Academic literature on the topic 'Degree Discipline: Anthropology'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Contents
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Degree Discipline: Anthropology.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Degree Discipline: Anthropology"
1
Quirk, Kathleen, and Marsha Jenakovich. "Anthropologists Practicing with Masters' Degrees: Introduction." Practicing Anthropology 19, no. 2 (April 1, 1997): 2–6. http://dx.doi.org/10.17730/praa.19.2.j58h234288409522.
Full textAbstract:
This issue is an attempt to help identify and define masters-level practitioners in anthropology and to provide a forum for discussion and reflection for those trained in M.A. or M.A.A. programs. (Hereafter referred to as "masters professionals" or "masters practitioners"). The authors assembled here have agreed to help define who they are, what they are doing, and where the path of anthropological practitioner has taken them, with a focus exclusively on their experience as a masters-level practitioner. Masters professionals are a relatively unique and recent phenomena, the result of the vision of those senior anthropologists who created programs in applied anthropology in the 1970s and 1980s designed to produce professional practicing anthropologists with masters' degrees. By and large this effort has been successful, judging from numbers which show masters graduates often triple those of Ph.D.'s in anthropology (A.A.A. Guide to Departments, 1996). These numbers are not indicative of anything relevant to the discipline or profession, but serve to raise a question in our minds about what all these anthropologists are doing. Further, these data do not reflect the reality of practitioners' experience, the formation of practitioner identity, the context of training, the level of participation, and the contributions of masters professionals to the discipline. The master's degree is an indirect success especially in anthropology, where the standard often assumes acquisition of the Ph.D. This issue of Practicing Anthropology is aimed at helping to direct and clarify the above-mentioned issues, and make an effort to connect masters professionals in anthropology, as well as to uncover new directions for all practitioners by profiling this constituency. We hope that together these articles will start a dialogue among all practitioners as to the necessity, practice, usefulness, and marketability of this professional discipline, and the role of the masters professional within it.
2
Soderstrom, Mark. "Family Trees and Timber Rights: Albert E. Jenks, Americanization, and the Rise of Anthropology at the University of Minnesota." Journal of the Gilded Age and Progressive Era 3, no. 2 (April 2004): 176–204. http://dx.doi.org/10.1017/s1537781400003339.
Full textAbstract:
Hindsight allows present-day scholars to view the development of academic disciplines in a light that contemporaries would never have seen. Hence, from our perspective, Mary Furner's assertion that anthropology developed as a profession reacting against biology and the physical sciences makes sense, for we tend to celebrate the triumph of cultural anthropology as the coming of age of the discipline. However, this trajectory of professional development was not a necessary or predestined development. Rather, the eventual (if occasionally still embattled) predominance of culture over the categories of race, nation, and biology was only one of many possible outcomes. This paper investigates a different trajectory, one that most current scholars would hope has been relegated to the dustbin of history. It is still a cautionary tale, though, in that while the racial anthropology followed in this narrative did not survive World War II, its practitioners did enjoy a degree of prominence and influence that was much greater and longer than has been generally acknowledged by current accounts.
3
Hauter, Wenonah. "The Role of Anthropology in Grassroots Organizing: A Campaign in Nebraska." Practicing Anthropology 19, no. 2 (April 1, 1997): 22–25. http://dx.doi.org/10.17730/praa.19.2.3478gx8051g22873.
Full textAbstract:
The anthropological perspective, defined in the broadest sense, provides both a theoretical basis for understanding human society and affords insights into the human condition. These are useful to any number of professions. As a public interest advocate with almost two decades of experience organizing around social justice and environmental issues, I am interested in the discipline not as a researcher, applied or otherwise, but as a tool for understanding and promoting progressive social change through grassroots organizing. My pursuit of a master's degree in applied anthropology, rather than the more conventional degree in public policy chosen by many advocates, was spurred by a desire to understand better how human culture is organized and reproduced. I wanted to glean a deeper understanding of the cultural preconditions for progressive movements that ultimately cause social change. To this end, over the past two years, I have integrated my professional work experiences with the anthropological perspective garnered from my graduate studies. The best example of this convergence is a statewide legislative campaign that I spearheaded in Nebraska. By wearing my "anthropological lenses" I have been able to view organizing from a new vantage point and to design more effectively a majority strategy for mobilizing citizens around environmental issues. The Nebraska campaign that I will discuss in this article is a compelling example of why anthropology should be viewed as a discipline that can provide an intellectual bedrock for other professions. By redefining and expanding the role for anthropology outside academia, the discipline is strengthened and its relevancy assured. This essay is a reflection on how anthropology has enriched and changed my work as an organizer and is a testimonial to its relevancy in our modern world.
