Introduction to the Middle Paleolithic

The Middle Paleolithic period (ca. 200,000 to 45,000 years ago) is when archaic humans including Homo sapiens neanderthalensis appeared and flourished all over the world. Handaxes continued in use, but a new kind of stone tool kit called the Mousterian was created, which included purposefully prepared cores and specialized flake tools. Early Human Lifestyle The living method in the Middle Paleolithic for both Homo sapiens and our Neanderthal cousins included scavenging, but there is also clear evidence of hunting and gathering activities. Deliberate human burials, with somewhat controversial evidence of ritual behavior, are found at a handful of sites such as La Ferrassie and Shanidar Cave. By 55,000 years ago, archaic humans were tending to their elderly, as evidenced at sites like La Chapelle aux Saintes. Some evidence for cannibalism is also found in places such as Krapina and Blombos Cave. Early Modern Humans in South Africa The Middle Paleolithic ends with the gradual disappearance of the Neanderthal and the ascendancy of Homo sapiens sapiens, about 40,000 to 45,000 years ago. That didnt happen overnight, however. The beginnings of modern human behaviors are mapped out in the Howiesons Poort/Stillbay Industries of southern Africa, beginning perhaps as long ago as 77,000 years, and leaving Africa along a Southern Dispersal Route. Middle Stone Age and the Aterian A handful of sites seem to suggest that the dates for the change to the Upper Paleolithic are way out of whack. The Aterian, a stone tool industry long thought to have been dated to the Upper Paleolithic, is now recognized as Middle Stone Age, dating perhaps as long ago as 90,000 years. One Aterian site—showing early Upper Paleolithic-type behavior but dated much earlier—is at Grotte des Pigeons in Morocco, where shell beads dated 82,000 years old have been discovered. Another problematic site is Pinnacle Point South Africa, where red ochre use has been documented at ca. 165,000 years ago. Only time will tell if these dates remain accurate by scientific reckoning. Neanderthal hung on, too. The latest known Neanderthal site, from ca. 25,000 years ago, is Gorhams Cave in Gibraltar. Finally, the debate still is unsettled about the Flores individuals, dating to the Middle Paleolithic but extending well into the Upper, who may represent the separate hominin species Homo floresiensis.

Stereotypes Essay - 2627 Words

To adequately investigate the question as to whether stereotypes are the psychological lubricant on intergroup behaviour, several areas need to be considered. In the context of this essay the concept of stereotypes needs to be defined. Although Lippmann (1922) is credited with first using the term stereotype in this context it is perhaps Brown (1995) who offers the most applicable definition when he wrote that quot;to stereotype someone is to attribute to that person some characteristics which are seen to be shared by all or most of his or her fellow group members.quot; (p.83). With this definition in mind this essay will, firstly, in an attempt to address the question make a brief review of some of the research that has been†¦show more content†¦Schaller and Maass point to Social Identity Theory (Tajfel amp; Turner, 1979), and self-categorisation theory (Turner, 1987) as the quot;most coherent contemporary models of motivational biasesquot; (Schaller and Maass, 1991, p.190) in relation to social group membership. One of the key points with Social Identity Theory is that the very act of categorisation, regardless of group contact, is enough to produce in-group preference and differentiation from the out-group. According to the theory an individuals self esteem is related to his or her social category membership and therefore the individual seeks to make the social category appear in as positive a light as possible. This group differentiation can lead to the formation of stereotypes. Turners self-categorisation theory states that individuals seek to form self-categorisations of themselves at many different levels ranging from the most abstract, as in the perception of the self as human, to the most defined, that of the self as a well-defined individual. As with Social Identity Theory, individuals seek to perceive themselves in a positive way and seek to establish a positive distinctiveness between the self and other in-group members and between the in-g roup and theShow MoreRelatedStereotypes And Stereotypes Of Stereotypes1660 Words   |  7 Pagesand Usage of Stereotypes on Individuals On an average day, one might turn on the television to a variety of shows. Some may display a husband coming home from work to a meal cooked by his wife, and others may show a blonde girl proving her lack of common sense. Nevertheless, this comes to show how commonly it occurs that stereotypes are presented in our daily lives. Stereotypes are considered to be widely generalized perceptions of particular groups of people. There are stereotypes in regards toRead MoreStereotypes And Stereotypes Of Stereotypes771 Words   |  4 PagesStereotypes: â€Å"...a fixed, over generalized belief about a particular group or class of people.