© [Copyright: All Rights Reserved] Charles F. Urbanowicz/January 27, 2004} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_103-SP2004.html, is intended for use by students enrolled at California State University, Chico, in the Spring Semester of 2004 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 2003-2005 University Catalog, page 192.)

TWO REQUIRED TEXTS:
Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin).
Charles F. Urbanowicz, Spring 2004 edition, Anthropology 103 Guidebook [also available at http://www.csuchico.edu/~curban/syllabi/SYL_103-SP2004.html. 

RECOMMENDED ITEMS:
Any English Language Dictionary
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts: 2004.
Spradley & McCurdy, 2003, Conformity And Conflict: Readings in Cultural Anthropology (11th Edition) [NOTE: This is a required text for my section of ANTH 13 in Spring 2004} it is a nice reader to have and terminology has been incorporated into this Guidebook from this reader.].  

ASSESSMENT: Make-up exams only allowed IF there has been a documented emergency: likewise, your Writing Assignment 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 morning 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 important dates (and look at dates & requirements for your other courses)::

Writing Assignment #1 (5%)	Thursday Feb 19, 2004 (Please see Guidebook for explanation)
EXAM I (20%)	Feb 26, 2004 (Thursday); based on readings, lectures, and discussions to 2/24/2004.
SPRING BREAK!	March 15, 2004 (Mon) -> March 19, 2004 (Fri)
Writing Assignment #2 (10%)	April 8, 2004 (Thursday)
EXAM II (25%)	April 13, 2004 (Tuesday); based on readings and lectures since 3/22/2004 to 4/8/2004.
EXAM III (30%)	May 20, 2004 (Thursday) from 12->1:50pm; based on readings and lectures since 4/15/2004 to5/13/2004 and major points.
CLASS PARTICIPATION (10%)	27 January 2004 -> 13 May 2004

THE COURSE is mediated and you will be responsible for certain information presented in this manner. Individuals will be expected to locate major land masses discussed in lectures and readings. Every examination will have a map component based on the maps in the Anthropology 103 Guidebook. 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: The web page for this course will be updated throughout the semester and various WWW addresses will be provided; at this time no examination questions are planned on these web-page updates BUT some might come from them (and you will be informed about that in class lectures). [The above paragraph contains ~124 words.]

PLEASE REMEMBER: Free public lectures, ANTHROPOLOGY FORUM (ANTH 297-01} #10181) for One Unit every Thursday from 4 -> 4:50pm in Ayres Hall 120. One unit of credit is available through Dr. Murad. (Information on previous Anthropology Forum presentations by Urbanowicz may be viewed by clicking here: ESSAY #1 at the end of this printed Guidebook. ]

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 2004 Certain Statements

1. WEEK 1: Beginning Tuesday January 27, 2004: INTRODUCTION & OVERVIEW TO THE COURSE.

2. WEEK 2: February 3 [Tue] & February 5 [Thu], 2004: FIELDWORK, CONTROVERSY, AND ORIGINS.

3. WEEK 3: February 10 & February 12, 2004: CULTURE, DARWIN, AND COMMUNICATION.

SPECIAL: Notes on California / Chico

SPECIAL: Notes on Charles Darwin (1809-1882)

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

4. WEEK 4: February 17 & February 19, 2004: LANGUAGE AND DISCUSSION OF READINGS / COURSE TO DATE AND WRITING ASSIGNMENT #1 (5%) DUE on Thursday February 19, 2004.

5. WEEK 5: February 24 & February 26, 2004: REVIEW and EXAM I (25%) on Thursday, February 26, 2004.

6. WEEK 6: March 2 & March 4, 2004: ECOLOGY & SUBSISTENCE.

SPECIAL: The Nacirema.

SPECIAL: Anthropology & Cyberspace

7. WEEK 7: March 9 & March 11, 2004: HISTORY AND AMERICAN ANTHROPOLOGY.

8. WEEK 8: SPRING BREAK: MONDAY, MARCH 15, 2004 - > FRIDAY, MARCH 19, 2004!

9. WEEK 9: March 23 & March 25, 2004: HISTORY AND FIELDWORK & WORLD WAR II AND CHANGE(S).

10. WEEK 10: March 30 & April 1, 2004: HISTORY AND FIELDWORK (CONTINUED). 

11. WEEK 11: April 6 & April 8, 2004: AMERICAN ANTHROPOLOGY (CONTINUED).

12. WEEK 12: April 13 & April 20, 2004: WRITING ASSIGNMENT #2 (10%) DUE ON TUESDAY APRIL 16; DISCUSSION AND REVIEW ON THURSDAY APRIL 18, 2004.

13. WEEK 13: April 20 & April 22, 2004: EXAM II (25%) ON TUESDAY APRIL 20 AND INTO THE AMERICAS.

SPECIAL: Notes on Native Americans

14. WEEK 14: April 27 & April 29, 2004: BACK TO THE PACIFIC!

15. WEEK 15: May 4 & May 6, 2004: ALMOST OVER & WINDING DOWN.

16. WEEK 16: May 11 & May 13, 2004: HOPE AND REVIEW.

17. WEEK 17: EXAM III (30%): ANTH 103-01} Butte 319} on Thursday May 20, 2004, 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.

"Supported by an extraordinarily dedicated faculty and professional staff, the Department of Anthropology maintains a number of programs, initiatives and professional activities that contribute to a high quality learning environment for undergraduate and graduate students. based on the principles of learning by doing and the value of extended and intensive faculty-student contact, the program provides educational and training opportunities in all of the disciplines sub-fields: archeology, physical and cultural anthropology, linguistics and museum studies. Student learning is enhanced through facilities such as the Physical Anthropology Human Identification Laboratory, the Archaeological Research Program, the Ethnographic Lab and the Museum of Anthropology. Anthropology also makes significant contributions to General Education. The result is a rigorous, challenging and intellectually exciting program of academic and experiential learning. The success of this program can be measured in competitions and in launching successful careers in heritage resource management, forensic investigation, local regional and national museums and allied professional fields." President Manuel A. Esteban, California State University, Chico, May 13, 2003 Memorandum to all Faculty and Staff.

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CERTAIN STATEMENTS COLLECTED by Charles F. Urbanowicz for Spring 2004.

"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.

"Amaze me with your stories. Thrill me with your experiences. Astound me with your brilliance. Convince me with your passion. Show excitement. Intrigue. Anything--just don't bore me with another computer graphics presentation [stress added]." Clifford Stoll, 1999, High-Tech Heretic: Why Computers Don't Belong in the Classroom and Other Reflections by a Computer Contrarian (NY: Doubleday), page 183.

"PowerPoint is the world's most popular tool for presenting information. There are 400 million copies in circulation, and almost no corporate decision takes place without it . But what if PowerPoint is actually making us stupider? This year, Edward Tufte - the famous theorist of information presentation - made precisely that argument in a blistering screed called 'The Cognitive Style of powerPoint.' In his slim 28-page pamphlet, Tufte claimed that Microsoft's ubiquitous software forces people to mutilate data beyond comprehension [stress added]." Clive Thompson, 2003, Do PowerPoint presentations make you dumb? The Sacramento Bee, December 28, 2003, page E3.

"One of the Internet's inventors, Vint Cerf, gets laughs from audiences by quipping, 'Power corrupts and PowerPoint corrupts absolutely'.... Edward Tufte, a Yale University professor and author of graphic design book 'Envisioning Information,' is perhaps the most vocal PowerPoint hater. He believes Powerpoint's emphasis on format over content commercializes and trivializes subjects [stress added]." Rachel Konrad, 2003, An avant-garde look at everyday PowerPoint. The San Francisco Chronicle, December 29, 2003, page E3.

"Yet slideware -computer programs for presentations -is everywhere: in corporate America, in government bureaucracies, even in our schools. Several hundred million copies of Microsoft PowerPoint are churning out trillions of slides each year. Slideware may help speakers outline their talks, but convenience for the speaker can be punishing to both content and audience. The standard PowerPoint presentation elevates format over content, betraying an attitude of commercialism that turns everything into a sales pitch [stress added]." Edward Tufte, 2003, PowerPoint Is Evil: Power Corrupts.PowerPoint Corrupts Absolutely. Wired, September,11-09. http://www.wired.com/wired/archive/11.09/ppt2.html

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WEEK 1: BEGINNING Tuesday January 27, 2004.

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 Video Notes: There really are NO surprises in this course!
C. READ THE VIDEO NOTES in this Guidebook before the videos are shown in class.
D. A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF CLASS (January 27, 2004) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/ANTH103SP2004
E. ALSO, please think about the following for this class (and ALL of your classes):

"Your instructor, however knowledgeable and good at communicating, cannot talk about everything at once. He or she cannot tell you at the same time about specific ethnographic cases and different kinds of societies, or about epistemological assumptions about how we learn things at the same time as about ethnographic field work methods, or about heuristic theories at the same time as about specific understandings of particular cultural patterns. He or she cannot tell you about Darwin [1809-1882] and Mendel's [1822-1884] contribution to evolution at the same time he or she is discussing the details of Australopithecus robustus, much less the ecological context and why we think the population that this fossil represents adapted to life on the savanna. You eventually need to know all of these things and how they influence one another, but you cannot learn all of it at once. Be patient; you will catch on [stress added]." Philip Carl Salzman and Patricia C. Rice, 2004, Thinking Anthropologically: A Practical Guide For Students (NJ: Pearson/Prentice-Hall), page 2.

II. PLEASE FAMILIARIZE YOURSELF WITH THE READINGS in Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (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, Video 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

"Off the coast of Venezuela, three 400-ft. ships are laying down miles of high-speed fiber-optic cable capacious enough to carry 600,000 calls simultaneously. In a high mountaintown outside Cuzco, Peru, a co-op of native farmers has found a way to get more than 10 times the local price for its potato crop by selling it to a New York City organic-food store it found on the Internet [stress added]." Sandy M. Fernandez, Latin America Logs On. Time, May 8, 2000, pages B2-B4, page B2.

"At least once a day in this village of 2,500 people, Ravi Sham Choudhry turns on the computer in his front room and logs in to ther Web site of the Chicago Board of Trade. He has the dirt of a farmer under his fingernails and pecks slowly at the keys. But he knows what he wants: the prices for soybean commodity futures. A drop in prices on the Chicago Board, shown in red, could augur a drop in prices here, meaning that he and fellow soybean farmers should sell their crop now. An increase argues that the farmers should wait for prices to rise. 'If it goes up there, it goes up here,' Mr. Choudhry said. The correlation is rough but real. Real, too, is the link betweem farmers in rural central India and around the globe, thanks to a company's innovation. The concept is the e-choupal, taken from the Hindi word for village square, or gathering place. ... E-choupal allows the farmers to check both futures prices across the globe and local prices before going to market. ... E-choupals may offer a model for all developing countries [stress added]." Amy Waldman, 2004, Indian Soybean Farmers Join the Global Village. The New York Times, January 1, 2004, page A1 + A8, page A8.

"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)

"After three of the mildest flu seasons in recent memory, Americans are enduring a major outbreak of influenza that has emptied classrooms and filled hospitals from California to New York. The difference, it appears, is a new strain of the flu virus, known in laboratory circles as A/Fujian/411/2002. In the Darwinian world of virus evolution, the Fujian A strain has out-competed its older cousin, a strain known as A/Panama/2007/99, which was responsible for the last few unremarkable flu seasons--and it's all due to a tiny change in a viral gene [namely evolution!] [stress added]." Sabin Russell, 2003, New flu strain could be harbinger of a pandemic. The San Francisco Chronicle, December 22, 2003, page A4. 

"If there is one thing that anthropologists of the 20th Century have demonstrated it is the position that there is no one single culture which can serve as the sole model of analysis of other cultures. Perhaps the most important point of modern 20th century Anthropology has been the detailed and documented account of the tremendous range of variation of 'cultures of this planet' and this is a distinct move away from various 19th century, and apparently some 20th century views, which offer a monolithic interpretation of CULTURE against which 'lesser' cultures can be appropriately ranked! [stress added]." Charles F. Urbanowicz, 1978, Cultural Implications of Extraterrestrial Contact and the Colonzation of Space. The Industrialization of Space: Advances in the Astronautical Sciences, Edited by Richard A. Van Patten et al., (San Diego, CA: Published for the American Astronautical Society Publication by Univelt, Inc.), pages 785-797, page 793.

"'Intriguiging' Study Says Prayer Can Heal. Prayer may not only warm the heart--it may improve its health as well, according to a preliminary study by Duke University. The study found that angioplasty patients with acute heart ailments who were prayed for by seven religious groups did 50 to 100 percent better during their hospital stays than patients who received no prayers [stress added]." Scott Mooneyham [Associated Press Writer], 1998, The Chico Enterprise-Record, page 6A.

"Scientists are gaining new insight into the role of temperament in making some people vulnerable to physical disease through studies exploring how stress influences the immune system, weakeneing disease-fighting cells and creating fertile environments for pathogens. ... In shy people, the nervous system may be more likely to produce a stress reaction during social interactions--so they aintain their internal stress balance by limiting contact with other people. ... Scientists are far from understanding all the links in the bewildering number of chemicals that establish feedback loops between the body and the brainm but teams of researchers at the intersection of neurology, immunology and endocrinology are working to chart all the pathways and signals [stress added]." Shankar Vendantam, Insights into shyness, health: Aids study finds introverts less resistant to virus, with weaker response to treatment. The San Francisco Chronicle, December 23, 2003, page A4.

"Scientists are far from understanding everything about colds. But a growing pool of evidence suggests that personality, stress and social life all can influence healtyhy adults' vulnerability to cold symptoms. ... Happy, relaxed people are more resistant to illness than those who tend to be unhappy or tense [stress added]." Marilyn Elias, 2003, In the war on colds, personality counts. USA Today, December 2, 2003, page 5D.

