ANTHROPOLOGY 103-01} SPRING 2002	Dr. Charles F. Urbanowicz / Professor of Anthropology
Cultural Anthropology } TRACS #10159	California State University, Chico / Office: Butte 317
ANTH 103-01} Tue + Thu} Butte Hall 319} 2->3:15pm	Office Hours: Tue + Thu} 8->9am & 11->12:30pm Office Phone: (530) 898-6220 / Dept: (530) 898-6192
e-mail: curbanowicz@csuchico.edu	http://www.csuchico.edu/~curban/

© [Copyright: All Rights Reserved] Charles F. Urbanowicz/January 14, 2002} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_103-SP2002.html, is intended for use by students enrolled at California State University, Chico, in the Spring Semester of 2002 and unauthorized use / reproduction in any manner is definitely prohibited.

DESCRIPTION: Case study examination of fundamental concepts, methods, and changing theoretical orientations of cultural anthropology. (The 2001-2003 University Catalog, page 196.)

TWO REQUIRED TEXTS:
Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin).Charles F. Urbanowicz, Spring 2002 edition, Anthropology 103 Guidebook [also available at http://www.csuchico.edu/~curban/syllabi/SYL_103-SP2002.html. 

RECOMMENDED ITEMS:
L.L. Langness (1987) The Study of Culture: Revised Edition [NOTE: This is a required text for ANTH 296 in Spring 2002].
Spradley & McCurdy, 2000, Conformity And Conflict: Readings in Cultural Anthropology (10th Edition) [NOTE: This is a required text for my section of ANTH 13 in Spring 2002} it is a nice reader to have and terminology has been incorporated into this Guidebook from this reader.].
Any English Language Dictionary.
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts: 2002. 

ASSESSMENT: Make-up exams only allowed IF there has been a documented emergency: likewise, your Writing Assignments are DUE on certain dates and will ONLY be accepted late IF there has been a documented and extreme emergency: NOTE} failure of your computer to print out the Writing Assignment that day is not, REPEAT, is not an emergency! In an emergency, please contact Urbanowicz as soon as possible b.e.f.o.r.e. or after the emergency! Please note the following dates (and look at dates & requirements for your other courses):

Writing Assignment #1 (5%)	Thursday Feb 21, 2002 (Please see Guidebook for explanation)
EXAM I (20%)	Feb 28, 2002 (Thursday). Based on readings, lectures, and discussions to 2/26/2002.
Writing Assignment #2 (10%)	April 16, 2002 (Tuesday)
EXAM II (25%)	April 23, 2002 (Tuesday); based on readings and lectures since 3/5/2002 to 4/18/2002.
SPRING BREAK!	March 25, 2001 (Mon) -> April 1, 2002 (Mon)
EXAM III (30%)	May 23, 2002 (Thursday) from 12->1:50pm
CLASS PARTICIPATION (10%)	29 January 2002 -> 16 May 2002

THE COURSE is heavily mediated and you are responsible for certain information presented in this manner. Individuals are expected to locate major land masses discussed in lectures, readings, visuals, etc. Each examination has a map component based on the maps in one of the required texts: Anthropology 103 Guidebook. You are also responsible for selected information distributed in any additional handouts that might be distributed for the course. Your Writing Assignment #1 should be approximately 500 words and Writing Assignment #2 should be approximately 1000 words. The Writing Assignments must be typed and/or word-processed and double-spaced. PLEASE NOTE: Various WWW addresses are provided and they will be expanded upon throughout the semester, but at this time no examination questions will be based on these WWW locations: they are shared with you for exploration on your own. ALSO NOTE: At various times throughout the semester, this web-page will be updated and you might be responsible for some of the information provided to you in these updates. [The above paragraph contains ~166 words.]

PLEASE REMEMBER: INTERNATIONAL FORUM (SOSC 100-01} #13962) for One Unit every Tuesday from 4-5:20pm in Ayres Hall 120 and ANTHROPOLOGY FORUM (ANTH 297-01} #10191) for One Unit every Thursday from 4-5:20pm in Ayres Hall 120.

The Functions of Grading: Underlying the rationale for grades is the theme of communication. Grades communicate one or more of the following functions:

1. To recognize that classroom instructors have the right and responsibility to provide careful evaluation of student performance and the responsibility for timely assignment of appropriate grades;
2. To recognize performance in a particular course;
3. To act as a basis of screening for other courses or programs (including graduate school);
4. To inform you of your level of achievement in a specific course; To stimulate you to learn;
5. To inform prospective employers and others of your achievement.

DEFINITION OF LETTER GRADING SYMBOLS:

A -- Superior Work: A level of achievement so outstanding that it is normally attained by relatively few students.
B -- Very Good Work: A high level of achievement clearly better than adequate competence in the subject matter/skill, but not as good as the unusual, superior achievement of students earning an A.
C -- Adequate Work: A level of achievement indicating adequate competence in the subject matter/skill. This level will usually be met by a majority of students in the class.
D -- Minimally Acceptable Work: A level of achievement which meets the minimum requirements of the course.
F -- Unacceptable Work: A level of achievement that fails to meet the minimum requirements of the course. Not passing.

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A NOT SO BIG SECRET: #1} The information (or "meaning") that you will get out of this course will be in direct proportion to the energy you expend on assignments and requirements: readings, writing, examinations, and thinking assignments. #2} I will try to provide you with new information and ideas every class period!

SPECIAL: Spring 2002 Certain Statements

1. WEEK 1: Beginning Tuesday January 29, 2002: INTRODUCTION & OVERVIEW TO THE COURSE.

2. WEEK 2: February 5 [Tue] & February 7 [Thu], 2002: FIELDWORK, CONTROVERSY, AND ORIGINS.

3. WEEK 3: February 12 & February 14, 2002: CULTURE, DARWIN, AND COMMUNICATION.

SPECIAL: Notes on Charles Darwin (1809-1882)

SPECIAL: Writing Assignment Information (WA #1 AND WA #2)

4. WEEK 4: February 19 & February 21, 2002: LANGUAGE AND DISCUSSION OF READINGS / COURSE TO DATE AND WRITING ASSIGNMENT #1 (5%) DUE on Thursday February 21, 2002.

5. WEEK 5: February 26 & February 28, 2002: REVIEW and EXAM I (25%) on Thursday February 28, 2002.

6. WEEK 6: March 5 & March 7, 2002: ECOLOGY & SUBSISTENCE.

SPECIAL: The Nacirema.

SPECIAL: Anthropology & Cyberspace

7. WEEK 7: March 12 & March 14, 2002: HISTORY AND AMERICAN ANTHROPOLOGY.

8. WEEK 8: March 19 & March 21, 2002: HISTORY AND FIELDWORK & WORLD WAR II AND CHANGE(S).

9. WEEK 9: SPRING BREAK: MONDAY MARCH 25, 2002 - > MONDAY APRIL 1, 2002!

10. WEEK 10: April 2 & April 4, 2002: HISTORY AND FIELDWORK (CONTINUED).

11. WEEK 11: April 9 & April 11, 2002: AMERICAN ANTHROPOLOGY (CONTINUED).

12. WEEK 12: April 16 & April 18, 2002: WRITING ASSIGNMENT #2 (10%) DUE ON TUESDAY APRIL 16; DISCUSSION AND REVIEW ON THURSDAY APRIL 18, 2002.

13. WEEK 13: April 23 & April 25, 2002: EXAM II (25%) ON TUESDAY APRIL 23 AND INTO THE AMERICAS.

14. WEEK 14: April 30 & May 2, 2002: BACK TO THE PACIFIC!

15. WEEK 15: May 7 & May 9, 2002: ALMOST OVER & WINDING DOWN.

16. WEEK 16: May 14 & May 16, 2002: HOPE AND REVIEW.

17. WEEK 17: EXAM III (30%): ANTH 103-01} Butte 319} on Thursday May 23, 2002, from Noon->1:50pm.

1. An understanding of the phenomenon of culture as that which differentiates human life from other life forms; an understanding of the roles of human biology and cultural processes in human behavior and human evolution.

2. A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

3. A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each.

4. Familiarity with the forms of anthropological literature and basic data sources and knowledge of how to access such information.

5. Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

6. The ability to present and communicate in anthropologically appropriate ways anthropological knowledge and the results of anthropological research.

7. Knowledge of the history of anthropological thought.

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CERTAIN STATEMENTS COLLECTED by Charles F. Urbanowicz for Spring 2002.

"I say my philosophy, not as claiming authorship of ideas which are widely diffused in modern thought, but because the ultimate selection and synthesis must be a personal responsibility." Sir Arthur Eddington [1882-1944], The Philosophy of Physical Science, 1949: page viii.

"Any teacher who can be replaced by a computer deserves to be!" David Smith; as cited by Mike Cooley, 1999, Human-Centered Design. In Information Design (1999), edited by Robert Jacobson (MIT Press), pages 59-81, page 73. 

"...I do believe something very magical can happen when you read a good book" [stress added]." Joanne K. Rowling, 1999, Harry Potter Author Reveals The Secret.... In USA Weekend, November 12-14, 1999, page 4.

"The unit of survival [or adaptation] is organism plus environment. We are learning by bitter experience that the organism which destroys its environment destroys itself." Gregory Bateson, Steps to an Ecology of Mind, 1972: 483.

"The cutting edge of knowledge is not in the known but in the unknown, not in knowing but in questioning. Facts, concepts, generalizations, and theories are dull instruments unless they are honed to a sharp edge by persistent inquiry about the unknown." Ralph H. Thompson [1911-1987] American Educator.

"It is our choices that show what we truly are, far more than our abilities." The character Albus Dumbledore to Harry Potter in Harry Potter And the Chamber of Secrets, 1998, by Joanne K. Rowling, page 333.

"The university is not engaged in making ideas safe for students. It is engaged in making students safe for ideas [stress added]." Clark Kerr, in Vance Packard, 1964, The Naked Society [1965 Cardinal paperback edition], page 99.

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WEEK 1: BEGINNING Tuesday January 29, 2002

I. INTRODUCTION AND OVERVIEW TO THE COURSE: COURSE ORGANIZATION & PLANNING.

An understanding of the phenomenon of culture as that which differentiates human life from other life forms; an understanding of the roles of human biology and cultural processes in human behavior and human evolution.

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

A. Please familiarize yourself with the format in this Guidebook.
B. Please look at the Department Goals, Reading Assignments, Outline for each Day, Web Sites/Words/Terms, and Film Notes: There really are NO surprises in this course!
C. READ THE FILM NOTES in this Guidebook before the films are shown in class.

II. PLEASE FAMILIARIZE YOURSELF WITH THE READINGS in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) as well as readings in this Guidebook.

A. What do you think of Endicott & Welsch? And note the 19 "issues" (and two articles for each issue).
B. Glance at the "Introduction" in Endicott & Welsch, pages x-xix.

III. WHAT DOES AN ANTHROPOLOGIST DO?

A. For a MASSIVE Anthropology site [my term for it], please see: http://www.unipv.it/webbio/dfantrop.htm as well as Anthropology Resources on the Internet and the local: http://www.csuchico.edu/lbib/anthropology/anthropology.html; and http://www.csuchico.edu/lref/guides/rbs/anthro.htm [Anthropology "jumping off" point at CSU, Chico], as well as http://www.sjsu.edu/depts/anthropology/svcp/ [The Silicon Valley Cultures Project].

"Open your discourse with a jest, and let your hearers laugh a little; then become serious." (Talmud: Shabbath. 30b)

"A picture shows me at a glance what it takes dozens of pages of a book to expound." (Ivan Sergeyevich Turgenev [1818-1838], Fathers and Sons (1862), Chapter 16.

"Anthropology--From Greek anthropos (man) and logia (study)--is the systematic wonder about and the scientific study of humans. Wonder about humans is probably as old as man [and woman!], Homo sapiens." Morris Freilich, 1983, The Pleasure of Anthropology, page x.

"The barbarous heathen are nothing more strange to us than we are to them.... Human reason is a tincture in like weight and measure infused into all our opinions and customs, what form soever they be, infinite in matter, infinite in diversity." (Michel Eyquem de Montaigne [1533-1592], Essays, page 53 [1959 paperback publication of a translation from 1603].

"Lisa, get away from that jazzman! Nothing personal. I just fear the unfamiliar [stress added]." Marge Simpson, February 11, 1990, Moaning Lisa. Matt Groening et al., 1997, The Simpsons: A Complete Guide To Our Favorite Family (NY: HarperCollins), page 22.

B. If you are interested in "Anthropology In The News" do glance at http://www.tamu.edu/anthropology/news.html.
C. Text(s), Assignments, Examinations (Three), and Grading
D. How to "use" this Guidebook, Film Notes, and various WWW "addresses" shared with you. NOTE THE FOLLOWING taken from Rick Steves' Europe Through the Back Door 1999 (1998, pages 8-9):

"Guidebooks are $15 tools for $3,000 experiences. Many otherwise smart people base the trip of a lifetime on a borrowed copy of a three-year-old guidebook. The money they saved in the bookstore was wasted the first day of their trip, searching for hotels and restaurants long since closed. When I visit someplace as a rank beginner--a place like Belize or Sri Lanka--I equip myself with a good guidebook and expect myself to travel smart. I travel like an old pro, not because I'm a super traveler, but because I have good information and use it. I'm a connoisseur of guidebooks. My trip is my child. I love her. And I give her the best tutors money can buy. Too many people are penny-wise and pound-foolish when it comes to information. ... All you need is a good guidebook covering your destination. Before buying a book, study it. How old is the information? The cheapest books are often the oldest--no bragain. Who wrote it? What's the author's experience? Does the book work for you--or the tourist industry? Does it specialize in hard opinions--or superlatives? For whom is it written? Is it readable? It should have personality without chattiness and information without fluff. Don't believe everything you read. The power of the printed word is scary. Most books are peppered with information that is flat-out wrong. Incredibly enough, even this book may have an error" [stress added]." Rick Steves' Europe Through the Back Door 1999 (1998, pages 8-9).

E. Desired Outcomes of the Course: for you and for me!

"The palest ink is better than the best memory." (Chinese proverb) and "The ear is a less trustworthy witness than the eye." (Herodotus [c.485-426 B.C.], The Histories of Herodotus, Book 1, Chapter 8).

"An estimated one-third of the students who start out in high school in California do not graduate with their peers four years later....California public schools had 437,974 students enrolled in ninth grade in 1995l four years later, 299,221 students graduated - a 68.3 percent graduation rate [stress added]." Deb Kollars, The Sacramento Bee, June 9, 2000, page 1.

Please consider the following:

"Nearly 80 percent of senior at 55 top colleges and universities--including Harvard and Princeton--received a D or F on a 34-question, high-school level American history test that contained historical references....'These students are allowed to graduate as if they didn't know the past existed [stress added].'...." Anon, 2000, American History Quiz Stumps Many College Seniors. San Francisco Chronicle, June 28, 2000, page A3.

IV. CULTURE AND THE CONTEMPORARY WORLD

"Anthropology provides a scientific basis for dealing with the crucial dilemma of the world today: how can peoples of different appearance, mutually unintelligble languages, and dissimilar ways of life get along peaceably together? Of course, no branch of knowledge constitutes a cure-all for all the ills of mankind. ... Students who had not gone beyond the horizon of their own society could not be expected to perceive custom which was the stuff of their own thinking. The scientist of human affairs needs to know as much about the eye that sees as the object seen. Anthropology holds up a great mirror to man[kind] and lets him [and her!] look at himself in his infinite variety. This, and not the satisfaction of idle curiosity nor romantic quest, is the meaning of the anthropologist's work.... [stress in original]." Clyde Kluckhohn, 1949, Mirror For Man: The Relation of Anthropology To Modern Life, page 1 and page 10)

"California has leapfrogged past France, becoming the world's fifth-largest economy. Last year, California was only surpassed in economic muscle by the United States as a whole, Japan, Germany and the United Kingdom, according to figures released Wednesday by the Los Angeles Economic Development Corp. [stress added]." Anon., 2001, The Enterprise-Record, June 16, 2001, page 1.

"...California is not done growing. Over the next 20 years, another 15 million people will be born in, or move to, the Golden State [which had an estimated March 2001 population of 33,871,648 residents] [stress added]." Robert W. Poole, 2001, The Wall Street Journal, August 29, 2001, page A14.

A. The Concept of Culture & Basic Cultural Diversity: ABCs.
B. The Sub-disciplines of Anthropology

"...it seems plain and self-evident, yet it needs to be said: the isolated knowledge obtained by a group of specialists in a narrow field [or an individual researcher] has in itself no value whatsoever, but only in its synthesis with all the rest of knowledge and only inasmuch as it really contributes in this synthesis something toward answering the demand 'who are we?'" 1933 Nobel Laureate in Physics, Erwin Schrödinger (1887-1961)

V. THE SCOPE OF ANTHROPOLOGY / FIELD METHODS: WHAT WE DO
A. Fieldwork in the Polynesian Kingdom of Tonga and Spring 1997 sabbatical research and....
B. VIDEO: Comments on the Yanomamo of South America (and see http://www.evoyage.com/Aggression.htm as well as http://www.uwgb.edu/~galta/mrr/yano/yano7.htm).
C. Comments on "Cyberspace! [below in the electronic Guidebook] and indigenous societies.
D. And See: http://www.si.edu/ [Smithsonian Institution] and specifically the http://www.si.edu/resource/faq/nmnh/start.htm#anthro [Anthropology "button"] and http://www.wsu.edu:8001/vcwsu/commons/topics/culture/culture-index.html [Culture] as well as http://www.ncl.ac.uk/~nktg/wintro/ [Archaeology: An Introduction by Kevin Greene] and http://catal.arch.cam.ac.uk/catal/catal.html [on-going research at Çatalhöyük, Turkey].

VI. WHAT IS SCIENCE? / PERSPECTIVE(S)

"How sad that so many people seem to think that science and religion are mutually exclusive [stress added]." Jane Goodall [with Phillip Berman], 1999, Reason For Hope: A Spiritual Journey (NY: Warner Books), page 174.

"The Russians have a proverb: He lies like an eyewitness. Few eyewitnesses see it all, fewer still understand all the implications. And their reports are always personal. Yet what they see is essential. History begins with people caught in the moment-by-moment rush of events. The correspondent on the scene shares the jolt of joy or horror in watching the world change in an instant. Personal bias becomes part of the story, and often makes the account more vivid [stress added]." David Colbert [Editor], 1997, Eyewitness to America: 500 Years of America in the Words of Those Who Saw It Happen (NY: Pantheon Books), page xxvii.

ARE YOU AWARE OF?: http://www.csuchico.edu/lins/chicorio/ [Chico Rio - Research Instruction On-Line]:

"ChicoRIO is a series of Web based, self-paced lessons designed to help you learn how to find information. The tutorials will help you sharpen your research, critical thinking, and term paper writing skills. ChicoRIO also links to campus computing resources and a tour of the Meriam Library. The sections of ChicoRIO can be completed in any order."

VII. INDIVIDUALS WHO ARE MAJORING in Anthropology, remember that the Anthropology Department Chairman (Dr. Frank Bayham, Butte Hall 311; phone 530-898-6192) does advising. Urbanowicz is the Advisor for the Minor in Anthropology.) You might also be interested in the International Encyclopedia of the Social Sciences (1968) [REF/H40/A2I/5] AND the Annual Review of Anthropology [GN/1/B52] as well as Archaeological Method And Theory (edited by Schiefer) [CC/A242/Vol 1, 1989->], AND the Encyclopedia of Cultural Anthropology (Edited by D. Levinson and M. Ember) [ref/GN/307/E52/1996]), AS WELL AS the various miscellaneous publications and journals available in Butte 305 (Ethnographic Laboratory). (Incidentally, you might find information on the Annual Review of Anthropology at this URL: http://www.jstor.org/journals/00846570.html.) and in this class you will eventually learn about:

"The eHRAF Collection of Ethnography, available on the web, is a small but growing collection of HRAF full text and graphical materials supplemented, in some cases, with additional research through approximately the 1980's. The eHRAF Collection of Ethnography includes approximately 48 cultures, and regular additions are planned." See http://www.hti.umich.edu/e/ehraf/.

AFFINITY: A fundamental principle of relationship linking kin through marriage.

APPLIED ANTHROPOLOGY: Any use of anthropological knowledge to influence social interaction, to maintain or change social institutions, or to direct the course of cultural change.

CLAN: A kinship group normally comprising several lineages; its members are related by a unilineal descent rule, but it is too large to enable members to trace actual biological links to all other members.

CONSANGUINITY: The principle of relationship linking individuals by shared ancestry (blood).

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.

ECOLOGY: The study of the way organisms interact with each other within an environment.

ETHNOCENTRISM: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a particular culture.

HORTICULTURE: A kind of subsistence strategy involving semi-intensive, usually shifting, agricultural practices. Slash-and-burn farming is a common example of horticulture.

HUNTING AND GATHERING: A subsistence strategy involving the foraging of wild, naturally occuring foods.

INFORMANT: A person who teaches his or her culture to an anthropologist.

KINSHIP: The complex system of social relations based on marriage (affinity) and birth (consanguinity).

MYTHOLOGY: Stories that reveal the religious knowledge of how things have come into being.

POLITICAL SYSTEM: The organization and process of making and carrying out public policy according to cultural categories and rules.

SHAMAN: A part-time religious specialist who controls supernatural power, often to cure people or affect the course of life's events.

SLASH AND BURN: A form of horticulture in which wild land is cleared and burned over, farmed, then permitted to lie fallow and revert to its wild state.

TELECONDITIONING: Behavior developed from watching television that includes talking to the TV set, getting up for snacks or to go to the bathroom, simultaneously pursuing other activities such as reading, and being periodically inattentive, and is applied to other social situations such as watching films in a theater or attending lectures at a University.

NOTE FROM April 9, 2001: "A Brazilian government expedition has made contact with members of an Amazon Indian tribe never before exposed to Western culture, a local news agency said yesterday. The Tsohon-djapa tribe lives in an area known as the Vale do Javari, wedged between two Amazon river tributaries, the Jutai and Jandiatuba rivers. The area is home to about a dozen tribes that have had little exposure to modern society [stress added]." [source: http://seattletimes.nwsource.com/]

Napoleon Chagnon points out that the Yanomamo population is probably around 10,000. These were distributed in approximately 125 widely scattered villages, with the population in each village ranging from 40 to 250 individuals. ..."Yanomamo culture, in its major focus, reverses the meaning of 'good' and 'desirable' as phrased in the ideal postulates of the Judaic-Christian tradition. A high capacity for rage, a quick flash point, and a willingness to use violence to obtain one's ends are considered desirable traits. Much of the behavior of the Yanomamo can be described as brutal, cruel, treacherous, in the value-laden terms of our own vocabulary. The Yanomamo themselves...do not at all appear to be mean and treacherous. As individuals they seem to be people playing their own cultural game....this is a study of a fierce people who engage in chronic warfare. It is also a study of a system of controls that usually hold in check the drive towards annihilation." (Napoleon Chagnon, Yanomamo: The Fierce People, 1968) ... "The most distinctive feature of Yanomamo technology is that it is very direct. No tool or technique is complicated enough to require specialized labor or raw materials. Each village, therefore, can produce every item of material culture it requires from the jungle resources around it. ... The jungle provides numerous varieties of food, both animal and vegetable. ... Although the Yanomamo spend almost as much time hunting as they do gardening, the bulk of their diet comes from foods that are cultivated. Perhaps 85 percent or more of their diet consists of domesticated rather than wild foods...." (Napoleon Chagnon, The Fierce People, 1968: 21-33)

VIDEO MISC: Alliances, feasts, trading: "Alliances between villages are the product of a developmental sequence that involves casual trading, mutual feasting, and finally the exchange of women. ... The feast and the alliance can and often do fail to establish stable, amicable relationships between sovereign villages. ... Yanomamo warfare proper is the raid."

WHY STUDY PEOPLE?: "At the lower end of the scale of salt users [for example!] is a tribe called the Yanomamo, who dwell in the forests of southern Venezuela and consist of an estimated 20,000 people who live by subsistence farming in small villages. They are one of the few remaining tribes unaffected [!] by Western culture. ... The Yanomamo eat virtually no salt at all. Researchers observed 46 members of this tribe who were in their 40s, and found they had an average blood pressure of only 103/65. Another Amazonian tribe, the Carajas, take in little salt, calculated to be half a gram a day, and the average blood pressure of ten of their middle-aged people was slightly lower at 101/69. (The longevity of these people is not recorded, but if there is a link between salt, blood pressure and lifespand then we can assume they will probably all live to be a hundred.) John Emsley, 1998, Molecules At An Exhibition: Portraits Of Intriguiging Materials in Everyday Life, page 38)

"A nation's diet can be more revealing than its art or literature. On any given day in the United States about one-quarter of the adult population vists a fast food restaurant. During a relatively brief period of time, the fast food industry has helped to transform not only the American diet, but also our landscape, economy, workforce, and popular culture [stress added]." Eric Schlosser, 2001, Fast Food Nation (Boston/New York: Houghton Mifflin Co.), page 3.

NOTE: "An overwhelming amount of preventable disease in modern societies results from the devastating effects of a high-fat diet. Strokes and heart attacks, the greatest causes of early death in some social groups, result from arteries clogged with atherosclerotic lesions. ... The single thing most people can do to improve their health is to cut the fat content of their diets [stress added]." Randolph M. Nesse & George C. Williams, 1994, Why We Get Sick: The New Science of Darwinian Medicine, pages 148-149)

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WEEK 2: February 5 [Tue] & February 7 [Thu], 2002

I. FIELDWORK, CONTROVERSY, AND ORIGINS.

A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each.

Familiarity with the forms of anthropological literature and basic data sources and knowledge of how to access such information.

Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #14} Are Yanomamö Violence and Warfare Natural Human Efforts to Maximize Human Reproductive Fitness? Pages 268-291 (Chagnon article & Ferguson article)
B. Issue #10} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 177-201. (Harris & Geertz articles).

III. PLEASE THINK ABOUT finding "meaningful patterns in the data" such as:
A. Contemporary American Culture
B. "100 percent American" (please see below for this week in this Guidebook).
C. Interested in your instructor? (Home page and résumé)
D. Interested in the Department of Anthropology at CSU, Chico?

IV. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY
A. What Is Culture?
B. Human Biological Diversity / Taxonomy and the Primate Order
C. ANY Significance to: O, T, T, F, F, S, S, E, N, ?.

"The whole of science is nothing more than a refinement of everyday thinking." (Albert Einstein [1879-1955], 1921 Nobel Laureate in Physics, Ideas and Opinions, 1954: page 65)

"In addition to solving puzzles, science also builds understanding by revealing the properties of the world and the relationships between them. Here again, the methods that scientists employ find widespread use in everyday life. From infancy onward, each person measures and classifies the properties of unfamiliar objects in order to integrate them into a larger worldview--from a ten-month-old learning to stack blocks, to Charles Darwin cataloging specimens aboard the Beagle [stress added]." Arno Penzias [1978 Nobel Laureate in Physics], 1989, Ideas And Information: Managing In A High-Tech World (NY: Simon & Schuster), page 177.

"The anthropologist is a human instrument studying other human beings and their societies. Although he [and she!] has developed techniques that give him [and her] considerable objectivity, it is an illusion for him to think he can remove his [or her] personality from his work and become a faceless robot or a machinelike recorder of human events [stress added]." Hortense Powdermaker [1896-1970], 1966, Stranger And Friend: The Way Of An Anthropologist, page 19.)

"WHY STUDY THEORY? Theory is critical because, while anthropologists collect data through fieldwork, data in an of themselves are meaningless. Whether stated explicitly or assumed, theories are the tools anthropologists use to give meaning to their data. Anthropologists' understanding of the artifacts they collect or the events they record in the field is derived from their theoretical perspective." R.J. McGee & R.L. Warms, 2000, Anthropological Theory: An Introductory History, page 1.

"Some of what we claim to know about the past is true; the rest is false. The purpose of this book is to describe ways of telling the difference. [page 17] ... The question of science-versus-humanities, or natural sciences versus social science is a lively internal issue among archaeologists. ... Archaeology is like a social science in that the objects of interest are people, human culture, and artifacts created under the influence of ideas and social norms. Evidence in archaeology is often symbolic, meaningful, and intentional, and the archaeologist must be sensitive to this unnatural content. But archaeology is also like a natural science in that its focus is on the material remains of people in the past and on their relations with the natural environment. ... Located at this interface, archaeology is especially prone to disagreements over method. ... [Louis] Binford's model of good archaeological method is at the heart of what is sometimes called new Archaeology.... Objectivity is the methodological goal. [Ian] Hodder, in explicit opposition to this, claims that natural science is an inappropriate model for archaeology in that it is incorrigibly insensitive to ideas [stress added]." Peter Kosso, 2001, Knowing The Past: Philosophical Issues of History and Archaeology (NY: Humanity Books/Promethus Books), pages 59-61.

V. APPROPRIATE VISUALS

"The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when he [or she!] contemplates the mysteries of eternity, of life, of the marvelous structures of reality. It is enough if one tries merely to comprehend a little of this mystery every day. Never lose a holy curiosity [stress added]." Albert Einstein (1879-1955)

A. VIDEO: MYSTERIES OF MANKIND (Please see Video Notes Below):

"Human being are the result of the same evolutionary process that produced the entire vast diversity of living things. Yet we cannot help but think of ourselves as somehow significantly 'different' from the rest of nature." Ian Tattersall, 1998, Becoming Human: Evolution And Human Uniqueness, page 78.

"Self-centered creatures that we are, we pay the greatest amount of attention to our own evolution. Like moneys, apes, lemurs, and tarsiers, we are primates. Our closest living relative is the chimpanzee. Humans and chimpanzees are genetically very close. They share about 98.5 percent of their DNA. But we are not, of course, descended from chimpanzees or from any other living ape. The human and ape lines diverged about five million years ago. In other words, humans and apes have a common ancestor, and both have been evolving for 5 million years since the split [stress added]." Richard Morris, 2001, The Evolutionists: The Struggle for Darwin's Soul (NY: W.H. Freeman and Co.), page 34.

"Promising results from monkey experimentd raise hopes for vaccine. ... For 600 days and counting, monkeys given an experimental new AIDS vaccine have survived with no signs of illness despite exposure to lethal does of the virus, raising hopes that scientists may be headed at last toward an effective vaccine for people." Daniel Q. Haney, 2001, The Chico Enterprise-Record, September 7, 2001.

"Childhood rickets--a bone-softening disease that had become so rare the government stopped keeping statistics on it--is making a comeback, in part because some youngsters are not getting enought sunlight, health officials say. ... The resurgence has been seen particularly aomng children breast-fed by African American mothers. Dark-skinned people absorb less sunlight." Associated Press. The San Francisco Chronicle, Friday March 30, 2001

"About 70% of the antibiotics produced in the USA each year - nearly 25 million pounds in all - are fed to healthy pigs, chickens and cattle to prevent disease or speed growth, says a report released Monday [January 8, 2001]. Such 'excessive' use of antibiotics in livestock is contributing ...[to] many of the microbes that plague humans....[stress added]." Anita Manning, 2001, Healthy Livestock Given More Antibiotics Than Ever. USA Today, January 9, 2001, page 8D

B. Brief Introduction to Charles Darwin (1809-1882).

"He was an Englishman who went on a five-year voyage when he was young and then retired to a house in the country, not far from London. He wrote an account of his voyage, and then he wrote a book setting down his theory of evolution, based on a process he called natural selection, a theory that provided the foundation for modern biology. He was often ill and never left England again [stress added]." John P. Wiley, Jr., 1998, Expressions: The Visible Link. Smithsonian, June, pages 22-24, page 22.

C. Just for fun, you might be interested in some of the following: http://www.primate.wisc.edu/pin/ (Wisconsin) or the University of California, Davis at http://www.crprc.ucdavis.edu/crprc/homepage.html, and http://www.gorilla.org/index.html [The Gorilla Foundation], or http://www.selu.com/~bio/PrimateGallery/main.html [The Primate Gallery], and http://www.janegoodall.org/ [Jane Goodall]; (and have a look at Professor Turhon Murad, CSU, Chico, and his "Skull Module" located at http://www.csuchico.edu/anth/Module/skull.html).

CULTURAL ENVIRONMENT: The categories and rules people use to classify and explain their physical environment.

DIVISION OF LABOR: The rules that govern the assignment of jobs to people.

DIFFUSION: The passage of a cultural category, culturally defined behavior, or culturally produced artifact from one society to another through borrowing.

ECOLOGY: The study of the way organisms interact with each other within an environment.

ENDOGAMY: Marriage within a designated social unit.

EXOGAMY: Marriage outside any designated group.

HUNTING AND GATHERING: A subsistence strategy involving the foraging of wild, naturally occurring foods.

RITE OF PASSAGE: A series of rituals that move individuals from one social state or status to another.

SEXUAL INEQUALITY: Inequality based on gender.