† (Cardwell, 1996). Stereotypes create an unconscious perception on a group of people. Generalization ignores differences between individuals; therefore we pass assumptions towards others that may not be accurate. Stereotypes enables us to respond quickly to situations because we may have had similar experiences before. The use of stereotypes is an inv oluntary way we simplify our social world; they reduceRead MoreStereotypes And Stereotypes Of Stereotypes1357 Words   |  6 Pagesthing is known as a stereotype. Everyone has a stereotype of someone or something, whether they know it or not. It has become more common to have stereotypes in today s world. Human beings tend to settle on fixed images about races or cultures, and in doing so, assume, due to stereotypes, that they are endangered by all understood in that group. Such attitudes are dangerous, and spread violence across cultures. Every race and culture is characterized by stereotypes. Those that are stereotypedRead MoreStereotypes And Stereotypes Of Stereotypes1362 Words   |  6 PagesINTRODUCTION: In today’s world stereotypes play a huge role. Stereotypes are constantly discussed and spread among members of a society, and usually have a negative message. It is commonly said that a world without these stereotypes is how the world should be. However, this is unachievable. As harmful as a stereotype can be, it is necessary and it is a part of all of our lives. Stereotypes are inevitable and present in all places and therefore are a factor in all human beings lives whether they knowRead MoreThe Stereotypes Of Stereotypes And Stereotypes977 Words   |  4 PagesBreaking Stereotypes The labeling or stereotyping of different races often define how they are supposed to act, think, and conduct themselves within society. Stereotyping can have an extremely negative effect on individuals in a particular ethnic group that have a real potential to become something better than what their labels define them as. Stereotypes such as all Native Americans are uneducated and lazy, or all Caucasian people are racists, are assumptions that can cause hatred between racesRead MoreStereotypes And Stereotypes Of The Media997 Words   |  4 Pagesbitch.† said Bette Davis. Stereotype is one of the big issue in our world right now. This quote refers to one of the categories of stereotype that is gender stereotype. As an chinese indonesian I have some experience of being stereotyped just because of my race. The media has 2 side view of media, on the one side it helps people educate about stereotype and on the other side it also promotes stereotype.Stereotype is something that n eeds to stop, this is because stereotype gives people a misinterpretationRead MoreThe Impact Of Stereotypes And Stereotypes1178 Words   |  5 Pages The Impact of Stereotypes Stereotype: 1. A widely held but fixed and oversimplified image or idea of a particular type of person or thing. 2. A person or thing that conforms to a widely held but oversimplified image of the class or type to which they belong. Stereotypes are one of the most common issues, today and throughout history, that cause our nation to be divided. It has a problem inside and out of country. Stereotypes range from false guarantees to bad interpretations. According to FacingRead MoreStereotypes And Film Stereotypes1311 Words   |  6 PagesStereotypes and Films This week, in Chapter 5 The Perceptual Context, we covered stereotypes. Stereotypes typically refer to membership in social categories such as sex, race, age, or profession, that are believed to be associated with certain traits and behaviors, as noted by Neuliep (2015). Stereotypes can often stem from an individual’s own perception and form one’s cultural upbringing. The film I am covering, as it relates to stereotypes is Think Like a Man. Think Like a Man is about four womenRead MoreThe Stereotypes Of Racial Stereotypes Essay1524 Words   |  7 PagesRacial stereotypes have always been a serious issue in society. The stereotypes impact many aspects of our life. We more or less get carried away by our perceptions toward race, and judge people in a certain frame unconsciously, as Omi set forth in In Living Color: Race and American Culture. Taken by Hilary Swift, this photo presents an African American woman, waiting for a bus that can take her to the Kitchen of Love, a food pantry that located in Philadelphia aiming to feed people suffering fromRead MoreStereotypes And Stereotypes Of Stereotypes1765 Words   |  8 PagesStereotypes can be defined in several ways and are typically used in a negative or positive manner. Stereotyping according to Neuliup, J.W., (2012), â€Å"is referred as the memebership in social categories such as sex, race, age, or profession that are believed to be associated with certain traits and behaviors.† It may also refer to the belief that one holds against another person or groups of people from a given ethnic group. Stereotype’s has been known to be used in many films across the globe

Life stages Free Essays

Cognitive: at this stage children can think in language without fully understanding, Pigged said that from 2-7 years they will be unable to work things out or think about things in a logical way (pre- operational stage). From 7-11 years they will be able to work out simple problems known as â€Å"concrete operations†, this is what Pigged called the concrete-operational stage. Emotional It is in the childhood life stage where people develop an idea of self, they will start understanding self and others. We will write a custom essay sample on Life stages or any similar topic only for you Order Now They are likely to direct a large amount of their energy in to mastering skills and knowledge. Relationships with their parents, other relatives, friends and teachers will have an impact on the child’s self-confidence and how they feel valued. The child may develop a permanent sense of confidence or of inferiority and failure. Social Childhood is where social learning first occurs, primary solicitation will take place which is where a child will learn social roles and behaviors from within their family context. This will provide a ‘safe base’ from which children will explore relationships with other children and learn cooperation through play. As a child gets older they will become increasingly independent by making friendships