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).

"In 1589 the Jesuit scholar José de Acosta, who lived and traveled widely in South America, proposed that native Americans were descended from people who had migrated from Siberia. More than four hundred years later, Acosta's idea has held up pretty well [stress added]." Steve Olson, 2002, Mapping Human History: Discovering The Past Through Our Genes (Boston/New York: Houghton Mifflin Co.), page 195.

"A people who may have been ancestors of the first Americans lived in Arctic Siberia, enduring one of the most unforgiving environments on Earth at the height of the Ice Age, according to researchers who discovered the oldest evidence yet of humans living near the frigid gateway to the New World. Russian scientists uncovered a 30,000-year-old site where ancient hunters lived on the Yana River in Siberia, some 300 miles north of the Arctic Circle and not far from the Bering land bridge that then connected Asia with North America. ... The researchers found stone tools, ivory weapons and the butchered bones of mammoths, bison, bear, lion and hare, all animals that would have been available to hunters during that Ice Age period. Using a dating technique that measures the ratios of carbon, the researchers determined the artifacts were deposited at the site about 30,000 years before the present. That would be about twice as old as Monte Verde in Chile, the most ancient human life known in the American continents [stress added]." Paul Recer, 2004, Ice Age hunters' camp found in Siberia: Possible link to ancestors of 1st Americans. The San Francisco Chronicle, January 2, 2004, page A5.

"We need to understand that the encounter of European Americans with the geography and native peoples of America forms a decisive element in who we are now and need to become [stress added]." Jacob Needleman, 2002, The American Soul: Rediscovering the Wisdom of the Founders (NY: Jeremy P. Tarcher/Putnam), page 40.

"The Yanomami have moved rapidly from the relative isolation of the rain forest to being involved in global battles to save their enrionment. When [ethnographic filmaker Timothy] Asch went back to the people he filmed twenty years ago, 'They looked at the films attentively and said that while they thought the films were quite accurate, it would be the 'kiss of death' for people to think that the Yanomami still live the way they appear to in the films. They suggested that I make a film about the way they live today' [stress added]." Jay Ruby, 2000, Picturing Culture: Explorations of Film & Anthropology (University of Chicago Press), page 134.

"As international energy companies moves into the Amazon basin to tap some of the last untouched oil and natural gas reserves, more and more natives are fighting to keep them out. ... as Indian groups grow increasingly savvy in their cooperation with environmentalists [stress added]." Juan Forero, 2003, Seeking Balance: Growth vs. Culture in Amazon. The New York Times, December 10, 2003, pages A1 + A8, page A1.

"A new variety of soybean developed by Brazilian scientists to flourish in this punishing equatorial climate is good for farmers, too, putting South America's biggest country on the verge of supplanting the united States as the world's leading explorer. But, to the horror of environmental activists, soybeans are claiming increasingly bigger swaths of rainforest to make way for plantations, adding to the inroads by ranching. The Amazon lost some 10,000 square miles of forest cover last year alone [or approximately six percent of the State of California!]--40 percent more than the year before. ... Indians fear deforestation will dry up the rivers that run through the Xingu reservation and the chemicals used to keep lizards and termites off crops will poison their fish [stress added]." Michael Astor, 2003, Brazil's soybean boom brings more propserity: But environmental activists worry about the impact on raing forests. The Chico Enterprise-Record, December 21, 2003, page 12C.

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.

VII. THE DARKNESS IN ELDORADO CONTROVERSY

http://www.anth.ucsb.edu/discus/html/messages/62/115.html [September 2000 Stattement by Chagnon on Darkness]
http://www.umich.edu/~urel/darkness.html [November 13, 2000 statement on Darkness]
http://www.anth.ucsb.edu/images/Aj2it.pdf [On Napoleon Chagnon} 1999 article]
http://psych.ucsb.edu/research/cep/eldorado/ [Darkness in Eldorado overview} The Center for Evolutionary Psychology]

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. William Loker, Butte Hall 311; phone 530-898-6192) does advising. Urbanowicz is the Advisor for the Minor in Anthropology.) ALL ANTHROPOLOGY MAJORS SHOULD KNOW ABOUT the International Encyclopedia of the Social Sciences (1968) [REF/H40/A2I/5] the International Encyclopedia of the Social & Behavioral Sciences (2001) [REF/H41/I58/2001] AS WELL AS the Annual Review of Anthropology [GN/1/B52] and 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.... [stress added]." (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?: "...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)

ELSEWHERE} "China and many other developing nations are rushing with equal speed into an emerging pandemic of heart disease.... Heart disease is poised to pitch China, with its 1.2 billion people, into a costly public health crisis. Already 40% of the deaths in China result from heart disease or strokes. ... By the end of last year [2001], the Chinese could eat locally at more than 400 McDonald's restaurants and about 600 KFC restaurants [stress added]." Steve Sternberg, 2002, World prospers, hearts suffer. USAToday, November 18, 2002, pages D1 + D2.

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WEEK 2: February 3 [Tue] & February 5 [Thu], 2004

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #17} Did Napoleon Chagnon and Other Researchers Harm The Yanomami Indians of Venezuela? Pages 344-369. (Tierney & Tooby aticles).
Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 2-23 (Stringer / McKie & Thorne /Wolpoff articles).

Please read "Four-Field Commentary" (1992) which may be viewed by clicking here: ESSAY #2 at the end of this printed Guidebook.

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: Victoria, Mel B, Geri, Mel C?
D. ANY Significance to: Emily Robinson, Natalie Maines, Margie Maguire?
E. Jack, Kack, Lack, Mack, Nack, Ouack, Pack, and Quack?
F. 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 experiments 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."

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.

"The first treatment to show any promise against the deadly Ebola virus has cured one-third of the monkeys on which it was tested - raising hoped that a lifesaving therapy for people may be on the horizon. ... In this study, researchers injected 12 monkeys with a high dose of the Zaire strain of the Ebola virus, which is 100 percent fatal in monkeys. Then, starting either 10 minutes after the lethal injection or 24 hours later, the scientists gave nine of the monkeys daily shots of the anticoagulation protein for 14 days. The other three monkeys got fake injections. ... Three of the nine monkeys treated, or 33 percent, lived. All the monkeys who received the fake treatment died [stress added]." Anon., 2003, Protein shows promise against Ebola in monkeys. The Sacramento Bee, December 12, 2003, page A21.

"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.

"Paleoanthropologists have no idea how many Neanderthals existed (crude estimates are in the many thousands), but archaeologists have found more fossils from Neanderthals than from any extinct species. The first Neanderthal fossil was uncovered in Belgium in 1830, though nobody accurately identified t for more than a century. In 1848, the Forbes Quarry in Gibraltar yielded one of the most complete Neanderthal skulls ever found, but it, too, went unidentified, for 15 years. The name Neanderthal arose after quarryman in Germany's neander valley found a cranium and several long bones in 1856; they gave the specimens to a local naturalist, Johnann Karl Fuhlrott, who soon recognized them as the legacy of a previously unknown type of human. Over the year, France, the Iberian Peninsula, southern Italy and the Levant have yielded abundances of Neanderthal remains, and those finds are being supplemented by newly opened excavations in Ukraine and Georgia. 'It seems that everywhere we look, we're finding Neanderthal remains,' say Loyola's Smith. 'It's an exciting time to be studying Neanderthals' [stress added]." Joe Alper, 2002, Rethinking Neanderthals. Smithsonian, June 2003, pages 82-87, page 85.

"... 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.... 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.

JULY 2002} "Amid a spectacular trove of stone tools and fossil animal bones in the former Soviet republic of Georgia, scientists have found the nearly complete skull of a small-brained early human who lived 1.7 million years ago and those characteristics open fresh mysteries about the migration of our ancient forebears from their origins in Africa [stress added]." David Perlman, 2002, Ancient human skull may help unravel migration mystery. The San Francisco Chronicle, July 5, 2002, page A5; "The findings suggest that human-like species of various kinds may have traveled or lived together after leaving Africa as history's first migrants, the researcher's say [stress added]." Paul Recer, 2002, A diverse gathering of humans. The Sacramento Bee, July 5, 2002, page A19.

"The transition from hunting to agriculture had profound consequences. Nomadic groups had relatively little capacity to alter the environment. Sedentary populations, on the other hand, transformed the location in many ways. As archaeological excavations demonstrate, humans cleared the land, built drainage and water systems, and kept domesticated animals. As the food supply became more dependable, populations began to grow in both size and density. Humans increasingly lived in villages, towns, and subsequently cities, where more crowded conditions prevailed. Additional contatcs between groups followed the inevitable rise of trade and commerce [stress added]." Gerald N. Grob, 2002, The Deadly Truth: A History of Disease in America (Harvard university Press), page 10.

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.

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.

"At between 6 and 7 million years old, this skull is the earliest known record of the human family. Discovered in Chad in Central Africa, the new find, nicknamed 'Toumaï', comes from the crucial yet little-known interval when the human lineage was becoming distinct from that of chimpanzees. Because of this, the new find will galvanize the field of human origins like no other in living memory &emdash; perhaps not since 1925, when Raymond Dart described the first 'ape-man', Australopithecus africanus, transforming our ideas about human origins forever. A lifetime later, Toumaï raises the stakes once again and the consequences cannot yet be guessed. Dart's classic paper was published in Nature, as have most of the milestones in human origins and evolution. To celebrate the new find, we are proud to offer a selection of ten of the very best from Nature's archives, including Dart's classic paper [stress added]." FROM: http://www.nature.com/nature/ancestor/ and see http://www.sciam.com/article.cfm?articleID=000B16B6-AA5E-1D2C-97CA809EC588EEDF [Scientific American July 11, 2002 and in http://www.sciam.com/, December 26, 2002]

"A new dating technique suggests that a human-like fossil skeleton found in South Africa was buried about 4 million years ago, which makes it one of the oldest known hominid discoveries. That's 1 million years earlier than previously thought [stress added]." Anon., 2003, Date of ancient skeleton pushed back to about 4 million years. The Enterprise-Record, April 25, 2003, page 9C. 

"...an international research team co-directed by Tim White of the University of California, Berkeley, reported in Nature last week [June 2003] that it has finally unearthed the long-sought fossil remains of what could be the very first true Homo sapiens, dated to between 160,000 and 154,000 years ago. And because of the quality of the specimens and where they were discovered, they cast new light on several of paleontology's thorniest questions. [stress added]." Michael D. Lemonick and Andrea Dorfman, 2003, The 160,000-year-old man. Time, June 23, 2003, pages 56-58, page 57.

"A few limestone caves in South Africa have been called the cradle of humankind because they contain nearly one-third of known early human fossils, arguably the world's richest concentration of rare bones. Early hominid skeleton discovered at Jacovec Cavern in South Africa are a 4 million years old. Age estimates for Sterkfontein in South Africa's 500 hominid fossils have ranged widely, from 3.5 million to 1.5 million years old. University of Witwatersrand in Johannesburg, South Africa paleoanthropologist Ron Clarke identified and partially described the skeleton known as Little Foot as a 3.3-million-year-old australopithecine, contemporaneous with the famous Lucy skeleton of east Africa [stress added]." Ann Gibons, 2003, Science, April 25, 2003, Vol. 300, page 562.

"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.

"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 10 & February 12, 2004

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.

NOTE: Although you will be receiving some information about "Charles Darwin" this week in class, you might be interested in the Anthropology Forum this week (February 12, 2004) and next week (February 19, 2004): I will be presenting all four Darwin videos in AYRES 120 on both days from 4 -> 4:50pm. On February 12: Video #1 (in England) & Video #2 (to South America). On February 19: Video #3 (South America and back to England) and Video #4 (back in England).

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #2} Did Neanderthals Interbreed With Modern Humans? Pages 24-41 (Zilhão Hublin articles).
Issue #3} Are Humans Inherently Violent? Pages 42-63. (Wrangham / Dale & Sussman articles)

III. WRITING ASSIGNMENT} INSTRUCTIONS FOR CRITIQUES AT THE END OF THIS SECTION (JUST PRIOR TO WEEK 4 INFORMATION)

IV. 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]."

"An agnostic is a doubter. The word is generally applied to those who doubt the verity of accepted religious creeds or faiths. Everyone is an agnostic as to the beliefs or creeds they do not accept. Catholics are agnostic to the Protestant creeds, and the Protestants are agnostic to the Catholic creed. Anyne who thinks is an agnostic about something, otherwise he [or she!] must believe that he is possessed of all knowledge. And the proper place for such a person is in the madhouse or the home for the feeble-minded. In a popular way, in the Western world, an agnostic is one who doubts or disbelieves the main tenets of the Christian faith [stress added]." Clarence Darrow [1857-1938], 1994, Why I Am an Agnostic and Other Essays (NY: Prometheus Books), page 11.

C. RECENT CONTROVERSIES:

"A parent's request that Roseville high schools teach ideas that rebut Darwin's theory of evolution could set the stage for debate over what critics call the newest version of creationism. When Roseville Joint Union High School District trustees took the first step toward approving a new biology textbook earlier this month, parent Larry Caldwell asked that supplementary materials be taught in conjunction with the text, which, like most biology books, presents the theory of evolution to explain the origins of life. ... Caldwell said he would like to work with district officials in gathering educational materials that present a theory called 'intelligent design.' ... Intelligent design proponents say natural selection doesn't adequately explain the complexity of the universe. Instead, they say, life is the product of a directed process with intention [stress added]." Laurel Rosen, 2003, Darwin faces a new rival. The Sacramento Bee, June 22, 2003, page B1 + B3.