4
Eriksson, Kimmo. "The nonsense math effect." Judgment and Decision Making 7, no. 6 (November 2012): 746–49. http://dx.doi.org/10.1017/s1930297500003296.
Full textAbstract:
AbstractMathematics is a fundamental tool of research. Although potentially applicable in every discipline, the amount of training in mathematics that students typically receive varies greatly between different disciplines. In those disciplines where most researchers do not master mathematics, the use of mathematics may be held in too much awe. To demonstrate this I conducted an online experiment with 200 participants, all of which had experience of reading research reports and a postgraduate degree (in any subject). Participants were presented with the abstracts from two published papers (one in evolutionary anthropology and one in sociology). Based on these abstracts, participants were asked to judge the quality of the research. Either one or the other of the two abstracts was manipulated through the inclusion of an extra sentence taken from a completely unrelated paper and presenting an equation that made no sense in the context. The abstract that included the meaningless mathematics tended to be judged of higher quality. However, this “nonsense math effect” was not found among participants with degrees in mathematics, science, technology or medicine.
5
Ingram, Mark. "An Anthropology of the Contemporary in France." French Politics, Culture & Society 37, no. 3 (December 1, 2019): 108–22. http://dx.doi.org/10.3167/fpcs.2019.370306.
Full textAbstract:
Cultural anthropology in France continues to bear the influence of a colonial-era distinction between “modern” societies with a high degree of social differentiation (and marked by rapid social change) and ostensibly socially homogeneous and change-resistant “traditional” ones. The history of key institutions (museums and research institutes) bears witness to this, as does recent scholarship centered on “the contemporary” that reworks earlier models and concepts and applies them to a world increasingly marked by transnational circulation and globalization. Anthropology at the Crossroads describes the evolution of a national tradition of scholarship, changes to its institutional status, and the models, concepts, and critical perspectives of anthropologists currently revisiting and reworking the foundations of the discipline in France.
6
Andreatta, Susan, Victoria Phaneuf, Jennifer Studebaker, and John Dempsey Parker. "PRACTICING ANTHROPOLOGY IN THE POST-COVID WORLD: HOW TO GET HIRED AND WHERE TO LOOK." Practicing Anthropology 43, no. 4 (September 1, 2021): 14–18. http://dx.doi.org/10.17730/0888-4552.43.4.14.
Full textAbstract:
Abstract Whether teaching at the undergraduate or graduate level, we recognize anthropology is a discovery major. Students find their way into a class and something thrilling happens; they get hooked and claim anthropology as their major or advanced degree. What is it that lures students into anthropology? It is the process of understanding culture and power or being able to “make a difference” and contribute towards positive change in an organization or a community. This drive to make a difference for those we work with drew us in as academics and practitioners and kept us engaged in the discipline. It was this vocational motivation that inspired Susan to invite Victoria, Jennifer, and John to speak to her undergraduate Applied Anthropology class regarding our experiences as practitioners. She posed the questions: “What can you do with a degree in anthropology?” and “How do you go about getting those positions rather than becoming a professor?” There may be many jobs in one’s career journey as we see it; how do you get started, stay encouraged, “upgrade” your skills, and creatively adapt over time? This paper is a product of the discussion started in that class and hopefully adds to the larger conversation currently taking place in the field.
7
English, Michael. "Urban Consulting Practice." Practicing Anthropology 15, no. 1 (January 1, 1993): 12–15. http://dx.doi.org/10.17730/praa.15.1.pn3h2457236v4097.
