1.

____ means that a person is required to marry within his or her own social group.

2.

Gender is

3.

Kinship terminology varies from culture to culture.

True

False

4.

Your father’s sister’s kids are your cross cousins.

True

False

Choose a stressor you are experiencing. Is it positive or negative? Ambient or cultural? Chronic, acute or anticipatory? Do you experience physical symptoms or other effects? What changes can you make to help you cope

What are the causes of terrorism? What efforts is the U.S. government making to prevent and control the spread of domestic terrorism and international terrorism? What do you think should be done that is not being done presently to help stop terrorism? ​

Correlation should not be equated with causation. The textbook presented the example of height and weight to illustrate that point. Based on your life and work experiences and observations, give three additional examples of ­correlations that would be misleading if they were explained using a cause-effect logic, in other words, examples of two variables that may be correlated but do not cause each other. Please use correlation language to describe your examples (see textbook).

Researchers Try to Save Some Middle-Eastern Languages From Extinct

Language is arguably the most universally important of human abilities, making it possible to pass on information and experiences like a baton through generations.

But about half of the 7,000 languages spoken around the world will not last the end of this century, according to the latest predictions. There is no single cause for the extinction of a language. Some of the common causes are the overbearing dominance of a few languages, such as Arabic, French and English, the social stigmas attached to using minority languages and the disruption of traditional ways of life.

Linguists argue that it’s in the interest of humankind to save the languages that are at risk. “The loss of a language can also mean the loss of an entire culture,” says the director of the Endangered Languages Documentation Programme at SOAS, University of London, Mandana Seyfeddinipur. She adds that there could be remedies to diseases that might never be passed on because after the last speaker dies, no one could understand any texts they left behind. “When a language dies then we’ll never know what those people knew,” she says.

Linguists say the ethnic violence directed at minorities in Iraq and Syria has placed additional strains on endangered languages. “It’s almost in the definition of an endangered language that it be spoken by a minority and right now and in parts of the Middle East they’re either being killed or suppressed,” says director of the Endangered Languages Project, Lyle Campbell. Some of those Middle Eastern languages at risk are expected to be extinct in 60 years.

The most endangered language in the Middle East, according to Campbell, is currently a dialect of Northeastern Neo-Aramaic found in Mosul and the Nineveh Plains region of Iraq. There are about 2,000 speakers who have suffered greatly at the hands of the Islamic State, says Campbell. The dialect has its roots in Aramaic, once a widely spoken language that some experts believe was spoken by Jesus and the region’s rulers.

A small population of native speakers doesn’t necessarily mean a language is on the brink of extinction. Campbell’s organization categorizes the vast number of endangered languages into four sub-groups: at risk, endangered, severely endangered and “vitality unknown.”

In addition to the number of speakers, researchers also consider whether the population is on the rise or fall and whether the younger generation is engaged with the mother tongue. Campbell admits this is not as yet an exact science because the amount of data is severely limited: “It’s often a best guess, but the really endangered ones pop out at you.”

Languages in the Middle East with less than 20,000 speakers(The Endangered Languages Project)

Relatively speaking, the Arab world is not one of the most linguistically diverse parts of the globe. “Arabic has wiped through the region over the years and swept up the smaller languages,” says Seyfeddinipur.

It’s an uphill struggle to preserve what’s left. “We’re fighting a battle against time,” she says.

Her colleagues agree. “You have the big languages in the Middle East; Arabic, Turkish and Kurdish, but not much else,” says Bruno Herin, a linguist from the Institut National des Langues et Civilisations Orientales, in Paris.

Some governments in the region give Arabic more official status than the minority languages. In Saudi Arabia only Arabic is officially recognized. “We have to pretend that other languages there are Arabic dialects if we want to go and study them,” says Campbell.

Herin is documenting the endangered Domari language in Lebanon with the support of a grant from Seyfeddinipur’s department. The people who speak Domari, known as the Dom, are branded as the “gypsies of the Middle East,” says Herin. “There’s a big stigma attached to the term,” he says, “so they try to keep themselves hidden.” The Dom have no ethnic or linguistic relation to Europe’s Roma populations.

The effort of Dom communities to be invisible makes it impossible to know exactly how many Domari speakers there are. Herin estimates they’re in the thousands, not the hundreds.