VIDEO = "Lucy" discovered = "...a small female australopithecine who lived three million years ago, beside a lake in what is now Ethiopia. With forty percent of her skeleton recovered, she is the most complete specimen of an early hominid ever found. The shape of the pelvic bone shows that she was female, while the leg bones indicate that she walked upright. Her teeth suggest that she was about twenty years old when she died." Richard E. Leakey, 1981, The Making of Mankind, page 67.

VIDEO = Richard Leakey, son of the Drs. Louis and Mary Leakey, as the "organizing genius of modern paleontology. ... Homo erectus - the first human species to leave Africa. ... Tools as a reflection of the user."

April 2001 NOTE: "You find something beautiful and new, but the conclusion is you actually know less....[stress added]." Fred Spoor, University College, London. His comment in "The 'Gang' Hits Again" dealing with a recent Leakey find in Kenya} Kenyathropus platyops. Time, April 2, 2001, page 65.

VIDEO = Pat Schifman = "The problem for us today is to tease out of the past - to coax out of the evidence - ... And once we know when we started and how we started and what was important, then we may have a very different idea of what it means to be human; videos also deals with DNA research and the hypothesis of a single woman in Africa approximately 200,000 years ago = "the more closely alike the DNA, the more closely related the individuals are."

PALEOANTHROPOLOGY = the science of placing the "chain" or "tree" of the pieces together. It "has been one of the most argumentative of sciences since its beginning. ... It is a heart-quickening thought that we share the same genetic heritage with the hands that shaped the tool that we can now hold in our own hands, and with the mind that decided to make the tool that our minds can now contemplate [stress added]." (Richard Leakey and Roger Lewin, Origins, 1977: 8.

VIDEO = "New technologies will add other new pieces to the expanding puzzle, but that is all we can expect--random puzzle pieces--never can the entire picture be known. For scientists, the excitement of the quest never diminishes." For More, see Scientific American of April 1992 for article by Wilson & Cann entitled "The Recent African Genesis of Humans" and an opposing article by Thorne & Wolpoff entitled "The Multiregional Evolution of Humans" where they state that "The reasoning behind a molecular clock is flawed" and see Discovery September 1995 (pages 70-81) for some of the latest work by Ofer Bar-Yosef at Kebara.

"One of the greatest lessons that can be learned from the history of science is one of humility. Science may indeed be steadily learning more about the structure of the world, but surely what is known is exceedingly small in relation to what is unknown. There is no scientific theory today, not even a law, that may not be modified or discarded tomorrow [stress added]." Martin Gardner, 1990, The New Ambidextrous Universe: Symmetry and Asymmetry From Mirror Reflections to Superstrings, 3rd edition, page 335.

"In his perceptive little book Technopoly, Neil Postman argues that all disciplines ought to be taught as if they were history. That way, students 'can begin to understand, as they now do not, that knowledge is not a fixed thing but a stage in human development, with a past and a future.' I wish I'd said that first. If all knowledge has a past--and computer technology is surely a special kind of knowledge--then all knowledge is contingent [stress added]." Paul de Palma, 1999, http://www.when_is_enough_enough?.com. The American Scholar, Winter, reprinted in David Quammen [Editor], 2000, The Best American Science And nature Writing 2000, pages 34-47 (Boston: Houghton Mifflin Co.), page 36.

NOTE: "Neanderthals and modern humans not only coexisted for thousands of years long ago, as anthropologists have established, but now their little secret is out: They also cohabited. At least that is the interpretation being made by paleontologists who have examined the 24,500 year-old skeleton of a young boy discovered recently in a shallow grave in Portugal [stress added]." John N. Wilford, 1999, Homo sapiens may be related to Neanderthals. San Francisco Examiner, April 25, 1999, page A4.

"Long after I became involved in fossil hunting, but while my father and I were still cleaning antlers, I came across a manuscript of a lecture he had given, in California, I think. One sentence arrested my attention: 'The past is the key to our future.' I felt as if I were reading something I had written; it expressed my own conviction completely [stress added]." Richard Leakey & Roger Lewin, 1992, Origins Reconsidered: In Search Of What Makes Us Human, page xv.

"... a discovery reported last week in the journal Nature has brought paleontologists tantalizingly close to answering both these questions [concerning "evolutionary steps"]. Working as part of an international team led by U.S. and Ethiopian scientists, a graduate student named Yohannes Haile-Selassie (no relation to the Emperor), enrolled at the University of California, Berkeley, has found the remains of what appears to be the most ancient human ancestor ever discovered. It's a chimp-size creature that lived in the Ethiopian forests between 5.8 million and 5.2 million years ago&emdash;nearly a million and a half years earlier than the previous record holder and very close to the time when humans and chimps first went their separate evolutionary ways.... Now that science is actually bringing in hard evidence, the story is getting more complicated&emdash;and more interesting. Clearly, there are still plenty of questions to ask, and plenty of surprises left to uncover, in the ancient sediments of eastern Africa [stress added]." Michael D. Lemoniock and Andrea Dorfman (With reporting by Simon Robinson), 2001, The Giant Step For Manking, Time, July 23, 2001, pages 54-61.

SOME QUESTIONS asked of Richard Leakey: "What do you think is the biggest problem facing the world today? Global warming. ... Which historical figure would you most like to invite to a dinner party? Charles Darwin, so that I could tell him of what we now know and re-assure him that he has made some of the most significant contributions ever in terms of placing us within context on this planet [stress added]." Discover, May 1999, pages 18-19.

"In 1856, at the very time Charles Darwin was writing The Origin of Species [published in 1859!],which would popularize the revolutionary concept of evolution worldwide, the fossilized remains of a stocky, powerful, human-like creature were discovered in a German valley called Neander Tal." Erik Trinkaus and Pat Shipman, 1993, The Neanderthals: Changing The Image of Mankind .

"Fighting in China following the Japanese attack on Pearl Harbor in December 1941 resulted in a paleoanthropological disaster. The largest and most complete collection of human fossil remains--unearthed at Zhoukoudian, near Beijing--vanished after being entrusted to a platoon of U.S. Marines on its way to the harbor of Tianjin." Jean-Jacques Hublin, 1999, The Quest For Adam. Archaeology, July/August, pages 26-35, page 26.

"Jia Lanpo, one of China's leading archaeologists and a director of the Peking Man excavation, died July 8 [2001] at his home in Beijing. He was 92. As director of the fossil site at Zhoukoudian, 30 miles southwest of Beijing, Jia helped discover the first Chinese hominid fossils, dating from the Pleistocene Era, which began 1.8 million years ago. ... Most of the remains were lost in World War II. In an attempt to safeguard them from Japanese invaders, U.S. Marines tried to deliver them to a U.S.-bound ship and eventually to the American Museum of natural History. What happened to them remains a mystery." (New York Times} July 21, 2001, The Sacramento Bee, page B5.)

Charles F. Hockett, 1973, Man's Place in Nature, page 387 [CSUChico GN/31/H6] ="range" of cranial capacity: Modern Man [Homo sapiens] 850 to 1700+ cubic centimeters; Neanderthal 1200 to 1640 cc.; Homo erectus 775 to 1225 cc.; Australopithecus 435 to 700 cc.; Gorillas 340 to 752 cc.; and Chimpanzees 320 to 420 cc.

PLEASE NOTE:

"Evolution does not make predictions, species don't know where they're going, humans did not have to evolve. In fact, if we were to rewind the tape to ten million years ago, when apes dominated the primate world, there would be no assurance that humans would evolve again. But humans have evolved, we are here today. Like no other species that has ever lived, we control the life of all living things--including ourselves. When we understand and accept that we are part of the continuum of life, we will be in a better position to make informed choices--choices which will ensure a better world for all species. Extinction is forever. We must not let it happen. Education is the great liberator. It frees us to think objectively. My studies of human evolution have taught me to respect the natural world. They have also taught me that all humans have a common origin and, therefore, a common destiny--the outcome of which will be determined by humankind itself. We do have the capacity to make the future a long and fruitful one, if only we will take the time to learn who we are and how we fit into the natural world [stress added]. (Donald C. Johanson, 1993, from the "Forward" to Ian Tattersall's 1993, The Human Odyssey: Four Million Years of Human Evolution (Prentice Hall), page xiii.

NOTE: "If we could shrink the Earth's population to a village of precisely 100 people, with all existing ratios [on the planet] remaining the same, it would look like this: 51 females, 49 males; 70 non-white, 30 white; 57 Asians, 21 Europeans, 14 from the Western Hemisphere, and 8 Africans; 70 non-Christians, 30 Christians. 50 percent of the wealth would be in the hands of six people. All six of those people would be from the United States. 80 would live in substandard housing. 70 would be illiterate. 50 would suffer from malnutrition. 1 would be near death, 1 near birth. 1 would be college educated. No one would own a computer." (Chico Enterprise-Record, June 19, 1999, page 3B.)

DECEMBER 29, 2000} "The Census Bureau announced Thursday that the resident population of the United States was 281,421,906 on April 1, 2000, the date for counting the numbers that will serve for a decade as the basis for representation in the House and as the formula for allocating many federal benefits." The Sacramento Bee, December 29, 2000, page 1.

PLEASE NOTE: According to the U.S. Bureau of the Census, the resident population of the United States, projected to December 10, 2001 at 12:45pm [Pacific Standard Time] was 285,700,187 [http://www.census.gov/cgi-bin/popclock]. This means there is one birth every 8 seconds, one death every 13 seconds, one international migrant (net) every 44 seconds, one Federal U.S. citizen (net) every 3,202 seconds, for a net gain of one person every 14 seconds.

March 30, 2001} California is the most populous state in the USA with 33,871,648 residents [~12.05% of the USA]" The San Francisco Chronicle, page 1.

NOTE: According to The World Almanac and Book of Facts 2002 (page 345), the estimated population for California in 2000 was 33,871,648. It has been estimated that the population for California in the following years will be: 39,957,616 (in the year 2010), 45,448,627 (2020), and 58,731,006 (2040). (Chico Enterprise-Record, December 18, 1998, page 4A); "By 2040, the state [of California] will have 58.7 million residents, a 75 percent increase, according to Department of Finance projections. The population in some counties could more than triple [stress added]." (Chico Enterprise-Record, May 2, 1999, page 1B).

On Changes in California: "Almost 70,000 acres of California's open space was devoured by a growing population lured to the state by its booming economy from 1996 to 1998, according to a state report released Wednesday [October 11, 2000]. The urban sprawl is driven by California's influx of roughly 700,000 people a year [stress added]." Open space continues vanish act in state. (Associated Press) The Sacramento Bee, October 12, 2000, page A3.

On Sunday, June 24, 2001, an article appeared in The Sacramento Bee (Alvin D. Sokolow, How Much State Farmland Is Disappearing? pages L1 and L6) based on research from University of California, Davis, now provides the figure of "only" 49,700 acres of California farmland disappearing each year! Incidentally, the CSU, Chico campus (excluding the University farm, is approximately 119 acres (so approximately 417 Chico State campuses disappear every year in California!).

Questions To Consider: What will the population of the USA or California or Chico be by 2040? Or 2020? or next year?! What is the "carrying capacity" of any given environment? What changes have to be made in any given environment? What will be the impact of an increasingly older American population on this country? On you?

"For millions of Californians, housing is the cross they must bear for living here. There simply isn't enough of it. For nearly 20 years, California's home-building industry has lagged behind the state's population growth." Jim Wasserman, 2001, Experts Warn Housing Shortage Even Worse In Future. The San Francisco Chronicle, July 29, 2001, page A19.

"Our solid American citizen awakens in a bed built on a pattern which originated in the Near East but which was modified in Northern Europe before it was transmitted to America. He [or she] throws back covers made from cotton, domesticated in India, or linen, domesticated in the Near East, or wool from sheep, also domesticated in the Near East, or silk, the use of which was discovered in China. All of these materials have been spun and woven by processes invented in the Near East. He slips into his moccasins, invented by the Indians of the eastern woodlands, and goes to the bathroom, whose fixtures are a mixture of European and American inventions, both of recent date. He takes off his pajamas, a garment invented in India, and washes with soap invented by the ancient Gauls. He then shaves, a masochistic rite which seems to have been derived from either Sumer or ancient Egypt.

Returning to the bedroom, he removes his clothes from a chair of southern European type and proceeds to dress. He puts on garments whose form originally derived from the skin clothing of the nomads of the Asiatic steppes, puts on shoes made from skins tanned by a process invented in ancient Egypt and cut to a pattern derived from the classical civilizations of the Mediterranean, and ties around his neck a strip of bright-colored cloth which is a vestigial survival of the shoulder shawls worn by the seventeenth-century Croatians. Before going out for breakfast he glances through the windows, made of glass invented in Egypt, and if it is raining puts on overshoes made of rubber discovered by the Central American Indians and takes an umbrella, invented in southeastern Asia. Upon his head he puts a hat made of felt, a material invented in the Asiatic steppes.

On his way to breakfast he stops to buy a paper, paying for it with coins, an ancient Lydian invention. At the restaurant a whole new series of borrowed elements confronts him. His plate is made of a form of pottery invented in China. His knife is of steel, an alloy first made in southern India, his fork a medieval Italian invention, and his spoon a derivative of a Roman original. He begins breakfast with an orange, from the eastern Mediterranean, a cantaloupe from Persia, or perhaps a piece of African watermelon. With this he has coffee, an Abyssinian plant, with cream and sugar. Both the domestication of cows and the idea of milking them originated in the Near East, while sugar was first made in India. After his fruit and first coffee he goes on to waffles, cakes made by a Scandinavian technique from wheat domesticated in Asia Minor. Over these he pours maple syrup, invented by the Indians of the eastern Woodlands. As a side dish he may have the eggs of a species of bird domesticated in Indo-China, or thin strips of the flesh of an animal domesticated in Eastern Asia which have been salted and smoked by a process developed in northern Europe.

When our friend has finished eating he settles back to smoke, an American Indian habit, consuming a plant domesticated in Brazil in either a pipe, derived from the Indians of Virginia, or a cigarette, derived from Mexico. If he is hardy enough he may even attempt a cigar, transmitted to us from the Antilles by way of Spain. While smoking, he reads the news of the day, imprinted in characters invented by the ancient Semites upon a material invented in China by a process invented in Germany. As he absorbs the accounts of foreign troubles, if he is a good conservative citizen, thank a Hebrew deity in an Indo-European language that he is 100 percent American."

---

WEEK 3: February 12 & February 14, 2002

I. CULTURE, DARWIN, AND COMMUNICATION

The ability to present and communicate in anthropologically appropriate ways anthropological knowledge and the results of anthropological research.

Knowledge of the history of anthropological thought and major issues in the subdisciplines.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 1-23 (Stringer / McKie & Thorne /Wolpoff articles).
B. Issue #2} Did Neanderthals Interbreed With Modern Humans? Pages 24-37 (Norris & Tattersall articles).

III. CULTURE & DARWIN

A: BACKGROUND

"Communication begins with self and with others. The way we have learned about ourselves as women or as men affects how we communicate with others. This, in turn, affects others' perceptions of us and communication with us. How others see and communicate with us spirals back and influences our self-concept." Judy Cornelia Pearson et. al, 1991, Gender & Communication [2nd edition]), page 74.

"If today's students want to understand how scientists mapped the human genetic code,they won't get much help from their high school textbooks, a group of scientists and educators said Tuesday. ... They said the books ... missed the big picture. They don't flesh out the four basic ideas driving today's research: how cells work, how matter and energy flow from one source to another, how plants and animals evolve and the molecular basis of heredity. ... the books do not encourage students to examine their ideas or relate lessons to hands-on experiments and everyday life....[stress added]." Anon., 2000, Report calls science texts flawed. The Sacramento Bee, June 28, 2000, page A12.

"Twelve of the most popular science textbooks used at middle schools nationwide are riddled with errors, a new study has found. Researchers compiled 500 pages of errors, ranging from the equator passing through the southern United States to a photo of Linda Ronstadt labeled as a silicon crystal. None of the 12 textbooks has an acceptable level of accuracy....estimated that about 85 percent of children in the United States used the textbooks examined....'They just don't seem to understand what science is about" [stress added]." Associated Press, 2001, The Sacramento Bee, January 15, 2001, page A7.

B. CONTROVERSY: The "Scopes Trial" of July 1925 in Dayton, Tennessee:

On Clarence Darrow (1857-1938): "He had a tremendous lust for life, yet he came about as close to living according to the Sermon on the Mount as could any man trying to earn his way in a competetive world. He was a man with all the faults, shortcomings and inadequacies of a man, but he was a civilized human being in that he could not endure to see his fellow human being suffer. His quarrel had never been with religion itself but with those creeds which turned their backs on education and science; his quarrel with these forms of worship was on the ground that they operated against the welfare of their own people." Irving Stone, Clarence Darrow: For The Defense (NY: Bantam), page 275.

from: The World's Most Famous Court Trial: Tennessee Evolution Case (1925) (1990 Reprint Edition published by Bryan College, Dayton, Tennessee), page 87; the court transcript points out that Clarence Darrow said: "If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and the newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men. If you can do one you can do the other. Ignorance and fanaticism is ever busy and needs feeding. Always it is feeding and gloating for more. Today it is the public school teachers, tomorrow the preachers and the lecturers, the magazines, the books, the newspapers. After while, your honor, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind [stress added]."

IV. NON-VERBAL COMMUNICATION [video] [and see http://www.careersonline.com.au/easyway/int/nvcomm.html]. AND COMUNICATION

"Body language is innate. Worldwide, all people who pout adopt the same expression. None other than Charles Darwin [1809-1882] recorded that observation." The San Francisco Chronicle, March 1, 1998, page 8.

V. THE GROWTH OF ANTHROPOLOGY and Darwin Cont. (1809-1882) (and please see: http://www.stg.brown.edu/projects/hypertext/landow/victorian/darwin/darwinov.html (Overview), http://www.wonderland.org/Works/Charles-Darwin/ as well as Darwin's Home: http://www.nhm.ac.uk/museum/Downhse/.

"Thomas Jefferson [1743-1826] is very often cited as the 'father' of American archaeology, and he certainly attempted one of the first archaeological explanations of the question ["Who Got here First?"] when he wrote in his famous 'Notes on Virginia' (1787) about an Indian mound that he had excavated many years before. However, his strongest evidence to support his belief in an Asian origin (via the Bering Strait) of the Native Americans was from his study of Indian languages. He cited the diversity of these languages as proof that they had been here a long time [stress added]." Stephen William, 1992, Who Got To America First? Anthropology Explored: The Best Of Smithsonian Anthro Notes, 1998, edited by Ruth O. Selig and Marilyn R. London, pages 141-149, page 144.

"The farther backward you can look, the farther forward you are likely to see." Sir Winston Churchill [1874-1965], 1953 Nobel Prize Winner in Literature and "In the field of observation, chance only favors those who are prepared." Louis Pasteur [1822-1895]

"The nineteenth century was probably the most revolutionary in all history, not because of its numerous political upheavals, but because of the rise of industrialism. ...There was an accompanying revolution in the physical, natural and political sciences. The new order called for new inquiries into man's relation to his natural and social environment. Two explosive theories, Marxism and Darwinism, revolutionized the thinking of mankind, as the machine had revolutionized his mode of life. (Freudianism was to play its part, too, but that came later.) [stress added]." Elmer Rice (1892-1967), 1963, Minority Report: An Autobiography (NY: Simon & Schuster), pages 142-143.

V. REMINDER:
A. EXAM I (20%) IS ON Thursday FEBRUARY 28, 2002.

NOTES ON Charles Darwin, born 12 Feb 1809 and died on 18 April 1882. Buried in Westminster Abbey, London, England. If you are interested in a very brief "overview" on Darwin, please see a "Letter to the Editor" of the Chico-Enterprise Record of September 26, 1990: http://www.csuchico.edu/~curban/1990DossierOnDarwinLetter.html. For a recent public presentation (November 2001) dealing with Darwin, with numerous links to previous items, please see: http://www.csuchico.edu/~curban/FA2001Unitarian.html. This last page also directs you to Darwin 2000-2001 [Self]Test One as well as http://www.csuchico.edu/~curban/SelfTesting/DarwinTestTwo.htm.

"The [1937] Hungarian Nobel Prize winner [in Physiology/Medicine], Szent-Györgyi [von Nagyrapolt], once said that a scientist should see what everybody else has seen and then think what nobody has thought. Nobody did this better than Charles Darwin, who first realized that the evolution of life took place by Natural Selection. Darwin taught us all to see more clearly what everyone had seen, and Darwin also taught us to think, along with him, what no one else had thought. No branch of science is more dominated by a single theory, by a single great idea, than is the whole of biology by the idea of evolution by Natural Selection [stress added]." J. Livingston and L. Sinclair, 1967, Darwin and the Galapagos.

FROM: USA Today, January 4, 1999: "The idea was simple. Sit around and pick the 1,000 most important people of the millenium. ... [#1] Johannes Gutenberg (1394?-1468) Inventor of printing.... [#5] William Shakespeare (1564-1616) 'Mirror of the millennium's soul'.... [#6] Isaac Newton (1642-1727) Laws of motion helped propel the Age of Reason.... [#7] Charles Darwin (1809-1882) Theory of Evolution [stress added]." From the book by Barbara and Brent Bowers & Agnes Hooper Gottlieb and Henry Gottlieb, 1998, 1,000 People: Ranking The Men And Women Who Shaped The Millennium.

The concept of CHANGE is definitely vital to an understanding of Darwin, whether you are reading Darwin himself, reading about him, or discussing him. In 1859 Darwin published On The Origin of Species by Means of Natural Selection or the Preservation of Favoured Races in the Struggle for Life. Please note the changes Darwin made in the SIX editions of the same volume during his lifetime (as calculated by Morse Peckham [Editor], 1959, The Origin Of Species By Charles Darwin: A Variorum Text):

In the 5th edition of 1869, Darwin used (for the first time) the famous phrase (borrowed from Herbert Spencer [1820-1903]): "Survival of the Fittest." In the 6th edition of 1872, "On" was dropped from the title. In the 1st edition of 1859, Darwin only had the following phrase about human beings: "In the distant future I see open fields for far more important researches. Psychology will be based on a new foundation, that of the necessary acquirement of each mental power and capacity by gradation. Light will be thrown on the origin of man and his history." In the 2nd edition of 1860 Darwin wrote the following:

"Thus, from the war of nature, from famine and death, the most exalted object which we are capable of conceiving, namely, the production of the higher animals, directly follows. There is a grandeur in this view of life, with its several powers, having been originally breathed by the Creator [STRESS added] into a few forms or into one; and that, whilst this planet has gone cycling on according to the fixed law of gravity, from so simple a beginning endless forms most beautiful and most wonderful have been, and are being evolved."

INCIDENTALLY, in his 1839 publication The Voyage Of The Beagle, Darwin wrote the following:

"Among the scenes which are deeply impressed on my mind, none exceed in subliminity the primeval forests undefaced by the hand of man; whether those of Brazil, where the powers of Life are predominant, or those of Tierra del Fuego, where Death and Decay prevail. Both are temples filled with the varied productions of the God of Nature:--no one can stand in these solitudes unmoved, and not feel that there is more in man than the mere breath of his body [STRESS added]" 1839, page 436)

http://darwin.ws/day/ [Darwin Day Home Page]
http://www.galapagos.org/cdf.htm [Charles Darwin Foundation, Inc.]
http://www.aboutdarwin.com/ [About Darwin.com]
http://www.gruts.demon.co.uk/darwin/index.htm [The Friends of Charles Darwin Home Page]
wysiwyg://5/http://www.iexplore.com/multimedia/galapagos.jhtml [The Galápagos Islands!]
http://www.natcenscied.org [The National Center for Science Education]
http://www.pbs.org/wgbh/evolution/ [September 2001 PBS Television Series on "Evolution"]
http://www.darwinawards.com/ [Official Darwin Awards} "...showing us just how uncommon common sense can be." Wendy Northcutt, 2000, The Darwin Awards: Evolution in Action (Dutton).

DIVISION OF LABOR: The rules that govern the assignment of jobs to people.

DIFFUSION: The passage of a cultural category, culturally defined behavior, or culturally produced artifact from one society to another through borrowing.

ECOLOGY: The study of the way organisms interact with each other within an environment.

ECONOMIC SYSTEM: The provision of goods and services to meet biological and social needs.

LANGUAGE: The system of cultural knowledge used to generate and interpret speech.

NOTE: "Nonverbal communication functions in several important ways in regulating human interactions. It is an effective way of (1) sending messages about our attitudes and feelings, (2) elaborating on our verbal messages, and (3) governing the timing and turn taking between communicators [stress added]." Gary P. Ferraro, 1990, The Cultural Dimensions Of International Business, page 69.

VIDEO: "The world of people is a world of words....[but]." "Just as a bird watcher watches birds, so a man-watcher [or a people watcher] watches people. But he [or she] is a student of human behavior, not a voyeur. To him [or her], the way an elderly gentleman waves to a friend is quite as exciting as the way a young girl crosses her legs. He [or she] is a field-observer of human actions, and his [or her] field is everywhere--at the bus-stop, the supermarket, the airport, the street corner, the dinner party and the football match. Wherever people behave, there the man-watcher [or people watcher] has something to learn--about his [or her] fellow-men and ultimately about himself." [Desmond Morris, 1977, Manwatching: A Field Guide to Human Behavior, page 8]

VIDEO: The human face, one of the most expressive "tools." ... How do "we" know that it is the face and not the knowledge about the feeling behind the face? ... "Proxemics" or the study of interpersonal space in human beings. Females are more sensitive to non-verbal cues than men. Important for survival in the environment. ... Deliberate ambiguity of non-verbal communication [NVC]. ... NVC as an instrument of self-presentation; used to qualify remarks; synchronize communications; and express a thought or feeling we may wish to take back. If some NVC are learned, some are also traced to our biological heritage.

NOTE: Zones: Intimate, Personal, Social, and Public. (See Peter Marsh, 1988, Eye To Eye: How People Interact, page 42); "Culture is communication and communication is culture....Culture is not one thing, but many....Culture is concerned more with messages...." (E. T. Hall, The Silent Language, 1959: 169).

NOTE: "According to anthropologist Ray Birdwhistell, in any human conversation, no more than thirty-five percent of the social meaning is communicated in words. All the rest is nonverbal [stress added]." (Flora Davis, Eloquent Animals: A Study in Animal Communication, 1978: 183)

NOTE: "Why do men and women communicate so differently? It may be something in our genes. A new study has found evidence of a gene that may explain why women tend to be more adept in social situations than men - contradicting the popular notion that cultural differences cause the male-female social gap. 'This suggests that there is a genetic basis for female intuition ... the ability to read social situations that are not obvious,' says David Skuse, lead author of the report in this week's issue of Nature. 'Women are born with that facility and men have to learn it.' ... No word yet on finding a gene for people who are just plain boring [stress added]." Robert Langreth, The Wall Street Journal, June 12, 1997, page B1.

PLEASE NOTE: "Contrary to established theory, men and women use radically different methods for coping with stress, a new study has concluded. ... Recent observations, the researchers say, indicate that women, and females of numerous other species, typically employ a different response, which the psychologists term 'tend and befriend.' When stress mounts, women are more prone to protect and nurture their children ('tend') and turn to social networks of supportive females ('befriend'). That behavior became prevalent over millenia of human evolution, the researchers speculate, because succesful tenders and befrienders would be more likely to have their offspring survive and pass on their mothers' traits [stress added]." Stress Management A Gender Issue? Curt Suplee, The San Francisco Chronicle, May 19, 2000, page A3.

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WRITING ASSIGNMENT} INSTRUCTIONS FOR CRITIQUES:

A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each.

Familiarity with the forms of anthropological literature and basic data sources and knowledge of how to access such information.

AND REMEMBER: http://www.csuchico.edu/lins/chicorio/ [Chico Rio - Research Instruction On-Line]:

"ChicoRIO is a series of Web based, self-paced lessons designed to help you learn how to find information. The tutorials will help you sharpen your research, critical thinking, and term paper writing skills. ChicoRIO also links to campus computing resources and a tour of the Meriam Library. The sections of ChicoRIO can be completed in any order."

BY NEXT WEEK (Week 4), you will have read, in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin), about the following issues:

1. Issue #14} Are Yanomamö Violence and Warfare Natural Human Efforts to Maximize Human Reproductive Fitness? Pages 268-291 (Chagnon article & Ferguson article)
2. Issue #10} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 177-201. (Harris & Geertz articles).
3. Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 1-23 (Stringer / McKie & Thorne /Wolpoff articles).
4. Issue #2} Did Neanderthals Interbreed With Modern Humans? Pages 24-37 (Norris & Tattersall articles).
5. Issue #4} Are Humans Inherently Violent? Pages 52-73. (Wrangham / Dale & Sussman articles)
6. Issue #5} Can Apes Learn Language? Pages 74-89. (Savage-Rumbaugh & Wallman articles).

Can you please "critique" and "summarize" any one issue?

DEFINITIONS:

CRITIQUE: 1. an article or essay criticizing a literary or other work; a review. 2. art or practise of criticism. [from the Greek: kritike/kritikos]

CRITICIZE: 1. to make judgements as to merits and faults. 2. to find fault. 3. to judge or discuss the merits and faults of. 4. to find fault with.

SUMMARY: "a comprehensive and usually brief abstract, recapitulation, or compendium of previously stated facts or statements."

The Writing Assignment should be approximately 500 words and must be typed and/or word-processed and double-spaced. You will use it in class on Thursday February 21, 2002 and turn it in that day.

SOME points to consider in your critique and summary: (#1) what was the main idea of each article? (#2) what facts were used to support the main idea? (#3) any faulty reasoning, faulty logic, or obvious "bias" in the article? (#4) what additional information could be added to the author's argument? and, finally, (#5) is there a "counter-argument" to the main idea of the articles? These are a lot of points to consider so please take your time!

SAVE PAPER: On the first page please give me your name and the Issue Number; then begin your critique! On citing sources from the Internet, please remember: http://www.apa.org/journals/webref.html and for citations in general: http://www.csuchico.edu/lref/newciting.html]; also look at http://www.wsu.edu/~brians/errors/index.html [Common Errors in English}Professor Paul Brians, Washington State University].

NOTE: Writing Assignment #2 (10%) should be approximately 1000 words and must be typed and/or word-processed and double-spaced. You will use it in class on Tuesday April 16, 2002 and turn it in that day; as with WA #1, it is a critique and summary of issues in Endicott & Welsch.

For Reviews or Critiques by Urbanowicz, please see: http://www.csuchico.edu/~curban/WordsOnAnnie'sBox.html or http://www.csuchico.edu/~curban/BookReviewAuge.html or http://www.csuchico.edu/~curban/qrbjuly2001review.htm or http://mentalhelp.net/mhn/bookstore/db.cgi?db=books&uid=default&Title=Unto+Others&Author=&ISBN=&mh=10&keyword=&view_records=++Search+Now++ or http://www.csuchico.edu/~curban/VestigesReview.html.

FOR VARIOUS ANTHROPOLOGY JOURNALS and resources at California State University, Chico, please go to the end of this printed volume or click here.

TO CONTRAST IDEAS according to; but; yet; nevertheless; however; still converseley; on the other hand; instead of; neither of these; (to)(on)the contrary; rather than; no matter what; in contrast; otherwise; on the other hand; in the (first)(second) place; nor. TO COMPARE IDEAS just as; like; similar; this.

TO SHOW TIME as of today; as of now; immediately; presently; nearly a...later; meantime; meanwhile; afterward; next; this year, however; a little later; then; last year; next week; tomorrow; finally. TO SHOW RESULTS as a result; therefore; thus; consequently; hence.

TO ADD IDEAS additionally; also; another; besides' first, second, next, last, etc., in addition, moreover, furthermore, clear, too, is; the answer does not only lie; to all that; more than anything else; here are some...facts; now, of course, there are; now, however; what's more.

TO RELATE THOUGHTS anyway; anyhow; indeed; eslewhere; nearby; above all; even these; beyond; in other words; for instance; of course; in short; in sum; yet; in reality; that is; by consequence; notwithstanding; nonetheless; as a general rule; understandably; traditionally; the reason, of course; the lesson here is; from all information; at best; naturally; in the broader sense; to this end; in fact.

Important PS Statements: #1} Do Not Plagiarize: please do your own original research but do collaborate/share resources with one another (teamwork is a very effective way to learn!); #2} it is always an good idea to keep a copy of any work submitted for any class--accidents happen; #3} please consider using a word-processor, with spell-check [if possible] (and double spaced); #4} please consider some good (and relatively inexpensive) reference books (including a dictionary) such as The World Almanac and Book of Facts: 2001 and E.B. White's The Elements of Style (2000, 4th Edition).

"Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his [or her!] sentences short, or that he [or she] avoid all detail and treat his [and her] subjects only in outline, but that every word tell."

"There you have a short, valuable essay on the nature and beauty of brevity--fifty-nine words [not counting those in the brackets added by Urbanowicz] that could change the world." E.B. White, commenting on the original words of William Strunk Jr. in The Elements of Style, 4th edition, 2000, pages xv-xvi.

