated finds. There are only a few campsites, where Clovis points are found in association with hearths: those include Gault in Texas and Anzick in Montana. Single event kill sites (Clovis points in association with a single large-bodied animal) include Dent in Colorado, Duewall-Newberry in Texas, and Murray Springs in Arizona.Multiple kill sites (more than one animal killed at the same location) include Wallys Beach in Alberta, Coats-Hines in Tennessee and El Fin del Mundo in Sonora.Cache sites (where collections of Clovis-period stone tools were found together in a single pit, lacking other residential or hunting evidence), include the Mehaffy site, the Beach site in North Dakota, the Hogeye site in Texas, and the East Wenatchee site in Washington.Isolated finds (a single Clovis point found in a farm field) are too numerous to recount. The only known Clovis burial found to date is at Anzick, where an infant skeleton covered in red ochre was found in association with 100 stone tools and 15 bone tool fragments, and radiocarbon dated between 12,707-12,556 cal BP. Clovis and Art There is some evidence for ritual behavior beyond that involved with making Clovis points. Incised stones have been found at Gault and other Clovis sites; pendants and beads of shell, bone, stone, hematite and calcium carbonate have been recovered at Blackwater Draw, Lindenmeier, Mockingbird Gap, and Wilson-Leonard sites. Engraved bone and ivory, including beveled ivory rods; and the use of red ochre found at the Anzick burials as well as placed on animal bone are also suggestive of ceremonialism. There are also some currently undated rock art sites at Upper Sand Island in Utah which depict extinct fauna including mammoth and bison and may be associated with Clovis; and there are others as well: geometric designs in Winnemucca basin in Nevada and carved abstractions. The End of Clovis The end of the big game hunting strategy used by Clovis appears to have occurred very abruptly, connected with the climate changes associated with the onset of the Younger Dryas. The reasons for the end of big game hunting is, of course, the end of big game: most of the megafauna disappeared about the same time. Scholars are divided about why the big fauna disappeared, although currently, they are leaning towards a natural disaster combined with climate change that killed off all the large animals. One recent discussion of the natural disaster theory concerns the identification of a black mat marking the end of Clovis sites. This theory hypothesizes that an asteroid landed on the glacier that was covering Canada at the time and exploded causing fires to erupt all over the dry North American continent. An organic black mat is in evidence at many Clovis sites, which is interpreted by some scholars as ominous evidence of the disaster. Stratigraphically, there are no Clovis sites above the black mat. However, in a recent study, Erin Harris-Parks found that black mats are caused by local environmental changes, specifically the moister climate of the Younger Dryas (YD) period. She noted that although black mats are relatively common throughout the environmental history of our planet, a dramatic increase in the number of black mats is apparent at the onset of the YD. That indicates a rapid local response to YD-induced changes, driven by significant and sustained hydrologic changes in the southwestern US and High Plains, rather than cosmic catastrophes. Sources Grayson DK, and Meltzer DJ. 2015. Revisiting Paleoindian exploitation of extinct North American mammals. Journal of Archaeological Science 56:177-193.Hamilton M, Buchanan B, Huckell B, Holliday V, Shackley MS, and Hill M. 2013. Clovis Paleoecology and Lithic Technology in the Central Rio Grande Rift Region, New Mexico. American Antiquity 78(2):248-265.Harris-Parks E. 2016. The micromorphology of Younger Dryas-aged black mats from Nevada, Arizona, Texas and New Mexico. Quaternary Research 85(1):94-106.Heintzman PD, Froese D, Ives JW, Soares AER, Zazula GD, Letts B, Andrews TD, Driver JC, Hall E, Hare PG et al. 2016. Bison phylogeography constrains dispersal and viability of the Ice