In 2009, before the Syrian conflict began, Herin was visiting a friend in Aleppo. He overhead his friend’s cleaning lady speaking on the phone with a family member. Unable to recognize her apparent dialect of Arabic, he spoke to the maid and enquired further. She explained that she was speaking Domari, not Arabic and that’s when he first became interested in the Dom. “Someone from outside of the region might easily mistake it for Arabic. The Dom have borrowed a lot of speech patterns from Arabs over the years,” says Herin.

Domari is an Indic language, originating in the Indian subcontinent. At some point in their history, the Dom migrated from South Asia to the Middle East. Ever since, they have traditionally been merchant nomads, says Herin.

Today, there are Dom populations in western Syria, Lebanon and southern Turkey. Since the civil war in Syria began, they’ve been the victims of violence from various fighting factions, says Herin. “They’re perceived as unbelievers by some rebels,” he says. “They aren’t seen as good Muslims despite identifying themselves as Sunni.” That discrimination has pushed the Dom to migrate to Lebanon and Turkey.

When minorities become refugees, it’s never a good thing for the survival of their language, says Seyfeddinipur. The separation from their homeland and disruption of their traditions often means the younger generations take more interest in the language of their adopted country. This certainly seems to be the case with Domari. “The Dom youth prefer Arabic—the youngest speakers of Domari are 30 years old,” says Herin. He gives the Domari language 60 years to become extinct.

To make matters worse, the language has no written form. “When the last Domari speaker dies, it will be as though the language never was. That’s why I’m intervening,” says Herin.

Saving a language from extinction involves a two-pronged attack: The first prong is to document and describe the language so that future linguists can study it and future generations can learn it. The second prong is revitalization, which seeks to increase the number of speakers. That is considerably harder because it means researchers have to provide a cultural and social context for communities to be bilingual. Success rates are historically low, says Seyfeddinipur.

Campbell also recognizes the odds, but looks to previous successes for inspiration. “We are seeing more and more language obituaries,” he says. “But Welsh in the U.K. is considered a great success story and proves it can be done.”

Herin is preparing for a trip to Lebanon in early 2015 where he will consult with Domari speakers. He hopes to come up with a way to codify the language in writing, which he hopes will lay the foundation for the language to thrive again. “The Dom would probably prefer an Arabic script to a Latin alphabet,” he says. “That’s the best solution because they’ll be able to apply their Arabic literacy.”

He also hopes to encourage the Dom to teach the language to their younger generations with the production of formal grammar and a multimedia dictionary.

Faced with the grim statistic that some 3,500 languages all over the world are expected to bite the dust over the next 90 or so years, Seyfeddinipur insists it’s worth the effort preserve dying languages even if native speakers are unlikely to embrace them again. “The way we speak shapes the way with think. When a language dies we loose a community’s collective wisdom,” she says, “Why is the British Museum important? Why is The Smithsonian important?”

i need summry

Please discuss the major contributions of classical Greco-Roman civilization to Western civilization:

What were the responsibilities of the citizen to the state, and vice versa?

After watching the Ted talk by Nadine Burke Harris, Identify two adverse childhood experiences, how they negatively impact mental health and wellness, and two ways to cope with the type of stress/trauma as one grows into adulthood.

Discuss the legal rights and responsibilities of both teachers and students and the implications of each on the teaching field.

What’s the difference between a fable/parable/tale and a short story?What’s the difference between a protagonist and an antagonist? please use 200 words if you can

List several social statuses you occupy. Which ones are ascribed, and which are achieved? What roles are you expected to play as a consequence of the positions you occupy? Minimum length is 200 words.

in general how do we construct our perception?

What is the meaning of the phrase “liberal arts”? Why is a liberal arts education valuable in the workplace?

Passage 2 (Questions 8–14)

In the first place, to make the poem or the novel the central concern of literary criticism has appeared to mean cutting it loose from its author and from the author’s particular hopes, fears, interests, conflicts, etc. A criticism so limited may seem bloodless and hollow.

In the second place, to emphasize the work seems to involve severing it from those who actually read it, and this severance may seem drastic and therefore disastrous. After all, literature is written to be read.