with other children which will lead to them developing mutual trust. Towards the end of the childhood stage, children will develop a circle of friends and will begin to be able to understand another person’s point of view. Adolescence (10-18 years) The physical changes that occur in the body during adolescence are mainly due to puberty, which is triggered by the hypothalamus in both genders. Puberty occurs generally between 11 and 13 years of age in females and between 13 and 15 years in males. Female puberty: The physical changes that will occur in adolescent females are; pubic hairs, breast growth, periods beginning and widening of hips. These changes occur in order for females to prepare for pregnancy and childbirth and are driven by the hormone estrogen. Male puberty: Male adolescents will develop reams. These changes occur to make them physically strong and is driven by testosterone. Intellectual It is within the adolescence stage of life where ‘adult thinking’ will develop, this means thinking using logic and abstract thought processes and is called the formal operational stage in Piglet’s stages of development. Logical thinking enables adolescents and adults to think scientifically and solve complex problems in their heads that they would not have previously been able to. Abstract thought processes allow adolescents and adults to think beyond the limits of everyday experience and wink through complicated problems without requiring to see concrete pictures to solve them. Emotional In adolescence the sense of self will continue to develop, in this stage adolescents will need to develop a secure sense of identity, this was first stated by Erikson. A clear understanding of self-identity will enable a person to feel secure when working with others and also to make a sexual loving attachment to another person. Self-esteem in adolescence may depend on the development of identity. Social In adolescence, secondary social learning will occur. An adolescent’s self-worth will owe be more heavily influenced by other adolescents than by family. They will copy the behavior, clothing, interests, beliefs and cultural values from their own network of friends. Adulthood (18-65 years) Early adulthood: A person’s physical performance will peak at 19-26 years, and at this age an adult will be optimistic about their future health. The main physical concerns are likely to be with diet, weight, exercise, addiction, reproduction, pregnancy and breastfeeding. Middle adulthood: this is when health concerns will begin to develop and sight is very likely to decline. An adult in this stage will also develop wrinkles and grey hairs. Men will experience a reduction of testosterone and women will experience menopause, this is a sharp reduction in estrogen, reduction of bone density and loss of fertility. Intellectual Adulthood is also included in Piglet’s formal operational stage of intellectual development, which I have described in the adolescence intellectual development stage. A psychologist called Chase said that there is extending cognitive skills in adulthood, including; an achieving stage, a responsibility stage and an executive stage. Creativity peaks in adulthood in relation to lyrical poetry or theoretical math’s or physics in an adults ass-ass, and in areas such as philosophy or history later in adulthood. Emotional A psychologist named Erikson gave much input in to the emotional development of adulthood, he said that in early adulthood there will be a conflict of intimacy vs.. Where an adult will be avoiding isolation learning to form an attachment to a partner, they will be trying to not be too self-centered or defensive. Middle adulthood: this is where an adult will be attempting to stay involved with their social life and legislations, but there will be a loss of interest in social issues which will create a risk of emotional stagnation. In early adulthood friendship networks will be very important and they will be forming adult, sexual relationships and starting a career which will have some form of career pathway. Adults will be thinking about and will be likely to experience marriage and parenthood. Mature adults may have a reduced amount of time socializing within friendship networks due to their time being priorities to child care, parent care, work and other family commitments. Older adulthood (65+ years) Older adults will be less active and are therefore likely to put on weight regardless of eating the same as they previously had. They will be more susceptible to disease and illness, for example; osteoporosis, arthritis, stroke and flu. Older adults will also be prone to falling over as their balance will moderately decrease, half of over ox’s currently meet the equality act definition of disabled. It is in older adulthood where Chaises re-integrative stage occurs, this is where due to having a limited amount of energy older adults will only focus on tasks that are important to them. There will be a plasticity of cognitive skills in this life stage; this will be effected by a lack of stimulation, anxiety and disease, for example dementia. Older adults are likely to have a certain sense of wisdom, this will be shown by and due to experience, empathy and understanding. Emotional In older adulthood there will be a conflict of ego integrity vs.. Despair, meaning that in order to cope with aging and death an adult will need to have developed a secure sense of self. A failure to do this will result in despair. Older adults are likely to have heir emotions highly effected by experiencing different forms of loss, this could be of purposes and roles, health and/or death of friends and family. Retirement will have a large impact on an older adult’s social interaction as they will no longer be working, however an increasing number of over ass are working each year. Because of this, older adults will have much more free time but are likely to focus on existing relationships rather than search for new ones. A problem with the solicitation of the elderly is loneliness, 1 in 10 over ass say that they often or always eel lonely, this will link with older adulthood’s emotional development. Australia, K. 2014. How to cite Life stages, Essays