ON PLAGIARISM: "The San Jose Mercury News suspended an intern [David Cragin] Thursday while it investigated whether the novice reporter plagiarized a Washington post story earlier this week. ... It is the second time this month that the Mercury News has faced questions of journalistinc impropriety. ... The first three paragraphs of Cragin's story are nearly identical to what appeared in the Post. It included this passage: 'Most of these hotels in the city are more than a half century old; they were built for the solitary working men who streamed into the city to toil at the wharves and the railway lines. They were never meant for families. [Frank] Ahrens wrote [in the Washington Post]: 'Most of these hotels are more than a half-century old; they were built as hives for the working men who streamed to this city to toil at the wharves and the railway lines. They were never meant for families [stress added]." Helene Lelchuk, 2000, Mercury News Reporter Suspended In New Plagiarism Probe. The San Francisco Chronicle, December 2000, pages A13 and A14, page A13.

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FINALLY, some additional words on writing are as follows:

The minimal definition of "Writing Proficiency" encompasses all three of the levels described below. It is expected that anyone who receives a grade of "C-" or better in this class has achieved these levels of writing proficiency.

Level #1: Minimally, writing proficiency begins with the ability to construct meaningful sentences that follow the conventional rules of grammar, punctuation, and spelling; exhibit appropriate choice of words; and utilize sentence structures that clearly, efficiently, and precisely convey the writer's ideas and relevant information to readers who observe the same conventions of writing.

Level #2: At the next level, writing proficiency entails the constructing and arranging of sentences into paragraphs that:

a. Develop arguments logically.
b. Present a body of information systematically.
c. Express an idea effectively.
d. Provide a coherent answer to a question.
e. Describe a given phenomenon effectively.
f. Summarize a larger body of information or abstract its essence accurately.
g. And/or otherwise achieve a specific objective efficiently and effectively.

Level #3: Finally, writing proficiency at the third level requires the construction and arrangement of paragraphs in a such a manner that the reader is led successively through the intent or the objective of the paper, the implementation of the objective, and the conclusion which summarizes and meaningfully relates the body of the paper to its objective.

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WEEK 4: February 19 & February 21, 2002

I. LANGUAGE AND DISCUSSION OF READINGS / COURSE TO DATE AND WRITING ASSIGNMENT #1 DUE (Thursday February 21, 2002)

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

Knowledge of the history of anthropological thought.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #4} Are Humans Inherently Violent? Pages 52-73. (Wrangham / Dale & Sussman articles)
B. Issue #5} Can Apes Learn Language? Pages 74-89. (Savage-Rumbaugh & Wallman articles).

III. APPROPRIATE VISUALS:
A. VTAPE: LANGUAGE

"Culture is communication. In physics, so far as we know, the galaxies that one studies are all controlled by the same laws. This is not entirely true of the worlds created by humans. Each cultural world operates according to its own principles, and its own laws--written and unwritten. Even time and space are unique to each culture. There are, however, some common threads that run through all cultures. It is possible to say that the world of communication can be divided into three parts: words, material things, and behavior." Edward & Mildred Hall, 1990, Understanding Cultural Differences, page 3.

"Encouraging students to trust themselves is one of the most important things a teacher can do. ... You can help the student know herself [or himself] by inspiring participation and promoting self-confidence." Judith Kahn, 1975, The Guide To Conscious Communication, page 4.

"Peter W. Jusczyk, a Johns Hopkins University researcher whose pioneering scientific understanding of how and when babies develop language has died. He was 53. ... Throuigh sophisticated experiments that gauged babies' responses to verbal cues, Professor Jusczyk showed that infants have the ability to recognize sound patterns and match them to their meanings long before they begin to babble. ... Professor Jusczyk and [Peter] Eimas' early research reinvigorated a field of investigation based in the work of 19th century evolutionist Charles Darwin...." Elaine Woo, 2001, The San Francisco Chronicle, September 1, 2001, page A15.

IV. ADAPTATION STRATEGIES: CULTURAL EVOLUTION
A. Importance of Terminology
B. Strategies On Foraging, Gathering, Hunting, Pastoralism, and....
C. Cyberspace below (and all around us!).

V. REMINDERS:
A. EXAM I (20%) on Thursday February 28, 2002 (Map, Multiple Choice, & True/False)
B. Potential EXAM I Questions below in this Guidebook
C. Map for Exam 1 (below)
D. And in addition to printed maps, see: http://www.lib.utexas.edu/Libs/PCL/Map_collection/africa.html as well as: http://www.cia.gov/cia/ciakids/geography/africa.html

GRAMMAR: The categories and rules for combining vocal symbols.

LANGUAGE: The system of cultural knowledge used to generate and interpret speech.

MORPHEME: The smallest meaningful category in any language.

NONLINGUISTIC SYMBOLS: Any symbol that exists outside the system of language and speech; for example, visual symbols.

PHONEME: The minimal category of speech sounds that signals a difference in meaning.

PHONOLOGY: The categories and rules for forming vocal symbols.

SEMANTICS: The categories and rules for relating vocal symbols to their referents.

SOCIOLINGUISTIC RULES: Rules specifying the nature of the speech community, the particular speech situations within a community, and the speech acts that members use to convey their messages.

SPEECH: The behavior that produces meaningful vocal sounds.

SYMBOL: Anything that humans can sense that is given an arbitrary relationship to its referent.

TACIT CULTURE: The shared knowledge of which people usually are unaware and do not communicate verbally.

"Babies struggling to turn babble into polished patter use a previously undiscovered [!] instinct for rules to master the building blocks of language, scientists at New York University announced Thursday. The new insight [!!] is persuasive evidence that the ability to think in terms of formulas and rules is not just something that must be learned through schooling, as some scholars have argued, but is also a fundamental characteristic of every human mind, several language experts said. ... Working with 7-month-old infants, the NYU researchers determined that even the very young can make sense of speech by figuring out on their own simple rules about the patterns of language structure and grammar. ... The research, published today in Science, broadens the understanding of what may be built into every human brain at birth.... [stress added]." (The Sacramento Bee, January 1, 1999, page A8)

"Babies babble, starting at about seven months, not only with their mouths but also with their hands in a natural form of sign language, researchers have found. A study published in the journal Nature suggests that babies are born with sensitivity to highly specific rhythmic patterns naturally found in languages. The findings idicate that a baby's perception of such patterns is a key mechanism that launches the process of acquiring human language." Lee Bowman, 2001, C'mon, talk to me, baby. The San Francisco Chronicle, September 16, 2001, page C7.

VIDEO: "If language is built into us as a species, where in the evolutionary record did this miracle first occur? Why did language evolve in man alone of all living creatures? Clues to the origin of language come to us from fossil records. Dr. Philip Lieberman, of the Department of Linguistics at Brown University, has examined Nenaderthal and hominoid skulls in his laboratory. ... [You] observe how the muscles attach to the bones of the living animal, then put together the fossil. Now once you have that, you can also tell a fair amount about the brain and how the brain could control anatomy. ... Modern speech is very efficient. We don't think about it because we do it all the time. So it's perfectly natural. But it turns out that it's almost ten times faster than any other sound, such as sound that chimpanzees make. ... It's really impossible to conceive of human culture without language. Language enters into everything. You can't have human culture without human language. Further, language facilitates thought. I think it's impossible to conceive of human thought without human language. ... "In fact, language is so central to the human mind that it emerges in everyone with normal human abilities, even when hearing is absent at birth." ... Pidgin language develops into Creole as a result of the children. "So it may be the very structure of language is programmed into the brain [stress added]."

NOTE: "Derek Bickerton...believes that creoles provide evidence for an innate language program. Creoles--more than a hundred are known--generally appeared when the slave trade and European colonialism forced great numbers of people who spoke different languages to work together." (Ann Finkbeiner, 1988, in The Day That Lightning Chased The Housewife ...And Other Mysteries of Sciences, edited by Julia Leigh and David Savold, page 12).

"To some extent, language appears to be innate to Homo sapiens. The fossil evidence of Homo sapiens goes back to about 150,000 years ago. So we may assume that part of what distinguished the species when it arose was speech [stress added]." Dr. John H. McWhorter, Linguistics professor @ UC Berkeley. The New York Times, October 30, 2001, page D3.

"Brain scans can find Alzheimer's before symproms appear. A diagnostic technique used to find brain tumors or to locate the origin of seizures can accurately detect Alzheimer's and other degenerative brain diseases even before symptoms begin, a study says. Positron emission tomography, or PET scans, which provide 3-D images of brain activity." Anita Manning, November 7, 2001, USA Today, page 11D.

"Going the polygraph one better, scientists say they have spotted a telltale pattern of brain activity that can reveal when someone is lying. ... Using a type of brain scan called functional magnetic resonance imaging, scientists found certain brain regions...were more active in test subjects when they were not being truthful." Carl T. Hall, 2001, Fib Detector. The San Francisco Chronicle, November 26, 2001, page A10.

"Despite these dangers, I am joining the growing dialogue on gender and language because the risks of ignoring differences is greater than the danger of naming them. Sweeping something big under the rug doesn't make it go away; it trips you up and sends you sprawling when you venture across the room. Denying real differences can only compound the confusion that is already widespread in this era of shifting and re-forming relationships between women and men." (Deborah Tannen, 1990, You Just Don't Understand: Women And Men In Conversation, page 16)

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POSSIBLE QUESTIONS FOR EXAM I (20%) ON THURSDAY FEBRUARY 28, 2002.

1. Anthropology provides ______ basis for dealing with the crucial dilemmas of today's world. (a) an historical; (b) a scientific; (c) a computerized; (d) a romantic

2. Among the Yanomamo, the following took place: (a) alliances; (b) trading; (c) feasts; (d) all-of-the-above.

3. According to Norris (in E&W), Neanderthals differ from early modern humans in that Neanderthaals had: (a) smaller brains; (b) thicker bones; (c) more body hair; (d) greater sexual dimorphism.

4. Reports have been cited that anywhere from 33% to __ of California teachers abandon their career within the first three years: (a) 40%; (b) 50%; (c) 60%; (d) 75%.

5. TRUE FALSE Children inherit their mitochondrial DNA from their mother.

6. TRUE FALSE For various anthropologists, "evidence" can be tools, bones, or genes.

7. TRUE FALSE According to Clifford Geertz, culture must be public because "meaning" is created through public acts.

8. TRUE FALSE For Wallman (E&W), the most commonly used criterion for true language is that it must have spoken words.

9. TRUE FALSE The concept of "silent language" consists of speaking distances, gestures, as well as smiles (and a "host of other tacit signs").

10. TRUE FALSE Napoleon Chagnon argues that warfare originates in conflicts between individals.

ALSO PLEASE REMEMBER: "Examinations are formidable even to the best prepared; for the greatest fool may ask more than the wisest man [or individual!] can answer." (Charles Colton, 1780-1832).

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH103SP2002TESTOne.htm by THURSDAY, FEBRUARY 21, 2002, to assist you in the examination.

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WEEK 5: February 26 & February 28, 2002

I. REVIEW AND EXAM I (20%) on THURSDAY FEBRUARY 28, 2002.

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

II. NO new readings in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) BUT you are responsible for the following readings to date:

1. Issue #14} Are Yanomamö Violence and Warfare Natural Human Efforts to Maximize Human Reproductive Fitness? Pages 268-291 (Chagnon article & Ferguson article)
2. Issue #10} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 177-201. (Harris & Geertz articles).
3. Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 1-23 (Stringer / McKie & Thorne /Wolpoff articles).
4. Issue #2} Did Neanderthals Interbreed With Modern Humans? Pages 24-37 (Norris & Tattersall articles).
5. Issue #4} Are Humans Inherently Violent? Pages 52-73. (Wrangham / Dale & Sussman articles)
6. Issue #5} Can Apes Learn Language? Pages 74-89. (Savage-Rumbaugh & Wallman articles).

III. JOBS AND REVIEW
A. Anthropology

For the 2000-2001 Academic Year, 360 females [59.7%] received the Ph.D. in Anthropology and 243 males [40.3%] received the Ph.D. in Anthropology, for a total of 603 Ph.D. degrees in 2000-2001; note, this includes degrees from Australia (7), Canada (31), Ireland (1), Mexico (3), Norway (4), South Africa (1), and the United Kingdom (82). Source: The 2000-2001 American Anthropological Association Guide, page 582.

"Our winning strategy for finding your perfect job comes from Samantha H. in Jamaica, N.Y. 'First thing, let's not call it a job but your life's career. Job sounds so humdrum, put upon and boring. My mother gave me the best advice: 'Look for the thing that has been with you all of your life. It has brought you through good and bad times. Once you find it, then that is what you should be doing [stress added].'" Bob Rosner, 2001, Working Wounded. The San Francisco Chronicle, December 2, 2001, page J2.

"CSU, Chico's Experiential Education program links the University to business, industry, and government by giving students an opportunity to combine classroom study with career related work experience. The program helps students define their educational goals and prepare for their careers by exploring the realities of the working world."

"Winans [Career Placement Center at CSU, Chico] explained that it is important for students to start thinking early about their careers and not limit themselves to the major that is in the highest demand. 'All majors are in demand,' she emphasized. 'If you're alive and can breathe, you ought to be able to have choices out there [stress added]'" Joslyn Carroll, 2000, Coming Up Aces. Chico News & Review, August 17, 2000, pages 27-29, page 27.

"Real education consists in drawing the best out of yourself. What better book can there be than the book of humanity?" Mohandas K. Gandhi (1869-1948)

"It's not just the work that has to be learned in each situation. Each job presents a self-contained social world, with its own personalities, hierarchy, customs, and standards. Sometimes I was given scraps of sociological data to work with, such as 'Watch out for so-and-so, he's a real asshole.' More commonly it was left to me to figure out such essentials as who was in charge, who was good to work with, who could take a joke. Here years of travel probably stood me in good stead, although in my normal life I usually enter new situations in some respected, even attention-getting role like 'guest lecturer' or 'workshop leader.' It's a lot harder, I found out, to sort out a human microsystem when you're looking up at it from the bottom, and, of course, a lot more necessary to do so" [stress added]." Barbara Ehrenreich, 2001, Nickel and Dimed: On (Not) Getting By In America (NY: Metropolitan Books), page 194.

"At each new job, you have to start all over, clueless and friendless." Barbara Ehrenreich, 2001, Nickel and Dimed: On (Not) Getting By In America (NY: Metropolitan Books), page 205.

"It's not just the work that has to be learned in each situation. Each job presents a self-contained social world, with its own personalities, hierarchy, customs, and standards. Sometimes I was given scraps of sociological data to work with, such as 'Watch out for so-and-so, he's a real asshole.' More commonly it was left to me to figure out such essentials as who was in charge, who was good to work with, who could take a joke. Here years of travel probably stood me in good stead.... It's a lot harder, I found out, to sort out a human microsystem when you're looking up at it from the bottom, and, of course, a lot more necessary to do so" [stress added]." Barbara Ehrenreich, 2001, Nickel and Dimed: On (Not) Getting By In America (NY: Metropolitan Books), page 194.

"Knowledge is power: 5 rules to remember when negotiating salary. 1. Recognize your value....2. Be prepared.....3. Know what you can negotiate....4. Know that you are dealing with future coworkers.....5. Focus on the goals, not winning." (USA Today May 22, 2000, page 7A.)

B. EXAM I (20%) ON THURSDAY FEBRUARY 28, 2002.
C. Review all issues & Guidebook pages to date.
D. Map} Central and South America and Africa.
E. See: http://www.cia.gov/cia/ciakids/geography/africa.html [AFRICA Map Quiz]
F. Map, Multiple Choice, and True/False.

IV. REMINDER: READINGS, TERMS, AND FILM FOR THIS WEEK ARE INCLUDED ON THE EXAM THIS THURSDAY, FEBRUARY 28, 2002.

DIVISION OF LABOR: The rules that govern the assignment of jobs to people.

ECOLOGY: The study of the way organisms interact with each other within an environment.

INDUSTRIALISM: A subsistence strategy marked by intensive, mechanized food production and elaborate distribution networks.

LANGUAGE: The system of cultural knowledge used to generate and interpret speech.

SUBSISTENCE STRATEGIES: Strategies used by groups of people to exploit their environment for material necessities. Hunting and gathering, horticulture, pastoralism, agriculture, and industrialism are subsistence strategies.

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WEEK 6: MARCH 5 & MARCH 7, 2002

I. ECOLOGY & SUBSISTENCE

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #11} Are Hunter-Gatherers Basically pastoralists Who Have Lost Their Herds? Pages 202-225. (Denbow / Wilmsen & Solway / Lee articles)
B. Issue #12} Do Hunter-Gatherers Need Supplemental Food Sources to live in Tropical Rain Forests? Pages 226-249. (Headland & Bahuchet et al. articles).

III. A STRATEGY OF ADAPTATION: CULTURAL EVOLUTION
A. Importance of Terminology
B. Strategies on Gathering, Hunting, Pastoralism, and...for the "Big Picture" please go to: http://antwrp.gsfc.nasa.gov/apod/archivepix.html as well as http://www.newcastle.ac.uk/~nantiq/timeline.jpg.

C. VIDEO: HUNTERS-GATHERERS / PASTORALISTS

"When a group of individuals becomes a 'we,' a harmonious whole, then the highest is reached that humans as creatures can reach." Albert Einstein [1879-1955].

D. VIDEO: PRIMITIVE PEOPLE [CFU: Horrible title but semi-reasonable film!] (and for additional information on Australian Aborigines, please go to http://www.insects.org/ced1/aust_abor.html as well as http://www.ciolek.com/WWWVL-Aboriginal.html)
E. BUSHMEN OF THE KALAHARI = [the !Kung] (and see http://www.mg.co.za/mg/news/97mar1/7mar-botswana.html as well as http://www.newcastle.ac.uk/~nantiq/menu.html and http://www.designnet-pro.com/ata/atm/bushmen.html).

"The barbarous heathen are nothing more strange to us than we are to them.... Human reason is a tincture in like weight and measure infused into all our opinions and customs, what form soever they be, infinite in matter, infinite in diversity." (Michel Eyquem de Montaigne [1533-1592], Essays, page 53 [1959 paperback publication of a translation from 1603].

F. ESSAY: Body Ritual Among the Nacirema [please see below in this Guidebook] and if you have access to the WWW, please see http://www.beadsland.com/nacirema/[but please read the article below first].

"When one comes to think of it, it is pretty obvious that Woman, not Man was the innovator who laid the foundations of our civilization. While the men went hunting, the Woman was the guardian of the fire and, pretty certainly, the first maker of pottery. It was she who went picking the wild berries and nuts and seeds and who went poking with sticks to unearth the edible roots. In the mother-to-daughter tradition, the knowledge of plants born of long observation led women to experiment in cultivation. Biologically Woman was more observant than Man, because the recurring phases of the moon coincided with the rhythm of her fertile life and she could observe the period of gestation not only in herself but in the animals and in the seasonal reappearance of the plants. So she had a sense of Time, and the measurement of Time was one of the earliest manifestations of constructive and systematic thinking [stress added]." Sir Ritchie Calder, 1961, After The Seventh Day: The World Man Created, page 69.

G. ANTHROPOLOGY & CYBERSPACE

IV. AND, Dr. Randy Wonzong's production of Street Scene (a 1929 play Elmer Rice) runs March 6-10, 2002 at CSU, Chico.

CULTURAL ECOLOGY: The study of the way people use their culture to adapt to particular environments, the effects they have on their natural surrounding, and the impact of the environment on the shape of culture, including its long-term evolution.

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.

DIVISION OF LABOR: The rules that govern the assignment of jobs to people.

ECOLOGY: The study of the way organisms interact with each other within an environment.

ECONOMIC SYSTEM: The provision of goods and services to meet biological and social wants.

ETHNOGRAPHY: The task of discovering and describing a particular culture.

FAMILY: A residential group composed of at least one married couple and their children.

HUNTING AND GATHERING: A subsistence strategy involving the foraging of wild, naturally occuring foods.

HORTICULTURE: A kind of subsistence strategy involving semi-intensive, usually shifting, agricultural practices. Slash-and-burn farming is a common example of horticulture.

MAGIC: Strategies people use to control supernatural power to achieve particular results.

PASTORALISM: a subsistence strategy based on the maintenance and use of large herds of animals.

RITE OF PASSAGE: A series of rituals that move individuals from one social state or status to another.

SUBSISTENCE STRATEGIES: Strategies used by groups of people to exploit their environment for material necessities. Hunting and gathering, horticulture, pastoralism, agriculture, and industrialism are subsistence strategies.

SUPERNATURAL: Things that are beyond the natural. Anthropologists usually recognize a belief in such things as goddesses, gods, spirits, ghosts, and mana to be signs of supernatural belief.

WORLDVIEW: The way people characteristically look out on the universe.

"Until about 10,000 years ago, everyone in the world survived by hunting and gethering wild foods. They lived in intimate association with their natural environments and employed a complex variety of strategies to forage for food and other necessities of life [stress added]." [The Hunters: Scarce Resources in the Kalahari. Richard B. Lee, 1968, in Man The Hunter)

"...an unwitting or a deliberate bias in time perspective. The evaluations about which we hear most have been made by Western Europeans and their colonial descendants. The date is the present, when the star of the Occident is in its ascendancy and its followers have made themselves the masters and arbiters of the lifeways of the people with whom they compare themselves. It might, of course, be argued on the Darwinian principle of the survival of the fittest that this ascendancy is proof of racial superiority, except that it is a relatively recent phenomenon that is not correlated with any demonstrable change in the biological composition of Europeans a generation prior to A.D. 1492. The truth is that a European mastery of large parts of the globe has been due more to the possession of gunpowder and iron--both non-European inventions--than to racial superiority. Comparisons dating from the period just before the destructive effects of Western civilization made themselves felt would be more justifiable. Our historical records contain many illustrations of the fact that Europe then was not much in advance of many other parts of the world that were conquered by its representatives. When Cortez reached the Aztec city of Tenochtitlàn in 1519, he and his men were understandably astonished by the artistic, industrial, and governmental achievements of its builders [stress added]." H.G. Barnett, 1953, Innovation: The Basis of Cultural Change, page 30.

"In the age of information, survival still depends on hunters and gatherers. In that modern day tribe called a corporation, it's still the survival of the fittest. And in the treacherous nineties, the fittest will certainly be the best informed. So making it safely--and prosperously--through the next quarter may well depend on having a plentiful supply of the news and information business feeds on." [Paid Advertisement for the Dow Jones Information Services in The Wall Street Journal, August 19, 1991.

The Commonwealth of Australia [2,937,800 square miles] has a 2002 estimated population of 19,357,594. The World Almanac And Book of Facts 2002, page 771.]

"...the continent of Greater Australia must have been colonised prior to about 40,000 years ago, the times of our ealiest evidence. From all indications the colonists arrived from Southeast Asia by sea, and can be counted amongst the earliest of modern human populations." Harry Lourandos, 1997, Continent of Hunter-Gatherers: New Perspectives in Australian Prehistory (Cambridge University Press), page 296; but also see/read in the same publication:

"The evidence itself is, however, constantly changing or being modified. As we go to press new claims are being made of a radically early chronology for the prehistory of Australia. From the site of Jinmium in the Kimberly of northwestern Australia have been reported fallen panels of rock art engravings dated at between 58,000 and 75,000 years ago, and stone artefacts at between 116,000 and 176,000 years ago [stress added]." Harry Lourandos, 1997, Continent of Hunter-Gatherers: New Perspectives in Australian Prehistory (Cambridge University Press) [CSUC: GN/871/L68/1997], page xv.

"Aboriginal Australia was divided into some three hundred tribes, each associated with a separate area. Tribal unity was based on common language and common mythology, but not usually upon group action. For the individual native, membership in a local group or horde was much more important than tribal membership. Each horde was identified with a subdivision of the tribal area and consisted of a number of families related to one another through various kinship ties. Males usually dwelt throughout their lives in the territory where they were born; wives were selected from other parts of the tribe and moved to their husbands' place at marriage. But although residence was more commonly based upon father relationships, ties with the mother were also emphasized through important totemic means. Yet more important than either of these social groupings was the biological family unit. ... The family unit has been aptly called the group of orientation. For, in Australia as in most other primitive [sic.] cultures, an individual's family relationships determined the kinship terms and behavior he used toward every other person in his social universe [stress added]." Douglas L. Oliver, The Pacific Islands, 1961, pp. 31-32.

"In considering the political structure of the native Australians we must remember that Australia is a continent, and the only one that was inhabited exclusively by hunters and gatherers. Probably the most formal and the most complex kind of chieftainship recorded in Australia was that of the Jaraldi people in the Lower Murray River country, one of the continents most populous regions. In the middle of the last century, each territorial clan had its own headman and council, and there was also a paramount chief for the entire tribe. The council members of each clan were elected in a meeting between the middle-aged and elderly men, and a few of the outstanding younger ones as well. In a few cases women were also elected [stress added]." Carlton S. Coon, The Hunting Peoples, 1971: 282-283.

See San Francisco Chronicle of 29 May 1997: "Australia ruled out any compensation yesterday for 100,000 Aboriginal children forcibly taken from their families by the government for more than a half a century until the early 1970s. ... Under state laws starting in 1910, the government removed Aboriginal children from their families because the white majority considered it as in their best interest. ... Australia's 303,000 Aborigines make up 1 percent of its population. They have long complained of discirimination, and they lag behind other Australians in access to jobs, education and health services [stress added]." (page A10).

"The Rainbow Warrior. An Aboriginal tribe called the Eora had lived around the shores of Sydney Harbor for more than 20,000 years before the British arrived in 1788. They called the place Weerong, and the harbor Cadi. At first the British were greeted with curiosity but not aggression, until an Eora leader named Pemulwuy realised how new diseases were spreading into his people's lands. Permulwuy united other tribes in the Sydney region and ran a very highly effective guerilla warfare campaign for 13 years from 1789. He might be seen as Australia's version of William Tell or Ho Chi Minh or Robin Hood--except that he didn't win. In 1802 he was captured by British troops. His head was slashed off with a sabre, preserved in alcohol and sent to London in a barrel as a specimen of local fauna. In a letter accompanying the head, Governor King wrote: 'Altho' a terrible pest to the colony, he was a brave and independent character [stress added]." David Dale., 2000, The Word Is Casual. The Sydney Morning Herald supplement in USA Today, 7 June 2000, page 4.

FILM: John Marshall & Kerewele Ledimo seek the village of !Kadi and ask the question "Do the people still pursue their ancient way of life and freedom of the Kalahari? ... The people I lived with in the Western Kalahari called themselves zhu twa si [the harmless people; they also call all strangers zhu dole or dangerous people]." ... "Beyond satisfying hunger, hunting confirmed kinship ties ... drawing them together. ... Kinship has always been the key to Bushmen survival."

"The Kalahari is never well watered, so the !Kung are used to long dry spells, during which they fall back on the most reliable water holes and eat a far wider range of plant foods. ... Each family creates ties with others in a system of mutual reciprocity called hxaro. Hxaro involves a balanced, continual exchange of gifts between individuals that gives both parties access to each other's resources in times of need. Hxaro relationships create strong ties of friendship and commitment. Hxaro distributes risk by giving each party an alternative residence, sometimes up to fifty to two hundred kilometers away. Each family has options when famine threatens." Brian Fagan, 1999, Floods, Famines, and Emperors: El Niño and the Fate of Civilizations, page 78.

FILM: Mentions John Marshall's sister Elizabeth Marshall (who wrote a 1958 book entitled The Harmless People. "Most respected for scientific work would be Lorna Marshall, John's mother.

NOTE: John Marshall wrote that "from ÇToma (1911-1988), I learned as much about observing as I did about hunting and gathering. ÇToma taught me how to watch, listen and suspend judgement. ... ÇToma stressed the importance of telling the truth and being specific. For obvious reasons, Ju/'hoansi could not rely on magic and belief to survive in the Kalahari where rain is local and erratic, bushfoods are hard to find and the game is hard to track; arriving where water had been mistakenly reported could be fatal. Knowledge had to be extensive, objective and accurate [STRESS added]." The Cinema of John Marshall, 1993 (Edited by Jay Ruby) [CSUC: GN/21/M258/C56], p. 34-35.

From: The Harmless People: the Bushmen knows "every bush and stone, every convolution of the ground, and have usually named every place in it where a certain kind of valid food may be. ... If all their knowledge about their land and its resources were recorded and published, it would make up a library of thousands of volumes. Such knowledge was as essential to early man as it is to these people. ... They have no chiefs or kings, only headmen who in function are virtually indistinguishable from the people they lead, and sometimes a band will not even have a headman. A leader is not really necessary, however, because the Bushmen roam about together in small family bands rarely numbering more than twenty people. ... Their culture insists that they share with each other, and it has never happened that a Bushmen failed to share objects, food, or water with the other members of his band, for without very rigid co-operation Bushmen could not survive the famines and droughts that the Kalahari offers them. ... Trust, peace, and cooperation form the spine of Bushmen life. ... By maintaining these three virtues, Bushmen live where otherwise people might not [stress added]."

NOTE: John Marshall wrote that "In order to understand the problems Ju'hoansi have faced in the last thirty years, and the changes in their economy and society they have endured, it is important to know where they started from. But people do not start from scratch; the invisible reality of history shapes their present and future [STRESS added]." The Cinema of John Marshall, 1993 (Edited by Jay Ruby) [CSUC: GN/21/M258/C56], p. 64.

FILM: "We discussed not the past but the new problems of life on the reservations. ... Their concern was with the future: I wondered how long their past would remain in living history."

FILM: On Bushmen rock paintings} points out that "theory says such handprints are signatures or magical signs." ... "They had so little except a great knowledge of their environment. ... culture was intangible knowledge, tradition, values: his [musical] compositions were its living record--easily swept away." ... A Bushman states that "I left the desert long ago because of thirst. My father is dead, my people scattered. I am here because there was nowhere else to go. I don't remember my father's music: why should I?"

FILM: "Their lives depended as they always had, on what women could gather." ... "..killing so efficiently [now] instead of an act of kinship...." "...the people were dependent on their future on an ancient engine and a four-inch pipe."

"The list of female inventors includes dancers, farmers, nuns, secretaries, actresses, shopkeepers, housewives, military officers, corporate executives, schoolteachers, writers, seamstresses, refugees, royalty, and little kids. All kinds of people can and do invent. The idea that one's gender somehow precludes the possibility of pursuing any technological endeavor is not only outdated but also dangerous. In the words of 1977 Nobel Prize winner [in Physiology/Medicine] Rosalyn Yallow: 'The world cannot afford the loss of the talents of half of its people if we are to solve the many problems which beset us.'" Ethlie Ann Vare and Greg Ptacek, 1987, Mothers of Invention: From the Bra to the Bomb, Forgotten Women and Their Unforgettable Ideas, page 17.

"The shrinking of the world makes mutual understanding and respect on the part of different peoples imperative. The subtle diversities in the view of life of various peoples, their expectancies and images of themselves and of others, the differing psychological attitudes underlying their contrasting political institutions, and their generally differing 'psychological nationality' all combine to make it more difficult for nations to understand each other. It is the anthropologist's duty to point out that these 'mental' forces have just as tangible effect as physical forces [stress added]." Clyde Kluckhohn, 1949, Mirror For Man: The Relation of Anthropology To Modern Life (page 273).

"There was no such thing as a global perspective in a world where Central America, Tahiti, or Australia was as remote as the moon is today, nor was one needed. Today....Now we contemplate the fate not only of minor states or empires spread out over several ecological zones, but of global civilization [stress added]." Brian Fagan, 1999, Floods, Famines, and Emperors: El Niño and the Fate of Civilizations, page 252.

"The anthropologist has become so familiar with the diversity of ways in which different peoples behave in similar situations that he [or she!] is not apt to be surprised by even the most exotic customs. In fact, if all of the logically possible combinations of behavior have not been found somewhere in the world, he is apt to suspect that they must be present in some yet undescribed tribe. This point, has, in fact been expressed with respect to clan organization by Murdock [of HRAF interests]. In this light, the magical beliefs and practices of the Nacirema present such unusual aspects that it seems desirable to describe them as an example of the extremes to which human behavior can go.

Professor Linton first brought the ritual of the Nacirema to the attention of anthropologists twenty years ago, but the culture of this people is still very poorly understood. They are a North American group living in the territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the Antilles. Little is known of their origin, although tradition states that they came from the east....

Nacirema culture is characterized by a highly developed market economy which has evolved in a rich natural habitat. While much of the people's time is devoted to economic pursuits, a large part of the fruits of these labors and a considerable portion of the day are spent in ritual activity. The focus of this activity is the human body, the appearance and health of which loom as a dominant concern in the ethos of the people. While such a concern is certainly not unusual, its ceremonial aspects and associated philosophy are unique.