Full textAbstract:
In 1974 I enrolled in the inaugural class of the University of South Florida's (USF) M.A. program in applied anthropology. My undergraduate degree had been in finance and prelaw, and my experience with anthropology very limited. My interest in the program had been spurred by a St. Petersburg Times interview with Ailon Shiloh, then the graduate program director. The article told an exciting story about a new idea for anthropology—that the powerful analytical tools and perceptual abilities of the discipline could be taught to master's students, who could then be turned loose on modern American society to become effective and empathetic problem solvers. I was in my mid-twenties and ready to make a commitment to graduate education and a career. Anthropology had never occurred to me, probably because educational and career possibilities in this generally mysterious social science were limited, in my perception, to a Ph.D. and university teaching.
8
Rose, James W. W. "Forensic and Expert Social Anthropology." Open Anthropological Research 2, no. 1 (January 1, 2022): 27–37. http://dx.doi.org/10.1515/opan-2022-0116.
Full textAbstract:
Abstract Social anthropologists have acted as expert witnesses in legal proceedings for many decades, however there has persisted a tension between social anthropologists’ readiness to accept the assignation of ‘expertise’, and the typical manner in which courts and legally empowered bodies characterise such expertise as the forensic specialization of an established scientific field. This paper presents a model for the distinction between forensic social anthropology and expert social anthropology, both of which play important probative roles in a range of legal processes. The key variable in this proposed distinction is the relative degree of independent causal modelling permitted to social anthropologists engaged by courts and other legally empowered bodies. In forensic applications, social anthropologists are called upon to independently detect and explain causal processes that link culturally specific ideas to real-world instances human social interaction. By contrast, in expert applications, social anthropologists are called upon to advise on whether causal models defined by the terms of a given legal process have been substantiated. This distinction brings forensic and expert social anthropology into line with similar distinctions made between forensic and expert applications of physical anthropology in legal proceedings, and offers a useful contribution to the reconciliation of social and physical anthropology as two fields of a single parent discipline.
9
Freidenberg, Judith, and Erve Chambers. "Pedagogical Reflections on Practitioner Training Programs." Practicing Anthropology 22, no. 3 (July 1, 2000): 2–5. http://dx.doi.org/10.17730/praa.22.3.h368466302556474.
Full textAbstract:
The advent of career-oriented applied anthropology programs, devoted at least in part to preparing students for employment outside academia, is still a relatively recent development. It was not until the eighties that practitioners training programs began to be examined and observations shared with peer groups (Hyland and Kirkpatrick 1989; Trotter 1988; Kushner 1994). As we enter the new millennium, these training programs have demonstrated the positive value of a practicum or internship experience (Kushner and Wolfe 1993; Smith, Wolfe and Chambers 1981) for producing academically trained practitioners of applied anthropology. In some respects, the experiences of those programs that have developed at the master's level are of particular interest, simply because the discipline has had so little prior experience regarding masters as a professional level degree.
10
Roberts, Bill. "‘Teaching’ Practicing." Practicing Anthropology 27, no. 2 (April 1, 2005): 34. http://dx.doi.org/10.17730/praa.27.2.qh1272m3777671x3.
Full textAbstract:
This issue, dedicated to the memory of Delmos Jones, demonstrates several things. First, students learn anthropological skills best in the same way that people more generally learn about culture: through experience. The issue demonstrates one very effective way for students to acquire the knowledge and skills needed to practice anthropology: through the internship experience. The internship has long been a central part of practitioner training at the University of Maryland College Park. Secondly, and this is something that continues to surprise Jeanne and me in our work with undergraduate anthropology majors: students are capable of much better and more sophisticated work than we expect. The articles in this issue are clear evidence of this. Finally, the development of an individual's identity as an anthropologist is independent of any official credentialing or licensing process. Rather, people begin to identify themselves as anthropologists (or aspire to become anthropologists) in the college or university where they earn their degree. We are a discipline with numbers far too small to spend a great deal of time quibbling over whether someone with a Master's degree should and shouldn't be counted as an anthropologist. There is general agreement within the discipline about the value for anthropologists at all stages of their careers to continue to acquire new skills and innovative ideas about how to apply traditional skills, such as ethnographic research skills, throughout our professional lives. Anthropology does not own "ethnography" nor "ethnographic research," although it is central to what many of us do. Rather, all of us who call ourselves anthropologists continue to take pride in our ability to adapt and redefine ‘traditional’ skills such as ethnographic research to the ever-changing challenges posed by the human experience, as demonstrated by the contributors to this issue.