Student Independence and Peer to Peer Learning- myassignmenthelp

Question: Discuss about the Student Independence and Peer to Peer Learning. Answer: Introduction: Learning is the art of acquiring knowledge either by study, experience or teaching, the process of learning however is continuous, which is influenced by several parameters, both external and internal. However the learning process is never same for all. Different people have different learning capacities, while few may find learning process easier on their own, few might be in need of some additional effort. One of the most abundantly utilized mediator techniques in learning process is peer assisted learning, a recent contemporary addition to the world of learning and teaching (Sams Bergmann, 2013). Elaborating more, a peer can be identified as the individual, who holds the similar academic rank, and peer assisted learning or PAL is the concept of involving the assistance and cooperation of the peers in the learning process of an individual. Now it has to be mentioned in this context that peer assisted learning cannot be categorized as a singular undifferentiated learning strategy. On the contrary, the concept of peer to peer learning encompasses a broad range of tools and methods, making it a more or less multidimensional learning strategy. According to the research study conducted in university of Ulster, there are 10 different modes of peer to peer learning (Riese, Samara Lillejord, 2012). This assignment will attempt to explore four different methods of peer to peer learning and how they can be integrated to ensure maximum student independence and autonomy. Method 1: The first method that will be discussed here is the traditional proctor model of peer assisted learning. Despite being a traditional model of learning this style takes into consideration diverse contemporary teaching method and styles. According to Li Lam, 2013, this mode of peer to peer learning is characterized by the incorporation of an educational setting where the senior students are entasked with the responsibility of tutoring or teaching the junior students utilizing much more application based and innovative learning techniques than what the usual classroom learning design employs. The authors have indicated that teaching or tutoring is a domain where experience and knowledge, both play a significant role, a single misconception or flawed understanding in the tutor may be passed on to the students that he or she is tutoring hence, and the gap in knowledge is passed on rather than being addressed and eradicated. Hence it can be said that in this model the responsibility of tu toring is given to a senior student who is ought to have a better understanding and conceptual clarity regarding the subject rather than the new learners, and hence this model can be considered much more suited and beneficial for the best of interest of the new learners. Another school of thought regarding the employment of traditional proctor model in per to peer learning setting acknowledges a different ideology within the same model (Kearney, 2013). According to this new ideology, the students from similar learning capacity or similar modules cooperate in a partnership in the learning cells assigned by the senior tutor, and the partners of the same team help each other equally in the learning process. Now it has been argued that team learning environment grouping learners with similar capacity makes the learning process much easier for both of them and along with that introduces the additional element of mutual support, which in turn facilitates the learning process further altho ugh one drawback if this integration can be the slow paced learning process and lack of constructive competitiveness. This method can be best utilized to group two individual in the similar learnng curve with a senior tutor. Method 2: The second method of introducing peer assisted learning illustrates the last discussed integration method with more impact on eliminating the concept of senior tutoring. This method of peer to peer learning is also known as cooperative learning, the main principle behind this integrative ideology is to establish and facilitate positive interdependence and autonomy in the students utilizing cooperation and mutual learning experiences. In this approach earners are grouped on the basis of shared learning outcomes, and the process guides the involved individuals in a mutually beneficial interactive process guiding the entire learning process. The main difference between the proctor method and cooperative learning method is the fact that in thus method no senior tutor is assigned to a group, and the group of 6 to 7 learners with similar learning outcomes are guided by the teachers themselves (Jimenez et al., 2012). According to Kearney, 2013, this mode of peer assisted learning brings abo ut the best invested efforts for the sake of student autonomy, where the students participate equally with simultaneous interaction, synergy, and values to facilitate mutually beneficial learning process, fortifying the strength of each other and camouflaging the flaws, enabling the learners within a peer group to depend on their own abilities and understanding to bridge the gaps left behind in their learning process without having to depend