The formalist critic knows as well as anyone that poems and plays and novels are written as expressions of particular personalities and are written from all sorts of motives–for money, from a desire to express oneself, for the sake of a cause, etc. Moreover, the formalist critic knows as well as anyone that literary works are merely potential until they are read–that is, that they are re-created in the minds of actual readers, who vary enormously in their capabilities, their interests, their prejudices, their ideas. But the formalist critic is concerned primarily with the work itself. Speculation on the mental processes of the author takes the critic away from the work into biography and psychology. Such studies describe the process of composition, not the structure of the thing composed.

On the other hand, exploration of the various readings which the work has received also takes the critic away from the work into psychology and the history of taste. But such work, valuable and necessary as it may be, is to be distinguished from a criticism of the work itself. The formalist critic makes two assumptions: (1) that the relevant part of the author’s intention is what the author actually put into the work–that is, the critic assumes that the author’s intention as realized is the “intention” that counts. And (2) the formalist critic assumes an ideal reader–that is, instead of focusing on the varying spectrum of possible readings, the critic attempts to find a central point of reference from which to focus on the structure of the poem or novel.

There is no ideal reader, of course. But for the purpose of focusing on the poem rather than on the critic’s own reactions, it is a defensible strategy. (The alternatives are desperate: Either we say that one person’s reading is as good as another’s, and thus deny the possibility of any standard reading, or else we take the lowest common denominator of the various readings that have been made–that is, we frankly move from literary criticism into social psychology. To propose taking a consensus of the opinions of “qualified” readers is simply to split the ideal reader into a group of ideal readers.) As consequences of the distinction just referred to, the formalist critic rejects two popular tests for literary value. The first proves the value of the work from the author’s “sincerity” (or the intensity of the author’s feelings as he or she composed it). We discount also such tests as the intensity of the critic’s reaction.

A literary work is a document and as a document can be analyzed in terms of the forces that have produced it, or it may be manipulated as a force in its own right. It mirrors the past, it may influence the future. These facts it would be futile to deny, and I know of no critic who does deny them. But the reduction of a work of literature to its causes does not constitute literary criticism; nor does an estimate of its effects. Good literature is more than effective rhetoric applied to true ideas–even if we could agree upon a philosophical yardstick for measuring the truth of ideas and even if we could find some way that transcended nose counting for determining the effectiveness of the rhetoric.

Material used in this test passage has been adapted from the following source:
C. Brooks, The formalist critic. ©1951 by The Kenyon Review.

The author of the passage probably rejects the use of biography and psychology in literary criticism because these disciplines:

1. cannot provide any information about literature.
2. assume that the author’s intention as realized is the only intention that counts.
3. take into account the entire range of possible readings of a literary work.
4. focus on the process of literary composition and not on its product.

Solution: The correct answer is D.

1. The passage author acknowledges that “such work [may be] valuable and necessary”. Implicitly, however, its value and necessity are the responsibility of biographers, historians, and psychologists, not of literary critics (see rationale D).
2. According to the passage author, it is the formalist critic for whom the intention as realized–i.e., the finished work–is the only relevant consideration. Conversely, it is the proper role of biography and psychology to consider the intention within the author’s mind.
3. The passage asserts that one alternative to an analysis of the poem itself is that “we take the lowest common denominator of the various readings that have been made–that is, we frankly move from literary criticism into social psychology”. This assertion does not reject psychology (biography is not at issue in this regard) because it might study the effects of literature on readers; it rejects this psychological approach for critics because it “does not constitute literary criticism”.
4. To use biography in literary criticism would be to consider facts about an author’s life; to use psychology would be to speculate about the inner life of an author or of those who have commented on a literary work. The passage author contends that the application of either of these disciplines to an author is inappropriate for a literary critic because both “describe the process of composition, not the structure of the thing composed”. The argument against a critic’s using psychology to explore the various ways that readers have understood a work is that this investigation, too, “is to be distinguished from a criticism of the work itself”.

I thought B "assume that the author’s intention as realized is the only intention that counts." was the correct answer because in the passage it literally states that the authors intention REALIZED intention is the only intention that counts. The explanation given by AAMC doesnt really make much sense to me.

Why is culture important to consider when studying populations in experimental psychology?

2.    Discuss the theories of sexuality listed in the textbook. Describe each theory clearly.  

a)    The Social Constructionist Perspective

b)   The Integrative Perspective

c)    Queer Theory.