Laurel Rosen, 2003, Roseville sticks with evolution: School trustees OK a text that teaches Darwin but may add material disputing his theory. The Sacramento Bee, July 3, 2003, pages B1 + B2.

October 27,2003} "Should evolution be taught in high school science classes? RICHARD ANDERSON Editor's note: Ted Dickason, a candidate for Modesto City Schools board of trustees, has stated that he believes evolution and creationism should be taught side by side in high school science classes. This position has generated substantial debate in the community, including this article opposing the teaching of creationism in schools and the two letters to the editor to the right supporting creationism and/or Dickason.At the recent League of Women Voters' forum for the Modesto City Schools board, a candidate advocated teaching intelligent design (ID) in science classes. Intelligent design is the belief that life is too complex to have developed without an intelligent designer.While this claim may be true, it is a religious or philosophical belief because it invokes causes not investigable by science. Any voter wanting to avoid imposing more economic hardship on the Modesto City Schools should avoid candidates espousing ID in science classes. The California Science Content Standards (http://www.cde.ca.gov/standards/science/biology.html) make it clear that evolution is to be taught in ninth through 12th grades, but not creationism. Any California school board that recommends teaching creationism in science classes invites lawsuits by concerned parents and science education groups. Why can't we balance science classes by teaching intelligent design and evolution 'side by side,' as one candidate suggested? When U.S. school boards have tried to teach scientific creationism, courts have struck them down.For example, in the 1987 Edwards vs. Aguillard case, the U.S. Supreme Court found it illegal for Louisiana to require equal time for creationism whenever evolution is taught in science classrooms. For more cases, see 'Eight Significant Court Decisions' at http://www.ncseweb.org/article.asp The problem is that biblical creationism is not science, no matter what it is called. Furthermore, it is not the only nonscientific alternative to evolution. For true balance, one would need to give equal time to the Mewuk story of how Coyote created man, plus more than a hundred other creation stories. (See, for example, Raymond Van Over, 'Sun Songs: Creation Myths From Around the World.') These stories are delicious reading, but they must compete for time in social studies classes, not science classes. Most mainstream American churches are not threatened by the concepts of biological evolution. M. Matsumura's 'Voices for Evolution' has reprinted excerpts from Jewish, Episcopal, Lutheran, Roman Catholic, Unitarian, Methodist and Presbyterian official documents that view evolution as compatible with their religions. Concerned parents should examine the issue broadly before voting for a candidate who espouses creationism or intelligent design in science classes. There is a truly vast literature on the subject; a good place to start is the National Center for Science Education (www.natcenscied.org). The spiritual needs of our students are very important, as several candidates have pointed out. A student certainly has a free speech right to be respected if they express their belief that biological evolution does not occur. But it should be made clear that such belief is religion, not science. Let us keep religious education in Modesto's synagogues, churches, temples, mosques and private schools, and out of public school science classes. Anderson is a professor of biology at Modesto Junior College [stress added]." [from: http://www.modbee.com/opinion/letters/story/7652165p-8557964c.html]

V. 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.

VI. EVER SEE, OR REMEMBER:

VII. AND CONSIDER THE FOLLOWING:

"Buff young bodies intertwined, suggestive slogans and skin, skin, skin. This is the stuff of eyebrow-raising ads, aimed at adolescents. Sex sells, everybody knows but businesses' use of it to sell to teenagers and preteens has raised more than eyebrows. ... French Connections United Kingdom came under fire for using the initials FCUK to promote its line of clothing and perfume to teen-agers. An ad appearing in Seventeen magazine last fall featured a shirtless young man and a smiling young woman in her underwear in bed, with the phrase 'Scent to bed' and 'FCUK fragrance [stress added]." Allie Shah, 2003, The controversy over sexy ads. The Chico Enterprise-Record, December 28, 2003, page 2B.

VIII. 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.

IX. REMINDER:
A. EXAM I (20%) IS ON Thursday FEBRUARY 26, 2004.
B. REMEMBER WRITING ASSIGNMENT INSTRUCTIONS BELOW.

"The United Nations' latest forecast of the world's population in 2050 [46 years from spring 2004!]....are down from 9.4 billion to 8.9 billion [stress added]." Elizabeth Weise, World population to level off. USA Today, December 9, 2003.

NOTE: There are more than 6 billion people on the planet and population is increasing by approximately 78,000,000 people per year; given that 1 year = 365.25 days = 8,766 hours = 525,960 minutes, therefore 78,000,000/525,960 = means that the population of the planet is increasing by approximately 148 people a minute. For this 75 minute class, please note that this means that the world will have had a NET INCREASE (births-minus-deaths) of ~11,100 individuals (roughly speaking).

"The U.S. population grew by 2.8 million in the past year and is edging towards 300 million, a threshold that should be reached in four years. ... California remained the most populous state with 35.5 million people in 2003. Next came Texas (22.1 million) and New York (19.2 million). Anon., 2003, The Sacramento Bee, December 19, 2003, page A20.

PLEASE NOTE: According to the U.S. Bureau of the Census, the resident population of the United States, projected to January 5, 2004 at 8:14am [Pacific Standard Time] was 292,317,287 [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 25 seconds, for a net gain of one person every 12 seconds. WHAT IS THE NUMBER WHEN YOU ARE READING THIS PAGE: That has been the increase since the January 2004 printing of this page!

"If you want to inform yourself about the single most important factor influencing California's present and future, enter www.dof.ca.gov in your Internet browser and look at the state's newest compilation of popultation data. ... July [2002], California's population stood at 35.3 million, a yearly gain of 603,000 or 1.74 percent..... The 2001-02 growth consisted of 528,151 births--just over one a minute--offset by 232,790 deaths, but augmented by 307,640 immigrants.... California's population growth, about 1,650 people each day [~13.75/minute], is not occuring evenly in the state.... [stress added]." Dan Walters, 2003, State's Past, Present and Future Found in Population Figures. The Sacramento Bee, February 2, 2003, page A3.

THE POPULATION of the Chico area is 99,375. There are 66,800 individuals within the City Limits of Chico. (January 1, 2002 estimates by the California Department of Finance.) Anon. 2002,The Chico Enterprise-Record, June 29, 2002 Special Section, Discover: Your Complete Guide, page 10.

"We're still growing: Chico breaches 100,000 population" by Laura Urseny (Business Editor), The Chico Enterprise-Record (May 8, 2003), page 1: On January 1, 2002, the estimated "Chico urban area" population was 99,375 and on January 1, 2003 it was 100,500 (page 2).

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.]

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]."

"Fortune continues to smile on this city at the dawn of the 23rd Century, Chico Grande, at 500,000 people, is the unofficial capital of Upper California [stress added!]" Steve Brown, 2001, In the year 2202, fortune continues to smile on this city. The Chico Enterprise-Record, December 31, 2001, page 3A.

NOTE: According to The World Almanac and Book of Facts 2004 (page 339), the estimated population for California in 2002 was 35,116,033. 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)

"I knew there was something special about Chico the minute I laid eyes on it, and not just because it is a standout among Central Valley cities. In city planner terms, Chico has 'a strong sense of place.' To me, it's enough to say that Chico has a 'there.' When you arrive here, you immediately sense that you have reached a desirable place. You want to get out of the car and walk around. And after doing that, you want to find a job, buy a house and live here the rest of your life. You can't say that about most California cities [stress added]." Steve Brown, 2001, But This Is Chico. Enterprise-Record, January 1, 2001, page 2A.

"California's population continues to grow by more than 500,000 people a year. Such growth brings a host of challenges--how to provide enough affordable housing, adequate transportation, schools and jobs. In order to address these challenges, local cities and governments should be encouraged to work together and create regional growth management policies [stress added]." Elizabeth Klementowski, 2002, Flawed solution to an imaginary problem. The San Francisco Chronicle, June 18, 2002, page A19.

"California builders on Monday reported starting 191,866 homes and apartments in 2003 [or ~526/day!], and predict slightly more next year before rising interests rates force a slowdown in 2005. ... State official have said the state needs to build more than 220,000 new residences a year until 2020 to handle annual population growth of 600,000 and overcome a 1990s construction slowdown [stress added]." Anon., 2004, California builders report most new houses since 1989. The Chico Enterprise-Record, January 4, 2004, page 3D.

Saying California grows by one new person every minute, a major land developer is recommending significant state governments reforms to prevent California from becoming unlivable within 20 to 40 years. Amid projections of 58 million residents by 2040.... [stress added]." The Sacramento Bee, October 5, 2002. Jim Wasserman, Rapid Growth Called a Threat; AND FROM The San Francisco Chronicle (October 6, 2002): "...predicts there will be 48 million people in California by the year 2025, up from about 34 million in 2000. By 2040, the number could rise to 58 million [stress added]."

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.

"About 90,000 acres of California farmland were lost to urbanization from 1998 to 2000, the largest move to urban acreage in the state in a decade [stress added]." Anon., 2003, Sprawl consumes 90,000 acreas of farms. The San Francisco Chronicle June 5, 2003, page A18.

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!).

"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.

QUESTIONS TO CONSIDER: What will the population of the USA or California or Chico be by 2042? Or 2022? 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?

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.)

INCIDENTALLY, a fascinating (and useful site) is http://www.xist.org/index.php [GeoHive: Global Statistics]. Have a look!

Thomas Robert Malthus (1766-1834): "English economist [and cleric!]. His Essay on the Principle of Population 1798 (revised 1803) argued for population control, since populations increase in geometric ratio and food supply only in arithmetic ratio, and influenced Charles Darwin's thinking on natural selection as the driving force of evolution. Malthus saw war, famine, and disease as necessary checks on population growth" [stress added]." Sarah Jenkins Jones (Editor), 1996, Random House Webster's Dictionary of Scientists, page 317. 

"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.

AND See: Richard Conniff, 2004, Reading Faces. The Smithsonian. Vol. 34, No. 10, January 2004, pages 44-50.

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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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #17} Did Napoleon Chagnon and Other Researchers Harm The Yanomami Indians of Venezuela? Pages 344-369. (Tierney & Tooby aticles).
Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 2-23 (Stringer / McKie & Thorne /Wolpoff articles).
Issue #2} Did Neanderthals Interbreed With Modern Humans? Pages 24-41 (Zilhão Hublin articles).
Issue #3} Are Humans Inherently Violent? Pages 42-63. (Wrangham / Dale & Sussman articles)
Issue #7} Can Apes Learn Language? Pages 128-143. (Savage-Rumbaugh & Wallman articles).
Issue #8} Does Language Determine How We think? Pages 144-167 (Gumperz / Levinson & Pinker articles).

Please read Essay #6 (REVIEW of The Tangled Web: Biological Constraints on the Human Spirit ) which may be viewed by clicking here.

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 19, 2004 and turn it in that day.

ALSO NOTE: the following "marginal notations" will be provided on your critique (so please consider them as you write your paper): #1. Spelling; #2: Punctuation; #3: Grammar; #4: Verb tense; #5: New idea needs new paragraph (or consider shorter paragraphs); #6: Lack of supporting evidence; #7: Unwarranted assumption; #8: Faulty logic; #9: Run-on sentence; and #0: Other.

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 8, 2004 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.

ALSO NOTE: Please consider the following which I provide as "samples" for my ANTH 13 section: "'Legally Blonde 2: Red, White and Blonde' takes the financially successful formula of 'Legally Blond,' the Reese Witherspoon hit from two years ago, and does something unexpected. It fiddles with if, changes it and actually fixes it." Mick LaSalle, 2003, Reese's Ms. Perky is pretty in pink and so is her sequel to 'Legally Blonde.' The San Francisco Chronicle, July 2, 2003, pages D1 + D11, page D1. or "The first one was silly, fun, amusing and oddly inventive; the second is plodding, unfunny and almost crimeworthy." Claudia Puig, 2003, Verdict: "Legally Blonde 2' is a dog. USA Today, July 2, 2003, page 3D. and "In 1957 Dr. Seuss {Theodore Geisel, 1904-1991] published 'The Cat in the Hat,' a whimsical story of feline misrule written in infectious four-beat anapestic lines, that forever changed the way American children learned to read. ... And now Hollywood, perhaps inevitably, has gone and messed it up. ... I am tempted to say that this Cat should be tied up in a sack and drowned, but I wouldn't want to condone cruelty to animals, even metaphorically. Cruelty to classic works of Children's literature is bad enough. Neutering, to prevent this beast from spawning sequels, is perhaps the most humane solution. Or maybe it is best to follow the advice of that wise fish: 'Make that cat go away! Tell that cat in the hat you do not want to play' [stress added]." A. G. Scott, 2003, My, a Cat Can Be Mean On a Very Big Screen, The New York Times, November 21, 2003, pages B1 + B8. Or "Put in for flight pay: There's a new Peter Pan.... Tepid but inoffensive, it's a needless alternative to the rowdy Disney animated version...." Mike Clark, 2003, Remake Doesn;t quite 'Pan' out. USAToday, December 24, 2003, page 2D. and "'Peter Pan,' a dazzling retelling of the J.M. Barrie tale, offers accomplished acting, splendid visuals, and in the role of the boy who won't grow up ... an actual boy." Carla Meyer, 2003, The San Francisco Chronicle, Younger cast makes 'Peter Pan' as fantastic as Neverland. The San Francisco Chronicle, December 25, 2003, page E1 + E4, page E1. as well as: "Peter Pan? Again? Hasn't the tale of the boy who refused to grow up been staged so often that there is nothing new to say? Isn't the story badly dated? Actually, no. Granted, there have been thousands of performances of J. M. Barrie's [1860-1937] fantasy of flying children, pirates and everlasting life. ... But, frankly, most of the versions sanitized the story to fluff. For 100 years, spoilsports and goody-goodies have been alarmed and horrified at the violent and sexual undercurrents in 'Peter Pan' and have done all they could to to stifle them. The movie that opened last week is the closest we've come to seeing the real Peter in the screen.... [stress added]. C. W. Nevins, 2003, After a century we finally meet the real Peter Pan. The San Francisco Chronicle, December 30, 2003, pageS D1 + D2, PAG D1.