Free Corridor in western Canada. Proceedings of the National Academy of Sciences 113(29):8057-8063.Hutchings WK. 2015. Finding the Paleoindian spearthrower: quantitative evidence for mechanically-assisted propulsion of lithic armatures during the North American Paleoindian Period. Journal of Archaeological Science 55:34-41. Lemke AK, Wernecke DC, and Collins MB. 2015. Early Art in North America: Clovis and Later Paleoindian Incised Artifacts from the Gault Site, Texas (41bl323). American Antiquity 80(1):113-133.Rasmussen M, Anzick SL, Waters MR, Skoglund P, DeGiorgio M, Stafford Jr TW, Rasmussen S, Moltke I, Albrechtsen A, Doyle SM et al. 2014. The genome of a Late Pleistocene human from a Clovis burial site in western Montana. Nature 506:225-229.Sanchez G, Holliday VT, Gaines EP, Arroyo-Cabrales J, Martinez-Taguena N, Kowler A, Lange T, Hodgins GWL, Mentzer SM, and Sanchez-Morales I. 2014. Human (Clovis)-gomphothere (Cuvieronius sp.) association approximately 13,390 calibrated yBP in Sonora, Mexico. Proceedings of the National Academy of Sciences 111(30):10972-10977.Shott MJ. 2013. Human colonization and late pleistocene lithic industries of the Americas. Quaternary International 285:150-160.Speer CA. 2014. LA-ICP-MS analysis of Clovis period projectile points from the Gault Site. Journal of Archaeolog ical Science 52:1-11. Speth JD, Newlander K, White AA, Lemke AK, and Anderson LE. 2013. Early Paleoindian big-game hunting in North America: Provisioning or Politics? Quaternary International 285:111-139.Surovell TA, Boyd JR, Haynes CV, and Hodgins GWL. 2016. On the dating of the folsom complex and its correlation with the Younger Dryas, the end of Clovis, and megafaunal extinction. PaleoAmerica 2(2):81-89.Thomas KA, Story BA, Eren MI, Buchanan B, Andrews BN, OBrien MJ, and Meltzer DJ. 2017. Explaining the origin of fluting in North American Pleistocene weaponry. Journal of Archaeological Science 81:23-30.Yohe II RM, and Bamforth DB. 2013. Late Pleistocene protein residues from the Mahaffy cache, Colorado. Journal of Archaeological Science 40(5):2337-2343.

ANTH Final Paper Essay Example | Topics and Well Written Essays - 1000 words

ANTH Final Paper - Essay Example â€Å"Men average 152 centimeters (5 feet) in height and women 141 centimeters (4.5 feet). They are frequently referred to as pygmies, a term more correctly used for the central African Pygmy populations.† (Early & Headland, 1998, p.3-4) They have traditionally been known as aboriginal inhabitants of the Philippine rain forest. For centuries they have been largely and hunter/gather culture using bows and arrows to hunt large game. Over the past hundred years they have interacted more with the Philippine civilization, especially the lowlanders and have worked as casual farm laborers as well. Many of Southeast Asias Negrito populations are quickly disappearing. There number have decreased dramatically in just over the past ten years and continue to decline. In fact, several Negrito populations in the Andaman Islands have disappeared completely in the past one hundred years. â€Å"The 10 Negrito dialect groups in peninsular Malaysia number only 1,800 today, far fewer than in the last century. The Negrito groups in Thailand have declined to only 300 people.† (Early & Headland, 1998, p.3-4) Ecology: Luzon has the largest number of Negritos, who reside in the mountains of Zambales, Bataan, Western Pampanga, Western Tarlac, Southwestern Pangasinan, and in the Sierra Madre range, which rims the eastern side of Luzon. The Negritos of the Sierra Madre refer to themselves and their language by the term Agta. The larger Philippine population usually refer to them as "Dumagats.† The Agta have a population of around 9,000 and they are divided into 10 ethnolinguistic groups. The Agta themselves distinguish two types of groups within their communities. The first group resides in the mountains quite a distance from both the coastline and the towns. This population relies more on hunting and gathering and have very little contact with the Filipino lowland farmers. The second group lives much closer to farming settlements and interacts on a