on the assistance of the tutor, in turn employing best student independence. However a second school of thought regarding this context is the competence threat that can be a potential challenge when integrating cooperative learning method, however according to a few authors the best method to implement this method so that competence threat is eliminated and best outcome is achieved can be by incorporating the jigsaw method of informational independence while forming the groups (Jimenez et al., 2012). Method 3: The third method of peer to peer learning is another derivation from the proctor model, however this method emphasizes on the idea of peer monitoring rather than group studying activity. The method of peer monitoring is another very popular peer assisted learning method, which is characterized by the specific role taking as monitor by an experienced learner belong to the same curriculum. In this method of learning the peer monitor is chosen on the basis of understanding, performance and conceptual clarity among a group of learners belonging to a same or similar modules (Burke Sass, 2013). Unlike the proctor model, there are no internal groups or teams formed in this scenario, and with the lack of sub-grouping, each and every individual gets the equal opportunity to learn. In case of peer tutoring or mentoring the most of focus is bestowed on the curriculum development module contents helping and monitoring the students to understand their curriculum and learn the contents rather tha n memorizing it. according to Boud, 2012, the best method to implement this technique will depend on deciphering and optimally utilizing the speciality level of the tutoring while assigning him or her a team of learners, where some tutoring modes scaffold interactive learning with structured material to facilitate better understanding, and many of the authors believe this specialized mode of peer tutoring is potentially more beneficial for bringing forth the concepts of student autonomy than the generic peer tutoring. Method 4: The last method of peer to peer learning is the one that has attracted the most of the controversial arguments and has the minimal documented proof of the positive results. It has to be understood in this context that the responsibility of the peer mentor or tutor is to guide, assist and motivate the learners to attempt for learning activities and efforts that they have otherwise not opted for on their own. Hence, it is of great importance for the peer tutor to be experienced with exceptional leadership skills and cooperative and motivating understanding. This method of peer to peer learning represents the concept of spontaneous tutoring where untrained individuals with lacking experience and knowledge providing random training and tutoring sessions to the learners. According to the authors, this method is unwarranted and more or less unproductive as it does not abide by the standard norms of peer tutoring. In most cases, spontaneous tutoring behaviour can inevitably lead to incomple te learning process with frequent gaps that are left uncorrected (Boud, 2012). Hence it neither facilitates the concept of shared learning nor educational autonomy in the students or learners, nor can be considered counter-productive to the establishment of educational autonomy in the students, which is the primary outcome of the peer to peer learning programs. However, one beneficial result of this learning method can be the fact that this spontaneous training does not require meticulous preplanning and setting organization, and the learners can get their doubts cleared much sooner than any other peer assisted learning method. However, as opined by the authors, the best method to utilize this method is to take acute attention to ensure that spontaneous training is only employed to clear small doubts or confusions and is not trusted as a mainstream peer learning technique among the learners (Boud, 2013). Conclusion: On a concluding note, it can be said that there are a number of different tutoring techniques within the concept of peer to peer learning style, and each technique has its own sets of benefits and pitfalls. However the correct integration technique that will be able to yield the best results will entirely depend on the individual characteristics of the learner population and the learning environment setting. It has to be understood that, the process of acquiring knowledge is different for each and every individual; hence there cannot a single standardized protocol that will be able to achieve every learning goal in different learner setting. Rather, if the peer assisted learning technique is chosen on the basis of the learning capacity of the learners and the environment, it will be able to extract the optimal results out of peer to peer learning philosophy. References: Boud, D. (2013). Enhancing learning through self-assessment. Routledge. Boud, D. (Ed.). (2012).Developing student autonomy in learning. Routledge. Burke, M. A., Sass, T. R. (2013). Classroom peer effects and student achievement. Journal of Labor Economics, 31(1), 51-82. Jimenez, B. A., Browder, D. M., Spooner, F., Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301-317. Kearney, S. (2013). Improving engagement: the use of Authentic self-and peer-assessment for learningto enhance the student learning experience. Assessment Evaluation in Higher Education, 38(7), 875-891. Li, M. P., Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong Kong Institude of Education. Riese, H., Samara, A., Lillejord, S. (2012). Peer relations in peer learning.International Journal of Qualitative Studies in Education,25(5), 601-624. Sams, A., Bergmann, J. (2013). Flip your students' learning. Educational leadership, 70(6), 16-20.