The fundamental belief underlying the whole system appears to be that the human body is ugly and that its natural tendency is to debility and disease. Incarcerated in such a body, man's only hope is to avert these characteristics through the use of the powerful influences of ritual and ceremony. Every household has one or more shrines devoted to this purpose. The more powerful individuals in the society have several shrines in their houses and, in fact, the opulence of a house is often referred to in terms of the number of such ritual centers it possesses. Most houses are of the wattle and daub construction, but the shrine rooms of the more wealthy are walled with stone. Poorer families imitate the rich by applying pottery plaques to their shrine walls.

While each family has at least one such shrine, the rituals associated with it are not family ceremonies but are private and secret. The rites are normally only discussed with children, and then only during the period when they are being initiated into these mysteries. I was able, however, to establish sufficient rapport with the natives to examine these shrines and to have the rituals described to me.

The focal point of the shrine is a box or chest which is built into the wall. In this chest are kept the many charms and magical potions without which no native believes he could live. These preparations are secured from a variety of specialized practitioners. The most powerful of these are the medicine men, whose assistance must be rewarded with substantial gifts. However, the medicine men do not provide the curative potions for their clients, but decide what the ingredients should be and then write them down in an ancient and secret language. This writing is understood only by the medicine men and by the herbalists who, for another gift, provide the required charm.

The charm is not disposed of after it has served its purpose, but is placed in the charmbox of the household shrine. As these magical materials are specific for certain ills, and the real or imagined maladies of the people are many, the charm-box is usually full to overflowing. The magical packets are so numerous that people forget what their purposes were and get to use them again. While the natives are very vague on this point, we can only assume that the idea in retaining all the old magical materials is their presence in the charmbox, before which the body rituals are conducted, will in some way protect the worshipper.

Beneath the charmbox is a small font. Each day every member of the family, in succession, enters the shrine room, bows his head before the charm-box, mingles different sorts of holy water in the font, and proceeds with a brief rite of ablution. The holy waters are secured from the Water Temple of the community, where the priests conduct elaborate ceremonies to make the liquid ritually pure.

In the hierarchy of magical practitioners, and below the medicine men in prestige, are specialists whose designations is best translated 'holy-mouth-men.' The Nacirema have an almost pathological horror of and fascination with the mouth, the condition of which is believed to have a supernatural influence on all social relationships. Were it not for the rituals of the mouth, they believe that their teeth would fall out, their gums bleed, their jaws shrink, their friends desert them, and their lovers reject them. They also believe that a strong relationship exists between oral and moral characteristics. For example, there is a ritual ablution of the mouth for children which is supposed to improve their moral fiber.

The daily body ritual performed by everyone includes a mouth-rite. Despite the fact that these people are so punctilious about care of the mouth, this rite involves a practice which strikes the uninitiated stranger as revolting. It was reported to me that the ritual consists of inserting a small bundle of hog hairs into the mouth, along with certain magical powders, and then moving the bundle in a highly formalized series of gestures.

In addition to the private mouth-rite, the people seek out a holy-mouth-man once or twice a year. These practitioners have an impressive set of paraphernalia, consisting of a variety of augers, awls, probes, and prods. The use of these objects in the exorcism of the evils of the mouth involves almost unbelievable ritual torture of the client. The holy-mouth-man opens the clients mouths and, using the above mentioned tools, enlarges any holes which decay may have created in the teeth. Magical materials are put into these holes. If there are no naturally occurring holes in the teeth, large sections of one or more teeth are gouged out so that the supernatural substance can be applied. In the client's view, the purpose of these ministrations is to arrest decay and to draw friends. The extremely sacred and traditional character of the rite is evident in the fact that the natives return to the holy-mouth-men year after year, despite the fact that their teeth continue to decay.

It is to be hoped that, when a thorough study of the Nacirema is made, there will be careful inquiry into the personality structure of these people. One has but to watch the gleam in the eye of a holy-mouth-man, as he jabs an awl into an exposed nerve, to suspect that a certain amount of sadism is involved. If this can be established, a very interesting pattern emerges, for most of the population shows definite masochistic tendencies. It was to these that Professor Linton referred in discussing a distinctive part of the daily body ritual which is performed only by men. This part of the rite involves scraping and lacerating the surface of the face with a sharp instrument. Special women's rites are performed only four times during each lunar month, but what they lack in frequency is made up in barbarity. As part of this ceremony, women bake their heads in small ovens for about an hour. The theoretically interesting point is that what seems to be a preponderantly masochistic people have developed sadistic specialists.

The medicine men have an imposing temple, or latipso, in every community of any size. The more elaborate ceremonies required to treat very sick patients can only be performed at this temple. These ceremonies involve not only the thaumaturge but a permanent group of vestal maidens who move sedately about the temple chambers in distinctive costume and headdress.

The latipso ceremonies are so harsh that it is phenomenal that a fair proportion of the really sick natives who enter the temple ever recover. Small children whose indoctrination is still incomplete have been known to resist attempts to take them to the temple because 'that is where you go to die.' Despite this fact, sick adults are not only willing but eager to undergo the protracted ritual purification, if they can afford to do so. No matter how ill the supplicant or how grave the emergency, the guardians of many temples will not admit a client if he cannot give a rich gift to the custodian. Even after one has gained admission and survived the ceremonies, the guardians will not permit the neophyte to leave until he makes still another gift.

The supplicant entering the temple is first stripped of all his or her clothes. In everyday life the Nacirema avoids exposure of his body and its natural functions. Bathing and excretory acts are performed only in the secrecy of the household shrine, where they are ritualized as part of the body-rites. Psychological shock results from the fact that body secrecy is suddenly lost upon entry into the latipso. A man, whose own wife has never seen him in an excretory act, suddenly finds himself naked and assisted by a vestal maiden while he performs his natural functions into a sacred vessel. This sort of ceremonial treatment is necessitated by the fact that the excreta are used by a diviner to ascertain the course and nature of the client's sickness. Female clients, on the other hand, find their naked bodies are subjected to the scrutiny, manipulation and prodding of the medicine men.

Few supplicants in the temple are well enough to do anything but lie on their hard beds. The daily ceremonies, like the rites of the holy-mouth-men, involve discomfort and torture. With ritual precision, the vestals awaken their miserable charges each dawn and roll them about on their beds of pain while performing ablutions, in the formal movements of which the maidens are highly trained. At other times, they insert magic wand's in the supplicant's mouth or force him to eat substances which are supposed to be healing. From time to time the medicine men come to their clients and jab magically treated needles into their flesh. The fact that these temple ceremonies may not cure, and may even kill the neophyte, in no way decreases the people's faith in the medicine men.

There remains one other kind of practitioner, known as a 'listener.' This witchdoctor has the power to exorcise the devils that lodge in the heads of people who have been bewitched. The Nacirema believe that parents bewitch their own children. Mothers are particularly suspected of putting a curse on children while teaching them the secret body rituals. The counter-magic of the witchdoctor is unusual in its lack of ritual. The patient simply tells the 'listener' all his troubles and fears, beginning with the earliest difficulties he can remember. The memory displayed by the Nacirema in these exorcism sessions is truly remarkable. It is not uncommon for the patient to bemoan the rejection he felt upon being weaned as a babe, and a few individuals even see their troubles going back to the traumatic effects of their own birth.

In conclusion, mention must be made certain practices which have their base in native esthetics but which depend upon the pervasive aversion to the natural body and its functions. There are ritual fasts to make fat people thin and ceremonial feasts to make thin people fat. Still other rites are used to make women's breast's larger if they are small, and smaller if they are large. General dissatisfaction with breast shape is symbolized in the fact that the ideal form is virtually outside the range of human variation. A few women afflicted with almost inhuman hyper-mammary development are so idolized that they make a handsome living by simply going from village to village and permitting the natives to stare at them for a fee.

Reference has already been made to the fact that excretory functions are ritualized, routinized, and relegated to secrecy. Natural reproductive functions are similarly distorted. Intercourse is taboo as a topic and scheduled as an act. Efforts are made to avoid pregnancy by the use of magical materials or by limiting intercourse to certain phases of the moon. Conception is actually very infrequent. When pregnant, women dress so as to hide their condition. Parturition takes place in secret without friends or relatives to assist, and the majority of women do not nurse their infants.

Our review of the ritual life of the Nacirema has certainly shown them to be a magic-ridden people. It is hard to understand how they have managed to exist so long under the burdens which they have imposed upon themselves. But even such exotic customs as these take on real meaning when they are viewed with the insight provided by Malinowski when he wrote:

'Looking from far and above, from our high places of safety in the developed civilization, it is easy to see all the crudity and irrelevance of magic. But without its power and guidance early man could not have mastered his practical difficulties as he has done, nor could man have advanced to the higher stages of civilization.'" [NOTE: The article also appears in The Nacirema: Readings on American Culture, 1975, edited by J. Spradley and M. Rynkiewich, pp. 10-13]

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Anthropology & Cyberspace (Spring 2002)

CYBERSPACE: A term used William Gibson in Neuromancer (1984) to describe interactions in a world of computers and human beings. Cyberspace can be viewed as another location to be explored and interpreted by anthropologists. Urbanowicz believes that the "World Wide Web" is very similar to the period known as "The Enlightenment" in France (which, combined with the industrial revolution that began in approximately the 1760's, created the world that we know today). For some of the reasons that Urbanowicz does what he does, see: http://www.csuchico.edu/~curban/K12Visuals98.html. 

"First U.S. web site created 10 years ago. MENLO PARK (AP) - Ten years ago, a Stanford University physicist created the first U.S. web site - three lines of text, with one link to e-mail and another lionk to a huge scientific database. Paul Kunz's basic Web site, which first appeared Dec. 12, 1991, was the first U.S. site on the World Wide Web, which was then just a year old. ... 'I don't think, 10 years ago, anyone foresaw it would grow this fast,' Kunz said. 'There's a whole generation of people growing up who think the Web's always existed.' ... [stress added]." Anon., 2001, The Chico Enterprise-Record, December 4, 2001, page 4B.

INTERNET INVALUABLE: "A research report conducted by The Angus Reid Group into Internet usage among teens and young adults finds that the Internet is now as common and invaluable as the encyclopedia and school library were to earlier generations of students. However, Internet access in schools varies widely around the world and most schools have yet to offer Web-related courses, according to interviews conducted with full- and part-time students in 16 countries. Among the countries surveyed, Sweden and Canada lead the list in offering students access to the Internet from their schools. The report, titled The Face of the Web: Youth, found that more than nine in 10 students who have access in Australia, Canada, the United States, and Sweden report using the Web to complete their school assignments. It also found that the biggest gap between nations exists in access to schools offering courses about the Internet." For more information see, http://www.angusreid.com/ [from: THE ISOC FORUM international electronic publication of the Internet Society, October 2000, Vol. 6, No. 10]} see http://www.isoc.org]

DECEMBER 11, 2000: "Intel Corp. says it has scored a scientific breakthrough that someday will help computers run about six times faster than they do now. ... it has built the world's smallest transistor, one that's about one-sixth the size of what's currently being produced. ... Intel's just-released microprocessor contains 42 million transistors and runs at 1.5 billion cycles a second [1.5 gigahertz]. With the transistor of the future...the company will be able to pack 400 million transistors onto a single chip. The company estimates that chip will run at 10 billion cycles a second. Intel said that the transistors are so tiny that a stack of 100,000 of them would be as thick as a sheet of paper [stress added]." Dabe Kasler, 2000, Intel Claims Speed Breakthrough. The Sacramento Bee, December 11, 2000, page D1.

May 21, 2001: "International Business Machines Corp. is expected to disclose today that its disk-drive engineers have developed a technique that will lead to quadrupling disk capacity during the next two years, enabling hand-held computers to hold several movies and laptops to hold hundreds of music CDs. The researchers have found they can sandwich a layer of ruthenium just three atoms thick between two magnetic layers to dramatically increase disk-drive density. ... many disk-drive experts had postulated that densities above 20 gigabits or 20 billion basic elements of information would be impossible....[now] The technology eventually will permit drives with up to 100 gigabits per square inch [stress added]." William L. Bulkeley, 2001, IBM Readies Denser Disk Drives. The Wall Street Journal, May 21, 2001, page B5.

June 25, 2001: "Just two weeks after Intel announced the development of new technology it said it would enable processors to reach speeds of 20 GHz [twenty billion cycles per second], IBM today will announce another advance it says will enable chips to hit 100 GHz as early as 2003. ... [Initially for] high-speed communications equipment....[eventually] the new transistors will also show up in future handsets that combine the functions of cell phones, Internet access devices and multimedia players [stress added]." Henry Norr, 2001, Big Blue Designs Faster Chip. The San Francisco Chronicle, pages B1 and B3, page B1.

August 27, 2001: "Intel rolling out 2-GHz Pentium 4 chip ... The Santa Clara chipmaker likely will slash prices on its flagship product line by as much as 50 percent...." Matthew Yi, 2001, The San Francisco Chronicle, August 27, 2001, page D1.

August 27, 2001: "IBM Creates circuit that could lead to smaller, faster chips. ... based on a tiny cylindrical structure made of carbon atoms that is about 100,000 times thinner than a human hair." Caroline Humer, USA Today, August 27, 2001.

October 25, 2001} from: Walter Mossberg, 2001, Technology Grows Up. The Wall Street Journal, October 25, 2001: "This month marks the 10th anniversary of the Personal Technology column, which began with the following declaration: 'Personal computers are just too hard to use, and it isn't your fault.' ... When this column started in 1991, the average 'IBM-compatible' PC had no sound card built in and could only beep. Most consumer models also had lousy video, lacked a built-in CD-ROM drive or mouse and came without a built-in modem.... Modems mainly ran at a pitiful 2,400 bits per second.... The Internet wasn't yet accessible to average folks, the World Wide Web didn't exist.... In my first buyer's guide, in December 1991, I suggested buying a PC with four megabytes of memory, a 100-megabyte hard disk and a new-fangled 3.5 inch floppy disk--then replacing the larger but lower-capacity 5.25-inch floppies.... [stress added]." Pages B1 + B3, page B1.

November 9, 2001: "Bell Labs scientists make transistor from a molecule. ... has made a transistor from a single molecule - small enough to fit about 10 million on the head of a pin." D. Ian Hopper, 2001, The Sacramento Bee, November 9, 2001, page D3.

December 17, 2001} "Both AMD [Advanced Micro Devices] and Intel unveiled designs for future transistors a mere 15 nanometers wide at the internal switch, or 'gate.' STMicroelectronics was a close runner-up, at 16nm. That's less than a fourth of the size of the smallest switches now produced. These tiny critters should hit the market around 2009 on microprocessors containing more than a billion transistors--a twentyfold increase--and switch at terahertz speeds, or trillions of times a second. ... How much faster can transistors go? A lot, according to IBM: not just a few terahertz, but perhaps as much as 30THz. Researchers predict that by around 2016, switches will shrivel to 9 nm.... [stress added]. Anon, 2001, Business Week, page 113.

NOTE: One nanometer = one-billionth of a meter = 0.00000003937 inch.

http://www.wired.com/wired/archive/8.04/joy.html [Why The Future Doesn't Need us} Provocative article by Bill Joy} co-founder and Chief Scientist of Sun Microsystems]

I. ON CAMPUS: See The Meriam Library 116 and "Student Computing" at: http://www.csuchico.edu/stcp/ as well as http://www.csuchico.edu/stcp/about/ownership.shtml.

"The driving force in the semiconductor industry has been the theorem known as Moore's Law. First posited by Intel Corp. co-founder Gordin Moore in the 1960s, Moore's Law states that the number of transistors that fit on a chip will double every 18 months. ... Moore's Law has held true so far, with Intel's latest Pentium cramming 8 million transistors on a tiny sliver of silicon. The industry is confident that it can achieve even more astounding figures, such as 100 million transistors on a chip." (San Francisco Chronicle, August 10, 1998, page E1)

"The great thing about crummy software is the amount of employment it generates. If Moore's law is upheld for another 20 or 30 years, there will not only be a vast amount of computation going on planet Earth, but the maintenance of that computation will consume the efforts of almost every living person. We're talking about a planet of help desks [stress added]." Jaron Lanier, 2000, One-Half of a Manifesto: Why stupid software will save the future from neo-Darwinian machines. Wired, December 2000, 8.12, pages 158-179, page 174.

II. INTERNET growth (see http://www.csuchico.edu/~curban/Jan'98_Millennium_Paper.html).

"[Children] Born during a baby bulge that demographers locate between 1979 and 1994, they are as young as five and as old as 20, with the largest slice still a decade away from adolescence. And at 60 million strong, more than three times the size of Generation X, they're the biggest thing to hit the American scene since the 72 million baby boomers. Still too young to have forged a name for themselves, they go by a host of taglines: Generation Y, Echo Boomers, or Millennium Generation. ... Most important though, is the rise of the Internet, which has sped up the fashion life cycle by letting kids everywhere find out about even the most obscure trends as they emerge. It is the Gen Y medium of choice, just as network TV was for boomers. 'Television drives homogeneity,' says Mary Slayton, global director for consumer insights for Nike. 'The Internet drives diversity [stress added].'" Ellen Newborne et al., 1999, Generation Y. Business Week, February 15, 1999, pages 80-88, page 82-83.

A. Learn how to use "search engines" and "subject directories" and to connect to the ones in The Meriam Library, please click here (Directories) and here (Search Engines).
B. Learn how to "weigh" the information available over the Internet!

"Consumer groups says search engines use deceptive advertising." The Wall Street Journal, July 17, 2001, page B7; and see/read: "Many search users think they are getting unbiased search results, when they are really getting advertisements,' said Gary Ruskin, executive director for Commercial Alert of Portland, Ore." The San Francisco Chronicle, July 17, 2001, page B3.

If you "surf" the web (and I do), please surf carefully and evaluate wisely: below you have some examples for information concerning "Charles R. Darwin" available on the web, and note the different amounts of data generated by different search engines: evaluate carefully!

On October 17, 2001, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 120,000 items; Northern Light had 51,939 items; Alta Vista Search had 65,975,088 items; and MonkeySweat had numerous items!

On August 2, 2001, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 108,000 items; Northern Light had 48,227 items; Alta Vista Search had 61,262,347 items; and MonkeySweat had numerous items!

On April 26, 2001, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 97,500 items and Northern Light had 48,825 items.

Obviously, just as with people, all "search engines" are not created equal!

III. SOME INFORMATION
A. "Are old PCs Poisoning Us? Toxic gear is piling up in landfills, but recyclying could help. ... All this may cme as a surprise to those who thought the Information Age would spawn a cleaner environment [stress added]."" Business Week, June 12, 2000, page 78.
B. On Exploring the World Wide web (from http://www.gactr.uga.edu/exploring/index.html)
C. And The World Wide Web itself (at http://www.w3.org/WWW/)

IV. EXPERIMENT and EXPLORE:

"And then the revolution came. ... Computers and modems and the mighty Web are as ubiquitous in a child's vocabulary as the multiplication table. ... Experts say that computers, and more importantly, the Internet, are changing the way children learn, develop and think. Amanda Stanley had a computer in her home even when her family chose not to keep a TV or radio in the house. 'I've been around computers all my life,' she said. The 13-year-old [born 1987?], who comes from a family of computer enthusiasts, learned how to paint jeans at a camp last summer. Now she wants to sell her wearable art online. She is enrolled in Giga Gals, a program that started at the Austin [Texas] Children's Museum in February [2000]. Web designers help 9- to 18-year-olds get online and start their own sites, from Web diaries to e-commerce ventures [stress added]." Omar L. Gallaga, 2000, For High-Tech Kids, Computers Are The Norm, Not A Novelty. The San Francisco Chronicle, May 29, 2000, page B5.

V. THROUGHOUT THIS Guidebook YOU HAVE VARIOUS URL "addresses" for WEB PAGES to be reached by a browser: they are a guide for you to explore on your own and they can lead to other links! (And "multiple" URLs have been provided in case some no longer exist!) Note distinctions between .edu & .com & .org & .gov and....

VI. "When this circuit learns your job, what are you going to do?" In Marshall McLuhan & Quentin Fiore (1967), The Medium Is The Massage, page 20.

YOU MIGHT WISH to have a look at: http://www.dol.gov/dol/asp/public/futurework/report.htm [Department of Labor: Trends and Challenges for Work in the 21st Century]

"'We used to educate farmers to be farmers, factory workers to be factory workers, teachers to be teachers, men to be men, women to be women.' The future demands 'renaissance people. You can't be productive in the information age if you don't know how to talk to a diverse population, use a computer, understand a world view instead of a parochial view, write, speak [stress added].'" In Byrd L. Jones and Robert W. Maloy, 1996, Schools For An Information Age: Reconstructing Foundations For learning And Teaching, page 15.

"Cookies are text files that a Web site places on your hard disk. They are a tool for personalizing your access and your path through a Web site. At their most innocent, cookies can help you more than they help the Web-site operator, by storing log-in information and preference information you've established so you see the site in the way you prefer, and get to key information quickly. However, cookies can also be used by Web-site operators to track your behavior, target ads at you, and otherwise establish a profile you never agreed to establish. Both Netscape Navigator and Microsoft Internet Explorer allow you to block all cookies." Walter S. Mosberg, The Wall Street Journal, December 23, 1999, page B8.

"Any sufficiently advanced technology is indistinguishable from magic." Clarke's Third Law in Profiles of the Future: An Inquiry into the Limits of the Possible by Arthur C. Clarke, 1984, page 26.

NOTE: Some interesting sites were mentioned in USA Today on 20 March 2001 in an article entitled "Net Makes Cheating As Easy As ABC" by Karen Thomas (page 3D): "Basically, our teachers are clueless about the Internet [stress added]" and on 22 March 2001, the Los Angeles Times (page T3) covered research on the WWW, beginning with http://www.google.com and mentioning various sites (also included below):

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WEEK 7: MARCH 12 & MARCH 14, 2002

I. HISTORY AND AMERICAN ANTHROPOLOGY

An understanding of the phenomenon of culture as that which differentiates human life from other life forms; an understanding of the roles of human biology and cultural processes in human behavior and human evolution.

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each.

Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

The ability to present and communicate in anthropologically appropriate ways anthropological knowledge and the results of anthropological research.

Knowledge of the history of anthropological thought.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #16} Do Museums Misrepresent Ethnic Communities Around The World? Pages 314-335. (Clifford & Dutton articles)
B. Issue #17} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 338-359 (In & Meighan articles).

III. FRANZ BOAS (1858-1942)

"Clark University [Worcester, Massachusetts] renewed his docentship in 1890, and again in 1891. During this time Boas achieved a milestone in the History of American Anthropology. In 1892 the university conferred on Alexander Chamberlain a doctorate in anthropology. It was the first such academic honor bestowed in America, and Boas took pride in having directed Chamberlain's study." (Marshall Hyatt, Franz Boas--Social Activist: The Dynamics of Ethnicity, 1990: 27).

F. Boas in 1904: "I have been asked to speak on the history of anthropology. ... Before I enter into my subject I will say that the speculative anthropology of the 18th and early part of the 19th century is distinct in its scope and method from the science which is called anthropology at the present time and is not included in our discussion." (The History of Anthropology. Science, 21 October 1904, Vol. 20; reprinted in R. Darnell, Editor, Readings in the History of Anthropology, 1974: 260-273, page 260)

"In 1897, Franz Boas [1858-1942], curator of ethnography at the American Museum of Natural History [New York, New York], wrote a letter to the Kwakiutl community of Fort Rupert, British Columbia [Canada]. Boas' friend and colleague George Hunt translated the letter into Kwakwala, the language spoken by the Kwakiutl people, and read it alound to the group. Friends: I am Mr. Boas who is speaking to you....It is two winters sinze I have been with you, but I have thought of you often...the ways of the Indian were made differently from the ways of the white man at the beginning of the world, and it is good that we remember the old ways. ... Your laws will not be forgotten. Your children and the white man will understand that the old ways of the Indians were good...." As Boas knew from his first visit to the Kwakiutl in 1886, the most important ceremony of these Native people was the potlatch. ... Canadian officials and missionaries both frowned on the potlatch, criticizing the vast expenditures of wealth necessary for proper validation of chiefly status. So abhorrent did the white Canadians find the potlatch that the government declared it illegal in 1884. ...from: Chiefly Feasts: The Enduring Kwakiutl Potlatch (n.d., The American Museum of Natural History).

"The Boas legacy is complex and must be viewed quite broadly. ... In the final analysis, he was concerned with the human condition. He championed the causes of individuals in trouble, often placing his own reputation in jeopardy. 'In all his work, whatever the approach, he continuously stressed the innate worth of the human being, the dignity of all human culture [stress added]." (Marshall Hyatt, Franz Boas--Social Activist: The Dynamics of Ethnicity, 1990: 156 & 157).

"The Department [of Anthropology at the University of California, Berkeley] was founded in 1901 on the initiative of Frederic Ward Putnam. Putnam had developed the first teaching program in the United States at Harvard University and was trying to get other centers of research and teaching in anthropology established. He had already organized an anthropology program at the Field Museum in Chicago on the occasion of the World's Columbian Exposition and after that, one at the American Museum of Natural History in New York where he got Franz Boas appointed Curator. Boas was soon invited to teach at Columbia as well, and he built up the second American teaching program in anthropology there. Putnam went on to persuade Mrs. Phoebe Apperson Hearst to finance a Department of Anthropology at the University of California, of which she was a Regent. In the first report on the Department, published in 1905, Putnam explained: The Department of Anthropology was constituted by the Regents of the University of California September 10, 1901 [stress added]." From: http://sunsite.berkeley.edu/Anthro/rowe/rolib.html [John H. Rowe} 1995 item on UCB] and see: http://sunsite.berkeley.edu/Anthro/rowe/interview.htm [October 13, 1998 interview] The first Ph.D. (1908) awarded by the Department of Anthropology at what is now known as the University of California, Berkeley, was to Samuel A. Barrett.

"Alfred Louis Kroeber [born June 11, 1876], when he died in October 1960, at the age of eighty-four, was the dean of American anthropologists and still one of the hardest workers in the social sciences. ... After receiving his Ph.D. in 1901 Kroeber went to California as Curator of Anthropology for the California Academy of Sciences to organize an anthropological study of the state. He was affiliated with the University of California in this project and later became instructor, assistant professor, associate professor, and finally full professor and curator and director of the Anthropological Museum at that institution. ... Kroeber's work falls into two main categories: his ethnographical field work, and his theories on cultural progress and the philosophy of history. In ethnography his work is of undisputed excellence. His theories on culture and cultural history are controversial [stress added]." Alfred Louis Kroeber: Man, Whales, and Bees, 1961, They Studied Man (NY: Mentor), by A. Kardiner & E. Preble, pages 163-177.

IV. HRAF} Human Relations Area Files (see after "Specific Terms").

CLAN: A kinship group normally comprising several lineages; its members are related by a unilineal descent rule, but it is too large to enable members to trace actual biological links to all other members.

ENDOGAMY: Marriage within a designated social unit.

EXOGAMY: Marriage outside any designated group.

EXTENDED FAMILY: A family that includes two or more married couples.

RANK SOCIETIES: Societies stratified on the basis of prestige only.

RECIPROCAL EXCHANGE: The transfer of goods and services between two people or groups based on their role obligations. A form of nonmarket exchange.

RITE OF PASSAGE: A series of rituals that move individuals from one social state or status to another.

ROLE: The culturally generated behavior associated with particular statuses.

STATUS: A cultural defined position associated with a particular social structure.

STRATIFIED SOCIETIES: Societies that are at least partly organized on the principle of social stratification. Contrst with egalitarian or rank societies.

SUBSISTENCE STRATEGIES: Strategies that are used by groups of people to exploit their environment for material necessities. Hunting and gathering, horticulture, pastoralism, agriculture, and iindustrialism are subsistence strategies.

AND PLEASE SEE http://www.csuchico.edu/lref/guides/rbn/hraf.html (in The Meriam Library and which states the following:

"The eHRAF Collection of Ethnography, available on the web, is a small but growing collection of HRAF full text and graphical materials supplemented, in some cases, with additional research through approximately the 1980's. The eHRAF Collection of Ethnography includes approximately 48 cultures, and regular additions are planned." (And See http://www.hti.umich.edu/e/ehraf/ ).

The Human Relations Area Files (HRAF) is a microform collection ofmostly primary source materials on a large sample of cultures, societies and ethnic groups representing all areas of the world. It is a research tool making available descriptive data on many predominantly non-western and non-literate world cultures. Once the basic arrangement of the HRAF Microfiles is understood,the Files can be used for making cross-cultural surveys, for studying a particular culture or cultural trait, for studying cultures in a specific geographical area, and more. HRAF is also available in CD ROM.

ORGANIZATION OF THE HRAF

The Collection is organized into separate Cultural Files,which are indexed in a manual entitled the OUTLINE OF WORLD CULTURES (OWC). The information within each Cultural File is then arranged according to a special subject classification system presented in another manual called the OUTLINE OF CULTURAL MATERIALS (OCM). Using these two manuals, you will be able to find information in the HRAF Microfiles about one specific characteristic of one particularculture or make a cross-cultural comparison or survey of two or more societies.

HOW TO LOCATE INFORMATION IN THE HRAF MICROFILES

The procedure described below will assist you in gathering all the information in the HRAF on a sample research problem. As an example, we will study the custom of "arranged marriages" and answer the following question: "Do the Northern Paiute practice the custom of arranged marriages?"

1. Locate the OUTLINE OF WORLD CULTURES (OWC) and the OUTLINE OF CULTURAL MATERIALS (OCM), the two manuals necessary to answer simple questions of information and fact. Multiple copies of the guides are adjacent to the HRAF microfile cabinets.

2. Turn to the alphabetically arranged Index in the back of the OUTLINE OF WORLD CULTURES (OWC) to find out if the Northern Paiute have been included in the Files. Only those cultures marked with a RED CHECK have resource materials available in the HRAF at this time. When you determine that the Northern Paiute have been included, copy the letter/number symbol (NR13); this is the OUTLINE OF WORLD CULTURE Code for the Northern Paiute.

3. Using the OWC Code (NR13) turn to the main text of the OWC, which is arranged in sequence by OWC Code, to learn exactly how the specific cultural unit is defined.

4. Next, using the index of the other manual, the OUTLINE OF CULTURAL MATERIALS (OCM), look up the subject, "arranged marriages." If the term you are seeking is not in the index, use another similar or broader subject such as "marriage." In this case, the index has a listing for the subject, "Arranging, a marriage, 584" and also under the broader term, "Marriage, arrangement of, 584." Copy the number, 584; this is the OCM Subject Category Code number.

5. Find the OCM Subject Code number in the main text of the OUTLINE OF CULTURAL MATERIALS. Listings are arranged by OCM Code numbers. Read the category description and also explore the cross references to see if any of the other related OCM subject categories may be useful.

6. Now that you have both the OWC Code (NR13) and the OCM Subject Category Code (584), you are ready to find the appropriate microfiche card in the HRAF file cabinets.

GUIDE TO SPECIAL OCM FILE CODES

Some of the OUTLINE OF CULTURAL MATERIALS Code number Files, as follows,provide special categories of information which are useful for properly understanding the Files and for placing the data in its overall context.

Category: 10: Orientation to the File
105: General description of the culture
111: Full bibliographic citations for all sources of a particular culture; similar information i ffound in the HRAF Source Bibliography
112: Sources consulted by the HRAF compilers but not included; useful for further research
113: References cited by authors of sources used in HRAF
116: Complete source material--entire books, reports, articles included in HRAF are filed under this category
131: Geographic location information of culture
161 & 162: Population size and composition data
197: Language and linguistic affiliation
631: Information pertaining to general sociopolitical structure of culture

FOR MORE INFORMATION CONCERNING THE HRAF:

1. Nature And Use Of The HRAF Files: A Research and Teaching Guide, by Robert O. Lagace, ed (1974).

2. Human Relations Area Files: A Fund of Knowledge. = A 15-minute videotape introduction to HRAF available in Limited Loan.

3. ASK A LIBRARIAN and please remember The eHRAF Collection of Ethnography available on the WWW.

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WEEK 8: MARCH 19 & MARCH 21, 2002

I. HISTORY AND FIELDWORK & WORLD WAR II AND CHANGES.

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each.

Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

The ability to present and communicate in anthropologically appropriate ways anthropological knowledge and the results of anthropological research.

Knowledge of the history of anthropological thought.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #15} Was Margaret Mead's Fieldwork on Samoan Adolescents Fundamentally Flawed? Pages 292-313. (Freeman & Holmes / Holmes articles)
B. Issue #19} Do Anthropologists Have a Moral Responsibility to Defend the Interests of 'Less Advantaged' Communities? Pages 380-401. (Weiner & Brunton articles).

III.THE EMERGENCE OF THE GLOBAL CULTURE: WORLD WAR II AS CULTURAL PHENOMENA! (and see http://www.historyplace.com/worldwar2/timeline/ww2time.htm as well as http://www.msstate.edu/Archives/History/USA/WWII/ww2.html and http://quaboag.k12.ma.us/worwar.html and http://www.pbs.org/wgbh/pages/amex/) and http://www.yadvashem.org.il and http://www.vwc.edu/WWWpages/dgraf/holocaus.htm and finally: http://www.ushmm.org.