FOR VARIOUS ANTHROPOLOGY JOURNALS and resources at California State University, Chico, please go to the end of this printed volume or click here. Again, please read Essay #6 (REVIEW of The Tangled Web: Biological Constraints on the Human Spirit ) which may be viewed by clicking 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.

"The worst case of plagiarism on record at Chico State University was when someone copied and turned in an entire master's thesis. With plagiarism said to be on the rise here and nationwide, the university, along with representatives from the Associated Students government, has been meeting to discuss the matter of plagiarism on campus and what to do about it. ... When the CSU signed up with Turnitin.com on a trial basis last year, a search of 1,150 papers found 46 of them [4%] had 70 to 100 percent of their text matching papers in the site's database [stress added]." Devanie Angel, 2003, Cheaters are never beaters. The Chico News and Review, February 13, 2003, page 9.

"A French children's book author has filed a lawsuit against Disney claiming that superstar fish Nemo closely resembles his own creation, a smiling, wide-eyed clown fish named Pierrot, news reports said. Franck Le Calvez's book 'Pierrot the Clown Fish' tells the story of a striped orange fish who is separated from his family - a debut similar to' Finding Nemo,' the highest-grossing film of 2003. In February, a court will hear his case against Disney and Pixar Animation, Le Monde newspaper has said. The case is for breach of copyright and trademark, and Le Calvez also wants 'Nemo' merchandise taken off the shelves of French shops. The Walt Disney Co. said it considers the case 'to be totally without merit.''Finding Nemo,' which is owned by Pixar and Disney, was independently developed and does not infringe anyone's copyright or trademarks,' the company said in a prepared statement. Le Calvez registered his story with French trademark officials in 1995, according to a Dec. 20 report in Le Monde. Then he pitched his idea to film animation studios, without success. In 2000, Le Calvez turned Pierrot into an idea for a book, and it was published last year. Neither Le Calvez nor his lawyer, Pascal Kamina, could be reached for comment. In an article published in The Hollywood Reporter, Kamina was quoted as saying that he will keep pushing forward with the suit if he does not receive an explanation from Disney [stress added]." Anon., 2004, Children's book author sues Disney, Pixar over 'Nemo' copyright. The San Francisco Chronicle, January 2, 2004, page D12.

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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 17 & February 19, 2004

I. LANGUAGE AND DISCUSSION OF READINGS / COURSE TO DATE AND WRITING ASSIGNMENT #1 DUE (Thursday February 19, 2004)

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #7} Can Apes Learn Language? Pages 128-143. (Savage-Rumbaugh & Wallman articles).
Issue #8} Does Language Determine How We think? Pages 144-167 (Gumperz / Levinson & Pinker articles).

III. APPROPRIATE VISUALS:
A. VIDEO: 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 26, 2004 (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.

"Humanity? Maybe It's in the Wiring: Neuroscientists have given up looking for the seat of the soul, but they are still seeking what may be special about human brains, what it is that provides the basis for a level of self-awareness and complex emotions unlike those of other animals. Most recently they have been investigsating circuitry rather than specific locations, looking at the pathways and connections.... There are specailized neurons at work.... The only other animals to have such cells are the great apes. ... The body, it turns out, is as important as the brain. Dr. Antonio Damasio, a neurologist at the University of Iowa Medical Center and author of the book Looking for Spinoza: Joy, Sorrow and the Feeling Brain.... [stress added]." Sandra Blakesleee, The New York Times, December 9, 2003, page D1 + D4, page D1.

"Human language: All in the genes? A comparison of the genetic maps of people and chimpanzees supports the idea that language is a key factor that makes us human, according to a team of researchers at Cornell University in Ithaca, N.Y., and Celera Genomics. In Friday's issue of the journal Science, the researchers noted differences in genes believed to be involved in the development of speech and hearing. 'We speculate that understanding spoken language may have required tuning of hearing acuity,' they wrote. The team also found differences in genes involved in the sense of human smell. Scientists think chimps and humans diverged from a common ancestor 5 million years ago. Humans and chimps share more than 99% of their genes, and scientists are eager to find out how tiny diferences can be som important [stress added]." Anon., 2003, USA Today, November 15, 2003, page 6D.

"By comparing the genome of humans with that of chimpanzees, people's closest living relative, scientists have identified a partial list of the genes that make people human. They include genes for hearing and speech, genes that wire the developing brain, genes for detcting odors and genes that shape bone structure. ... Two years ago the project was bolstered when a larke London family with barely intelligible speech was found to have mutations in a gene called FOXP2. Chimpanzees also have a FOXP2 gene, but it is significantly different. The human version shows signs of accelerated evolutionary change in the last 100,000 years, suggesting that the gene acquired a new function that helped confer the gift of speech [stress added]." Nicholas Wade, 2003, What separates us from chimps. The San Francisco Chronicle, December 13, 2003, page A8.

"Dr. Paul Bloom, a professor of psychology at Yale, agreed that Petitto's research suggested that 'humans have a dedicated language ability from the start,.' Language capacity may be built into the human brain.... This view accords with the theory proposed by the linguist Noam Chomsky [1928->] that humans are born with the ability to use language [stress added]." Mary Duenwald, 2002, Babbies' babbling speaks volumes. The San Francisco Chronicle, November 10, 2002, page E11.

"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 Neanderthal 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 [stress added]." (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 26, 2004.

1. Anthropology provides a ___________ 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? (a) computerized; (b) historical; (c) scientific; (d) 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. _____ is the normal point of first entry for visitors to the land of prehistory. (a) The Louvre; (b) Cro Magnon Valley; (c) Les Eyzies; (d) Altamira Caves (Spain).

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/ANTH103SP2004TESTOne.htm by THURSDAY, FEBRUARY 19, 2004, to assist you in the examination.

"Getting a good night's sleep before a big exam might be better than pulling an all-nighter. A study found that sleep apparently restores memories that were lost during a hectic day. It's not just a matter of sleep recharging the body physically. Research say sleep can rescue memories in a biological process of storing and consolidating them deep in the brain's complex circuitry. The finding is one of several conclusions made in a pair of studies in today's issue of the journal Nature that look at how sleep affects memory [stress added]." Rick Callahan,2003, Sleep helps people learn, study finds. The San Francisco Chronicle, October 8, 2003, page A8.

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WEEK 5: February 24 & February 26, 2004

I. REVIEW AND EXAM I (20%) on THURSDAY FEBRUARY 26, 2004.

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) BUT you are responsible for the following readings to date:

Issue #17} Did Napoleon Chagnon and Other Researchers Harm The Yanomami Indians of Venezuela? Pages 344-369. (Tierney & Tooby aticles).
Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 2-23 (Stringer / McKie & Thorne /Wolpoff articles).
Issue #2} Did Neanderthals Interbreed With Modern Humans? Pages 24-41 (Zilhão Hublin articles).
Issue #3} Are Humans Inherently Violent? Pages 42-63. (Wrangham / Dale & Sussman articles)
Issue #7} Can Apes Learn Language? Pages 128-143. (Savage-Rumbaugh & Wallman articles).
Issue #8} Does Language Determine How We think? Pages 144-167 (Gumperz / Levinson & Pinker articles).

III. JOBS AND REVIEW
A. Anthropology

For the 2002-2003 Academic Year, a total of 603 individuals received the Ph.D. in Anthropology: there were 401 females [66.51%] and 202 males [33.49%]; note, this includes degrees from Australia (13), Canada (41), Hong Kong (1), Mexico (3), Norway (6), and the United Kingdom (36). Source: The 2003-2004 American Anthropological Association Guide, page 606.

For the 2001-2002 Academic Year, a total of 588 individuals received the Ph.D. in Anthropology: there were 331 females [56.3%] and 257 males [43.7%]; note, this includes degrees from Australia (13), Canada (39), Hong Kong (2), Mexico (7), Norway (6), and the United Kingdom (35). Source: The 2002-2003 American Anthropological Association Guide, page 606.

"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 26, 2004.
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 VIDEO FOR THIS WEEK ARE INCLUDED ON THE EXAM THIS THURSDAY, FEBRUARY 26, 2004.

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 2 & MARCH 4, 2004

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #10} Are San Hunter-Gatherers Basically Pastoralists Who Have Lost Their Herds? Pages 194-214. (Denbow / Wilmsen & Lee articles).
Issue #11} Do Sexually Egalitarian Societies Exist? Pages 216-233. (Lepowsky & Goldberg 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 video!] (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

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 [2,941,300 square miles] has a 2002 estimated population of 19,731,000. The World Almanac And Book of Facts 2004, page 759.]

Captain James Cook [1728-1779] on Australian Aborigines: "They may appear to some to be the most wretched people upon Earth, but in reality they are far more happier than we Europeans: being wholy unacquainted not only with the superfluous but the necessary Conveniences so much sought after in Europe, they are happy in not knowing the use of them. They live in a tranquility which is not disturb'd by the Inequality of Condition: The Earth and the sea of their own accord furnishes them with all things necessary for life.... They seem'd to set no Value upon anything we gave them, nor would they ever part with any thing of their own for any one article we could offer the; this is my opinion argues that they think themselves provided with all the necessarys of Life [stress added]." In} Tony Horwitz, 2002, Blue Latitudes: Boldly Going Where Captain Cook Has Gone Before (NY: Henry Holt and Company), pages 177-178.

"For thousands of years, Australian aborigines have painstakingly harvested the hollow branches of eucalyptus trees to make didgeridoos, their sacred musical instrument. ... [Australian aborigines do not "look too kindly upon"] the growing number of non-Australians who have jumped on the didgeridoo bandwagon and spawned an industry of distinctly foreign adaptations of the instrument...." Jeanne Cummins, 2002, The Didgeridoo Is Sacred to Aborigines Who Hate the Fakes. The Wall Street Journal, July 9, 2002, page 1 + A10, page 1.

"...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.

"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), page xv.

"Australia's Aborigines may have created one of the world's oldest art forms and have certainly created one of the newest. Travelers in the remote outback of central and northwestern Australia can see cave paintings and rock carvings that date back at least 30,000 years. ... that may predate the oldest cave paintings in Europe. ... Thirty years ago [1973] Aboriginal work was hardly recognized as art. ... Less than 20 years ago [1983] 'you could barely give it away,' ... 'But our sales in July [2003]... we'll have people from all over the world bidding hundreds of thousands of dollars of art you could have bought for hundreds in the 1970s [stress added]." Tony Clifton, 2003, Aborigines' art comes out of the cave, into galleries. The San Francisco Chronicle, April 25, 2003, page D21.

"A skeleton dated to 62,000 years ago has been found near Lake Mungo in southeastern Australia. The remains are clearly modern, with slender limb bones and a high, domed skull. And at a remarkable site in northern Australia, the initial colonists of the continent seem to have hollowed out an array of indentations on the face of a rock--perhaps the earliest instance yet known of symbolic thinking [stress added]." Steve Olson, 2002, Mapping Human History: Discovering The Past Through Our Genes (Boston/New York: Houghton Mifflin Co.), page 129.

"New dates from an important archaeological site in Australia have removed a serious challenge to a theory about the origin of modern humans. The site is lake Mungo, in southeastern Australia....A new survey of the Lake Mungo site has revised the date of the burial to 42,000 years ago. ... This date is much more consistent with my view of the 'out of Africa' event ["Eve hypothesis] that occurs around 50,000 years ago. [stress added]." Nicholas Wade, 2003, Revisions in dating of grave site revive 'out of Africa' idea. The San Francisco Chronicle, February 20, 2003, page A2. [And see: http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2003/02/20/MN231453.DTL as well as http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2003/02/19/MN224306.DTL]

"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.

"It spotlights a shameful recent chapter of Australian history, when racist kidnappings were part of that country's official policy, yet 'Rabbit-Proof Fence' turns this dubious past into a breathtaking story of defiance and triumph that has to be considered one of the year's most sublime films. Direcotr Phillip Noyce based his movie on the lives of three Aboriginal girls who, in 1931, escaped from their captors into a shaky freedom that required them to traverse more than 1,000 miles.... Between 1910 and 1970, the Australian government targeted mixed-race Aboriginal children in the outback and took themn to reorientation centers. There they were forced to speak English, attend Church and learn 'skills' they would use as servants and laborers for white people. One hundred thousand Aboriginal children were taken this way from their parents, according to an Australian government report released in 1997 [stress added]." Jonathan Curiel, 2002, Following the fence to freedom: Aboriginal girls' escape makes for gripping drama. The San Francisco Chronicle, December 25, 2002, pages D1 + D9.

VIDEO: 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.

VIDEO: 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) pp. 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]."

"Peaceful cooperation, that's the key." (Sir Nicholas de Mimsy-Porpington - also known as Nearly Headless Nick} J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 209.

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), p. 64.

VIDEO: "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."

VIDEO: 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?"