Books on the topic "Degree Discipline: Anthropology"
1
Ready, Jonathan L. Orality, Textuality, and the Homeric Epics. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835066.001.0001.
Full textAbstract:
This book queries from three different angles what it means to speak of Homeric poetry together with the word “text.” Scholarship from outside the discipline of classical studies on the relationship between orality and textuality motivates and undergirds the project. Part I uses work in linguistic anthropology on oral texts and oral intertextuality to illuminate both the verbal and oratorical landscapes our Homeric poets fashion in their epics and what the poets were striving to do when they performed. Looking to folkloristics, Part II examines modern instances of the textualization of an oral traditional work in order to reconstruct the creation of written versions of the Homeric poems through a process that began with a poet dictating to a scribe. Combining research into scribal activity in other cultures, especially in the fields of religious studies and medieval studies, with research into performance in the field of linguistic anthropology, Part III investigates some of the earliest extant texts of the Homeric epics, the so-called wild papyri. Written texts of the Iliad and the Odyssey achieved an unprecedented degree of standardization after 150 BCE. By looking at oral texts, dictated texts, and wild texts, this book traces the intricate history of Homeric texts from the Archaic to the Hellenistic period, long before the emergence of standardized written texts. Researchers in a number of disciplines will benefit from this comparative and interdisciplinary study.
Book chapters on the topic "Degree Discipline: Anthropology"
1
McKercher, Bob, and Bruce Prideaux. "Epilogue." In Tourism Theories, Concepts and Models. Goodfellow Publishers, 2020. http://dx.doi.org/10.23912/9781911635352-4724.
Full textAbstract:
This book explored a range of theories, concepts, models and ideas that shape how we think about tourism, the way we do. In doing so, it revealed that tourism is a true multi-discipline. It is informed by such core disciplines as geography, anthropology, sociology, psychology, economics, leisure and demography, as well as by a multitude of other disciplines and fields of study as identified in Chapter 2. Historically, though, tourism studies has been beset by a high degree of silofication – a varied field of study examined strictly within the confines of individual disciplinary silos. Even when attempts have been made to be multi- disciplinary, the results have often been less than satisfactory, for usually one school of thought dominates, while others are placed in subservient roles. Add to this the force field of tourism, and it is not surprising that tourism studies have been labelled as fragmented and disjointed, typified by multiple communities of discourse with historically little cross-fertilization between communities.
2
Mollica, Marcello, and Giovanna Costanzo. "The Good Teacher in the Good School." In Case Study Methodology in Higher Education, 280–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch013.
Full textAbstract:
The two authors of this chapter work at the Department of Ancient and Modern Civilization of the University of Messina and both have been appointed by their Department to teach two modules (Fundamentals of Cultural Anthropology and Philosophical Anthropology) of 6 CFUs (European credit transfer system credits) each for the FIT program. Both gave their lectures in the second semester of 2018 to approximately 850 future teachers. Their modules are part of phase one of the three we have mentioned above, that is, preparation for the degree that allows access to teaching. This involves the collection of 24 CFUs which are to be collected in the anthropological and psycho-pedagogic disciplines. Based on fieldwork and participant observation, which lasted three months and until December 2018, this chapter suggests a view to understanding the new Italian educational system through what we have first seen from within our own classrooms, and later through what we will see following the teachers in their own classrooms in September (classrooms and teachers which we have already identified).
3
Kramer, Kate. "Visual Rhetoric." In Research Anthology on Instilling Social Justice in the Classroom, 1613–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch091.
Full textAbstract:
This literature review traces recent scholarship on a particular form of communication that uses images for persuasive purposes: visual rhetoric. Disciplines within the purview of this literature review include writing studies, speech, communication, education, and marketing as well as, to a limited degree, anthropology, information science, art history, architecture, and design. The chapter will discuss three main theoretical constructs which ground scholarship in this field: rhetoric, iconology, and semiotics. The chapter will then explore how the Sister Arts tradition has been evoked as a potential model for interdisciplinary scholarly work; describe the propensity for social justice in writing studies pedagogy; identify convergence and divergence in scholarship on visual rhetoric that hold promise for new avenues of interdisciplinary research; and introduce scholarship in education and information science that sheds new light on the topic.