"To anyone born after 1980, World War Two must seem as distant as the Civil War was to our parents." The character "Dirk Pitt" in Atlantis Found, 1999, by Clive Cussler [2001 Berkley paperback], page 503.

"To mark the arrival of the year 2000, a panel of Chronicle editors and reporters gathered recently for a series of discussions about the top news events of the past 100 years." The "Top World Event" was World War II. "In short, this war changed everything--the way the world looked, and the way people looked at the world." The San Francisco Chronicle, December 27, 1999, page 1.

"Put the world in perspective. After Sept. 11 [2001], we're far less worried by little annoyances. ... So many things seem less significant now than before Sept. 11. ... Many of us have had a change of perspective...." Karen S. Peterson, USA Today, November 13, 2001, page 1.

TO REPEAT: "Lisa, get away from that jazzman! Nothing personal. I just fear the unfamiliar [stress added]." Marge Simpson, February 11, 1990, Moaning Lisa. Matt Groening et al., 1997, The Simpsons: A Complete Guide To Our Favorite Family (NY: HarperCollins), page 22.

IV. REVOLUTIONS
A. Industrial (Continued)
B. Information/Knowledge
C. Cyberspace Again!
D. SeeThe United States Holocaust Museum: http://www.ushmm.org/
E. A Massive Pacific Site [My name for it]: http://sunsite.anu.edu.au/spin/wwwvl-pacific/index.html
F. And Others at:
Pacific Islands Report [up-to-the-date news]: http://pidp.ewc.hawaii.edu/pireport/
Pacific Islands Development Program: http://166.122.161.83/
The Kingdom of Tonga in Cyberspace: http://www.netstorage.com/kami/tonga/
Some Urbanowicz "Pacific Words"} http://www.csuchico.edu/~curban/FSep-30-93.html
The Tonga Chronicle: http://www.tongaonline.com/news/
Papua NG WWW} http://coombs.anu.edu.au/SpecialProj/PNG/WWWVL-PNG.html
New Zealand Government On-Line} http://www.govt.nz/
Pacific Islands Monthly [PIM]: http://www.pim.com.fj/
Pacific Magazine} http://www.pacificMagazine.com/
Honolulu Star-Bulletin} http://starbulletin.com/
ABC News [Australia]: http://www.abc.net.au/news/
The Press On-Line [New Zealand]: http://www.press.co.nz/
As well as The Central Intelligence Agency: http://sunsite.anu.edu.au/region/spin/GENINFO/ciaindex.htm
And The Centre for Pacific Studies (http://www.kun.nl.cps/)

V. EXAMPLES and various Pacific Islands (http://www2.hawaii.edu/~ogden/piir/index.html)
A. FILM: FIRST CONTACT
B. MARGARET MEAD'S Mead's NEW GUINEA JOURNAL

"The New Guinea region is the most linguistically diverse region in the world, with some 1000 languages in an area smaller than 900,000 km2 [Note: California is ~411,577 square kilometers or ~158,869 square miles]." William A. Foley, 2000, The Languages of New Guinea. Annual Review of Anthropology, Vol. 29 (Palo Alto: Annual Reviews), pages 357-404, page 357.

C. Others

"Any sufficiently advanced technology is indistinguishable from magic." Clarke's Third Law in Profiles of the Future: An Inquiry into the Limits of the Possible by Arthur C. Clarke, 1984, page 26.

ACCULTURATION: The process that takes place when groups of individuals having different cultures come into first-hand contact, which results in change to the individual cultural patterns of both groups.

CASTE: A form of stratification defined by unequal access to economic resources and prestige, which is acquired at birth and does not permit individuals to alter their rank.

CLAN: A kinship group normally comprising several lineages; its members are related by a unilineal descent rule, but it is too large to enable members to trace actual biological links to all other members.

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.

CULTURE CONTACT: The situation that occurs when two societies with different cultures somehow come into contact with each other.

CULTURE SHOCK: A form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

DIVISION OF LABOR: The rules that govern the assignment of jobs to people.

ENDOGAMY: Marriage within a designated social unit.

EXOGAMY: Marriage outside any designated group.

EXTENDED FAMILY: A family that includes two or more married couples.

FAMILY: A residential group composed of at least one married couple and their children.

INDUSTRIALISM: A subsistence strategy marked by intensive, mechanized food production and elaborate distribution networks.

MANA: An impersonal supernatural force inherent in nature and in people. Mana is somewhat like the concept of 'luck' in American culture.

MARRIAGE: The socially recognized union between a man and a woman that accords legitimate birth status rights to their children.

RANK SOCIETIES: Societies stratified on the basis of prestige only.

RECIPROCAL EXCHANGE: The transfer of goods and services between two people or groups based on their role obligations. A form of nonmarket exchange.

REDISTRIBUTION: The transfer of goods and services between a group of people and a central collecting service based on role obligation. The U.S. income tax is a good example.

RELIGI0N: The cultural knowledge of the supernatural that people use to cope with the ultimate problems of human existence.

REVITALIZATION MOVEMENT: A deliberate, conscious effort by members of a society to construct a more satisfying culture.

RITE OF PASSAGE: A series of rituals that move individuals from one social state or status to another.

ROLE: The culturally generated behavior associated with particular statuses.

SEXUAL INEQUALITY: Inequality based on gender.

STATUS: A culturally defined position associated with a particular social structure.

SUBSTANTIVE LAW: The legal statutes that define right and wrong for members of a society.

SUPERNATURAL: Things that are beyond the natural. Anthropologists usually recognize a belief in such things as goddesses, gods, spirits, ghosts, and mana to be signs of supernatural belief.

TACIT CULTURE: The shared knowledge of which people are usually unaware and do not communicate verbally.

WITCHCRAFT: The reputed activity of people who inherit supernatural force and use it for evil purposes.

WORLD VIEW: The way people characteristically look out on the universe.

VIDEO: "It's no good pretending I went up there for the good of the natives, because I didn't. I went there for the good of James Leahy, and I didn't do too badly. ... The only reason we killed people was simply if we hadn't killed them, they would have killed us and our carriers." See San Francisco Chronicle of 8 September 1983 and the words of a New Guinea Native stated in the film: "That man from heaven has just excreted, he told us. As soon as the white man went away, everyone went to look. Their skin is different, we said, but their s--- smells just like ours."

BOOK: "Of all the colonised people of the earth, New Guinea's highlanders must surely rank among the most fortunate. Colonial domination came late in the day and was short lived--a mere half-century of foreign rule. The Australians arrived in 1930, and left in 1975--not a long time in the scheme of things. Largely because of this, the highland people were spared many of colonialism's more manifest evils [page 9]." ... "This book [and the videotape] is based primarily on interviews with highlanders and Australians who took part in the events described [1930's+] and on the diaries and other written records of the Australians. The interviews were recorded in Papua New Guinea and Australia between 1981 and 1985 [stress added] (page 307)."

HISTORICAL NOTE: "America's foremost woman anthropologist, Margaret Mead authored scientific studies...that made anthropology meaningful to an unprecedented number of American readers. Coming of Age in Samoa [1928] and Growing Up In New Guinea [1930] both ranked as national best sellers; these and other studies introduced Americans to cultures where male and female roles differed markedly from those in Western society.... Over the years Margaret Mead became a national institution; she wrote over thirty books and lectured widely. Of her profession she concluded (in her autobiography): 'There is hope, I believe, in seeing the human adventure as a whole and in the shared trust that knowledge about mankind, sought in reverence for life, can bring life [1972, Blackberry Winter]." Vincent Wilson, Jr., 1992, The Book of Distinguished American Women, page 68.

"Margaret Mead arrived at the American Museum of Natural History in 1926. Having just completed her first significant ethnographic research in Samoa, she was wappointed assistant curator in the Department of Anthropology. ... Over the course of her fifty-two year association with the Museum, Margaret Mead was a scientist, curator, teacher, author, social activist, and media celebrity. The success of her first book, Coming of Age in Samoa, published in 1928, had thrust her into the mdia spotlight" [stress added]." Nancy C. Lutkehaus, 2001-2002, American Icon. Natural History, 12/01 - 1/02, pages 14 & 15, page 14. 2.

"Although the earliest recorded European contact with the main part of Manus [Island] was probably by Menezes in 1517....substantial impact did not take place until the 1870s, when the area became a commercial source of pearlshell, tortoise shell, and beche-de-mer. By the time of German annexation in 1884, most of the Manus were familiar with European goods, if not wity Europeans themselves. ... By the early 1920s almost the entire region had come under full Australian control. ... The fundamental change was in the Manus economy. As a result of colonization, Manus ceased to be an independent system of interdependent villages tied by a complex arrangement of production and circulation. Instead it became a dependent outlier of the main Papua New Guinean economy.... [stress added]." James G. Carrier and Achsah H. Carrier, 1985, A Manus Centenary: Production, Kinship, and Exchange in the Admiralty Islands. American Ethnologist, Vol, 12, No. 3, pages 505-522, pages 510-511.

FILM NOTES: In 1928, there was an endless effort to repay debts to one another in the islands; marriage was purely a financial arrangement. Copra was the main export of the territory and Manus Islanders "were in the European world but not of it." In traditional times, as hard as life was for men it was harder for women: surrounded by various taboos.

"When the people of Peri beat the death drums as our canoe pulled away from the village in 1929, neither they nor I expected that I would ever return. ...In 1953, twenty-five years after the first field work in Peri village, I decided to go back in response to questions no one had answered about the incredible changes that had taken place in Manus and to find answers to new problems on the postwar world...." (Margaret Mead, New Lives For Old: Cultural Transformation in Manus, 1928-1953, 1966 edition, pp. xi-xii) ... "The transformation I witnessed in 1953 taught me a great deal about social change--change within one generation--and about the way a people who were well led could take their future in their own hands [stress added]." Margaret Mead, 1996, New Lives For Old, page: xiv & xii-xiii. ...

FILM: In 1944, on the 2nd of March, American armed forces attacked the Japanese bases in the Admiralty Islands and eventually the islands were secured for the Allies and a huge American base was established for the continuation of the war in the Pacific against the Japanese.

CARGO CULTS [http://www.altnews.com.au/cargocult/jonfrum/] = "These revitalization movements (also designated as revivalist, nativistic, or millenarian) received their name from movements in Melanesia early in this century that were and are characterized by the belief that the millennium will be ushered in by the arrival of great ships loaded with European trade goods (cargo). The goods will be brought by the ancestral spirits and will be distributed to the natives who have acted in accordance to the dictates of the cults. Sometimes the cult leaders call for the expulsion of all alien elements, the renunciation of all things European on the part of the cult followers, and a return to the traditional way of life. In contrast, other cult leaders promise a future ideal life if followers abandon their traditional ceremonies and way of life in favor of copying European customs. Cargo cults, like other revitalization movements, develop in situations where there is extreme material and other inequality between societies in contact. Cargo cults attempt to explain and erase the differences in material wealth between natives and Europeans." D.E. Hunter & P. Whitten, Encyclopedia of Anthropology, 1976: 67.

NOTE: The nation of Papua New Guinea had an estimated year 2000 population of 4,705,126 (with 39.4% below the age of 15) and covers approximately 178,700 squares miles [California is 158,869 square miles].

ELSEWHERE ON THE Island of New Guinea [306,000 square miles in area]:

AUGUST 2000: "...Freeport's $4 billion investment in West Papua, formerly Irian Jaya. Freeport has 40 years left in its contract to recover gold from its mammoth Grasberg mine and any additional deposits it might find. But it stands accused by tribal leaders [and some 150,000 Papuans work and live around the mine] and Western activists of polluting the environment, of not sharing enough wealth with the indigenous people, and of abetting the Indonesian military's suppression of a Papuan independence campaign. ... Five years ago, the Grasberg mine was a 13,450-foot mountain. Today it it's a hole in the ground producing 220,000 tons of ore per day--97% of which is the gray silt, or 'tailings,' dumped into a grey desert of dead trees. The tailings have turned a 90-square mile lowland delta into a gray desert of dead trees. The company is replanting only 185 acres-less than half a square mile--per year [stress added]." Michaler Shari and Sheri Prasso, 2000, A Pit Of Trouble. Business Week, August 7, 2000, pages 60-64.

DECEMBER 2000}: "Irian Jayan Separatists, Police Clash In Indonesia. Province stops short of secession." Geoff Spencer, The San Francisco Chronicle, December 2000, page A14 and "...travel to the region is risky, with the [Indonesian] army seemingly waiting for a reason to crack down [stress added]." The San Francisco Chronicle, December 10, 2000, page T11.

NOVEMBER 2001} "Riots erupted yesterday after an independence movement leader was kidnapped and killed in Irian Jaya, one of several Indonesian provinces racked by violence amid a traumatic transition to democracy after decades of dictatorship. ... Irian Jaya is one of several provinces where political movements and armed rebelrs are fighting for independence." Lely T. Djuhari, 2002, Pro-independence provincial leader killed in Indonesia. The San Francisco Chronicle, November 12, 2001.

"MARGARET MEAD. The century's foremost woman anthropologist, Margaret Mead [1901-1978] was an American icon. On dozens of field trips to study the ways of primitive [sic] societies, she found evidence to support her strong belief that cultural conditioning, not genetics, molded human behavior. That theme was struck most forcefully in Mead's 1928 classic, Coming of Age in Samoa. It described an idyllic pre-industrial society, free of sexual restraint and devoid of violence, guilt and anger. Her portrait of free-loving primitives [sic!] shocked contemporaries and inspired generations of college students--especially during the 1960s sexual revolution. But it may have been too good to be true. While few question Mead's brilliance or integrity, subsequent research showed that Samoan society is no more or less uptight than any other. It seems Mead accepted as fact tribal gossip embellished by adolescent Samoan girls happy to tell the visiting scientist what she wanted to hear [stress added]." Leon Jaroff, Time, March 29, 1999, page 183.

PLEASE NOTE that Margaret Mead WAS NOT the only female anthropologist of the 19th & 20th Centuries and please see the volume edited by Ute Gacs, Aisha Khan, Jerrie McIntyre, and Ruth Weinberg (1989) entitled Women Anthropologists: Selected Biographies for information about: Theodora Kroeber (1897-1979), Anne Fischer (1919-1971), Camilla Wedgewood (1901-1955), Beatrice Blackwood (1889-1975), Hortense Powdermaker (1896-1970), Ruth Benedict (1887-1948), Elsie Clews Parsons (1874-1941), Zelia Nuttall (1857-1933), Alice C. Fletcher (1838-1923), and Zora Neale Hurston (1903-1960) (among others).

Again, for the 2000-2001 Academic Year, 360 females [59.7%] received the Ph.D. in Anthropology and 243 males [40.3%] received the Ph.D. in Anthropology, for a total of 603 Ph.D. degrees in 2000-2001; note, this includes degrees from Australia (7), Canada (31), Ireland (1), Mexico (3), Norway (4), South Africa (1), and the United Kingdom (82). Source: The 2000-2001 American Anthropological Association Guide, page 582.

"The single most important discovery for women explorers may be the freedom that lies at the heart of the very act of exploration." Reeve Lindberg, 2000, Introduction. Living With Cannibals And Other Women's Adventures, by Michele Slung (Washington, D.C., National Geographic Society), pages 1-7, page 2.

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WEEK 9: MONDAY MARCH 25, 2002 -> MONDAY APRIL 1, 2002

S P R I N G - B R E A K

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WEEK 10: APRIL 2 & APRIL 4, 2002 

I. HISTORY AND FIELDWORK (CONTINUED).

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #7} Did Polynesians Descend From Melanesians? Pages 112-135 (Terrell & Bellwood articles)
B. Issue #3} Should Anthropology Abandon the Concept of Race? Pages 38-51. (Marks & Gill articles).

III. EXPLORATION, FIELDWORK, AND POLYNESIA (SAHLINS & GOLDMAN)

NOTE the 1891 words of R.H. Codrington: "It has been my purpose to set forth as much as possible what native say about themselves, not what Europeans say about them. ... No one can be more sensible than myself of the incompleteness and insufficiency of what I venture to publish; I know that I must have made many mistakes and missed much that I might have learnt. I have felt the truth of what Mr. Fison [1832-1907], late missionary in Fiji, to whom I am indebted for much instruction, has written: 'When a European has been living for two or three years among savages he is sure to be fully convinced that he knows all about them; when he has been ten years or so amongst them, if he be an observant man, he finds that he knows very little about them, and so begins to learn.' My own time of learning has been far too short. I have endeavoured as far as possible to give the natives' account of themselves by giving what I took down from their lips and translating what they wrote themselves [stress added]." R.H. Codrington, 1891, The Melanesians: Studies In Their Anthropology And Folk-Lore (The Clarendon Press, Oxford), page vii.

"The ethnographic method has long been associated with Malinowski, who repeatedly claimed credit for its invention. But while Malinowski [1884-1942] -- through his many students -- was clearly responsible for establishing local, village-based research as the anthropological norm in Britain, claims that he single-handedly developed the ethnographic method during his fieldwork in the Trobriands are exaggerated. As Stocking (1983 [Observers And Observed: Essays on Anthropological Fieldwork, pages 70-120] has shown, Malinowski was at best only one of a number of fieldworkers who had been experimenting with systematic village-based research for several years; he was certainly not the first. But as a prolific and talented writer, who was equally adept at self-promotion, he transformed the discipline in Britain in a single generation [stress added]." Robert L. Welsch, 1998, An American Anthropologist in Melanesia: A.B. Lewis and the Joseph N. Field South Pacific Expedition 1909-1913, pages 558-559.

"When you ferret out something for yourself, piecing the clues together unaided, it remains for the rest of your life in some way truer than facts you are merely taught, and freer from onslaughts of doubt." Colin Fletcher, 1968, The Man Who Walked Through Time, p. 109.

"The nineteenth century was probably the most revolutionary in all history, not because of its numerous political upheavals, but because of the rise of industrialism. ...There was an accompanying revolution in the physical, natural and political sciences. The new order called for new inquiries into man's relation to his natural and social environment. Two explosive theories, Marxism and Darwinism, revolutionized the thinking of mankind, as the machine had revolutionized his mode of life. (Freudianism was to play its part, too, but that came later.) [stress added]." Elmer Rice (1892-1967), 1963, Minority Report: An Autobiography (NY: Simon & Schuster), pages 142-143.

"The three dominant themes on behavior for a good part of the [20th] century were Freudianism, which said aberrant behavior was produced by the childhood environment; Boasism, which said behavior was produced by the cultural environment; and behaviorism, which said behavior resulted from environmental conditioning and learning. All were united in enthroning the environment as the determinant of human behavior and in relegating biological inheritance to insignificance. This three-pronged environmentalism was the accepted wisdom that was taught in all universities and that informed serious writing on human behavior--social problems, psychological problems, mental illness--or normal child development. Professor [Henry] Higgins may have run amok, but he had also taken over--and remained in control until only recently [stress added]." William Wright, 1998, Born That Way: Genes, Behavior, Personality, page 170.

CULTURAL CONTACT: The situation that occurs when two societies with different cultures somehow come into contact with each other.

CULTURAL ECOLOGY: The study of the way people use their culture to adapt to particular environments, the effects they have on their natural surroundings, and the impact of the environment on the shape of culture, including its long-term evolution.

CULTURE SHOCK: A form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

ETHNOCENTRISM: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a particular culture.

INFORMANT: A person who teaches his or her culture to an anthropologist.

MYTHOLOGY: Stories that reveal the religious knowledge of how things have come into being.

RELIGION: The cultural knowledge of the supernatural that people use to cope with the ultimate problems of human existence.

STRATIFIED SOCIETIES: Societies that are at least partly organized on the principle of social stratification. Contrast with egalitarian and rank societies.

WORLD VIEW: The way people characteristically look out on the universe.

I. AMERICAN ANTHROPOLOGY (CONTINUED).

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

II. PLEASE RE-READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #15} Was Margaret Mead's Fieldwork on Samoan Adolescents Fundamentally Flawed? Pages 292-313. (Freeman & Holmes / Holmes articles)
B. Issue #19} Do Anthropologists Have a Moral Responsibility to Defend the Interests of 'Less Advantaged' Communities? Pages 380-401. (Weiner & Brunton articles).

III. PLEASE REMEMBER:
A. DISCUSSION of Writing Assignment #2 (10%) DUE Tuesday April 16, 2002.
B. REVIEW on Thursday April 18, 2002 & EXAM II (25%) on Tuesday April 23, 2002.
B. Potential EXAM II Test Questions below
C. Map}: Europe, Middle East, Asia & Pacific, Multiple Choice, and True/False

IV. VIDEO: CULTURE AND PERSONALITY

V. VIDEO: ANTHROPOLOGY ON TRIAL.

ACCULTURATION: The process that takes place when groups of individuals having different cultures come into first-hand contact, which results in change to the cultural patterns of both groups.

APPLIED ANTHROPOLOGY: Any use of anthropological knowledge to influence social interaction, to maintain or change social institutions, or to direct the course of cultural change.

CULTURAL CONTACT: The situation that occurs when two societies with different cultures somehow come into contact with each other.

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.

CULTURE SHOCK: A form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

ETHNOCENTRISM: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a particular culture.

INFORMANT: A person who teaches his or her culture to an anthropologist.

NAIVE REALISM: The notion that reality is much the same for all people everywhere.

ROLE: The culturally generated behavior associated with particular statuses.

TACIT CULTURE: The shared knowledge of which people usually are unaware and do not communicate verbally.

TECHNOLOGY: The part of a culture that involves the knowledge that people use to make and use tools to extract and refine raw materials.

WORLDVIEW: The way people characteristically look out on the universe.

PLEASE NOTE the words of Derek Freeman: "In my book of 1983 evidence was amassed to demonstrate that Margaret Mead's conclusion of Coming of Age in Samoa, because it is at odds with the relevant facts, cannot possibly have been correct. It had become apparent that the young Margaret Mead had, somehow or other, made an egregious mistake. ... The making of mistakes by humans, in science as in all other forms of human activity, is altogether commonplace." Derek Freeman, 1996, Margaret Mead And The Heretic: The Making And Unmaking of an Anthropological Myth, pages vi and xii-xiii.

NATIONAL CHARACTER: An old approach: "Thus in Exodus, the Histories of Herodotus, and the Germania of Tacitus the authors try to set down the essential traits of the people....Generally the basic ideas and approaches of the culture and personality field are used--basic personality structure, modal personality, cultural character--except that the problems of adequate samnpling and sound generalizations are recognized to be greater." David E. Hunter & Phillip Whitten, 1976, Encyclopedia of Anthropology, p. 281)

VIDEO: Impact of World War II on National Character research. ... "We can only learn to respect how precious and unique our separate cultures and personalities are to cherish that being we call a person."

FROM} The San Francisco Chronicle, March 30, 2001} "He climbed into his Mitsubishi Zero airplane, flew away east towards the rising sun, south towards Okinawa and the American enemy. He was a kamikaze pilot, it was May 11, 1945, and it was suicide. He dived straight down on the carrier Bunker Hill, dropped a single bomb, never pulled out of the dive, crashed into the ship. He died instantly, every bone in his body was broken. The attack set off huge fires and explosions. Four hundred and ninety-six Americans died with him. The Bunker Hill, badly damaged, was knocked out of the war. His name was Kiyoshi Ogawa. To Americans, he was a fanatic. To his countrymen, he was a hero. He was 22 years old [stress added]." Carl Nolte, 2001, Doing His Duty. The San Francisco Chronicle, March 30, 2001, pages A1 and A23, page A23.

"After years of controversy, Tokyo now has a national museum chronicling the events of World War II. But it is a portrait cleansed of Pearl Harbor, Hiroshima, Japanese atrocities and almost any direct reference to the front lines. The transformation of the Showa Hall museum, which opened in March [1999], from a war memorial into a bland exhibition of wartime life shows how difficult it still is for Japan to reckon with its past. Half a century after Japan's surrender, debate still rages....[stress added]." Yuri Kageyama, 1999, Japan's War Museum Has Spotty Memory. The San Francisco Chronicle, July 1, 1999, page A14.

VIDEO: "I think in the '80's we must stop anthropologists from coming into the country...[Anthropology is] part and participle of the colonial forces. ... [some of Mead's work]: "half-truths or unrealistic. ... Margaret Mead wrote the story of Peri [not the "story" of the people of Manus]. ... I've stopped the film [Margaret Mead's New Guinea Journal]. ... She [Margaret Mead] didn't understand our customs."

Derek Freeman: "In my book of 1983 evidence was amassed to demonstrate that Margaret Mead's conclusion of Coming of Age in Samoa, because it is at odds with the relevant facts, cannot possibly have been correct. It had become apparent that the young Margaret Mead had, somehow or other, made an egregious mistake. ... The making of mistakes by humans, in science as in all other forms of human activity, is altogether commonplace." Derek Freeman, 1996, Margaret Mead And The Heretic: The Making And Unmaking of an Anthropological Myth, pages vi and xii-xiii.

"Any account of Mead's work on Samoa [or perhaps all of her work?] must consider the controversy surrounding its accuracy. In 1983, several years after her death, Derek Freeman published his detailed refutation of her work. More recently, Freeman has continued his attack with attempts to prove that Mead built her description of adolescent sexuality on scanty information gleaned from a hoax perpetrated by her informants. He has also argued that she was young and credulous, that she had a poor grasp of the language, that she did not carry out her investigations properly, that Coming of Age in Samoa [1929] is littered with errors, that she twisted the facts to suit her (and Boas's and Benedict's) preconceptions, and that she was entirely wrong in her portrayal of Samoa [stress added]." Hilary Lapsley, 1999, Margaret Mead And Ruth Benedict: The Kinship of Women (Amherst: U Mass Press), pages 142-143.

1. According to Urbanowicz, we have survived through time as a result of: (a) progress; (b) behavioral dependencies; (c) cooperation; (d) exploration.

2. According toTerrell (in E&W), the oldest sites containing Lapita pottery come from: (a) Australia; (b) the Bismarck Archipelago of New Guinea; (c) American Samoa; (d) Tonga.

3. Anthropologists who do research in "culture and personality" are generally interested in: (a) modal personality; (b) basic personality structure; (c) cultural character; (d) all-of-the-above.

4. For Solway and Lee (E&W), hunter-gatherers are economically autonomous only when: (a) they live entirely on wild foods; (b) they trade for manufactured goods but not food; (c) trade is not necessary for their survival; (d) they are also politically independent.

5. Ruth Benedict pioneered culture and personality studies with the book: (a) Adolescents and Behavior (1943); (b) Coming of Age in Samoa (1929); (c) Patterns of Culture (1934); (d) The Chrysanthemum and the Sword (1946).

6. The following has been described as forming the "spine" of Bushmen life: (a) trust; (b) peace; (c) cooperation; (d) all-of-the-above.

7. According to Barnett (in this Guidebook), European mastery of large parts of the globe was due to: (a) racial superiority; (b) possession of gunpowder; (c) possession of iron; (d) both b + c.

8. TRUE FALSE Holmes amd Holmes (E&W) criticize Freeman's use of the published literature, saying that Freeman only quotes the parts of sources that support his argument.

9. TRUE FALSE Polyandry is when a woman has two or more husbands at the same time.

10. TRUE FALSE The concept of "Tongasat" is still being planned for the Polynesian Kingdom of Tonga.

11. TRUE FALSE The culturally generated behavior associated with particular statuses is known as the caste system.

12. TRUE FALSE Margaret Mead was the only female anthropologist to ever work in Melanesia.

13. TRUE FALSE Cosmology refers to a set of beliefs that defines the nature of the universe or cosmos.

14. TRUE FALSE Clifford (E&W) concludes that museum art exhibits should never question the concept of art and the boundaries that define the term.

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH103SP2002TESTTwo.htm by Tuesday April 16, 2002, to assist you in examination #2.

 

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WEEK 12: APRIL 16 & APRIL 18, 2002

I. WRITING ASSIGNMENT #2 (10%) DUE ON TUESDAY APRIL 16: DISCUSSIONS AND REVIEW ON THURSDAY APRIL 18, 2002.

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each.

Familiarity with the forms of anthropological literature and basic data sources and knowledge of how to access such information.

II. NO new readings in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) BUT SINCE EXAM I, you have been responsible for the following readings to date:

1. Issue #11} Are Hunter-Gatherers Basically pastoralists Who Have Lost Their Herds? Pages 202-225. (Denbow / Wilmsen & Solway / Lee articles)
2. Issue #12} Do Hunter-Gatherers Need Supplemental Food Sources to live in Tropical Tain Forests? Pages 226-249. (Headland & Bahuchet et al. articles).
3. Issue #7} Did Polynesians Descend From Melanesians? Pages 112-135 (Terrell & Bellwood articles)
4. Issue #3} Should Anthropology Abandon the Concept of Race? Pages 38-51. (Marks & Gill articles).
5. Issue #19} Do Anthropologists Have a Moral Responsibility to Defend the Interests of 'Less Advantaged' Communities? P380-401. (Weiner & Brunton articles).
6. Issue #15} Was Margaret Mead's Fieldwork on Samoan Adolescents Fundamentally Flawed? Pages 292-313. (Freeman & Holmes / Holmes articles)
7. Issue #19} Do Anthropologists Have a Moral Responsibility to Defend the Interests of 'Less Advantaged' Communities? Pages 380-401. (Weiner & Brunton articles).
8. Issue #16} Do Museums Misrepresent Ethnic Communities Around The World? Pages 314-335. (Clifford & Dutton articles)
9. Issue #17} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 338-359 (In & Meighan articles).
10. [repeat] Issue #15} Was Margaret Mead's Fieldwork on Samoan Adolescents Fundamentally Flawed? Pages 292-313. (Freeman & Holmes / Holmes articles)
11. [repeat] Issue #19} Do Anthropologists Have a Moral Responsibility to Defend the Interests of 'Less Advantaged' Communities? Pages 380-401. (Weiner & Brunton articles).

III. REMEMBER, EXAM II (25%) on TUESDAY APRIL 23, 2002.

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WEEK 13: APRIL 23 & APRIL 25, 2002

I. EXAM II (25%) on TUESDAY APRIL 23 AND INTO THE AMERICAS.

II. IF YOU CARE TO, FOR THURSDAY APRIL 25, CAN YOU PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #6} Did People First Arrive in the New World After The Last Ice Age? Pages 92-111 (Fiedel & Dillehay articles)
B. Issue #9} Were Environmental Factors Responsible for the Mayan Collapse? Pages 158-175 (Adams & Cowgill articles).

III. EXPLORATION / EXPLOITATION:

"When Columbus set sail from Spain in 1492, he speculated that his fastest route to the gold and spices of the Orient was west by sea. After 33 days of sailing, Columbus was within sight of land and assumed he was approaching Asia. He had no idea that the Carribean island before him was the doorstep to two 'unknown' continents. Neither Columbus nor the islands inhabitants who greeted him could have predicted the global consequences of the encounter that began that day. Seeds of Change [video and 1991 book] commemorates the 500th anniversary of Columbus's voyage by focusing on the exchange of plants, animals, and peoples that resulted. Five 'seeds'--corn, potatoes, diseases, horses, and sugar--form the core of this exhibition which tells the story of 500 years of encounter and exchange" [stress added] (1991 Smithsonian Institution brochure).

Native Americans and Continuous Culture Change and Cahokia, Illinois (and, if you wish: http://www.csuchico.edu/~curban/Images/CampusMound.jpeg).

"Had we been able to visit the coast of California between 5000 and 400 years ago we would have seen a remarkable sight. We could have wandered into large, permanent villages, some perhaps consisting of a thousand or more people. There we would have found a ruling elite, a working class, ritual specialists and skilled craftsmen and women, as well as extensive evidence of trade. While this kind of society may seem familiar, the thing that made the Californias special was that nowhere around these towns would you have seen fields or pasture. All of this social complexity was generated in the absence of agriculture [stress added]." Tim Flannery, 2001, The Eternal Frontier: An Ecological History of North America And Its People (NY: Atlantic Monthly Press), pages 239-240.

FROM: The Sacramento Bee, April 27, 2001: "City from 2600 B.C. was ahead of its time. Researchers investigating a long-ignored Peruvian archaeological site say they have determined that it is the oldest city in the Americas, with a complex, highly structured society that flourished at the same time the pyramids were being built in Egypt. ... The 4,600 year old city....[stress added]."

"The pucará [fortress] of Sascahuamán [in Perú, South America] is not only one of the greatest single structures ever built in preliterate America, but it is also unlike its counterparts in that we know the identity of its architects, who gave their names to the three gateways to the fortress. …'The first and principal one was Huallpu Rimanchi Inca, who designed the general plan…. [citing Garcilasco de la Vega, born in Cuzco, Perú, in 1535]. … The fortress was built into a limestone outcrop 1,800 feet long, and formed of three tiers of walls rising to fifty feet high. … The precise Inca records, as revealed in their quipus, state that '20,000 labourers, in continuous relays', worked for sixty-eight years to build Sascahuamán [stress added]." Victor Wolfgang von Hagen, 1976, The Royal Road of the Inca (London: Gordon Cremonesi Ltd), page 93.