"With one of the highest concentrations of rock art in the world, Tsodilo has been called the "Louvre of the Desert". Over 4,500 paintings are preserved in an area of only 10 sq. km of the Kalahari Desert. The archaeological record of the area gives a chronological account of human activities and environmental changes over at least 100,000 years. Local communities in this hostile environment respect Tsodilo as a place of worship frequented by ancestral spirits [stress added]."http://whc.unesco.org/sites/1021.htm [Tsodilo} Botswana, 2001]

VIDEO: "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 Bushmen are the original people of southern Africa. (The equivalent words 'Bushmen' and "San' both have derogatory connotations, but no other terms for this group of people are available, and many of them prefer 'Bushmen' because of its association with the land.) Their ancestors have lived here for tens of thousands of years, perhaps for more than 100,000 years. Over that time the Bushmen developed a way of living in harmony with each other and with the land. They took what they needed for the present while ensuring that enough remained for the future. They built elaborate social networks through marriages, alliances, and trade. They left many thousands of painting on rock walls scattered across souther Africa. But over the last few millennia, other groups have encroached on their homelands. Somewhat more than 1,000 years ago, groups of farmers and herers who were taller and had darker skin began to push into souther Africa from the north. Gradually the Bushmen either mixed with the invaders or retreated into less productive lands. Then, in the 1600s and 1700s, Dutch farmers began to spread north from the Cape of Good Hope. Although the Bushmen and their neighbors fought desperately to stop the settlers, gradually the Europeans prevailed [stress added]." Steve olson, 2002, Mapping Human History: Discovering the Past Through Our Genes (Boston: Houghton Mifflin Company), pages 12-13.

"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 [stress added].'" 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 midmorning sun over the red dunes of the Kalahari desert is scorching as Karel Kleinman, a ranger at this remote park bordering Botswana and Namibia, crouches over a wildebeest track and keys his observations into a pocket-sized computer. As a boy, Kleinman roamed the same dunes with his Bushman grandfather, learning how to track animals while hunting with bow and arrow. This week, at 58, he begins applying those skills to the computer age with the CyberTracker, an invention that weds Bushman traditions with new technology." Vera Haller, 1999, Technology Helps Trackers Apply Old Skills. USA Today, February 11, 1999, page 13A.

"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.

"Bushmen Squeeze Money From a Humble Cactus.... From a desert weed known as hoodia, one of the world's oldest and least developed peoples hopes to enjoy its first taste of prosperity. The San have suched on hoodia for generations, principally to raise their energy and fight hunger during long hunting trips. Now, Pfizer, the international pharmaceutical giant, has begun work on an appetite suppresant from the plant, and agreed to share the profits. The deal, which includes the government, is considered a landmark in the field of inernational property rights [stress added]." Ginger Thompson, 2003, The New York Times, April 1, 2003, page A4.

"N!xau, the diminutive Bushman catapulted from the remote sand-swept reaches of the Kalahari Desert to international stardom in the film 'The Gods Must Be Crazy' has died, police office said Saturday [July 5, 2003]. He was estimated to have been about 59.... "The Gods Must Be Crazy' became a worldwide hit and a top grossing foreign film after its release in 1980. ... N!xau starred in several sequely before returning to the familiarity of life as a herdsman raising cattle and vegetables in the Namibian bush." Tangeni Amupadhl, 2003, The Sacramento Bee, July 6, 2003, page B7.

"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 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 2004)

I. 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.htm. 

"Software engineers will tell you that the longer they labor to solve complex problems by manually writing code, the more they respect the reasoning power of the human brain. For years, artificial-intelligence researchers have gained some of their most useful insights from experts in brain function. And today the biological sciences are making similar contributions to all sorts of technologies useful to business, from software that 'grows,' 'heals' and 'reproduces' to tiny carbon tubes that will allow computer transistors to shrink to atomic dimentions even as they grow more powerful [stress added]." Eric Roston, 2002, High Tech Evolves: More Businesses are studying biology to solve complex management and computing problems. Time, June 10, 2002, n.p.

"Though Darwin died more than a century before the advent of the World Wide Web, his unforgiving survival theory applied as much to outdoors-oriented sites as to the species. The fittest are still with us...." Michael Shapiro, 2002, Returning to nature easier after trekking through Net. San Francisco Chronicle, June 2, 2002,Section C8, page 8.

"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.

"First U.S. web site created 10 years ago [December 12, 1991]. 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.

"'It's the information age, and librarians are the information specialists,' said Kevin Starr, state librarian for California. ... I think information service is the profession for the millennium [said Cora Iezza]." Beyond the Dewey Decimal. Julie N. Lynem, July 14, 2002, The San Francisco Chronicle, page B1.

"Ten years ago [in 1993], Marc Andreesen [then 21 years old] was making $6.85 an hour at a computer lab. He went on to found Netscape. That changed everything. ... his belly spilled out of rag-tag clothes, and he littered his car with fast-food wrappers. Now, he is slim and stylishly dressed. Parked outside is his impeccably clean Mercedes coupe. ... In 1993, the Internet was almost solely used by academic research scientists and the military. Navigating it required memorizing arcane text commands. Only a few years before [1991], in a research lab in Switzerland, Tim Berners-Lee [born in 1955] created the hypertext links that formed the basis for the World Wide Web, but that was still text-only and not meant for research. No one had created a visual way to navigate the Net. There was no way to put up images. Andreesen, Totic, Mittelhauser and a cabal of students worked part-time at the university's [University of Illinois at Urbana-Champagne] famed computer lab, the National Center for Supercomputing Applications (NCSA). There, the idea of a visual browser bubbled to the surface. Andreesen and fellow NCSA worker Eric Bina grabbed it. The concept, Andreesen says, 'was just there, waiting for somebody to actually do it. The two slammed together the code for the first graphical browser. On March 14, 1993, Andreesen put it on NCSA's Internet site. He introduced it: 'NCSA Mosaic provides a consistent and easy-to use hypermedia-based interface into a wide variety of information sources [stress added]." Kevin Maney, 2003, "Ten years ago, who knew what his code would do?" USA Today, March 10, 2003, pagesB1 + B2.

II. 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.

III. 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.

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]

AUGUST 10, 1998} "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 [stress added]." San Francisco Chronicle, August 10, 1998, page E1.

JUNE 21, 2002} "Scientists have developed a new method of stamping out cheap but powerful computer chips that could revolutionize the industry and offer consumers a new generation of high-powered computers. ... 'we might expect Moore's law to hold for, maybe, another two decades....'[stress added]" Carl T. Hall, 2002, Chip Ideas Leads to Faster Computers. The San Francisco Chronicle, June 21, 2002, page A2.

JUNE 11, 2002} "International Business machines Corp. plans to announce today that it has doubled the amount of data it can store per square inch, a finding that could boost the capacity of cellphones, digital cameras and hand-held computers within a few years. Researchers at IBM's Zurich laboratory have achieved storage rates of one terabit per square inch using what are essentially microscopic punch cards. Such technology could store 25 million printed textbook pages on a surface the size of a postage stamp, about 20 times what is possible with techniques used in the best computer hard drives today. ... [the] latest storage technology could be available commercially as early as 2005 at prices similar to the memory cards used in digital cameras and other devices today [stress added]. Kevin J. Delaney, 2002, IBM to Announce Leap in Capacity of Data Storage. The Wall Street Journal, June 11, 2002, page D6.

"When Napster surfaced in 1999, a gigabyte of storage--enough to hold around 250 MP3 songs--cost $12.27 wholesale. Now, it's down to $1.15, according to IDC. With storage this cheap, it's easy for RCA to stuff 20 gigabytes into a $400 handheld personal video recorder, which can handle 80 hours of video" [and] "One gigabyte, enough to hold 260 MP3 songs, costs $1.15 now and could be 48¢ by 2005 [stress added]." Heather Green, 2003, "A real Hollywood horrow story." Business Week, March 10, 2003, pages 67-68, page 68. [And see: http://www.idcresearch.com/]

DECEMBER 23, 2002} "Once again, silicon experts have prolonged the usefullness of the world's premier semi-conductor material. ... IBM scientists reported that they have made a working transistor only 6-nm [six nanometers] wide. ... Get ready for chips crammed with a billion or more transistors [stress added]." Otis port, 2002, Developments towatch. Business Week, December 23, 2002, page 88.

"Their operation is all very secret. This is as close as we can come without one of their security boats coming out and shooing us off. But it's rumoured they do it through a new science called nanotechnology [stress added]." Clive Cussler, 1999, Atlantis Found (NY: Berkley 2001 edition), page 111.

"I.B.M. plans today to describe successful efforts to create silicon memory chips using a new nanoscale manufacturing technique. ... to create chips with memory cells just 20 nanometers in diameter and 40 nanometers apart, A nanometer, one-billionth of a meter, is the scale by whichindividual molecules are measured. ... one application of the technology could be to design flash memory chips with cells roughly 1/100th the size of the cells currently required to store a piece of data [stress added]." Barnaby J. Feder, I.B.M. Set to unveil Chip-Making Advance. The New York Times, December 8, 2003, page C3.

"It may take sophisticated microscopes to see nanotechnology's products, but the money pouring into the field is hard to miss." Barnaby J. Feder, 2003, It's a Tiny World. The New York Times, December 22, 2003, page C1 + C6, page C1.

NOVEMBER 21, 2003: "The recipe for a computer chip of the future may read something like: Take some wires. Add DNA. Stir. In an advance that might provide a practical method for making molecular-sized circuits, the smallest possible, scientists in Israel used strands of DNA, the computer code of life, to create tiny transistors that can literally build themselves. 'What we've done is to bring biology to self-assemble, an electronic device in a tes tube,' said Dr. Erez Braun, a professor of physics at the Tecnion-Israel Institute of Technology in Haifa, Israel..... [stress added]." Kenneth Change, 2003, Smaller Computer Chips Built Using DNA as Template. The New York Times, November 21, 2003, page A22.

V. LEARN
A. Learn how to use "search engines" and "subject directories" and The Meriam Library facilities.
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.

SEE: http://www.csuchico.edu/lins/handouts/eval_websites.pdf [CSU, Chico} Evaluating Word Wide Web Resources]

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 at various points in time: note the different amounts of data generated by different search engines: evaluate carefully! Before examing the "Search Engine Results" below, please consider the following:

"Google--or any search engine--isn't just another website; it's the lens through which we see that information, and it affects what we see and don't see. At the risk of waxing Orwellian, how we search affects what we find and by extension, how we learn what we know [stress added]. Lev Grossman, 2003, Search And Destroy. Time, December 22, 2003, pages 46-50, page 50.

On January 4, 2004, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 251,000 items; Alta Vista Search had 89,979 items; WiseNut had 26,209 items; and AllTheWeb had 568,418 web pages.

On September 27, 2003, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 278,000 items; Alta Vista Search had 81,607 items; WiseNut had 39,116 items; and AllTheWeb had 463,572 web pages.

On November 27, 2002, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 143,000 items; "Power Search" by Northern Light had 2,720 items; Alta Vista Search had 84,274 items; MonkeySweat had numerous items; and WiseNut had 76,294 items (and AllTheWeb had 516,281 web pages for "Charles R. Darwin").

On May 2, 2002, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 130,000 items; "Power Search" by Northern Light had 2,623 items; Alta Vista Search had 36,608 items; MonkeySweat had numerous items; and WiseNut had 64,940 items.

On February 6, 2002, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 118,000 items; "Power Search" by Northern Light had 2,587 items; Alta Vista Search had 40,131 items; and MonkeySweat had numerous items!

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!

Two things should be obvious: (#1) interest in Darwin continues and (#2), obviously, just as with people, all "search engines" are not created equal and there is "cultural selection" involved in everything we do! How does one "evaluate" and "use" this wide range of information? One does it just as Darwin did, carefully, patiently, and slowly, for as Darwin wrote:

"False facts are highly injurious to the progress of science, for they often endure long; but false views, if supported by some evidence, do little harm, for every one takes a salutary pleasure in proving their falseness: and when this is done, one path towards error is closed and the road to truth is often at the same time opened." Charles R. Darwin, 1871, The Descent of Man And Selection in Relation to Sex[1981 Princeton University Press edition, with Introduction by John T. Bonner and Robert M. May], Chapter 21, page 385.

V. SOME INFORMATION
A. "Are old PCs Poisoning Us? Toxic gear is piling up in landfills, but recyclying could help. ... All this may come 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/)

VI. 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.

VII. 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....

VIII. "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.

"Career advice for the 21st century: Stay away from any job that can be done online.... profiting from the Darwinian labor economics of the Internet [stress added]." Mani and Me: Hearing 'Mister,' I work Cheap' From Across The Globe. Lee Gomes, June 3, 2002, The Wall Street Journal, page B.

"Financial-service companies in the U.S. say they expect to transfer 500,000 jobs, or 8% of industry employment to foreign countries over the next five years [2003-2008]....Why? A call-center employee earns $20,000 a year in the U.S. but only $2,500 in India. And overseas cable costs have fallen as much as 80% since 1999. At the higher end, a researcher with a few years of experience might earn $250,000 on Wall Street, compared with $20,000 in India. Those sorts of savings are expected to help the U.S. financial industry cut annual costs [domestic positions] $30 billion a year by 2008.... [stress added]." Daniel Kadlec, 2003, Where Did My Raise Go? Time, May 26, 2003, pages 45-54, page 50.

"'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.

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):

"As recently as the early 1990s, most people had never heard of the internet, and no projection about which direction computer technology would grow most rapidly mentioned the internet. According to Time magazine, it took forty years for radio to gain 50 million American listeners. It took thirteen years for broadcast television and cable to gain 50 million domestic viewers. But it took only four years for the World Wide Web to get 50 million domestic users. The phenomenal growth of internet commerce and communication was totally unexpected, confounding futurists and catching the tech world by surprise [stress added]." Tomas M. Georges, 2003, Digital Soul: Intelligent Machines and Human Values (Westview Press), pages 167-168.  

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WEEK 7: MARCH 9 & MARCH 11, 2004

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin) the following:

Issue #15} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 302-323. (In & Meighan articles).
Issue #18} Do Museums Misrepresent Ethnic Communities Around The World? Pages 370-391. (Clifford & Dutton articles)

Please read Essay #7 ( MOTHER NATURE, FATHER CULTURE...) which may be viewed by clicking here.

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").