4
Kramer, Kate. "Visual Rhetoric." In Visual Imagery, Metadata, and Multimodal Literacies Across the Curriculum, 1–23. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2808-1.ch001.
Full textAbstract:
This literature review traces recent scholarship on a particular form of communication that uses images for persuasive purposes: visual rhetoric. Disciplines within the purview of this literature review include writing studies, speech, communication, education, and marketing as well as, to a limited degree, anthropology, information science, art history, architecture, and design. The chapter will discuss three main theoretical constructs which ground scholarship in this field: rhetoric, iconology, and semiotics. The chapter will then explore how the Sister Arts tradition has been evoked as a potential model for interdisciplinary scholarly work; describe the propensity for social justice in writing studies pedagogy; identify convergence and divergence in scholarship on visual rhetoric that hold promise for new avenues of interdisciplinary research; and introduce scholarship in education and information science that sheds new light on the topic.
5
Varela, Miguel Escobar, Andrea Nanetti, and Michael Stanley-Baker. "Digital Humanities in Singapore." In Digital Humanities and Scholarly Research Trends in the Asia-Pacific, 91–117. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7195-7.ch005.
Full textAbstract:
In Singapore, digital humanities (DH) is inclusive of the larger spectrum of the humanities, including not only its traditional disciplines (e.g., languages and literature, philosophy, law, geography, history, art history, musicology) but also anthropology, heritage studies, museum studies, performing arts, and visual arts. Multilingual, interdisciplinary, and audiovisual projects are particularly prominent. A community is growing around an emergent concept of DH, and it is developing results mainly in society-driven research projects. Although the DH label is relatively new, and DH dialogue across Singapore institutions is at its early stages, Singapore-based researchers have carried out digital research for decades. An increasing number of projects are home-grown, but several projects have also migrated to Singapore recently due to the high degree of mobility at Singaporean institutions. Current trends suggest that the next stage of DH history in Singapore will include the development of more formal institutions and more participation in global DH conversations.
6
Rosenzweig, Cynthia, and Daniel Hillel. "Analysis of El Niño Effects: Methods and Models." In Climate Variability and the Global Harvest. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195137637.003.0010.
Full textAbstract:
Knowledge of climate impacts is necessarily embedded in multifaceted, multiscaled contexts. The many facets include physical, ecological, and biological factors—as well as social, political, and economic ones—interacting on a spectrum of scales ranging from the individual to the household, the community, the region, the nation, and the world. Such complexities encompass natural as well as cultural aspects. Therefore, assessing the role of climate requires a comprehensive, integrated approach. Various methods and models have been proposed or developed to aid understanding of the relationships between agriculture and climate variability (and more specifically, ENSO) in regions around the world. Relevant methods include socioeconomic research techniques such as interviews and surveys; statistical analyses of climate and agronomic data; spatial analysis of remote-sensing observations; climate-scenario development with global and regional climate models and weather generators; and cropmodel simulations. Here we describe conceptual models that guide regional analysis, a framework of methods for regional studies, and examples of research in several agricultural regions that experience varying degrees of ENSO effects. Conceptual models are important because they can guide research and application projects and help physical, biological, and social scientists work together effectively within a common context. Equally important is the role of conceptual models in promoting effective interactions between researchers and agricultural practitioners. An early conceptual model for enhancing the usefulness of seasonal climate forecasts has been called the “end-to-end” approach (figure 5.1a). This model consists of a linear unidirectional trajectory in which El Niño events precipitate climate phenomena that, in turn, induce agronomic responses, with ensuing economic consequences. In disciplinary terms, the end-to-end trajectory begins with the physical sciences, proceeds to agronomy, and then to social science—primarily economics. The end-to-end model quickly evolved into an “end-to-multiple-ends” approach (figure 5.1b) because social science consists of many disciplines besides economics. Outcomes and insights regarding the use of seasonal climate forecasts differ, depending on whether the disciplines of economics, anthropology, political science, or sociology are involved. However, a weakness of these conceptual models is the absence of agricultural practitioners (e.g., farmers, planners, input providers, and insurers) in the research process.