ACCULTURATION: The process that takes place when groups of individuals having different cultures come into first-hand contact, which results in change to the cultural patterns of both groups.

CULTURAL CONTACT: The situation that occurs when two societies with different cultures somehow come into contact with each other.

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.

CULTURE SHOCK: A form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

ETHNOCENTRISM: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a particular culture.

HUNTING AND GATHERING: A subsistence strategy involving the foraging of wild, naturally occuring foods.

TECHNOLOGY: The part of a culture that involves the knowledge that people use to make and use tools to extract and refine raw materials.

WORLDVIEW: The way people characteristically look out on the universe.

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WEEK 14: APRIL 30 & May 2, 2002

I. BACK TO THE PACIFIC!

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research.

II. PLEASE RE-READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #16} [repeat] Do Museums Misrepresent Ethnic Communities Around The World? Pages 314-335. (Clifford & Dutton articles)
B. Issue #17} [repeat] Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 338-359 (In & Meighan articles).

III. BACK TO THE PACIFIC: FILM} THE LAST TASMANIAN (and see http://www.tas.gov.au/tasfaq/history/who-text.html and again, if you wish: http://www.csuchico.edu/~curban/Pacific/Tasmania.html.

"One of the more consequential human tendencies that we have explored in these pages is that towards pseudospeciation: falsely treating another member of our species as if he or she were member of a different species. It is this capacity that allows us to turn off our natural identification with other members of our species and so be able to kill them. Its power and consequence have been very evident in recent years in a variety of locales, from the Balkans to Rwanda. It is difficult to brutalize and kill human beings, but it is not so hard to commit atrocities against 'Gooks,' 'Niggers.' 'Honkies,' 'Spics,' 'Micks,' 'Nips,' 'Krauts,' or other creatures we have used language to dehumanize. Clearly this ability to engage in pseudospeciation is a major part of the basis for warfare [stress added]." Robert S. McElvaine, 2001, Eve's Seed: Biology, the Sexes, and the Course of History (NY: McGraw-Hill), pages 284-285

NATURAL SELECTION: "The process of differential survival and reproduction that results in changes in gene frequencies and in the characteristics that the genes encode."(Paul W. Ewald, 1994, Evolution of Infectious Disease, page 220.

"Nature always bats last." Joel Salatin in "Down On This Farm The Times They Are A-Changing" by Virginia Shepherd, July 2000, Smithsonian, pages 64-72, page 68.

ACCULTURATION: The process that takes place when groups of individuals having different cultures come into first-hand contact, which results in change to the cultural patterns of both groups.

CULTURAL CONTACT: The situation that occurs when two societies with different cultures somehow come into contact with each other.

CULTURAL ECOLOGY: The study of the way people use their culture to adapt to particular environments, the effects they have on their natural surrounding, and the impact of the environment on the shape of culture, including its long-term evolution.

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.

CULTURE SHOCK: A form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

ETHNOCENTRISM: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a particular culture.

HUNTING AND GATHERING: A subsistence strategy involving the foraging of wild, naturally occuring foods.

LANGUAGE: The system of cultural knowledge used to generate and interpret speech.

NAIVE REALISM: The notion that reality is much the same for all people everywhere.

PASTORALISM: A subsistence strategy based on the maintenance and use of large herds of animals.

TACIT CULTURE: The shared knowledge of which people usually are unaware and do not communicate verbally.

TECHNOLOGY: The part of a culture that involves the knowledge that people use to make and use tools to extract and refine raw materials.

WORLDVIEW: The way people characteristically look out on the universe.

"European treatment of Aborigines during the last 200 years has been grossly unjust, but it was in Tasmania during the first 30 years of European settlement that the Aboriginals' plight was the most tragic. European settlers fenced off all the best land for farms, and as they encrouched upon traditional hunting grounds, the Aboriginals began fighting back. In turn, the settlers hunted and shot down the Aboriginal men as they would animals, kidnapped native children to use as slave labor, and raped and tortured the women. In 1828 Governor Arthur proclaimed a law that gave police toe right to shoot Aboriginals on sight. Within a couple of years the entire population had been flushed out from settled districts, and over the following five years the remaining stragglers, numbering less than 200, were transported to Flinders Island to be converted to Christians [stress added]." Marael Johnson et al., 1997, Australia Handbook (Chico: Moon Publications), page 598.

REMEMBER (?) FROM THE BEGINNING OF THE COURSE:

"Les Eyzies is the normal point of first entry for visitors to the land of prehistory. It has a national museum, the cave where Cro-Magnon man was discovered, and much else--all in the midst of spectacular scenery. ... The National Museum of Prehistory lies within Les Eyzies, in a structure built into the side of a cliff, with overhanging rock above, which was originally a thirteenth-century fortress. It houses a rich collection of prehistoric items, not only from the Dordogne but also from other French archaeological sites...." Charles Tanford & Jacqueline Reynolds, 1992, The Scientific Traveller: A Guide to the People, Places, and Institutions of Europe, page 205.

Les Eyzies-De-Tayax-Sireuil = "The science of prehistory originated in this village....The first drawing of a mammoth was discovered here along with the first skeleton of Cro-Magnon Man, 30,000 years ago." Anon., 1988, The Hachette Guide To France (NY: Pantheon Books), page 111.

"The Dordogne River twisted in loops like a brown snake in the valley it had cut hundreds of thousands of years before." Michael Crichton, 1999, Timeline (Ballantine Books November 2000 Paperback), page 43.

"In 1856, at the very time Charles Darwin was writing The Origin of Species [published in 1859!],which would popularize the revolutionary concept of evolution worldwide, the fossilized remains of a stocky, powerful, human-like creature were discovered in a German valley called Neander Tal." Erik Trinkaus and Pat Shipman, 1993, The Neanderthals: Changing The Image of Mankind .

Tasmania is 26,200 square miles in size and is a State of the Commonwealth of Australia [2,937,800 square miles]. Tasmania had an estimated 1997 population of ~473,500. The 2002 estimated population of Australia is 19,357,594 The capital of Tasmania is Hobart. The State of California is approximately 158,869 Square Miles, the State of West Virginia is approximately 24,232 square miles, and Costa Rica is approximately 19,730 square miles. [See The World Almanac And Book of Facts 2002, page 771+]

The potential of British-French rivalry in Australia prompted the British in Australia (where they had established a convict colony in 1788) to send a ship to Tasmania. On December 14, 1802, while Frenchmen were already on Tasmania, the British raised their flag and took formal possession of Tasmania in the name of King George of England.

"When Tasmania was first colonised the natives were roughly estimated by some at 7000 and by others at 20,000. Their number was soon greatly reduced, chiefly by fighting with the English and with each other. After the famous hunt by all the colonists, when the remaining natives delivered themselves up to the government, they consisted only of 120 individuals,* who were in 1832 transported to Flinders Island. This island, situated between Tasmania and Australia, is forty miles long, and from twelve to eighteen miles broad: it seems healthy, and the natives were well treated. Nevertheless, they suffered greatly in health. In 1834 they consisted (Bonwick, p. 250) of forty-seven adult males, forty-eight adult females, and sixteen children, or in all of 111 souls. In 1835 only one hundred were left. As they continued rapidly to decrease, and as they themselves thought that they should not perish so quickly elsewhere, they were removed in 1847 to Oyster Cove in the southern part of Tasmania. They then consisted (Dec. 20th, 1847) of fourteen men, twenty-two women and ten children.*(2) But the change of site did no good. Disease and death still pursued them, and in 1864 one man (who died in 1869), and three elderly women alone survived. The infertility of the women is even a more remarkable fact than the liability of all to ill-health and death. At the time when only nine women were left at Oyster Cove, they told Mr. Bonwick (p. 386), that only two had ever borne children: and these two had together produced only three children! (* All the statements here given are taken from The Last of the Tasmanians, by J. Bonwick, 1870. * This is the statement of the Governor of Tasmania, Sir W. Denison, Varieties of Vice-Regal Life, 1870, vol. 1, p.67.). [stress added]." Charles Darwin (1871), The Descent of Man)

"Wherever the European has trod, death seems to pursue the aboriginal. We may look to the wide extent of the Americas, Polynesia, the Cape of Good Hope, and Australia, and we find the same result. Nor is it the white man alone that acts as the destroyer; the Polynesian of Malay extraction has in parts of the East Indian archipelago, thus driven before him the dark-coloured native. The varieties of man seem to act on each other in the same way as different species of animals--the stronger always extirpating the weaker [stress added]." Charles R. Darwin [1809-1882], 1839, The Voyage of the Beagle (Chapter 19: "Australia"), 1972 Bantam paperback edition (with "Introduction" by Walter Sullivan), page 376.

October 17, 1995: "...the premier [of Tasmania], Ray Groom, announced that he would introduce legislation to transfer 3800 hectares [~9390 acres] of land to the Tasmanian Aborigines. ... The Premier stressed that this was the government's first and final transfer of land to the Tasmanian Aborigines." Lyndall Ryan, 1996, The Aboriginal Tasmanians [2nd edition] (Australia: Allen & Unwin), page 310.

"The Tasmanian Aboriginal population was gradually wiped out with the arrival of Europeans in the 19th century, however more than 4,000 people [~.84% of the population] claim Aboriginality in Tasmania today. Evidence of their link with the landscape has survived in numerous cave paintings. Many Aboriginal sites remain sacred and closed to visitors, but a few, such as the cliffs around Woolnorth [in the extreme northwest of Tasmania], display this indigenous art for all to see [stress added]." Zoë Ross [Managing Editor], 1998, Australia (Dorling Kindersley Publishing, Inc.), page 445.

ADDITIONAL NOTES: The term "genocide" was first used by Raphael Lemkin [1900-1949] in his 1944 publication entitled Axis Rule in Occupied Europe: "By genocide we mean the destruction of a nation or of an ethnic group." Lemkin combined a Greek and Latin root to create the word. On the 1986 Nobel Peace Prize Winner Elie Wiesel: "But because of his telling, many who did not care to believe have come to believe, and some who did not care have come to care. He tells the story out of infinite pain, partly to honor the dead, but also to warn the living--to warn the living that it could happen again and that it must never happen again. Better that one heart be broken a thousand times in the retelling, he has decided, if it means that a thousand other hearts need not be broken at all." Robert McAfee Brown, 1986, Night (NY: Bantam Edition), page vi.

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WEEK 15: May 7 & May 9, 2002

I. ALMOST OVER & WINDING DOWN!

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each.

Familiarity with the forms of anthropological literature and basic data sources and knowledge of how to access such information.

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

A. Issue #8} Was There a Goddess Cult in Prehistoric Europe? Pages 136-157 (Gimbutas & Meskell articles)
B. Issue #13} Do Sexually Egalitarians Societies Exist? Pages 250-267 (Lepowsky & Goldberg articles).
C. Issue 18} Should Anthropologists Work to Eliminate the Practise of Female Circumcision? Pages 360-379 (Salmon & Skinner articles).

III. CHANGE AS THE NATURAL / CULTURAL ORDER OF THINGS
A. Remember some words from the first Week?

"In a way, looking back at the past 20 years is like going to your high school reunion: Everyone there looks somewhat the same, but everything has completely changed. Twenty years ago, only doctors had pagers, there were no cell phones, no personal computers, no ATM machines, no Internet, no Starbucks. San Francisco looked like a smaller Manhattan, and San Jose looked like a smaller Los Angeles." San Francisco Chronicle, May 30, 1999, page 1.

IV. EVOLUTIONARY PERSPECTIVE AND THE FUTURE
A. VIDEOS: GOING INTERNATIONAL #1, #2, #3, and #4 (Please see below.)
B. Continuing To Place Things in Perspective & Into The Future!

V.REMEMBER:
A. EXAM III for ANTH 103-01 (Butte 319) is on Thursday May 23, 2002, from Noon->1:50m.
B. Potential EXAM III Test Questions below
C. Map for EXAM III below: EXAM III (30% of your final grade) will consist of a World Map, Multiple-Choice, True/False, and a single (multi-part) Essay Question based on "Issues" in Anthropology.

ACCULTURATION: The process that takes place when groups of individuals having different cultures come into first-hand contact, which results in change to the cultural patterns of both groups.

CULTURAL CONTACT: The situation that occurs when two societies with different cultures somehow come into contact with each other.

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.

ETHNOCENTRISM: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

POLITICAL SYSTEM: The organization and process of making and carrying out public policy according to cultural categories and rules.

SOCIAL STRATIFICATION: The ranking of people or groups of based on their unequal access to valued economic resources and prestige.

WORLDVIEW: The way people characteristically look out on the universe.

"If the success of the international businessperson is to be maximized, there is no substitute for an intimate acquaintance with both the language and the culture of those with whom one is conducting business. In fact, because of the close relationship between language and culture, it will be virtually impossible not to learn about one while studying the other [stress added]." Gary P. Ferraro, 1990, The Cultural Dimensions Of International Business, page 46.

"American business executives beware: One cultural blunder can cost you the foreign contract." Anthony Breznican, The Sacramento Bee, December 4, 2000, page D4.

VIDEO : "We Americans tend to see ourselves as separate from nature. We talk about 'harnessing the forces of nature'; we talk about 'mastering our environment.' Most of the people in the world see themselves as a part of nature, very much subject to the same forces that affect, for example, a tree."

VIDEO : "We are all creatures of culture, and culture is learned. We may have to unlearn many attitudes and behaviors to do well overseas. ... To succeed we must learn the rules, but that is not enough. We must ask questions, watch, and listen. Wherever we go we are ourselves, but we must respect the host culture. We are the guests in their country."

Stereotype: "A process of making metal printing plates by taking a mold of composed type or the like in papier-mâché or other material and then taking from this mold a cast in type metal. ... a standardized conception or image invested with special meaning and [thought to be] held in common by members of a group." (The Random House College Disctionary, 1975, page 1288.)

Culture shock: A form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

Ethnocentrism: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

NOTE: "For countries, corporations and individuals who want to get ahead, the question isn't whether to embrace diversity, but how. This is a surprising statement for those who live in monocultural nations or who work in homogeneous organizations. It may also surprise people who advocate 'multiculturalism' on the basis of fiarness or morality. The truth is that being diverse pays. ...You mix, you win. You resist diversity, you lose. ...Cultural mixing spurs creativity and innovation. Money follows the money [stress added]." The Wall Street Journal June 29, 2000, page A22.

"The Coca-Cola name in China was first read as 'Ke-kou-ke-la,' meaning 'Bite the wax tadpole' or 'female horse stuffed with wax,' depending on the dialect. Coke then researched 40,000 characters to find a phonetic equivalent, 'ko-kou-ko-le,' translating 'happiness in the mouth.'" Thomas L. Friedman, 1999, The Lexus And the Olive Tree (NY: Farrar Strauss Giroux), page 219.

"He likes multicultural candidates, and he demands multicultural savvy-people who have worked for companies based in different countrues, even if they themselves have never left Brazil. Says Puritz: 'If people don't have that intellectual dexterity of understanding how other cultures work, they won't succeed in this business.' That's a sentiment chanted over and over again by other executives at international firms: 'You need to borrow the know-how of local culture and local law,' says Cendant's Pfeiffer. 'It's important that you not project any arrogance [stress added].'" Amanda Ripley, 2001, In Control,10 Times Zones Away. Time, April 9, 2001, pages G8-G11, page G11.

GOING INTERNATIONAL (#2): Managing The Overseas Assignment = "...portrays communication problems anyone can experience in foreign situations. ... U.S. travelers in countries as diverse as Japan, Saudi Arabia, England, India and Mexico illustrate how cultural taboos and accepted standards of behavior differ around the world. Nationals of the featured countries and cross-cultural experts explain how travelers can adapt their communication skills and personal conduct to be more effective abroad."

SOME NUMBERS TO CONSIDER from various pages in The World Almanac and Book of Facts 2002:

Japan population of 126,771,662 and area of 152,200 square miles
Saudi Arabia population of 27,757,092 and area of 829,000 square miles
England [United Kingdom of great Britain and Northern Ireland] population of 59,647,790 and area of 93,200 square miles
India population of 1,029,991,145 and area of 1,146,600 square miles.
Mexico population of 101,879,171 and area of 741,600 square miles; and
California [163,696 square miles] is the most populous state in the USA with 33,871,648 residents [~12% of the USA].

VIDEO: "Working abroad usually means expanded responsibility and authority for those traveling or relocating. Being in charge can be rewarding, but it can also be stressful. Under pressure, even people with the best intentions can behave in ways which are perfectly acceptable at home, but inappropriate to a foreign culture. None of the Americans in the five scenes is an 'ugly American.' Indeed, they all behave in ways which are rewarded in the USA. They are admirably restrained in expressing the frustration they feel. But in each scene, the American is ineffectual because of a failure to understand the essentials of doing business in the host country."

VIDEO: "...to work effectively abroad, we must recognize that the cultural values of a country determine how business is done there. One's own values, perceptions, and management methods are not necessarily valued in other cultures. ... A demonstrated awareness of and respect for the host culture will make a big difference to the success of social and business interactions."

REMEMBER: http://www.mexica-movement.org/frames.html [Mexica Movement} Arming Our People With Knowledge]} "'Do you know your true history and identity?' This is the epicenter of a little-known movement galvanizing pockets of Mexican and Central American communities in the United States: Indigenous people fighting to resurrect their Indian history and heritage amidst a society that labels them Hispanic or latino [stress added]." Pauline Arrillaga, 2000, New Mexican Movement Stresses Indian Identity. Enterprise-Record, December 31, 2000, page 3D.

GOING INTERNATIONAL (#3): Beyond Culture Shock = ... "explain[s] the psychological phases of the adjustment process. U.S. and Canadian expatriate families describe their experiences and suggest strattegies for overcoming culture shock. ... practical suggestions for making living abroad an enriching adventure." = "Familes who go abroad with unrealistic expectations will be disappointed, and may have a hard time adapting. They will face many sources of disorientation. ... We all depend on hundred of signs and cues to 'read' and function in our environment, but in a new culture, many of these signs are gone, and we are conffronted with new ways of doing things, new ways of thinking and valuing. This causes anxiety. It is the continuous, repeated occasions of disorientaition which precipitates 'culture shock.' As one expatriate expresses it, 'It's like being in an exam, twenty-four hours a day" [stress added; and Urbanowicz adds, the film can be "viewed" on several levels simultaneously.]

GOING INTERNATIONAL (#4): Welcome Home Stranger = "...focuses on the unexpected problems of returning home. Family members share how they overcame the difficulties of 'reentry' into the workplace, community and school environments. Reentry is often the hardest part of an overseas experience and should not be ignored." = "Most returning families are not prepared for 'reentry shock' or 'reverse culture shock.' Memories and myths of home--how it is cleaner, better, cheaper, or more efficient--are shattered. When people return home, they find life is complex here too. They find that they miss what they became accustomed to overseas [or, perhaps, Urbanowicz adds: In Chico, California.]."

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WEEK 16: May 14 & May 16, 2002

I. HOPE AND REVIEW!

A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society.

Knowledge of the history of anthropological thought.

II. NO new readings in Kirk M. Endicott & Robert Welsch [Editors], 2001, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) BUT SINCE EXAM II, you have been responsible for the following readings to date:

1. Issue #6} Did People First Arrive in the New World After The Last Ice Age? Pages 92-111 (Fiedel & Dillehay articles)
2. Issue #9} Were Environmental Factors Responsible for the Mayan Collapse? Pages 158-175 (Adams & Cowgill articles).
3. Issue #16} [repeat] Do Museums Misrepresent Ethnic Communities Around The World? Pages 314-335. (Clifford & Dutton articles)
4. Issue #17} [repeat] Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 338-359 (In & Meighan articles).
5. Issue #8} Was There a Goddess Cult in Prehistoric Europe? Pages 136-157 (Gimbutas & Meskell articles)
6. Issue #13} Do Sexually Egalitarians Societies Exist? Pages 250-267 (Lepowsky & Goldberg articles).
7. Issue 18} Should Anthropologists Work to Eliminate the Practise of Female Circumcision? Pages 360-379 (Salmon & Skinner articles).

PLEASE NOTE THAT THE FOLLOWING PREVIOUS "Issues" will also be used for EXAM III on Thursday May 23, 2002, from Noon->1:50pm.

1. Issue #10} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 177-201. (Harris & Geertz articles).
2. Issue #4} Are Humans Inherently Violent? Pages 52-73. (Wrangham / Dale & Sussman articles)
3. Issue #7} Did Polynesians Descend From Melanesians? Pages 112-135 (Terrell & Bellwood articles)
4. Issue #15} Was Margaret Mead's Fieldwork on Samoan Adolescents Fundamentally Flawed? Pages 292-313. (Freeman & Holmes / Holmes articles)

III. CULTURE CHANGE AND APPLIED ANTHROPOLOGY
A. What is Change? and How does Change take place?
B. What is Creativity? and The Global Society (Continued)

IV. FOR INFORMATION
A. The Applied Anthropology Computer Network (http://www.acs.oakland.edu/~dow/anthap.html)
B. http://www.janegoodall.org/ [Jane Goodall].

"Chimps in Peril. Famed naturalist Jane Goodall issued a warning that chimpanzees across central Africa are coming under a grave threat due to commercial hunting, wars and increased logging in the region. She told reporters that new logging roads allow the hunters to now go deep into the forest where they kill the primates and shop their smoked meat off to be eaten in exotic restaurrants. Goodall warned that the entire chimp population across 21 African nations has declined from about 2 million a century ago to 220,000 today. 'Because they are very slow breeders and give birth only at five-year intervals, the species could be on its way to extinction if nothing is done to protect the animals and their habitat,' Goodall said." Earthweek: A Diary of the Planet, by Steve Newman, The San Francisco Chronicle, July 7, 2001, page A4.

"My reasons for hope are fourfold: (1) the human brain; (2) the resilience of nature; (3) the energy and enthusiasm that is found or can be found or can be kindled among young people worldwide; and (4) the indomitable human spirit [stress added]." Jane Goodall [with Phillip Berman], 1999, Reason For Hope: A Spiritual Journey (NY: Warner Books), page 233.

V. REMEMBER
A. EXAM III (30%) based on readings and discussions since EXAM II and
B. Seventy-Five Specific Terms (cumulative of all terms in this Guidebook) below.

VI. AND THE FINAL URBANOWICZ QUOTES FOR SPRING 2002:

"The most important word in the English language is attitude. Love and hate, work and play, hope and fear, our attitudinal response to all these situations, impresses me as being the guide." Harlen Adams (1904-1997)

and finally

ACCULTURATION: The process that takes place when groups of individuals having different cultures come into first-hand contact, which results in change to the cultural patterns of both groups.

AFFINITY: A fundamental principle of relationship linking kin through marriage.

AGRICULTURE: A subsistence strategy involving intensive farming of permanent fields through the use of such means as the plow, irrigation, and fertilizer.

APPLIED ANTHROPOLOGY: Any use of anthropological knowledge to influence social interaction, to maintain or change social institutions, or to direct the course of cultural change.

BILATERAL (COGNATIC) DESCENT: A rule of descent relating someone to a group of consanguine kin through both males and females.

CASTE: A form of stratification defined by unequal access to economic resources and prestige, which is acquired at birth and does not permit individuals to alter their ranks.

CLAN: A kinship group normally comprising several lineages; its members are related by a unilineal descent rule, but it is too large to enable members to trace actual biological links to all other members.

CLASS: A system of stratification defined by unequal access to economic resources and prestige, but permitting individuals to alter their rank.

CONSANGUINITY: The principle of relationship linking individuals by shared ancestry (blood).

COSMOLOGY: A set of beliefs that defines the nature of the universe or cosmos.

CULTURAL CONTACT: The situation that occurs when two societies with different cultures somehow come into contact with each other.

CULTURAL ECOLOGY: The study of the way people use their culture to adapt to particular environments, the effects they have on their natural surrounding, and the impact of the environment on the shape of culture, including its long-term evolution.

CULTURE: The knowledge that is learned, shared, and used by people to interpret experience and generate behavior.\

CULTURE SHOCK: A form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

DESCENT: A Rule of relationship that ties people together on the basis of a reputed common ancestry.

DIVISION OF LABOR: The rules that govern the assignment of jobs to people.

ECOLOGY: The study of the way organisms interact with each other within an environment.

ECONOMIC SYSTEM: The provision of goods and services to meet biological and social needs.

ENDOGAMY: Marriage within a designated social unit.

ETHNOCENTRISM: A mixture of belief and feeling that one's own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a particular culture.

EXOGAMY: Marriage outside any designated group.

GRAMMAR: The categories and rules for combining vocal symbols.

HORTICULTURE: A kind of subsistence strategy involving semi-intensive, usually shifting, agricultural practices. Slash-and-burn farming is a common example of horticulture.

HUNTING AND GATHERING: A subsistence strategy involving the foraging of wild, naturally occuring foods.

INCEST TABOO: The cultural rule that prohibits sexual intercourse and marriage between specified classes of relatives.

INDUSTRIALISM: A subsistence strategy marked by intensive, mechanized food production and elaborate distribution networks.

INFORMANT: A person who teaches his or her culture to an anthropologist.

INNOVATION: A recombination of concepts from two or more mental configurations into a new pattern that is qualitatively different from existing forms.

KINSHIP: The complex system of social relations based on marriage (affinity) and birth (consanguinity).

LANGUAGE: The system of cultural knowledge used to generate and interpret speech.

LAW: The cultural knowledge that people use to settle disputes by means of agents who have recognized authority.

LINEAGE: A kinship group based on a unilineal descent rule that is localized, has some corporate powers, and whose members can trace their actual relationships to each other.

MAGIC: Strategies people use to control supernatural power to achieve particular results.

MANA: An impersonal supernatural force inherent in nature and in people. Mana is somewhat like the concept of 'luck' in American Culture.

MARKET ECONOMIES: Economies in which production and exchange are motivated by market factors: price, supply, and demand. Market economies are associated with large societies where impersonal exchange is common.

MARRIAGE: The socially recognized union between a man and a woman that accords legitimate birth status rights to their children.

MATRILINEAL DESCENT: A rule of descent relating a person to a group of consanguine kin on the basis of descent through females only.

MORPHEME: The smallest meaningful category in any language.

MYTHOLOGY: Stories that reveal the religious knowledge of how things have come into being.

NAIVE REALISM: The notion that reality is much the same for all people everywhere.

NUCLEAR FAMILY: A family composed of a married couple and their children.

PASTORALISM: A subsistence strategy based on the maintenance and use of large herds of animals.

PATRILINEAL DESCENT: A rule of descent relating consanguine kin in the basis of descent through males only.

PHONEME: The minimal category of speech sounds that signals a difference in meaning.

PHONOLOGY: The categories and rules for forming vocal symbols.

POLITICAL SYSTEM: The organization and process of making and carrying out public policy according to cultural categories and rules.

POLYANDRY: A form of polygamy in which a woman has two or more husnabds at one time.

POLYGAMY: A marriage form in which a person has two or more spouses at one time. Polygyny and polyandry are both forms of polygamy.

POLYGYNY: A form of polygamy in which a man is married to two or more wives at one time.

PRAYER: A petition directed at a supernatural being or power.

PRIEST: A full-time religious specialist who intervenes between people and the supernatural, and who often leads a congregation at regularl cyclical rites.

REDISTRIBUTION: The transfer of goods and services between a group of people and a central collecting service based on role obligation. The U.S. income tax is a good example.

RELIGION: The cultural knowledge of the supernatural that people use to cope with the ultimate problems of human existence.

REVITALIZATION MOVEMENT: A deliberate, conscious effort by members of a society to construct a more satisfying culture.

RITE OF PASSAGE: A series of rituals that move individuals from one social state or status to another.

ROLE: The culturally generated behavior associated with particular statuses.

SEMANTICS: The categories and rules for relating vocal symbols to their referents.

SEXUAL INEQUALITY: Inequality based on gender.

SHAMAN: A part-time religious specialist who controls supernatural power, often to cure people or affect the course of life's events.

SLASH-AND-BURN AGRICULTURE: A form of horticulture in which wild land is cleared and burned over, farmed, then permitted to lie fallow and revert to its wild state.

SOCIAL STRATIFICATION: The ranking of people or groups of based on their unequal access to valued economic resources and prestige.

SOCIOLINGUISTIC RULES: Rules specifying the nature of the speech community, the particular speech situations within a community, and the speech acts that members use to convey their messages.

SORCERY: The malevolent practice of magic.

SPEECH: The behavior that produces meaningful vocal sounds.

STATUS: A cultural defined position associated with a particular social structure.

STRATIFIED SOCIETIES: Societies that are at least partly organized on the principle of social stratification. Contrst with egalitarian or rank societies.

SUBSISTENCE STRATEGIES: Strategies that are used by groups of people to exploit their environment for material necessities. Hunting and gathering, horticulture, pastoralism, agriculture, and iindustrialism are subsistence strategies.

SUPERNATURAL: Things that are beyond the natural. Anthropologists usually recognize a belief in such things as goddesses, gods, spirits, ghosts, and mana to be signs of supernatural belief.

SYMBOL: Anything that humans can sense that is given an arbitrary relationship to its referent.

TACIT CULTURE: The shared knowledge of which people usually are unaware and do not communicate verbally.

TECHNOLOGY: The part of a culture that involves the knowledge that people use to make and use tools and to extract and refine raw materials.

TELECONDITIONING: Behavior developed from watching television that includes talking to the TV set, getting up for snacks or to go to the bathroom, simultaneously pursuing other activities such as reading, and being periodically inattentive, and is applied to other social situations such as watching films in a theater or attending lectures at a University.

WITCHCRAFT: The reputed activity of people who inherit supernatural force and use it for evil purposes.

WORLDVIEW: The way people characteristically look out on the universe.

1. The cultural anthropologist Marvin Harris argues that anthropology has: (a) always been a science; (b) never been a science; (c) always been an art (and hence, in the "humanities"); (d) none-of-the-above!

2.According to the Going International videos, we are all creatures of culture, and culture is: (a) innate; (b) unique to each continent; (c) learned; (d) based on numerous variables which cannot be understood by anyone.

3. In E&W, one of Meighan's arguments (not addressed by Riding In), is the idea that: (a) religious issues affect reburial; (b) different states have different laws on reburial; (c) there are problems in the federal laws; (d) Native American may be reburying bones from groups unrelated to their own tribes.

4. The phrase that "Wherever the European has trod, death seems to pursue the aboriginal" was made by: (a) Albert Einstein; (b) Charles Darwin; (c) Christopher Columbus; (d) Richard Leakey.

5. According to Fiedel (E&W), the early stone tool traditions of South America probably developed: (a) from North American big game hunting tools; (b) from shell and antler prototypes; (c) from pebble tools at Monte Verde; (d) none-of-the-above.

6. Agriculture is a subsistence strategy that involves intensive farming of permanent fields through the use of: (a) the plow; (b) irrigation; (c) fertilizer; (d) all-of-the-above.

7. Anthropologists look at various items to create "culture areas" around the world; these include: (a) Language; (b) Mythology; (c) Religion; (d) all-of-the-above.

8. Wrangham and Peterson (E&W) argue that human decision making is based on: (a) rational deliberation; (b) group discussion; (c) random choices; (d) emotion.

9.The cultural knowledge that people use to settle disputes by means of agents who have recognized authority is called: (a) acculturation; (b) political elections; (c) colonialism; (d) law.

10. TRUE FALSE Derek Freeman strongly supports the work (and interpretations) that Margaret Mead did in Samoa, especially her Coming of Age in Samoa (1929).

11. TRUE FALSE The "city" of Cahokia never had a population over 1,000 individuals.

12. TRUE FALSE In Teotihuacan, population growth stopped at a level below the number of people it would have been technically possible to feed.

13. TRUE FALSE Exogamy means marriage within a designated group.

14. TRUE FALSE According to Salmon (E&W), Western feminist argue that female genital mutilation in African societies is a method of controlling women.

15. TRUE FALSE The malevolent practice of magic is known as sorcery.

16. TRUE FALSE Maria Lepowsky does not believe that sexual egalitarian societies exist.

17. TRUE FALSE Tasmanians entered that island from a land bridge from New Zealand.

18. TRUE FALSE A "Shaman" is defined as a full-time religious specialist who controls supernatural power.

19. TRUE FALSE The complex system of social relations based on marriage (affinity) and birth (consanguinity) is termed kinship.

20. TRUE FALSE François Peron has been described as an early anthropologist.

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH103SP2002TESTThree.htm by THURSDAY MAY 16, 2002, to assist you in the final examination.