"The OCM [Outline of Cultural Materials] was originally developed as a tool for the Cross-Cultural Survey, an organization established in 1937 by the Institute for Human Relations at Yale University....under the direction of George P. Murdock [1897-1985]. After the entry of the United States into World War II, the Cross-Cultural Survey concentrated its efforts largely on areas of probably combat operations, especially in the Pacific. ... The usefulness of the material in the Cross-Cultural Survey Files on the then Japanese-held islands of the Pacific led the United States Navy Department, in 1943, to contract with Yale University for the continuation of the work on an expanded scale [stress added]." George P. Murdock et al., 2000, Outline of Cultural Materials (5th Edition) (New Haven: Yale University), page xvi-xvii.

"The other major source of intelligence information at Yale, the Institute of Human Relations, was rather more controversial, at least on the campus, some faculty declaring that its rapid move to war-related work smacked of opportunism. The charge is reasonable, though the institute also abundantly demonstrated the value of anthropology, and to a lesser extent sociology, to intelligence work. ... Less than a week after Pearl Harbor [the Institute's Director, Mark A.] May announced that the institute would accept contract work from aby government agency, and he launched an immediate crash program to study the 'cultural and racial characteristics' of the Japanese. George P. Murdock [1897-1985], one of the leading cultural anthropologists at Yale, shifted the emphasis of his Cross-Cultural Survey to the collecting and classification of materials on the people of the Pacific, and he began a fresh study of Micronesia, and especially the Japanese Mandated Islands. The institute drew up a list of anthropogists throughout the nation who had firsthand knowledge of the islands and sent it to the Army and Navy departments [stress added]." Robin W. Winks, 1987, Cloak & Gown: Scholars In The Secret War, 1939-1961 (NY: Wm. Morrow & Co., Inc.), page 43.

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 15 (Monday), 2004 - - > MARCH 19 (Friday), 2004 (SPRING BREAK!)  

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WEEK 9: MARCH 23 & MARCH 25, 2004

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #13} Has the Islamic Revolution in Iran Subjugated Women? Pages 254-277. (Paidar & Friedl articles).
Issue #14} Is Ethnic Conflict inevitable? Pages 278-299. (Kakar & Oberschall 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. VIDEO: 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.

"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.

VIDEO 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. ...

VIDEO: 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].

"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 Mean was not the only female anthropologist: please see the volume edited by Ute Gacs et al. (1989), Women Anthropologists: Selected Biographies and you will see information about (among others) Theodora Kroeber (1897-1979), Anne Fischer (1919-1971), Camilla Wedgwood (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!).

PLEASE REMEMBER: For the 2001-2002 Academic Year, a total of 588 individuals received the Ph.D. in Anthropology: there were 331 females [56.3%] and 257 males [43.7%]; note, this includes degrees from Australia (13), Canada (39), Hong Kong (2), Mexico (7), Norway (6), and the United Kingdom (35). Source: The 2002-2003 American Anthropological Association Guide, page 606.

"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 10: MARCH 30 & APRIL 1, 2004 

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #9} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 170-193. (Harris & Geertz 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.

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WEEK 11: APRIL 6 & APRIL 8, 2004

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. No new readings in Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin).

III. WRITING ASSIGNMENT #2 (10%) DUE BY THURSDAY APRIL 8 and DISCUSSIONS AND REVIEW ON TUESDAY AND THURSDAY OF THIS WEEK. Please re-read Essay #6 (REVIEW of The Tangled Web: Biological Constraints on the Human Spirit ) which may be viewed by clicking here.

IV. PLEASE REMEMBER:
A. DISCUSSION of Writing Assignment #2 (10%) DUE Thursday April 8, 2004.
B. REVIEW on Thursday April 8, 2004 & EXAM II (25%) on Tuesday April 13, 2004.
B. Potential EXAM II Test Questions below
C. Map}: Europe, Middle East, Asia & Pacific, Multiple Choice, and True/False

V. VIDEO: CULTURE AND PERSONALITY

VI. 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.

"Indeed, Margaret Mead has been criticized, most notably by the Australian anthropologist Derek Freeman [1916-2001], for mionimizing the biological aspects of childrearing. According to Freeman, Mead was so eager to demonstrate the definitive role of culture in human society that she was insensitive to fundamental human drives and motives, while overly accepting accounts that suggested the singularity of a culture. From today's vantage point, we might conclude that Mead was attempting to demonstrate the importance of cultural factors to a biologically oriented social science community, while Freeman was reacting to a cultural concensis that Mead and her colleagues had succeeded in establishing at mid-century [stress added]." Howard Gardner, 2001, Introduction to the Perrenial Classics Edition. Growing Up in New Guinea, 1930 (by Margaret Mead), page xxi.

AND REMEMBER?} "China and many other developing nations are rushing with equal speed into an emerging pandemic of heart disease.... Heart disease is poised to pitch China, with its 1.2 billion people, into a costly public health crisis. Already 40% of the deaths in China result from heart disease or strokes. ... By the end of last year [2001], the Chinese could eat locally at more than 400 McDonald's restaurants and about 600 KFC restaurants [stress added]." Steve Sternberg, 2002, World prospers, hearts suffer. USAToday, November 18, 2002, pages D1 + D2.

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."

REMEMBER 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.

"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. Margaret Mead popularized cultural anthropology based on her famous field observations; these observations resulted in the 1929 publication of _________. (a) New Lives For Old; (b) The Chrysanthemum and the Sword; (c) Coming of Age in Samoa; (d) My Life in The South Pacific.

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. The Anthropologist ________ stated the following: "It has been my purpose to set forth as much as possible what native say about themselves, not what Europeans say about them." (a) Bronislaw Malinowski; (b) Margaret Mead; (c) R. H. Codrington; (d) Clifford Geertz.

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

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/ANTH103SP2004TESTTwo.htm by Tuesday April 6, 2004, to assist you in examination #2.

 

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WEEK 12: APRIL 13 & APRIL 15, 2004

I. EXAM II (25%) on TUESDAY APRIL 13, 2004 AND HISTORY OF 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.

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology (McGraw-Hill/Dushkin), but since EXAM I you have been responsible for:

Issue #9} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 170-193. (Harris & Geertz articles).
Issue #10} Are San Hunter-Gatherers Basically Pastoralists Who Have Lost Their Herds? Pages 194-214. (Denbow / Wilmsen & Lee articles).
Issue #11} Do Sexually Egalitarian Societies Exist? Pages 216-233. (Lepowsky & Goldberg articles).
Issue #13} Has the Islamic Revolution in Iran Subjugated Women? Pages 254-277. (Paidar & Friedl articles).
Issue #14} Is Ethnic Conflict inevitable? Pages 278-299. (Kakar & Oberschall articles).
Issue #15} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 302-323. (In & Meighan articles).
Issue #18} Do Museums Misrepresent Ethnic Communities Around The World? Pages 370-391. (Clifford & Dutton articles)

III. REMEMBER, EXAM II (25%) on TUESDAY APRIL 13, 2004.

IV. IF POSSIBLE, PLEASE READ ESSAY #8 (COMMENTS ON BRONISLAW MALINOWSKI (1884-1942) ) which may be viewed by clicking here.

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WEEK 13: APRIL 20 & APRIL 22, 2004

I. FINISHING HISTORY & CONTROVERSY AND INTO THE AMERICAS.

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:  

Issue #4} Did People First Arrive in the New World After The Last Ice Age? Pages 66-85. (Fiedel & Dillehay articles)
Issue #6} Were Environmental Factors Responsible for the Mayan Collapse? Pages 108-125. (Adams & Cowgill articles).

III. COMMENTS FROM DEREK FREEMAN (1906-2001):

"My passion in life is that we will develop a genuine science of the human species; nothing is more important to humans than that we succeed in that task. Now, I have said that the question that Boas [1858-1942] gave Margaret Mead [1901-1978] to answer was a profoundly important anthropological question and I think that now in the late 1980s we have resolved that problem. It is apparent to all knowledgeable behavioral scientists that we must within operate within a framework in which we simultaneously take into account our evolutionary history and our cultures and it is only when these two things are combined within an interactionist paradigm that you have the imperative pre-condition for a genuine science of our species. Well, I have always been a heretic. I think being a heretic is the most beautiful thing because this comes from a Greek root meaning someone who chooses for himself. In other words, a heretic is someone who thinks for himself and doesn't run with the mob and I have always been a heretic and found great joy in it. But what you've got to be in science is a heretic who gets its right. It's no use in being a heretic who gets it wrong because then you are a dog in their eyes. But if you are a heretic who gets it right, you can't do better than that [stress added]." Derek Freeman, 1988, [from the video] Margaret Mead and Samoa (Evanston, Ill: United Learning) [Cinetal productions Ltd. in Association with the Australian Broadcasting Corporation].

"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 [1928] 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.

IV. 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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NOTES ON NATIVE AMERICANS AND CONTINUOUS CULTURE CHANGE

REMEMBER FROM ABOVE?: "A people who may have been ancestors of the first Americans lived in Arctic Siberia, enduring one of the most unforgiving environments on Earth at the height of the Ice Age, according to researchers who discovered the oldest evidence yet of humans living near the frigid gateway to the New World. Russian scientists uncovered a 30,000-year-old site where ancient hunters lived on the Yana River in Siberia, some 300 miles north of the Arctic Circle and not far from the Bering land bridge that then connected Asia with North America. ... The researchers found stone tools, ivory weapons and the butchered bones of mammoths, bison, bear, lion and hare, all animals that would have been available to hunters during that Ice Age period. Using a dating technique that measures the ratios of carbon, the researchers determined the artifacts were deposited at the site about 30,000 years before the present. That would be about twice as old as Monte Verde in Chile, the most ancient human life known in the American continents [stress added]." Paul Recer, 2004, Ice Age hunters' camp found in Siberia: Possible link to ancestors of 1st Americans. The San Francisco Chronicle, January 2, 2004, page A5.

"The English mistook the Indians' war chants for songs of welcome, while the Indians mistook the red wine the settlers offed them for blood. When Powhatan, the powerful Chesapeake chief, offered food to the Jamestown settlers, it was to signal the visitors' dependent status, allies who required his protection. To his delighted guests, however, the gesture had another meaning: proof of willing subordination. The Indians, the English agreed with relief, would become the docile subjects of King James. So went some of the culture clashes in the New World as Europeans and Native Americans encountered each other for the first time [stress added]." Emily Eakin, Think Tank: History You Can See, Hear, Smell, Touch and Taste. The New York Times, December 20, 2003, page A21.

"We need to understand that the encounter of European Americans with the geography and native peoples of America forms a decisive element in who we are now and need to become [stress added]." Jacob Needleman, 2002, The American Soul: Rediscovering the Wisdom of the Founders (NY: Jeremy P. Tarcher/Putnam), page 40.

"Columbus changed forever the history of the planet. But he did so by connecting two worlds of equal maturity, not by 'discovering' a new one. Knowing this, some find it easy to dismiss European insistence on calling America the New World as nothing more than Eurocentric arrogance. Convinced that Europe was synonymous with civilization, colonizing Europeans failed to see anything of value in Indian civilizations. They regarded Indian people as 'primitive' and viewed the land as virgin wilderness. Like other human beings, they were blind to much of what lay before them and instead took in what they wanted to. In a very real sense, however, America did exists as a new world for Europeans. America was more than just a place; it was a second opportunity for humanity--a chance, after the bloodlettings and the pogroms, the plagues and the famines, the political and religious wars, the social and economic upheavals, for Europeans to get it right this time. In the beginning, the American dream was a European dream, and it exerted emotional and motivational power for generations" [stress added]." Colin G. Galloway, 1997, New Worlds For All: Indians, Europeans, and the Remaking of Early America, page 10.

"In 1589 the Jesuit scholar José de Acosta, who lived and traveled widely in South America, proposed that native Americans were descended from people who had migrated from Siberia. More than four hundred years later, Acosta's idea has held up pretty well. Perhaps 75 million people were living in North and South America when Columbus reached the New World in 1492. Most, perhaps all, of their ancestors have been shown to be people from Asia who made their way across what is today the bering Strait. The questions--and the controversies--lie entirely in the details. The single most contentious question concerns the dates of these migrations [stress added]." Steve Olson, 2002, Mapping Human History: Discovering The Past Through Our Genes (Boston/New York: Houghton Mifflin Co.), page 195-196.  

"People create their own pasts by acknowledging what they choose to acknowledge. In the 1960 U.S. census -- the first that allowed people to classify themselves by racial category -- just over 500,000 people identified themselves as Native Americans. By the 1980 census more than 1.4 million said they were Native Americans. And in the 2000 census, which for the first time allowed people to identify themselves as belonging to one race, more than 4 million Americans marked 'Native American' on their census forms [stress added]." Steve Olson, 2002, Mapping Human History: Discovering The Past Through Our Genes (Boston/New York: Houghton Mifflin Co.), page 206.

On the Mashantucker Pequot: "The Pequot War of 1636-37 paved the way for the establishment of English hegemony in southern New England." Alfred A. Cave, 1996, The Pequot War (U Mass press), page 1.

"The Spanish and French who first saw these hillocks found it difficult to believe them to be the deliberate creations of mankind. They were so much larger than any work of architecture known to them. The entire facade of the Palace of the Louvre, in Paris, can fit easily within the space surrounded by the D-shaped earthen rings at Povery Point, Louisiana, built at the same time as Stonehenge. The Papal Basilica of St. Peter in Rome, complete with its plaza and gardens, could be placed within the circular embankement at Watson Brake [Louisiana], which is probably at least a thousand years older than Poverty Point [stress added]." Roger G. Kennedy, 1996, Hidden Cities: The Discovery And Loss of Ancient North American Civilization , page 8.

"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.

"The truth about California Indians isn't pleasant. Driven from the land that sustained them, decimated by unfamiliar diseases, they were hunted to near-extinction during the Gold Rush. Once estimated at 300,000, only 15,000 remained by the 1900 census. Almost 95 percent of the original population had vanished." Anon., July 7, 2002, Native California still determined to set historical record straight [stress added]." The Chico Enterprise-Record, page 1D.

"Ishi is in the news again, and again his story is a poignant reflection of our society. Ishi's saga begins in the 1860s. White settlers in this area had either enslaved, murdered, or expelled the Maidu [Native Americans] from the valley, but had not yet subdued the Yahi, who were protected by the remote and tortuous terrain of Deer and Mill Creek canyons, and could survive on the limited resources of that area supplemented with goods gathered on occasional raids of the settlers' ranches. These raids were met with retaliatory attacks, and violence escalated. In 1862, three white children were killed, and in response the settlers resolved to destroy the entire native population. The genocide of the Yahi was ferocious and absolute. ... By 1870 the Yahi population, once in the hundreds, was five. For the next 41 years this small group hid themselves along Dear Creek. In 1911, the last survivor [subsequently named], Ishi, reappeared in the white man's world, ironically at a slaughterhouse [stress added]." Tim Bousquet, The Chico News & Review, June 12, 1997, Vol. 20, No. 46, page 8. And please see: Theodora Kroeber, 1961, Ishi In Two Worlds: A Biography of the Last Wild Indian in North America (Berkeley: UC Press).

"...the bloody years of Yana history: 1850-1872. It was in the early 'sixties that the whole white population of the Sacramento Valley was in an uproar of rage and fear over the murder of five white children by hill Indians--probably Yahi. But the soberly estimated numbers of kidnappings of Indian children by whites in California to be sold as slaves or kept as cheap help was, between the years 1852 and 1867, from three to four thousand; evey Indian woman, girl, and girl-child was potentially and in thousands of cases actually subject to repeated rape, to kidnapping, and to prostitution. Prostitution was unknown to aboriginal California, as were the venereal diseases which accounted for from forty to as high as eighty per cent of Indian deaths during the first twenty years following the gold rush [stress added]." Theodora Kroeber, 1961, Ishi In Two Worlds: A Biography of the Last Wild Indian in North America (Berkeley: UC Press), page 46.

STATEMENT about ISHI from Dr. Saxton Pope: "[Ishi] looked upon us as sophisticated children--smart, but not wise. We knew many things, and much that is false. He knew nature, which is always true. His were the qualities of character that last forever. He was kind; he had courage and self-restraint, and though all had been taken from him, there was no bitterness in his heart. His soul was that of a child, his mind that of a philosopher [stress added]." From: James Freeman, 1992, Ishi's Journey: From The Center to the Edge of the World (Happy Camp, CA: Naturegraph), back cover.

NOTE ELSEWHERE / ELSEWHEN: "There are various estimated and several arguments about the social, cultural, and physical damage caused by the 1838 [Cherokee] removal. The main portions of all five tribes were uprooted and the people became socially disoriented, their town and clan organizations disrupted. ... How many Cherokees and their slaves died? The answer is a mystery, enhanced, complicated by decades. In the detention camps, from three hundred to two thousand died, depending on the authority accepted; on the trail, from five hundred to two thousand. In other words, the answer is a combined total of between eight hundred and four thousand." John Ehle, 1988, Trail of Tears: The Rise And Fall Of The Cherokee Nation (NY: Anchor), page 390.

"What do the Indian nations of Arizona, California, Connecticut, Minnesota, Oregon, Washington and several other states have now that they did not have 15 years ago? The answer is political clout. ... According to Bill Eadington, a specialist in gambling economics at the University of Nevada-Reno, by the end of the decade the Indian casinos in California will be raking in $5.1 billion to $10.3 billion a year in gambling revenues. He said about half of this will be profits. The $5.1 billion figure is still higher than the income generated by the entire Las Vegas strip casinos [stress added]." Tim Giago, 2000, Jury Still Out On Indian Gaming's Impact. The San Francisco Chronicle, July 30, 2000, page 5.

NOTE on the Mashantucket Pequot Tribe: "The tiny Mashantucket Pequot tribe--grown wealthy by casino profits--is putting the finishing touches on a $135 million museum that resurrects a nearly forgotten past. The Mashantucket Pequot Museum and Research Center, which celebrates the lives of American Indians of southeastern Connecticut, open Aug. 11 [1998]. The 308,000-square-foot complex is set on the tribe's reservation, also home to the Foxwoods Resort Casino. ... The money to build the museum comes from the tribe's casino.... The Pequot tribe, which has about 400 members, got assistance from about 50 other tribes, from helping to reproduce artifacts to sharing oral histories and providing original artwork." Anon., 1998, The Washington Post, August 4, 1998, page C10.

"Connecticut's two Indian-run casinos will pay the state a total of $33.6 million from their slot machine revenues in October [2003], the casinos reported. Mohegan Sun reported revenues of $68.3 million, and Foxwoods reported revenues of $66.6 million. Under an agreement with the state, the casino gives 25% of its monthly slot machine take to the state [stress addeed]." Anon., 2003, USA Today, November 18, 2003, page 16A.

ALSO NOTE FROM JUNE 2002: "...the 315,000-square-foot Mohegan Sun casino complex is the second largest in the nation behind nearby Foxwoods...." Kitty Bean Yancey, 2002, Many stars orbit Mohegan Sun. USA Today, June 24, 2002, page 2D. 

"The city [of Bridgeport, Connecticut] signed a contract with the Golden Hill Paugussett tribe to help it locate a site for a casino in exchange for the tribe handing over some gambling revenue and dropping land claims. The tribe must win federal recognition from the U.S. Bureau of indian Affairs to open a casino. A decision is expected next month." Anon., 2002, USAToday, December 20, 2002, page 25A.

"Imagine a California with 40 or more Foxwood-sized gaming facilities, many lining the thoroughfares leading from Southern California to the Nevada border, each aggressively wooing the millions of customers from the population centers of Anaheim and San Diego to the gambling meccas of Las Vegas, Reno, Stateline, and Laughlin. That's the doomsday prediction of some gaming observers watching the action in California.... [stress added]" (Matt Connor, 1998, "Nevada's Bad California Dream" in International Gaming & Wagering Business, July 1998, page 1, pages 26-31, page 1 and 26).

"A $215 million casino opened in Northern California this week. Nevada gambling experts and executives fear that the United Auburn Indian Community's Thunder Valley Casino about 100 miles from Reno will siphon off $200 million of Reno's gambling revenues over the next few months. About 8,000 people attended the opening." Anon., 2003, USA Today, June 11, 2003, page 11A.

"Traffic backed up 7 miles as crowds jammed the new Thunder Valley Casino that northern Nevada gambling officials fear will draw customers awat from the Reno area. An estimated 8,000 people turned out Monday [June 9, 2003] for the grand opening of the casino owned by the United Auburn Indian Community and operated by Las Vegas-based Stations Casinos Inc. The $215 million gaming hall is expected to siphon away 10 percent to 20 percent - $100 million to $200 million - of Reno's gaming revenues in its first few months of operations, according to several Nevada gaming experts and executives [stress added]." Anon., June 11, 2003, The San Francisco Chronicle, page A22.  

"Although Indian casinos are not required to make public their revenues, the fact that Thunder Valley is operated by a publicly traded company, Station Casinos Inc., does afford some grounds for educated guesses. Station, which collects 24 percent of the casino's net revenues in exchange for handling the day-to-day management, recently told its stockholders it expects to make from $65 million to $75 million in annual fees at Thunder Valley. That would mean total net annual revenues for the tribe of around $270 million to $300 million per year, figures that tribal officials do not dispuite with any vigor.... Even at $270 million a year, that projects to at least $200 million for the 240-member tribe by next July. And, that, just for perspective, projects to about $739,726 a day, $30,840 an hour or $514 a minute [stress added]." Steve Wiegand, 2003, Cautious Optimism, The Sacramento Bee, November 24, 2003, page A1 + A15.

"As the wealth and influence of California's gambling tribes has grown, non-Indian reservation neighbors, patrons at tribal casinos and even local and state governments have been made alarmingly aware of how powerless they are when matched against tribal governments asserting their sovereignty rightsin arbitrary ways. ... non-Indians are not the only ones placed at risk by the unchecked power of wealthy tribal governments. ... Intratribal disputes are not a new phenomenon. They are noticed more because the wealth generated by Indian casinos has raised exponentially the stakes in such disputes. ... As the Butte County case so dramatically illustrates.... [stress added]." EDITORIAL, 2003, Indian vs. Indian: Sovereignty can put tribal members at risk. The Sacramento Bee, November 25, 2003, page B6.

"Court OKs expansion of tribal gaming. A federal appeals court upheld California's voter-approved expansion of tribal gambling Monday [December 22, 2003], saying federal law lets states grant Indian tribes a monopoly of Nevada-style casinos. ... A contrary ruling would have forced the 62 tribed to scale back or eliminate their casinos and also would have scuttled plans for an urban casino in San Pablo [stress added]." Bob Egelko, 2003, Court OKs expansion of tribal gaming, The San Francisco Chronicle, December 23, 2003, page A19 + A23, page A19.

"Reno casinos' profits are getting squeezed. Reno casinos continue to feel the pinch of growing competition from California Indian casinos. The Eldorado Hotel & Casino reported a 63 percent drop in third-quarter profits from a year ago, the latest sign of trouble for Reno resorts. The nearby CircusCircus Hotel Casino earlier reported a 60 percent decline in third-quarter profit. The Silver Legacy also reported a steep drop. ... Analysts blame the decline on the spread of California Indian casinos, especially the Thunder Valley Casino near Sacramento [stress added]. " Anon., 2003, Reno casinos' profits are getting squeezed, The San Francisco Chronicle, December 23, 2003, page A19 + A23, page A19.

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WEEK 14: APRIL 27 & April 29, 2004

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:

Issue #15 [repeat]} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 302-323. (In & Meighan articles).
Issue #18 [repeat]} Do Museums Misrepresent Ethnic Communities Around The World? Pages 370-391. (Clifford & Dutton articles)

III. BACK TO THE PACIFIC: VIDEO} 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.

or

"Civilization exists by geologic content, subject to change." Will Durant (1885-1981) as cited in Simon Winchester, 2003, Krakatoa: The Day The World Exploded August 27, 1883 (NY: Harper Collins), page 298.

"One Scary Bug: A New Virus from Asia raises a host of unnerving questions." ... "And as nature constantly reshuffles the genes in her microbial repertoire, new diseases or variations of old ones keep appearing in new places at an alarming rate. The 'Nipah' virus jumped from pigs to humans in Malaysia in 1998, for instance, killing 105 people before being stamped out. West Nile virus swepat across the U.S. last year, killing 277 people. 'It is the nature of these organisms to change [EVOLUTION!] in order to survive,' explains Dr. John B. Bruss, Pharmacia Corp's clinical director for infectious disease research in Kalamazoo, mich. 'As they change [or EVOLVE!], they can become more pathogenic to humans.' And a global urbanization and travel continue to increase, 'this type of worldwide outbreak will be more prevalent,' says Dr. Neil O. Fishman, director of health-care epidemiology and infection control and the university of Pennsylvania Medical Center [stress added]." John Carey et. al, 2003, One Scary Bug: A New Virus from Asia raises a host of unnerving questions. Business Week, April 14, 2003, pages 56-57, page 56.

"In terms of sheer numbers, the SARS epidemic so far pales in comparison to other worldwide epidemics. The Spanish flu of 1918-1919 killed roughly 30 million people, including about 675,000 Americans. Over the past 20 years, the slow-motion funeral march of AIDS has carried off 20 million people; 40 million more are poised to die in the next decade [stress added]." Steve Sternberg, 2003, World health experts treat SARS as if it's the Big One. USA Today, April 24, 2003, pages 1-2, page 2.

"Global AIDS epidemic: 'More infections than ever before'... Cases and deaths climb in 2003; 40 milion people living with HIV.... The global AIDS epidemic reached twin peaks this year, making 2003 the grimmest year in the epidemic's history, according to new estimates Tuesday [November 24, 2003]. Approximately 5 million people were infected with HIV is 2003, compared with about 4.7 million last year, and epidemics were gathering momentum in India, China and Eastern Europe.... [stress added]." Steve Sternberk, 2003, Global AIDS epidemic: 'More infections than ever before', USA Today, November 26, 2003, page 15D.

"Health authorities urged to prepared for flu pandemic. A severe and early outbreak of flu is striking now [November 2003] in Texas, Colorado, Scotland, and England, and top flu expertd are warning that the world has too few anti-flu medicines on hand if a global super outbreak of influenza, called a pandemic, hits in the future. ... 'The world will be in deep trouble if the impending influenze pandemic strikes this week, this month, or even this year... [stress added]." Seth Borenstein, 2003, Health authorities urged to prepared for flu pandemic, The Sacramento Bee, November 28, 2003, page A8.

"After three of the mildest flu seasons in recent memory, Americans are enduring a major outbreak of influenza that has emptied classrooms and filled hospitals from California to New York. The difference, it appears, is a new strain of the flu virus, known in laboratory circles as A/Fujian/411/2002. In the Darwinian world of virus evolution, the Fujian A strain has out-competed its older cousin, a strain known as A/Panama/2007/99, which was responsible for the last few unremarkable flu seasons--and it's all due to a tiny change in a viral gene [namely evolution!] [stress added]." Sabin Russell, 2003, New flu strain could be harbinger of a pandemic. The San Francisco Chronicle, December 22, 2003, page A4.