"One who makes a close study of almost any branch of science soon discovers the great illusion of the monolith. When he [or she] stood outside as an uninformed layman, he [or she] got a vague impression of unanimity among the professionals. He [or she] tended to think of science as supporting the Establishment with fixed and approved views. All this dissolves as he [or she] works his [or her] way into the living concerns of practicing scientists. He [and she] finds lively personalities who indulge in disagreement, disorder, and disrespect. He [and she] must sort out conflicting opinions and make up his [and her] own mind as to what is correct and who is sound. This applies not only to provinces as vast as biology and to large fields such as evolutionary theory, but even to small and familiar corners such as the species problem. The closer one looks, the more diversity one finds [stress added]." [Norman Macbeth, Darwin Retried, 1971: 18]

"The cutting edge of knowledge is not in the known but in the unknown, not in knowing but in questioning. Facts, concepts, generalizations, and theories are dull instruments unless they are honed to a sharp edge by persistent inquiry about the unknown." Ralph H. Thompson [1911-1987] American Educator.

And please ponder this: "If by some fiat I had to restrict all this writing to one sentence, this is the one I would choose: The summit of Mt. Everest is marine limestone." John McPhee, 1998, Annals of the Former World (NY: Farrar, Straus and Giroux), page 124.

A Short Course In Human Relations:

---

TABLE OF EXCUSES: Please Give Excuse By Number In Order To Save Time:

1. That's the way we've always done it.
2. I didn't know you were in a hurry for it.
3. That's not in my department.
4. No one told me to go ahead.
5. I'm waiting for an OK.
6. How did I know this was different?
7. That's his or her job, not mine.
8. Wait until the boss gets back and ask.
9. I forgot.
10. I didn't think it was very important.
11. I'm so busy I just can't get around to it.
12. I thought I told you.
13. I wasn't hired to do that.

CSU, Chico's Experiential Education program links the University to business, industry, and government by giving students an opportunity to combine classroom study with career related work experience. The program helps students define their educational goals and prepare for their careers by exploring the realities of the working world.

Psychological Counseling & Wellness Center http://www.csuchico.edu/cnts/

Disability Support Services http://www.csuchico.edu/dss/

AND PLEASE GO TO Student Services (http://www.csuchico.edu/misc/studentserv.html), off of the University's Home Page, for these and many more services available to you, the student!

AND REMEMBER: http://www.csuchico.edu/lins/chicorio/ [Chico Rio - Research Instruction On-Line]:

"ChicoRIO is a series of Web based, self-paced lessons designed to help you learn how to find information. The tutorials will help you sharpen your research, critical thinking, and term paper writing skills. ChicoRIO also links to campus computing resources and a tour of the Meriam Library. The sections of ChicoRIO can be completed in any order."

Africa 1928--to date per PL 8000 I6 Abstr. Folk. Stud.
Africa Research Bulletin 1964--Jan. 1985 per DT 1 A21
Africa Research Bulletin. Economic Series Feb 1985--to date per DT 1 A212
Africa Research Bulletin. Political Series Feb 1985--to date per DT 1 A213
African Arts 1967--to date per NX 587 A34 Art Ind, Hum. Ind.
African Studies Journal (Chico, Ca.) 1981--1989 archives DT 19.95 C35 A37
African Studies Newsletter 1968--1980 per DT 1 A2294
African Studies Newsletter (Chico, Ca.) 1980 archives DT 19.95 C35 A37
African Studies Review 1970--to date per DT 1 A2293 S.S.
Amerasia Journal 1971--to date per E 184 O6 A44 His. Abstr.
America Indigena 1941--1991 per E 51 A45 His. Abstr.
American Anthropologist 1888--to date per GN 1 A5 S.S.
American Antiquity 1935--to date per E 51 A52 Hum. Ind.
American Ethnologist 1974--to date per GN 1 A53 S.S.
American Indian Quarterly 1982--to date MFC E 75 A547 Abstr. Anthro.
American Journal of Archaeology 1885--to date per CC 1 A6 Art Ind, Hum. Ind.
American Journal of Physical Anthropology 1918--to date per GN 1 A55 S.S.
Amerindian 1952--1974 per E 77 A57 S.S.
Annual Review of Anthropology 1972--to date main GN 1 B52 Abstr. Anthro.
Anthropologica 1955--to date per E 78 C2 A53 S.S.
Anthropological Linguistics 1959--to date per P 1 A6 Abstr. Anthro.
Anthropological Quarterly 1953--to date per GN 1 P7 S.S.
Anthropologist 1954--1977 per GN 1 A695
Anthropology & Education Quarterly 1985--to date mf LB 45 C67a
Anthropology and Humanism Quarterly 1984--1991 per GN 1 A6955
Anthropology UCLA 1969--1990 per GN 1 A57 Abstr. Anthro.
Anthropos 1972--1991 per GN 1 A58 S.S.
Antiquaries Journal 1979--to date per DA 20 S612
Antiquity 1960--to date per CC 1 A7 Art Ind, Hum. Ind.
Antropologica 1971--to date per F 2229 A65 Abstr. Anthro.
Applied Anthropology 1941--1948 per GN 1 A66 Intl. Index
Archaeology 1969--to date per GN 700 A725 Art Ind, Hum. Ind.
Archaeology & Physical 1966--Oct. 1980 per DU 1 A7
Archaeology in Oceania 1981--1991 per DU 1 A7
Archaeometry 1958--to date per GN 700 A75 Abstr. Anthro.
Arctic Anthropology 1964--to date per GN 1 A7 Abstr. Anthro.
Artibus Asiae 1925--1990 per N 8 A75 Art. Ind.
ASA News 1981--to date per DT 1 A2294
Bantu Studies 1921--1941 per DT 764 B2 B3 Peabody
Behavior Science Research 1974--1991 per H 1 B45 Abstr. Anthro.
Biblical Archaeologist 1970-1971 per BS 620 A1 B5 Art Ind, Hum. Ind.
Biblical Archaeology Review 1975--to date per BS 620 A1 B52 Abstr. Anthro.
Biennial Review of Anthropology 1959--1971 main GN 1 B5
California Anthropologist 1971--to date per GN 1 C25 Abstr. Anthro.
California Folklore Quarterly 1942-1946 per GR 1 C26
Canadian Journal of African Studies 1975--to date per DT 19.9 C3 B82 Abstr. Anthro.
Canadian Review of Sociology and Anthropology 1964--to date per GN 1 C32 S.S.
Caribbean Studies 1961--1991 per F 2161 C29 S.S.
Chinese Sociology and Anthropology 1972--Sum. 1989 per HM 1 C45
Comparative Studies in Society and History 1958--to date per H 1 C73 Hist. Abstr.
Cultural Survival Quarterly 1982--to date per GN 358 N48
Current Anthropology 1960--to date per GN 1 C8 S.S.
Eastern Anthropologist 1972--1991 per GN 1 E15 Soc. Abstr.
Eonomic Development and 1952--to date per HC 10 C453 Abstr. Anthro.
Ethnohistory 1974--to date per E 51 E8 Abstr. Anthro.
Ethnologische Zeitschrift Zurich 1971--1980 per GN 1 E83
Ehnology 1962--to date per GN 1 E86 Biol. Abstr.,S.S.
Ehnomusicology 1953--to date per ML 1 E77 Music Ind, Hum.Ind
Ethnos 1936--1976 per GN 1 E88 Hist. Abstr.
Ehos 1985--1991 per GN 270 E85 Soc. Abstr.
Folklore 1960--1989 per GR 305 F63 Hum. Ind.
Folklore & Folk Music Archivist 1958--1968 per GR 1 F53
Folklore Forum 1968--1990 per GR 1 F564 Abstr. Folk Stud.,
Genetic Drift 1978--1989 per GN 1 G45
Geo 1982--1985 per AP 2 G365
Gnomon 1973--1989 per PA 3 G6
Guatemala Indigena 1970--1972 per F 1465 G85
Homo 1973--1977 per GN 1 H75 Abstr. Anthro.,
Human Biology 1929--to date per GN 1 H8 Abstr. Anthro.
Human Context 1968--1975 per H 1 H785 Abstr. Anthro.
Human Ecology 1972--to date per GF 1 H84 Abstr. Anthro.,
Human Organization 1949--to date per GN 1 A66 S.S.
Indian Historian 1967-1979 per E 77 I6 S.S.
Indian Record 1970-1972 per E 77 I64
Society of Oxford 1979--to date per GN 2 A5
Journal of African History 1960--to date per DT 1 J65 Hum. Ind.
Journal of American Ethnic History 1981--to date per E 184 A1 J67 Hum. Ind.
Journal of American Folklore 1888--1987 per GR 1 J8 Hum. Ind.
Journal of Anthropological Research 1974--to date per GN 1 S64 Biol. Abstr., S.S.
Journal of Archaeological Science 1974--to date per CC 1 J68 S.S.C.I.
Journal of Asian and African Studies 1966--to date per DT 1 J66 Abstr. Anthro.
Journal of Asian Studies 1956--to date per DS 501 F274 Hum. Ind.
Journal of Field Archaeology 1974--to date per CC 1 J69 Abstr. Anthro.
Journal of Folklore Research 1983--to date per GR 1 F565 Hum. Ind., S.S.
Journal of Human Evolution 1972--to date per GN 281 J63 Abstr. Anthro.,
Jurnal of Indo-European Studies 1973--1976 per P 501 J67
Journal of Latin American Studies 1969--to date per F 1401 J69 Hist. Abstr.
Journal of New World Archaeology 1975--1990 per E 51 J67 Abstr. Anthro.
Journal of Peasant Studies 1973--to date per HT 401 J68
Journal of Psychoanalytic Anthropology 1980--1987 per GN 502 J68 P.A., Soc. Abstr.
Journal of Psychological Anthropology 1978--1980 per GN 502 J68
Journal of the Anthropological 1979--to date per GN 2 A5 Abstr. Anthro.
Journal of the Polynesian Society 1892--to date per GN 2 P7 Hist. Abstr.,
Katunob 1965--1982 per F 1219 K3
Kiva 1935--1991 per F 786 K58 Hist. Abstr.L
Man, a Record of Anthropological Science 1901-1965 per GN 1 M25
Man in India 1964--June 1991 per GN 1 M3 Abstr. Anthro.
Man in New Guinea 1968--1974 per GN 1 M32 Abstr. Anthro.
Mankind 1931--1989 per GN 1 M35 S.S.
Mankind Quarterly 1960--1977 per GN 1 M36 Biol. Abstr.
Many Smokes 1966--1984 per E 75 M35
Masterkey 1948-1955 per E 51 M42 Abstr. Anthro.
Masterkey for Indian Lore and History 1956-1968 per E 51 M42 Abstr. Anthro.
Medical Anthropology 1980--Jan. 1992 per GN 296 M42 Abstr. Anthro.
Medieval Archaeology 1957--to date main D 111 M46
Michigan Archaeologist 1972--to date per E 75 M5 Abstr. Anthro.
Midcontinental Journal of Archaeology 1976--1980 per E 77.8 M43 Abstr. Anthro.
Millennium 1971--1973 per D 839 M42 Hist. Abstr.
Minority Rights Group 1970--1989 folio HT 1521 M55
Na'pao, A Saskatchewan Anthropology. July 1971-Oct. 1983 per E 75 N36 Abstr. Anthro.
Journal Native Nevadan Mar. 1989--July 1992 per E 78 N4 N3
New Left Review 1971--to date per HX 3 N36 S.S.
News from Native California Mar/Apr 1989-date per E 78 C15 N49
Newsletter of Computer Archaeology 1966--1975 per CC 1 N4
Newsletter of the Pacific Coast Archaeological Society current year only per E 75 S668
New York Folklore 1975--1991 per GR 1 N472
New York Folklore Quarterly 1945--1974 per GR 1 N473
Northwest Anthropological 1973--1990 per E 31 N6 Abstr. Anthro.
Oceania 1930--to date per DU 1 O3 S. S.
Ohio Archaeological and 1887--1933 per F 486 O51 Abstr. Anthro.
Ohio History 1962--to date per F 486 O51
Ohio State Archaeological and 1934--1954 per F 486 O51
Pcific Viewpoint 1960--to date per G 1 P3 Hist. Abstr.
Palacio 1971--1977 per F 791 P15 Abstr. Anthro.
Pains Anthropologist 1954--to date per E 78 G73 P52 Abstr. Anthro.
Practicing Anthropology 1979-1988, 1992-date per GN 41.8 P72
Man 1928--1952 per GN 1 P7 Peabody
Quarterly of the Pacific Coast Archaeological Society 1965--to date per E 78.C15 P15 Abstr. Anthro
Research in Economic Anthropology 1978--to date main GN 448 R47
Research in Melanesia 1975--1986 per GN 1 R48
Review of African Political Economy May 1986--to date per HC 501 R46
Reviews in Anthropology 1976--1991 per Z 5111 R47 Abstr. Anthro.
Revista De Antropologia 1969--1989 main GN 1 R355 Peabody
Royal Anthropological Institute of Great 1871--1965 per GN 1 R68 Peabody
Sarawak Museum Journal 1951--1990 per DS 646.36 A35
SENRI Ethnological Studies 1978--1988 per GN 301 S45
Signs 1975--to date per HQ 1121 S43 Abstr. Anthro.
Sing Out 1964--April 1992 per ML 1 S588 Abstr. Folk Stud.
Sociologus 1972--1974 per HM 3 S6
South African Archaeological 1947--1991 per DT 759 S6 Abstr. Anthro.
Southern Folklore Quarterly 1937--1979 per GR 1 S65 Hist. Abstr.
Southwestern Journal of Anthropology 1945--1972 per GN 1 S64 Abstr. Anthro.
Southwestern Lore 1954-1967 per F 778 S69 Hist. Abstr.
Soviet Anthropology and Archeology 1968--April 1993 per GN 1 S66 Abstr. Anthro.
Steward Anthropological Society Journal 1969--to date per GN 2 S948 Abstr. Anthro.
Studies in Linguistics 1942--1975 per P 1 S78
Studies in Third World Societies 1976--to date per HN 5 S87
Tebiwa 1959--1987 per E 78 N77 T4 Abstr. Anthro.
Tlalocan 1943--to date main F 1219.3 C9 T6 Peabody
Transactions of the Anthropological 1879-1885 per GN 2 A7
Urban Anthropology 1972--1984 per HT 101 U6723 Abstr. Anthro.
Urban Anthropology and Studies of 1985--to date per HT 101 U6723 S.S.
Wassaja 1973--1979 mfc E 75 W375
Wassaja 1982 mfc E 75 W37
Wassaja/the Indian Historian 1980 mfc E 77 I6
Western Canadian Anthropologist 1984--1989 per E 75 N36
Western Folklore 1947--to date per GR 1 C26 Hist. Abstr.
Wildfire 1984--to date per E 77 M352
Wisconsin Archeologist 1971--1989 per E 78 W8 W8 Abstr. Anthro.
World Archaeology 1969--to date per CC 1 W66 Abstr. Anthro.
Zimbabwe Review 1975--1978 per DT 946 Z5

A Dictionary of Anthropology Ref GN 11 D38 1972 (Definitions of words in anthropology arranged alphabetically. Includes some drawings and plates).

Dictionary of Anthropology Ref GN 11 D48 1986 (Definitions are arranged alphabetically with cross references and bibliographical references).

International Dictionary of Anthropologists Ref GN 20 I5 1991 (International coverage of Anthropologists born before 1920 in order to present those whose careers could be seen as whole. Last names are arranged alphabetically and includes an index).

Encyclopedia of Anthropology Ref GN 11 E52 (Arranged alphabetically and contains approximately 1,400 articles with See also references. At the end of all but the shortest articles, is a bibliography listing important books and articles on the subject).

Encyclopedia of Human Evolution and Prehistory Ref GN 281 E53 1988 (Topics are alphabetically arranged with cross references).

Encyclopedia of Evolution Ref GN 281 M53 1990 (Topics are alphabetically arranged with See and See also and citations for further information).

Encyclopedia of World Cultures Ref GN 307 E53 (Comprises ten volumes, ordered by geographical regions of the world. Volumes 1 through 9 contain summaries along with maps, glossaries, and indexes of alternate names for the cultural groups. Volume 10 contains cumulative lists of the cultures of the world, their alternate names, and a bibliography of selected publications pertaining to those groups).

The Encyclopedia of the Peoples of the World Ref GN 495.4 E53 1993 (Includes only contemporary peoples and ethnic groups. Arranged alphabetically by common names. Indigenous names are used when appropriate. Also included are population figures, maps and a selected bibliography).

GENERAL INFORMATION

Cross-Cultural Summary ref GN 307 T4
Encyclopedia of Anthropology ref GN 11 E52
Encyclopedia of Evolution ref GN 281 M53 1990
Encyclopedia of Human Evolution and Prehistory ref GN 281 E53 1988
Encyclopedia of World Cultures ref GN 307 E53
Funding for Anthropological Research ref GN 42 C36 1986
International Encyclopedia of the Social Sciences ref H 40 A2 I5
Student Anthropologist's Handbook; A Guide to Research, Training and Career main GN 42 F7
Traditional Medicine, vol. I & II ref GN 477 G37

DIRECTORIES

America's Ancient Treasures: Guide to Archeological Sites and Museum ref E 56 F64
Biographical Directory of Anthropologists Born Before 1920 ref GN 20 B56 1988
Fifth International Directory of Anthropologists ref GN 20 I5 1975
Guide to Departments of Anthropology (1984-85) ref GN 43 A2 G84
Guide to Ethnic Museums, Libraries & Archives In the U.S. ref GN 36 U5 W96
Guide to Fossil Man ref GN 282 D39
Leaders in Anthropology ref GN 20 K556

DiICTIONARIES/HANDBOOKS

Atlas of Ancient Archaeology ref GN 739 H38 1974
Atlas of Man ref GN 11 A83
Atlas of Man and Religion ref G 1046 E4 H3 1970
The Atlas of Mankind ref G 1021 E1 A85 1982
Dictionary of Anthropology ref GN 11 D48 1986
Davies. A Dictionary of Anthropology ref GN 11 D38 1972b
Handbook of Method in Cultural Anthropology ref GN 345 N37
Man, Myth and Magic (an encyclopedia set) ref BF 1407 M3
Murdock. Ethnographic Atlas ref GN 405 M8
Pearson. Anthropological Glossary ref GN 11 P43 1985
Physical Anthropology (Reference Manual) ref GN 56 C3
Spencer. An Ethno-Atlas ref GN 11 S75
Textor. A Cross-cultural Summary ref GN 307 T4
Winick. Dictionary of Anthropology ref GN 11 W5 1969

BIBILIOGRAPHY, GENERAL

Anthropological Bibliographies; A Selected Guide ref GN 25 A58
Bibliographic Guide. Ethnicity and Nationality ref GN 495.6 B46 1981
Bibliography of Fossil Man Z 5118 A6 F3 (Folio)
History of Anthropology Bibliography ref GN 17 E75 1984
Harvard University. Peabody Museum of Archaeology & Ethnology Subject Catalog ref Z 5119 H36
Author/Title Catalog Z 5119 H35 (Bibliographic Center)
International Bibliography of the Social Sciences--Anthropology V. 29, 30, 31 ref Z 7161 I593

[NOTE: To return to the beginning of this electronic syllabus, please click here.]

NOTE TO STUDENTS: This is actually a very brief "essay" about web-based instruction (which this course is not) and web pages (which you are reading either "electronically" or in the required Guidebook form. The World Wide Web is an "electronic organism" which has been created by human beings, and as human beings change, the WWW continues to "evolve" over time. Education will radically alter by the time I retire/die and (a) while I try to "keep up" with as much as possible for my students (and myself) I realize that (b) I am behind as soon as I begin! With that in mind, the reader (or viewer) of these pages (either "electronically or in print") is reminded that this course is not a web-based course but is a "traditional" course, taught on the campus of California State University, Chico, to "traditional" (or perhaps a "semi-traditional" group of) Freshmen, Sophomore, Junior, and Senior students who are sitting in a classroom in for ~sixteen weeks. These web pages contain no frames, no Javascripts, no interactive exams, no streaming video, no PowerPointPresentations, and no other "bells-and-whistles" which are current on the WWW but they do contain numerous "live" links which are appropriate for various weeks of the semester-long course. (For some "Educational Courses" currently available on the WWW, please see http://lenti.med.umn.edu/~mwd/courses.html.) These WWW pages are not meant to be "downloaded" and printed out at home or in a computer laboratory but (a) they are meant to be read in the required printed form and (b) checked on a weekly basis for the updates that will be added throughout the entire semester: it is in this latter manner that the WWW is "alive" (as well as this course and, indeed, all education) and evolving through time.

THE READER MAY WELL ASK: Why make these "printed pages" (gasp!) available on the WWW? Why did Urbanowicz go through all-of-the-trouble to place this on the WWW if it is not an interactive course? As The Wall Street Journal on July 20, 1998 pointed out: "It Isn't Entertainment That Makes The Web Shine: It's Dull Data" (Page 1 and page A8). Although I trust that you have not purchased a bound volume of "dull data" but a volume of ideas (with data) I also add that for more than a decade I have been providing my students (in varous lower-and-upper-division courses) with Guidebooks that have "video notes" and "lecture outlines" for the appropriate course that semester. Human beings are "visual creatures" and I use NUMEROUS films, slides, and transparencies (most of which are not included on these web pages) in my classes and since I am comfortable with the Guidebook format, I continue to place the Guidebook on "the web" (with numerous links) for students. I encourage all readers of these pages to "weigh" all of the information very carefully: contrast and compare what you know with what is being presented and please consider the following from The Wall Street Journal, June 25, 1999, page 1 & A11):

"Who invented the telephone? Microsoft Corp's Encarta multimedia encyclopedia on CD-ROM has an answer to that simple question. Rather, two answers. Consult the U.S., U.K., or German editions of Encarta and you find the expected one: Alexander Graham Bell. But look at the Italian version and the story is strikingly different. Credit goes to Antonio Meucci, an impoverished Italian-American candlemaker who, as the Italian-language Encarta tells it, beat Bell to the punch by five years. Who's right? Depends on where you live. ... in the age of the Internet, the issue of adapting products to local markets is raising trickier problems. Technology and globalization are colliding head-on with another powerful force: history. Perhaps nowhere is this conflict more apparent than in information as with Microsoft's Encarta, which has nine different editions, including one in British English and one in American. It's Microsoft's peculiar accomplishment that it has so mastered the adaptation of its products to different markets that they reflect different, sometimes contradictory, understandings of the same historical events. 'You basically have to rewrite all of the content,' says Dominique Lempereur, who, from her Paris office, oversees the expansion of Microsoft's education-related products to foreign markets. 'The translation is almost an accessory.' ... Consistency is clearly not Encarta's goal, and that's something of a controversial strategy. Encyclopedia Britannica, for example, has a policy of investigating contradictions across its editions and deciding on a standard presentation. Where it can establish a fact that is internationally solid, 'we go with that, and present other interpretations as need be,' says Dale Holberg, Britannica's editor in Chicago. His staff has looked into the Meucci question. Their verdict: Bell still gets the credit, world-wide, for inventing and patenting the electric telephone. ... Microsoft, as a technology conglomerate, has an interest in not stirring up controversies that endanger the sale of its other products. But the universaility of the Web also frustrates efforts to localize content. And there remains the possibility that it will bring about pressure for one universally aplicable version of history. Perhaps one day Mr. Meucci will share space with Alexander Graham Bell in all of the Encartas [stress added]." Kevin J. Delaney, 1999, Microsoft's Encarta Has Different Facts For Different Folks. The Wall Street Journal, June 25, 1999, page 1 & A11. 

ALTHOUGH THE ELECTRONIC WORLD is changing very rapidly, and one might question the value of the "printed word" (considering the number of "electronic books" currently on "the web" such as the Bible or Darwin and 1000s of other available from sources such as the INCREDIBLE Books On Line and Project Gutenberg), there will always (I honestly believe as of this writing), a place for the "printed page" that you can hold in your hands, that YOU can read in bed, read outside when the electricity goes off, or read when you can't make an Internet connection to read the Web pages located in cyberspace! In short, while the ephemeral culture of the WWW is extremely important, the tangible culture of a physical object is just as important and I follow some of the thoughts in the Library of Congress: Litera scripta manet, or the written (or physically published) word endures! Incidentally, as with EVERYTHING, double-check the written (printed) word as well; consider the following:

"'Glitch' Fouls Latest Microsoft Dictionary" by Hillel Italie [Associated Press], 2001, The San Francisco Chronicle, July 7, 2001, page 2.

"All U.S. presidents since the Civil War qualify as statesmen, except Richard Nixon. Robert Kennedy was a politician, but Newt Gingrich is a "political leader." And former FBI head J. Edgar Hoover is just a lawyer.

The new Microsoft Encarta College Dictionary is being promoted as a revolutionary addition to the competitive campus market, with its makers saying its more accessible style and extensive spelling guidance and usage notes make it the first such book truly suited to today's students. But however useful it proves for language skills, students also will receive some odd lessons in political and popular history in the book, available only in paper form. Definitions of some notable people are inconsistent, misleading or outright inaccurate:

* From George Washington to George W. Bush, presidents in the Microsoft dictionary also receive the label "statesman," except for two: Nixon ("37th president of the United States") and Zachary Taylor ("military leader and 12th president of the United States"). Franklin Pierce is not even labeled a president, just a statesman.

* Dick Cheney and Al Gore are both listed as "statesman and vice president of the United States." But Spiro Agnew, Nixon's vice president, is simply a "politician."

* Paraguay's Alfredo Stroessner is a "dictator." Spain's Francisco Franco is an "authoritarian leader." Saddam Hussein and Augusto Pinochet are "national" leaders. Idi Amin is a "head of state." And Joseph Stalin is a "statesman."

* The entries for Hillary Rodham Clinton, Eleanor Roosevelt, Jackie Kennedy and other presidential wives all note they were first ladies. But Abigail Adams, wife of John Adams, is identified only as a "feminist." "She wouldn't have even understood that word," says David McCullough, author of the best-selling biography "John Adams."

Anne Soukhanov, the dictionary's general editor, acknowledged a "glitch" in the editorial process. She said the definitions were shortened versions of entries in the Microsoft Encarta World English Dictionary, published in 1999, and that vital information was inadvertently left out."It would have been much nicer if cross-checks had been made in individual categories like vice president," she said. Soukhanov said the entries would be amended, but did not know when that would happen. She indicated subjective-sounding words such as "statesman" and "politician" would be dropped. "Dictionary editors have always been taught to avoid attaching value judgments to words they define. And yet when it comes to people, it seems we have slipped, all of us," she said. While Soukhanov defended the dictionary's overall integrity, saying the mistakes were not "world-threatening," a longtime analyst of the reference field was more troubled. "Consistency is an obvious hallmark of a good reference book," said Ken Kister, author of the consumer guide Kister's Best Dictionaries. "Biographical entries are peripheral for most dictionary users, but anything that isn't right about a reference book casts doubt on the whole editorial process," Kister said.

Long associated with encyclopedias, biographical entries are a relatively new feature for dictionaries. After World War II, publishers of dictionaries wanted to expand their appeal and began including references to politicians, artists and other historical figures, Kister said. Quirks in these entries aren't uncommon, and pop culture seems an especially tricky area. Webster's II New College Dictionary, for instance, defines Beatles John Lennon, Paul McCartney and Ringo Starr as musicians and composers, but George Harrison as a "singer and songwriter." The American Heritage College Dictionary, meanwhile, labels Lennon a "musician and composer who wrote many of the Beatles' songs." McCartney, his prolific songwriting partner, is simply a "musician and composer who was a member of the Beatles." Harrison, again, is a "singer and songwriter."

In the Microsoft version, Lennon is listed as a "singer, songwriter, and musician." McCartney, the band's most versatile instrumentalist, is just a "singer and songwriter." Harrison, who wrote and sang lead on the classics "Something" and "Here Comes the Sun," is a "musician." Starr is labeled both drummer and musician and is the only one identified as a Beatle. Microsoft's new reference work -- released by the software giant, St. Martin's Press and London-based Bloomsbury Publishing -- is an attempt to grab a piece of the lucrative college market. "We're trying to address some major issues," Soukhanov said. "We have done extensive research and were startled to find out that students need a great deal of help with spelling and basic usage." The book looks like a traditional dictionary, but contains such unusual features as warnings on what computer spellcheck programs might do to certain words and 700 words listed under their common misspellings. Microsoft already brings an uncertain history to the reference field. Its World English dictionary was criticized for some peculiar editorial decisions, such as including a picture of Microsoft head Bill Gates, but not of John Kennedy. The Gates photo has been dropped for the college edition, and one of Kennedy added [all stress added]." And please see: http://www.sfgate.com/cgi-bin/article.cgi?file=/news/archive/2001/07/06/financial1448EDT0197.DTL, "Facts from Microsoft's new college dictionary: J. Edgar Hoover's a lawyer, Richard Nixon is no statesman." Hillel Italie, Associated Press Writer, Friday, July 6, 2001

Please: the reader of this Guidebook is strongly encouraged to process, question, read, search, and think about various issues and ideas throughout the semester. As Clark Kerr stated: "The university is not engaged in making ideas safe for students. It is engaged in making students safe for ideas [stress added]." The University and the Internet and the World Wide Web and Cyberspace are changing the very environment "we" all interact in and the "web" should point to new sources. This is how I have personally envisioned this web-related Guidebook (of ~45,675 words): it is a GUIDE to other resources to explore on your own to prepare for your individual futures. Please consider your own age, where you wish to go in the future, and please ponder the following:

"It's a cliche of the digital age: Parents wonder how children so helpless in the real world can navigate the virtual world with such skill. Using computers is second nature to most kids--and with good reason, according to many neurologists. Being exposed to the wired world at early ages is effectively wiring children's brains differently, giving them an ease and comfort with computers that adults may never match. Will the new millennium see the generation gap turn into the digital divide? ... The cognitive gap is likely to continue well into the future, even as today's cyberkids become tomorrow's parents. While kids are growing up with brains well suited to the digital world of today, as adults they are likely to face the difficult task of adapting to a future where technology evolves even more rapidly--and more profoundly--than it does today [stress added]." Yocki J. Dreazen & Rachel Emma Silverman, 2000, Raised In Cyberspace. January 1, 2000, The Wall Street Journal, page R47.

FINALLY, please think about these words and why I may have chosen them:

"If by some fiat I had to restrict all this writing to one sentence, this is the one I would choose: The summit of Mt. Everest is marine limestone." John McPhee, 1998, Annals of the Former World (NY: Farrar, Straus and Giroux), page 124.

On May 14, 2002, the FINAL items were added to these pages:

As stated in the printed Guidebook (page 62) the following previous "Issues" will also be used for EXAM III.

1. Issue #10} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 177-201. (Harris & Geertz articles).
2. Issue #4} Are Humans Inherently Violent? Pages 52-73. (Wrangham / Dale & Sussman articles)
3. Issue #7} Did Polynesians Descend From Melanesians? Pages 112-135 (Terrell & Bellwood articles)
4. Issue #15} Was Margaret Mead's Fieldwork on Samoan Adolescents Fundamentally Flawed? Pages 292-313. (Freeman & Holmes / Holmes articles)

For an essay question for EXAM III, could you choose any single issue (remembering that there are two articles or "sides" to each issue) and summarize that issue in your own words: what is your opinion of the issue and the authors writing about the two sides?

"...students themselves must play a role in finding a more balanced education. Look at reading lists before you select courses, and ask around about the professor's reputation for bias. Take up internships and find other ways to get out of the 'ivory tower' so that there are other influences on your thinking. When you have the freedom to choose a research topic, select one that will stretch your thinking in new directions. Make sure it is the set of your sail, and not the professorial gale, that determines your course [stress added]."David Davenport, 2002, Let Winds of Freedom Blow Through Halls of Academe. The Sacramento Bee, April 15, 2002, page B5. Note} Davenport was President of Pepperdine University 1985-2002.

NOTE from Time of May 6, 2002, and the article entiled "The Coming Job Boom" (by Daniel Eisenberg): "So with 76 million baby boomers heading toward retirement over the next three decades and only 46 million Gen Xers waiting in the wings, corporate America is facing a potentially mammouth talent crunch. Certainly, labor-saving technology and immigration may help fill the breach. Still, by 2010 there may be a shortage of 4 million to 6 mllion workers [stress added]." Pages 41-42.

"One day in the future, when eighth-grade history students get to the presidency of George W. Bush and the war on terrorism, they may find themselves learning about the attack on the World Trade Center from a cartoon on their computers, with information about Mohamed Atta delivered in punchy sound-bites and the maniacal agenda of Osama bin laden explained to them with a catchy song. The whole 'lesson' will take only one or two minutes to unfold. This is no Jetsons-like fantasy. It is disturbingly close to possible even now, to judge by the efforts of Ignite!, an educational software company run by Neil Bush, the president's brother. ... For a glimpse of what Ignite! is about, you may go to its Web site, www.iginitelearning.com, where you will find sample course-segments on America's westward expansion. Click on one and watch a two minute introductory cartoon of an overstressed mapmaker furiously working to keep up with ever-expanding national boundaries. Another cartoon.... [stress added]." Eric Gibson, 2002, Villain? Textbooks. Soultion? Videos, Cartoons! The Wall Street Journal, April 12, 2002, page W17.

"The Internet revolution was about people connecting with people. The next revolution will be about things connecting with things. ... It will ride on pieces of plastic the size of postage stamps, costing a nickel or less. Each tag will contain a computer chip, storing a small amount of data, and a miniscule antenna that lets the chip communicate with a network [stress added]." Kevin Maney, 2002, New Chips Could Make Everyday Items 'Talk.' USA Today, April 12, 2002, page B1 + B2, page B1.

AND NOTE: "Assuming that researchers hit no major barriers in constructing circuits from molecular transistors, in the next 15 years [by 2017] we could expect to see density increases in the neighborhood of 106 [that is 10 to the 6th power] times today's most advanced silicon chips--a threshold of computing power that could support speech, sensory and decision-making functions approximating human intelligence. And it probably could be done with a significant collateral decrease in cost per transistor [stress added]. Rob Fixmer, 2002, Moore's Law & Order. www.eweek.com/eweek, April 15, 2002, page 39 + 40, page 40.

TRACS Is Open until July 25, 2002 and PLEASE NOTE the Change in Registration Fee Payment Deadline, Effective Fall 2002: The new fee payment deadline for Fall 2002 is Thursday, August 1, 2002, and Thursday, December 19, 2002 for Spring 2003 which is several weeks earlier than in previous years. INCIDENTALLY, the deadline to file for spring 2003 graduation is May 15, 2002 and the deadline to file for fall 2003 graduation is December 16, 2002.

PLEASE NOTE THE FOLLOWING from USAToday of May 10, 2002: Kids get 'abysmal' grade in history: High school seniors don't know basics. "On the test: 57% of seniors could not perform even at the basic level. 32% performed at the basic level. 10% performed grade-level work, and 1% were advanced or superior. ... The federally mandated test was administered to 29,000 fourth-, eighth- and 12th-graders at 1,100 public and private schools. Fourth-and eighth-grade students did better than seniors, but not by much. ... [Sample Question]: When the United States entered the Second World War, one of its allies was: A) Germany B) Japan C) The Soviet union D) Italy. 52% failed to pick the correct answer, C. ... [stress added]." Tamara Henry, USAToday, May 10, 2002, page 1. (And see the web site: http://www.nces.ed.gov/nationsreportcard} National Center for Education Statistics.)

This is the eighth-grade final exam from 1895 Salinas, KS, USA. It was taken from the original document on file at the Smokey Valley Genealogical Society and Library in Salinas, Kansas and reprinted by the Salina Journal.

Grammar (Time, one hour)

1. Give nine rules for the use of Capital Letters.
2. Name the Parts of Speech and define those that have no modifications.
3. Define Verse, Stanza and Paragraph.
4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.
5 . Define Case. Illustrate each Case.
6. What is Punctuation? Give rules for principal marks of Punctuation.
7. - 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

Arithmetic (Time, 1.25 hours)

1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. deep, 10 ft. long, and 3 ft. wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3942 lbs., what is it worth at 50 cts. a bushel, deducting 1050 lbs. for tare?
4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month and have $104 for incidentals?
5. Find the cost of 6720 lbs. coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards, 12 inches wide and 16 feet long at $20 per meter?
8. Find the bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per acre, the distance around which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt.

U.S. History (Time, 45 minutes)

1. Give the epochs into which U.S. History is divided.
2. Give an account of the discovery of America by Columbus.
3. Relate the causes and results of the Revolutionary War.
4. Show the territorial growth of the United States.
5. Tell what you can of the history of Kansas.
6. Describe three of the most prominent battles of the Rebellion.
7. Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe?
8. Name events connected with the following dates: 1607 1620 1800 1849 1865

Orthography (Time, one hour)

1. What is meant by the following: Alphabet, phonetic, orthography, etymology, syllabication?
2. What are elementary sounds? How are they classified?
3. What are the following and give examples of each: Trigraph, subvocals, dphthong, cognate letters, linguals?
4. Give four substitutes for caret 'u'.
5. Give two rules for spelling words with final'e'. Name two exceptions under each rule.
6. Give two uses of silent letters in spelling. Illustrate each.
7. Define the following prefixes and use inconnection with a word: Bi, dis, mis, pre, semi, post, non, inter, mono, sup
8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: Card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
9. Use the following correctly in sentences: cite, site, sight, fane, fain, feign, vane, vain, vein, raze , raise, rays.
10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.

Geography (Time, one hour)

1. What is climate? Upon what does climate depend?
2. How do you account for the extremes of climate in Kansas?
3. Of what use are rivers? Of what use is the, ocean?
4. Describe the mountains of North America.
5. Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fernandez, Aspinwall and Orinoco.
6. Name and locate the principal trade centers of the U.S.
7. Name all the republics of Europe and give the capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
9. Describe the process by which the water of the ocean returns to the sources of rivers.
10. Describe the movements of the earth. Give inclination of the earth.

"The most important word in the English language is attitude. Love and hate, work and play, hope and fear, our attitudinal response to all these situations, impresses me as being the guide." Harlen Adams (1904-1997)

"My reasons for hope are fourfold: (1) the human brain; (2) the resilience of nature; (3) the energy and enthusiasm that is found or can be found or can be kindled among young people worldwide; and (4) the indomitable human spirit [stress added]." Jane Goodall [with Phillip Berman], 1999, Reason For Hope: A Spiritual Journey (NY: Warner Books), page 233.

"You may not believe in evolution, and that is all right. How we humans came to be the way we are is far less important than how we should act now to get out of the mess we have made for ourselves. How should the mind that can contemplate God relate to our fellow beings, the other life-forms of the world? What is our human responsibility? And what, ultimately, is our human destiny? [stress added]." Jane Goodall [with Phillip Berman], 1999, Reason For Hope: A Spiritual Journey (NY: Warner Books), page 2.

and finally

"A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." Sir Winston Churchill [1874-1965].

"One day in the future, when eighth-grade history students get to the presidency of George W. Bush and the war on terrorism, they may find themselves learning about the attack on the World Trade Center from a cartoon on their computers, with information about Mohamed Atta delivered in punchy sound-bites and the maniacal agenda of Osama bin laden explained to them with a catchy song. The whole 'lesson' will take only one or two minutes to unfold. This is no Jetsons-like fantasy. It is disturbingly close to possible even now, to judge by the efforts of Ignite!, an educational software company run by Neil Bush, the president's brother. ... For a glimpse of what Ignite! is about, you may go to its Web site, www.iginitelearning.com, where you will find sample course-segments on America's westward expansion. Click on one and watch a two minute introductory cartoon of an overstressed mapmaker furiously working to keep up with ever-expanding national boundaries. Another cartoon.... [stress added]." Eric Gibson, 2002, Villain? Textbooks. Soultion? Videos, Cartoons! The Wall Street Journal, April 12, 2002, page W17.

"It's just weeks until graduation at the Leonard N. Stern of Business at New York University, and 40% of the M.B.A. students here are still searching for a job. Officials here can't remember a year when the job market was so tough. Of the 400 total graduates-to-be, those with jobs are relieved and careful not to gloat. Those still looking, about 160 of them, live in a state of rising anxiety, compounded for many by steep tuition debt." Bernard Wysocki Jr., 2002, Job Market Stiffs This Year's M.B.A.s. The Wall Street Journal, April 9, 2002, page B1.

NOTE: "The news that 1,400 college students across the country die every year from alcohol-related accidents [~3.8 every day!] comes as no surprise to Edith Heideman, a Palo Alto mother who lost her son to alcohol poisoning while he was rushing a fraternity at California State University at Chico. ... A study released yesterday by the federally supported Task Force on College Drinking ... [stated that] Alcohol abuse also played a role in more than 500,000 injuries and 70,000 cases of sexual assault or date rape [~1,944 every day]." Ray Delgado, 2002, Campus Boozing Toll. The San Francisco Chronicle, April 10, 2002, Page 1.

"Everybody is a physicist on the inside,' he said. 'They just don't know it.'" Comment by David Simenc, Chico high School Senior who received a $100,000 scholarship ($25,000 x 4 years) to The California Institute of Technology. The Chico Enterprise-Record, April 5, 2002, pages 1A + 10A, page 10A. [Urbanowicz adds} "Everybody is an anthropologist on the inside. You just don't realize it.]

"...the secret to running a small business is to get along with your employees, your suppliers and your customers." The SFC, April 3, 2002, pafe A15 - referring to Marsha Givens

"Wearable computers may never be common on downtown street corners or in suburban coffee shops, but the technology is marching beyond military and commercial uses into the classroom, where children are taking advantage of it. ... XyberKids computers have the same rugged, wearable hardware used by companies and the U.S. military....The one-pound computers have a 500-megahertz processor, 256 megabytes of RAM and a 5-gigabyte hard drive, and they support internet access and speech recognition. An 8.4 inch flat-panel color display links to the device...." Stanley A. Miller II, 2002, Wearable Computers Unlock New Doors. The Sacramento Bee, April 6, 2002, pagw D1 + D7, page D1. 

"The Internet revolution was about people connecting with people. The next revolution will be about things connecting with things. ... It will ride on pieces of plastic the size of postage stamps, costing a nickel or less. Each tag will contain a computer chip, storing a small amount of data, and a miniscule antenna that lets the chip communicate with a network [stress added]." Kevin Maney, 2002, New Chips Could Make Everyday Items 'Talk.' USA Today, April 12, 2002, page B1 + B2, page B1.

AND REMEMBER The March 19, 2002 Update In These ANTH 13 2002 Pages?: "Semiconductor experts have long predicted that microchips will one day replace everything from bar codes to anticounterfeiting watermarks on paper currency. that day is drawing closer, thanks to a joint research proect at the University of Pittsburgh and Oregon State university that has pioneered a new form of radio-frequency identification (RFID) tags--silicon chips a few millimeters in diameter, that can transmit data to a receiver. Dubbed product emitting numbering identification (PENI) tags, they are cheaper to make than traditional RFID tags. At retail outlets, PENI chips would eliminate the need for clerks to physically scan bar codes. The tags would automatically broadcast the price to any nearby electronic receiver chips.... [stress added]." Darnell Little 2002, Tiny Radio Tags For Just Pennies. Business Week, March 18, 2002, page 93.

"What an actor has to have is empathy. If you can't understand why someone makes the decision they do, then you can't create a person other than yourself. The talent is the ability to understand people." Amanda Detmer, CSU, Chico Graduate. The Sacramento Bee, February 9, 2001, page E5.

"Eight out of 10 Americans say a lack of courtesy is a serious problem for society, according to a study by Public Agenda. Nearly half of all 2,013 surveyed say they walked out of a store in the past year because of bad service; 66% say they are bothered 'a lot' by reckless drivers; and 56% are annoyed by people who use vulgar language in public. The respondents weren't just pointing fingers at others: 41% said they themselves have behaved disrespectfully. Americans may be making some strides in civility, however; most surveyed said Americas are more polite to minorities and people with disabilities than they used to be [stress in original]." Anon., 2002, Time, April 15, 2002, page 21.

"It's that time again! Stop by the Office of Advising and Orientation, MLIB 190 for assistance in planning your fall 2002 schedule. We all know how hectic the last few weeks of the semester can be so avoid the lines and come in early to the Office of Advising and Orientation, MLIB 190.

The new fee payment deadline for Fall 2002 is Thursday, August 1, 2002, and Thursday, December 19, 2002 for Spring 2003 which is several weeks earlier than in previous years."

"...students themselves must play a role in finding a more balanced education. Look at reading lists before you select courses, and ask around about the professor's reputation for bias. Take up internships and find other ways to get out of the 'ivory tower' so that there are other influences on your thinking. When you have the freedom to choose a research topic, select one that will stretch your thinking in new directions. Make sure it is the set of your sail, and not the professorial gale, that determines your course [stress added]."David Davenport, 2002, Let Winds of Freedom Blow Through Halls of Academe. The Sacramento Bee, April 15, 2002, page B5. Note} Davenport was President of Pepperdine University 1985-2002.

Incidentally, April is a month for Charles R. Darwin:

On Wednesday April 19, 1882 Charles R. Darwin died. Although he wished to be buried in the village of Down, Kent, where he and his wife Emma had lived for forty years (1842-1882) it was not to be and on April 24, 1882, a funeral cortege took the body of Darwin to London. As a result of a request by various individuals, he was buried in Westminster Abbey and his final place is a few paces away from Sir Isaac Newton (1642-1727), Sir Charles Lyell (1797-1875), Michael Faraday (1791-1867), and William Herschel (1792-1871).

"Leaving fundamentalist dogma behind, a new species of anti-evolutionists has arisen under the banner of "intelligent design" -- now at the heart of a bitter debate erupting in Ohio about how science and evolution should be taught in the public schools." (For additional information see: "Nature's Diversity Beyond Evolution" by Carl T. Hall in The San Francisco Chronicle, March 17, 2002, page A1).

"Give Ohio's kooks and knuckle-draggers this much: Sure, their fight against Charles Darwin's theory of evolution has made Ohio a national joke. But the "intelligent design" ruckus has one virtue: It has clued voters to the lunacy of the State Board of Education, Ohio's most absurd (some days, most dangerous) agency." (For additional information see: "State Board of Education Is not A Result of intelligent Design" by Thomas Suddes in The [Cleveland, Ohio] Plain Dealer, March 20, 2002, page B11.

"A crucial question arose the other day in the debate about whether Ohio should require religiously based ideas about the origins of life to be included in the science classrooms alongside Charles Darwin's theory of evolution. Rep. Twyla Roman, R-Akron, asked, "If we allow the Darwinian theory to be taught as fact, are we not infringing on religious freedom by forcing this particular philosophy" on students? Roman's question perfectly crystallizes the misunderstanding at work in this debate. Implicit in the question is the idea that the theory of evolution is a pilosophy or a system of belief somehow akin to a religious faith, and that evolution and its proponents therefore undermine and displace other religious faiths. If evolution were a faith-based idea, Roman would be correct. Teaching evolution to the exclusion of other religious ideas about the origins of life would be a case of religious suppression. But, in fact, evolution is not a faith; it is science. And science is nothing more than the attempt to understand the physical world and its natural processes. By definition, science limits itself to natural processes and leaves questions about the supernatural to religion. In other words, science quite deliberately eschews any entanglement with the spiritual and the supernatural. For more than a century now, evolution simply has been the best natural explanation for the fully established fact that newer forms of life have, over vast amounts of time, evolved from earlier forms of life [stress added]." (For additional information see: "Editorial" in The Columbus [Ohio] Dispatch, March 10, 2002, Page 2C.)

Science is (or should be) a "neutral" process and Darwin "simply" observed and described his world in the 19th Century (synthesizing some of which had been done before) and his impact continues into the 21st Century! 

"One of the many reasons for studying history is to prevent history from being misused for current agendas [stress added]." Thomas Sowell [Senior Fellow at the Hoover Institution, Stanford University], The Chico Enterprise-Record, March 18, 2002, page 6A.

"Inca Ruins found on Peruvian Peak. It exceeds 100 structures, includes pyramid. ... The settlement clings to the slopes of a rugged peak in the Andes Mountains where the Incas hid after the Spanis conquest. ... The Incas ruled Peru from the 1430s until the arrival of the Spaniards in 1532.... The settlement is 290 miles southeast of Lima and about 24 miles southwest of Machu Picchu, Peru's most famous Inca ruins and its top tourist destination [stress added]." Craig Mauro, 2002, The San Francisco Chronicle, March 19, 2002, page A6.

"In the 212-year history of the U.S. financial markets, no major financial-services firm has ever survived a criminal indictment. Now Arthur Anderson LLP will either make history--or be history." Ken Brown et al., 2002, Indictment of Anderson…. The Wall Street Journal, March 15, 2002, pages A1 & A4, page A1.

"Arthur Andersen admits to making a lot of mistakes, but it refused to plead guilty to obstruction of justice. And so yesterday it was indicted in what the firm said was 'a gross abuse of government power.' It is customary to say that a judge and jury will decide guilt. But in this case, the punishment may well come before the verdict. The maximum legal penalty, said Deputy Attorney General Larry D. Thompson in announcing the indictment, is a $500,000 fine. In reality, many in the accounting business believe the death penalty seems virtually certain. As Dr. Samuel Johnson [1709-1784] once pointed out, the prospect of hanging concentrates the mind." Floyd Norris, 2002, Execution Before Trial for Anderson. The New York Times, March 15, 2002, pages C1 and C7, page C1.

"[Question:] What is the No. 1 attribute that put you in this chair? [a question asked of Martha Stewart. What is] The thing about you that has made you so successful? [Answer:] Well, maybe it's my curiosity. I would like to think it is that. I would like to think it's curiosity, it's energy, it's wanting to learn something new every day [stress aded]." From an "Interview" with Business Week Editor-in-Chief Stephen B. Shepard. Business Week, March 25, 2002, pages 56 and 58, page 58.

"Semiconductor experts have long predicted that microchips will one day replace everything from bar codes to anticounterfeiting watermarks on paper currency. that day is drawing closer, thanks to a joint research proect at the University of Pittsburgh and Oregon State university that has pioneered a new form of radio-frequency identification (RFID) tags--silicon chips a few millimeters in diameter, that can transmit data to a receiver. Dubbed product emitting numbering identification (PENI) tags, they are cheaper to make than traditional RFID tags. At retail outlets, PENI chips would eliminate the need for clerks to physically scan bar codes. The tags would automatically broadcast the price to any nearby electronic receiver chips.... [stress added]." Darnell Little 2002, Tiny Radio Tags For Just Pennies. Business Week, March 18, 2002, page 93.

"The funniest parts of 'Showtime,' a new (though only in the loosest sense) buddy action comedy starring Robert De Niro and Eddie Murphy, come before the credits and in the short blooper reel at the end. That leave an hour and a half for breaking glass, exploding cars and elaborate broad-daylight car chases." A.O. Scott, 2002, Making Fun of Cop Movies. The New York Times, march 15, 2002, pages B1 and B29, page B1.

"Robert DeNiro plays Mitch Preston, a no-nonsense L.A.P.D. [Los Angeles Police Department] detective, and Eddie Murphy plays Trey Sellars, a flatfoot with fatuous dreams of stardom, in 'Showtime,' which is basically--though not only--a sendup of all those movies about buddy cops. This broad, bright comedy rambles and occasionally stumbles, but I've got to cop to my own enjoyment: I laughed a lot and had a really good time. What the movie lacks in coherence it makes up for in zest, well-founded self-delight and a sharpshooter's eye for the absurdity of reality TV." Joe Morgenstern, 2002, In Fast-Paced 'Showtime,' DeNiro and Murphy Are a Perfect Mismatch. The Wall Street Journal, March 15, 2002, Page W1.

"'Showtime' is a disgrace to the talents of Robert De Niro and Eddie Murphy, but its not just enough to say that. It's also a disgrace to the talents of Rene Russo and whoever drove the coffee truck to the set every day. If anyone ever needed a demonstration of what happens to actors when that ventriloquist known as the screenwriter is missing in action, this is it." Mick LaSalle [Chronicle Movie Critic], 2002, De Niro and Murphy;s Buddy Film A Sham of a Movie. The San Francisco Chronicle, March 15, 2002, page D3.

CHICO: "The city's general plan targets an urban-area population of approximately 134,000 by the year 2012 [stress added]." Dan Nguyen-Tan, 2002, Growth: Land is our most valuable and limited resource. The Chico Enterprise-Record, February 26, 2002, Section AA, page 3AA.

NOTE: Urbanowicz would also add that time can also be considered to be the most valuable and limited resource.

ALSO NOTE, from "The Official City of Chico Web Site" at http://www.chico.ca.us/ "The City of Chico was founded in 1860 by General John Bidwell, and became incorporated in 1872 with a population of approximately 1000 persons in an area of 6.6 square miles. By 2001, the City of Chico had grown to include a population of 64,581 persons in an area of 22 square miles [stress added]."

"A Pile of Gold Medals for a Positive Thinker" by Charlie LeDuff, The New York Times, February 21, 2002, Page C1.

"New technology enables scientists to gather information at an ever-increasing pace, with the mapping of the human genome being the prime example. In biology and many other fields, the amount of data generated each year is a great as all the data previously available. 'Data grows exponentially,' said [Robert] Grossman [Director of Advanced Computting at the University of Illinois at Chicago] 'but the number of people who can look at it is [relatively!] constant. So almost none of it gets looked at, and discoveries go unfound [stress added]." John Van 2002, Breakthrough in gathering data. The Sacramento Bee, February 22, 2002, Page D1 and D6, page D6.

"Think the world wide web is a godsend? By 2005, Tim Berners-Lee [born 1955] aims to be replacing it with the semantic web, which will understand human language. ... On the Semantic Web, words will be tagged in a language called XML so computers can tell what they mean. And smart software programs called 'agents' will be able to grasp both the meaning and content [stress added]." Otis Port, 2002, The Next Web. Business Week, March 4, 2002, pages 96-102.

FEBRUARY 25, 2002: "I.B.M. will announce today what it describes as the world's fastest semiconductor circuits, devices that will reach speeds in excess of 110 gigahertz [110,000,000,000 cycles per second!], making possible a new generation of faster communication systems that consume less power" [stress added]." John Markoff, 2002, I.B.M. Circuits Are Now Faster And Reducse Use of Power. The New York Times, February 25, 2002, page C3.

"Formula for bright babies? Experts consider whether fatty acids can affect IQ." Rita Rubin, 2002, USA Today, page 11B.

"Eat too many hot dogs and they can bite you back. A study shows that a diet heavy in processed meats, including hot dogs and bacon, increases the risk of type 2 diabetes by about 50 percent in men, researchers say. ... project started in 1986 by collecting dietary information from 42,504 men, aged 40 to 75, who were healthy--free of diabetes, heart disease or cancer [stress added]." Anon., 2002, Researchers: Too much processed meat can increase diabetes risk. The Chico Enterprise-Record, March 3, 2002, page 2B. 

"Growth in foreign-born Americans leads to conflicts in legal systems. ... Among other steps, there is more cultural-literacy training for judges, a push for certified translators and more research about culture in court from groups like the American Bar Association. ... guides for court workers on cultural issues.... Judges from Missouri to Massachusetts concede that there are gaps in their cultural understanding, and they support state efforts to get them training. 'I'm not sure if any of the judges here really know what the cultural differences are -- there's a big problem. But it's just a matter of getting into school and learning,' said Judge Haywood Barry.... [stress added]." Anon., 2002, Growth in foreign-born Americans leads to conflicts in legal systems, The Chico Enterprise-Record, March 3, 2002, page 12C.

"...much like the other affected communities [in Sacramento], it was a race where the young or the strong or the swift or the financially secure began with a sprint and quickly separated themselves from the others -- the elderly, the ill, the frightened, the confused, the unemployed [stress added]." Blair Anthony Robertson, 2002, Some renters sprint ahead in housing race. The Samcramento Bee, February 24, 2002, page A1 and A17, page 1.

"Alzheimer's vaccine test abruptly halted. Inflammation in the brains of 12 [human] volunteers quashes optimism." Rick Weiss, 2003, The San francisco Chronicle, February 23, 2002, page A2.

"About half of the world's 6,000 languages and the heritage that goes along with them are under the threat of disappearing under pressure from more dominant tongues or repressive government policies.... In Australia, hundreds of Aboriginal languages are now extinct as a result of harsh assimilation policies in place until the 1970s. And in the USA, few than 150 Native American languages have survived out of the several hundred that were spoken before the arrival of the Europeans [stress added]." Anon. 2002, Many languages are falling silent. USA Today, February 21, 2002, page 16B.

"Job losses worst for young with no college degree." The Sacramento Bee, February 23, 2002, page D8 and "Not wanted: '02 Graduates seeking jobs." Lynley Browning, 2002, The New York Times, February 22, 2003, page C1.

"Mel Gibson's Vietnam war epic, We Were Soldiers, opens on Friday and may spark a renewed interest in that controversial conflict. Some Vietnam myths and facts, 27 years later: Myth: The U.S. soldiers were very young and poorly educated. Fact: The average age was 23, and 79% of our troops were high school graduates. Myth: The soldiers were mostly poor and from minorities. Fact: While 30% of the 58,000 killed came from the lowest third in income, 26% came from the highest third; 12.5% were black. Myth: Many were jailed for draft-evasion during the Vietnam war [1964-1973]. Fact: Though 500,000 did dodge the draft, only 9000 were convicted [stress added]." Lyric W. Winik, 2002, Parade, February 24, 2002, page 6.

February 24, 2002: "Traffic in Vietnam is chaotic and getting worse. Few people obey traffic laws and there is little enforcement by police. Accidents have increased significantly in recent years and now more than 30 people die every day from injuries suffered in road accidents. Such industries are the leading cause of death and emergency evacuation of foreigners in Vietnam [stress added]." Larry Habegger and James O'Reilly, World Travel Watch. The San Francisco Chronicle, February 24, 2002, page C10.

Note: According to The World Almanac and Book of Facts 2002 (page 209) the Vietnam War began on August 4, 1964 and ended on January 27, 1973, and there were 47,393 battle deaths and 10,800 other deaths (for a total of 58,193 deaths). Since this was approximately 3,097 days and there were 58,193 deaths, this means there were approximately 19 deaths per day.

Note: According to The World Almanac and Book of Facts 2002 (page 884) there were 43,000 motor vehicle accidental deaths in the year 2000, or approximately 117 deaths per day.

A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH103SP2002TESTOne.htm to assist you in the examination on February 28, 2002.  

"Compulsive gambling, attendance at sporting events, vulnerability to telephone scme and exuberant investing may not seem to have much in common. But neuroscientists have uncovered a common thread. Such behaviors, they say, rely on brain circuits that evolved to help animals assess rewards important to their survival, like food and sex. Researchers have found ....[stress added]." Sandra Blakeslee, 2002, Hijacking the Brain Circuits With A Nickel Slot Machine. The New York Times, February 19, 2002, pages D1 + D5, page D1.

"BOSTON, MASS. Some unique behaviors associated with modern humans--including a shift in diet and the earliest evidence of personal ornaments like beads--may be linked to an increase in human population density between 40 and 50 thousand years ago, Mary C. Stiner and Steven L. Kuhn reported today at the American Association for the Advancement of Science (AAAS) meeting. Their study could shed light on the origin of modern humans, a contentious topic in anthropology. Some researchers think that modern humans arose as a new species in Africa around 200,000 years ago, subsequently migrating out of Africa and replacing earlier groups of humans around the world. Other researchers believe that early human populations like the Neanderthals gradually evolved into modern humans, while still others think there may be evidence of some intermingling between early and modern human populations [stress added]." [see: http://www.eurekalert.org/pub_releases/2002-02/aaft-oo020602.php]

ON MANAGING: "Great managers don't train gruff people for customer relations. They find people hard-wired from childhood for empathy. Everyone has natural strengths and talents. Even pessimists.... [stress added]." Del Jones, 2002, Rule Breaking.... USA Today, February 20, 2002, pages B1+B2, page B2.

"BOSTON, Mass. &emdash; One of the fundamental assumptions about primates is under attack. Two American primatologists are challenging the current and dominant theory that competition is the driving force of social behavior in primates &endash; both human and non-human. In place of the "aggression-competition-reconciliation model" of primate sociality, the researchers offer a new theory that recognizes cooperation and affiliation as the species' primary social behaviors. The new paradigm or model proposed by professors Paul Garber, from the University of Illinois, and Robert Sussman, from Washington University, is based on their extensive field research on primates. One of their criticisms of the dominant model, which has focused on competition and aggression to the virtual exclusion of cooperation and affiliation, concerns the database that has been used to test theories of primate sociality [stress added]." [See: http://www.eurekalert.org/pub_releases/2002-02/uoia-rtr021002.php]

"LIMA, Peru (Reuters) - The remains of a city thought to be the oldest in the Americas, buried under Peruvian soil since the era of Egypt's pyramids, could be destroyed by erosion and exposure to the elements if the world community does not rush to the rescue, archeologists said on Wednesday. Researchers believe that Caral, a complex of stone temples, altars and dwellings located in a desert valley 110 miles north of Lima, dates to before 2,600 B.C. -- around the same time the famed Giza pyramids were built in Egypt.``Nowhere in Peru or in the Americas -- in the Mexican hills or in Mayan lowlands -- is there a city this old. Peru predates (other sites) by 1,500 years,'' archeologist Ruth Shady, who has headed Caral's excavation since 1994, told reporters [stress added]." [See: http://dailynews.yahoo.com/h/nm/20020206/sc/peru_archeology_dc_1.html]

"Being a student majoring in journalism and minoring in English, my speech should be outstanding. ... I pay good money and study hard with the hope of leaving Chico State University educated and ready to impress the world [stress added]." Antoinette Rodriguez, 2002, Ghetto Talk Takes Over Brain. The Orion, February 20, 2002, page A8.

Note: On Sunday, February 17, 2002, PBS stations will broadcast "Monkey Trial" as part of the "American Experience" series. This is scheduled for 9pm on Channel 9, KIXE-TV, Redding. "In 1925, a Tennessee biology teacher names John Scopes was arrested for teaching evolution in defiance of state law. His trial became an epic event of the 20th century, a debate over free speech that spiraled into an all out duel between science and religion."

Jonna Mendes, Olympic downhill skier in Salt Lake City: "Confidence is huge....Skiing is almost entirely a head game. Obviously it takes a lot of talent, but your head comes into play more. How can you get to the starting gate thinking you can [get the] medal if you're not confident [stress added]?" The San Francisco Chronicle, February 11, 2002, page C4.

"In the world of computer chips, Moore's Law is becoming less of an axiom and more of a drag race. Intel, the world's dominant manufacturer of microprocessors, will present a paper detailing a portion of a microprocessor chip that has performed at up to 10 gigahertz at room temperature--the fastest calculating speed yet....Moore's Law is the observation made in 1965 by the Intel co-founder Gordon Moore that the number of transistors on a chip--and so, approximately the chip's computing power --would double every 18 months. But while Moore's Law proved to be a remarkably accurate engineering forecast for three and a half decades, it is now apparent that chip speeds are doubling even more frequently than every 18 months [stress added]." John Markoff, 2002, The Increase in Chip Speed is Accelerating, Not Slowing. The New York Times, February 4, 2002, pages C1 and C5, page C1.

http://www.cnn.com/2002/TECH/internet/02/06/internet.use/index.html [USA Internet Usage" 50% on the Internet!]

"Encourage your students to attend one of the Meriam Library's free workshops on how to use computers to access information. This week's topic is Revealing the ReSEARCH Station, the Library's gateway to information.  Learn how to find books, periodical and encyclopedia articles and much more. The complete workshop schedule is available on the Web http://www.csuchico.edu/lins/tours/workshops.html ."

Date:   Tuesday     2/12/02          time:  2-3:00 pm         Location:  MLIB 226
Date:   Wednesday   2/13/02          time:    2-3:00 pm      Location:  MLIB 226
Date:   Wednesday   2/13/02           time:  4-5:00 pm        Location:   MLIB 226

"Being interested in a student's soul involves helping him or her discover his or her best self in the context of a learning community with the vision of a higher good. ... teaching what it means to be a good person is best done in a supportive community that shares certain values.... Education needs to inspire young people to reach beyond themselves.... [stress added]." Rabbi Hanan Alexander (Professor, University of Haifa). Larry Mitchell, 2002, Rabbi offers prescription for helping students find their soul. The Enterprise-Record, February 9, 2002, page 6A.

"Children face a particularly high rish of disease from air pollution that federal standards fail to account fo, according to two studies released Thursday [February 7, 2002]. The cancer risk from 10 air pollutants in Los Angeles builds up more than twice as quickly in infants as it does in adults, a study conducted by the non-profit grouop Environmental Trust found. In a study of Connecticut school students and buses, Yale University [researchers!] found that the air inside diesel byses had up to 10 times more toxic soot than the air ouotside. Both reports called on federal and state officials to make vehicles cleaner by requiring pollution-cutting retrofits of diesel engines and the purchase of alternative-fuel vehicles. They also call for new pollution standards that reflect that children are more susceptible to pollution than adults [stress added]." Anon, 2002, The Sacramento Bee, February 8, 2002, page A5.

"The poultry industry has quietly begun to bow to the demands by public health and consumer groups by greatly reducing the antibiotics that are fed to healthy chickens. ... But despite the overall decrease in antibiotic use, there is no way for the consumer to know whether one of these companies' chickens has been treated with antibiotics. This is especially true of drugs used to treat sick chickens. Treating a few sick birds requires treating the entire flock, and flocks often number more than 30,000 [stress added]. The San Francisco Chronicle, February 10, 2002, page A9

REMEMBER page 11 above in this Notebook: "About 70% of the antibiotics produced in the USA each year - nearly 25 million pounds in all - are fed to healthy pigs, chickens and cattle to prevent disease or speed growth, says a report released Monday [January 8, 2001]. Such 'excessive' use of antibiotics in livestock is contributing ...[to] many of the microbes that plague humans....[stress added]." Anita Manning, 2001, Healthy Livestock Given More Antibiotics Than Ever. USA Today, January 9, 2001, page 8D