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 [2,941,300 square miles]. Tasmania had an estimated 2002 population of ~473,365. The 2002 estimated population of Australia is 19,731,000. The capital of Tasmania is Hobart. The State of California is approximately 163,696 Square Miles, the State of West Virginia is approximately 24,078 square miles, and Costa Rica is approximately 19,730 square miles. [See The World Almanac And Book of Facts 2004.]

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 4 & May 6, 2004

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #5} Was There a Goddess Cult in Prehistoric Europe? Pages 86-107. (Gimbutas & Meskell articles).
Issue #12} Is It natural for Adopted Children to Want to Find Out About Their Birth Parents? Pages 234-253. (Lifton & Terrell / Modell articles).
Issue #16} Should Anthropologists Work to Eliminate the Practice of Female Circumcision? Pages 324-343. (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 20, 2004, 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.

"Join a Business, Travel the Globe, Eat a Sheep's Eye: I want to tell you about eating a sheep's eye in Saudi Arabia. I was the guest of honor.... Everybody was watching. I think it was an unspoken test to see if I would respect their culture. It tasted like a round, firm gooey oyster [stress added]." Nicholas Ratur & Francine Parnes, 2003, The New York Times, December 9, 2003, page C9.

"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."

No course based on printed material can be up-to-date and this is not a current-events-course. Please consider the following from December 17, 2003: "For Japan's New Homeless, There's Disdain and Danger. ... spoke of the 'shameful tendency in Japan to target the weak.' The police do not keep track of such crimes [at attacks on the homeless], and most victims, like Mr. Sugai, do not report them. But Mitsuyuki Maniwa, and professor specializing in juvenile crime at Otani University in Kyoto, said such attacks had increased in the last five years and had become violent. ... The economy's sad flotsam, open to attack by youths [stress added]." Norimitsu Onishi, 2003, The New York Times, December 17, 2003, page A3.

Please consider the following from December 18, 2003: "Non-essential American diplomats and the families of all U.S. officials in Saudi Arabia should leave the country, the State Department said Wednesday [December 17, 2003]. Private U.S. citizens also should consider leaving, it said. The United States has taken a series of steps, including such wrnings, to protect its citizens since suicide bombings May 12 [2003] killed about 35 people, including nine Americans, at housing compounds for expatriates in the Saudi capital, Riyadh. ... There are 200-300 non-essential U.S. diplomats and family members in Saudi Arabia. In all, about 30,000 U.S. citizens are there [stress added]." Anon., 2003, Americans urged to leave Saudi Arabia. USA Today, December 18, 2003, page 12A. [If you are interested in updates from the United States Department of State, please see: http://www.state.gov/ and for travel warnings, see: http://travel.state.gov/.

SOME NUMBERS TO CONSIDER from various pages in The World Almanac and Book of Facts 2003:

Japan population of 127,654,000 and area of 145,883 square miles
Saudi Arabia population of 24,217,000 and area of 756,984 square miles
England [United Kingdom of Great Britain and Northern Ireland] population of 59,251,000 and area of 94,525 square miles
India population of 1,065,462,000 and area of 1,269,345 square miles.
Mexico population of 103,457,000 and area of 761,605 square miles; and
California [163,696 square miles] is the most populous state in the USA with 35,116,033 residents [~11.94% 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 11 & May 13, 2004

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], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) BUT SINCE EXAM II, you have been responsible for the following readings to date:

Issue #4} Did People First Arrive in the New World After The Last Ice Age? Pages 66-85. (Fiedel & Dillehay articles)
Issue #5} Was There a Goddess Cult in Prehistoric Europe? Pages 86-107. (Gimbutas & Meskell articles).
Issue #6} Were Environmental Factors Responsible for the Mayan Collapse? Pages 108-125. (Adams & Cowgill articles).
Issue #12} Is It natural for Adopted Children to Want to Find Out About Their Birth Parents? Pages 234-253. (Lifton & Terrell / Modell articles).
Issue #15 [repeat]} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 302-323. (In & Meighan articles).
Issue #16} Should Anthropologists Work to Eliminate the Practice of Female Circumcision? Pages 324-343. (Salmon & Skinner articles).
Issue #18 [repeat]} Do Museums Misrepresent Ethnic Communities Around The World? Pages 370-391. (Clifford & Dutton articles)

PLEASE RE-READ:

Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 2-23 (Stringer / McKie & Thorne /Wolpoff articles).
Issue #6} Were Environmental Factors Responsible for the Mayan Collapse? Pages 108-125. (Adams & Cowgill articles).
Issue #7} Can Apes Learn Language? Pages 128-143. (Savage-Rumbaugh & Wallman articles).
Issue #9} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 170-193. (Harris & Geertz articles).

"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young." Henry Ford [1863-1947]

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].
C. http://www.uacg.org/ [United Anglers of Casa Grande, Petaluma, CA]

JANE GOODALL, born 1934} "The greatest danger to our future is apathy. We cannot expect those living in poverty and ignorance to worry about saving the world. For those of us able to read this magazine, it is different. We can do something to preserve our planet. You may be overcome, however, by feelings of helplessness. You are just one person in a world of 6 billion. How can your actions make a difference? Best, you say, to leave it to decision makers. And so you do nothing. Can we overcome apathy? Yes, but only if we have hope. One reason for hope lies in the extraordinary nature of human intellectual accomplishment [stress added]." [http://www.time.com/time/2002/greencentury/engoodall.html] [See: http://www.time.com/time/magazine/0,9263,1101020826,00.html [Special Report in Time magazine, August 26, 2002: "How To Save the Earth"]

On the hatchery at Adobe Creek, California: "The hatchery was dedicated on April 25, 1993, as students unfurled their banner: 'Together we will change the world' [from the United Anglers of Casa Grande high School, Petaluma, CA.] [stress added]." SEE: Malcolm McConnel, 1999, Miracle at Adobe Creek. The Reader's Digest, Vol. 154, No. 924, pages 78-84, page 84.

"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 [stress added]." Earthweek: A Diary of the Planet, by Steve Newman, The San Francisco Chronicle, July 7, 2001, page A4.

"Troops of rogue chimpanzees have begun to attack human children in parts of Uganda, and the BBC reports that the loss of primates' habitat to farming is responsible for the assaults. Chimpanzees do not normally attack humans, but at least 15 young children in the west of the country have been badly injured by aggressive male chimps during the past few years, with around half the infants being killed. In one case a child was said to have been snatched directly from its mother's back by a maurauding chimpanzee. The January [2004] issue of BBC Wildlife magazine reports that the felling of forests for farming is forcing the chimps to move into populated areas in search of food. It is still unclear why the animals are specifically targeting human children for attack [stress added]." Steve Newman, 2004, Earthweek: Chimp attacks. The San Francisco Chronicle, January 3, 2004, page C10.

"When Goodall [born 1934 -> ] came to Gombe in the 1960s, about 150 chimpanzees inhaibted the area. Today about a hundred survive in the dwindling forest. 'When the first satellite images were taken of Gombe in 1972, there was little difference between what was inside the parl and what was outside,' says conservation biologist Lilian Pintea of the University of Minnesota .... Today Gombe, only eight miles wide, is surrounded by farms and people, including thousands of refugees fleeing violence in nearby countries [stress added]." In an article by] Jane Goodall, 2003, Update Lessons From Gombe, Tanzania. The National Geographic, April 2003, pages 76-89, pages 80-81.

"Robben Island was used at various times between the 17th and the 20th century as a prison, a hospital for socially unacceptable groups, and a military base. Its buildings, and in particular those of the late 20th century, such as the maximum security prison for political prisoners, bear witness to the triumph of democracy and freedom over oppression and racialism."http://whc.unesco.org/sites/916.htm [Robben Island, South Africa} 1999]

"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.

FINALLY, Urbanowicz likes and appreciates the words of Thomas Jefferson [1743-1826] as provided by Silvio A. Bedini, 2002, Jefferson And Science (Monticello: Thomas Jefferson Foundation), page 107, from an 1818 letter of Jefferson: "When I contemplate the immense advances in science and discoveries in the arts which have been made within the period of my life, I look forward with confidence to equal advances by the present generation, and have no doubt they will consequently be as much wiser that we have been as we than our fathers were and they than the burners of witches [stress added]." Silvio A. Bedini, 2002, Jefferson And Science (Monticello: Thomas Jefferson Foundation), page 107.

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 TO RETURN TO THE BEGINNING OF January 27, 2004:

Mumble, mumble, roar!
The lever.
Harry, do you realize you just invented the wheel?
I know, I know.

Bronze, Iron.
Halt.
All was in chaos 'til Euclid arose and made order.

What is the good life?
And how do you lead it?
Who shall rule the state?
The philosopher king.
The aristocrat.
The people.
You mean all the people? 

What is the nature of the good?
What is the nature of justice?
What is happiness? 

Hail Caesar!
Roman law is now in session.

Allah be praised, I've invented the zero.
What?
Nothing, nothing.

What is the shape of the earth?
Flat.
What happens when you get to the edge?
You fall off.
Does the earth move?
Never!

The earth moves.
The earth is round.
The blood circulates.
There are worlds smaller than ours.
There are worlds larger than ours. 

Hey, whatya doing?
I'ma paintin' the ceiling.
Whatya doing?
I'ma paintin' the floor.

Darwin says man is an animal.
Rot. Man is not an animal.
Animal.
Man.
Is.
Isn't. 

Hmmm. Shall we start from the beginning?

I'm a bug, I'm a germ.
Louie Pasteur!
I'm not a bug, I'm not a germ. 

Think it will work Alfred?
Let's give it a try.
Whatya think?
It worked.

All men are created equal....
Life, Liberty, and the pursuit....
Workers of the world....
Government of the people by the people....
The world must be made safe....
The war to end all wars....
A league of nations....
I see one third of a nation ill-housed....
One world....

Help!

VII. AND THE FINAL URBANOWICZ QUOTES FOR SPRING 2004:

"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

"The Moving Finger writes; and, having writ,
Moves on: nor all your Piety nor Wit
Shall lure it back to cancel half a Line,
Nor all your Tears wash out a Word of it."
From the 1859 publication of The Rubáiyát of Omar Khayyám [1048-1131] by
Edward Fitzgerald [1809-1883]

"I am an optimist. It does not seem too much use being anything else." Sir Winston Churchill [1874-1965].

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.

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WEEK 17: Beginning MAY 17, 2004: Finals Week

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/ANTH103SP2004TESTThree.htm by THURSDAY MAY 13, 2004, 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."

Note: Unless otherwise indicated (Main Collection, microfiche, etc.) all the journals below can be found on the 2^nd floor of the library in either the Current Periodical Reading Room or Bound Periodicals section. 

Africa 1928--to date. Call Number: PL 8000 I6. Full Text in: EBSCO Academic Search Elite database, 1985-present.
Africa Research Bulletin 1964--Jan. 1985. Call Number: DT 1 A21
Africa Research Bulletin. Economic Series Feb 1985&endash;Jan 15, 1992. Call Number: DT 1 A212
Africa Research Bulletin. Economic, financial and technical series Jan. 1992-date. Call Number: DT 1 A212
Africa Research Bulletin. Political Series Feb 1985&endash;1991. Call Number: DT 1 A213
Africa research bulletin. Political, social and cultural series 1992-date. Call Number: DT 1 A213
African Arts 1967--to date. Call Number: NX 587 A34. Full Text in: EBSCO Academic Search Elite database, 1990-present
African Studies Journal (published in Chico, Ca.) 1981&endash;1989. Call Number: DT 19.95 C35 A37 (Archives)
African Studies Newsletter (published in Chico, Ca.) 1980. Call Number: DT 19.95 C35 A37 (Archives)
African Studies Newsletter 1968&endash;1980. Call Number: DT 1 A2294
African Studies Review 1970--to date. Call Number: DT 1 A2293. Full Text in: JSTOR, 1970-1999.
Amerasia Journal 1971--to date. Call Number: E 184 O6 A44
America Indigena 1941&endash;1991. Call Number: E 51 A45
American Anthropologist 1888--to date. Call Number: GN 1 A5. Full Text in: JSTOR, 1888-1995
American Antiquity 1935--to date. Call Number: E 51 A52. Full Text in: JSTOR, 1935-1997
American Ethnologist 1974--to date. Call Number: GN 1 A53. Full Text in: JSTOR, 1974-1995
American Indian Quarterly 1982&endash;1992 on microfiche ; 1993 to date on paper. Call Number: E 75 A547. Full Text in: EBSCO Academic Search Elite, 1990-present
American Journal of Archaeology 1885&endash;1963 on microfilm ; 1964 to date on paper. Call Number: CC 1 A6. Full Text in: JSTOR, 1987-1997
American Journal of Physical Anthropology 1918--to date. Call Number: GN 1 A55. Full Text in: Wiley InterScience, 1996-date.
Amerindian 1952&endash;1974. Call Number: E 77 A57
Annual Review of Anthropology. 1972&endash;2002. Call Number: GN 1 B52 (Main Collection). Full Text in: JSTOR, 1972-1997
Anthropologica 1955&endash;1993. Call Number: E 78 C2 A53
Anthropological Linguistics 1959--to date. Call Number: P 1 A6
Anthropological Quarterly 1953&endash;2002. Call Number: GN 1 P7. Full Text in: Full Text in: EBSCO Academic Search Elite database, 1998-present.
Anthropologist 1954&endash;1977. Call Number: GN 1 A695
Anthropology & Education Quarterly 1985--to date on microfilm ; Current issues on paper. Call Number: LB 45 C67a
Anthropology and Humanism Quarterly 1984&endash;1991. Call Number: GN 1 A6955
Anthropology UCLA 1969&endash;1990. Call Number: GN 1 A57
Anthropos 1972&endash;1991. Call Number: GN 1 A58
Antiquaries Journal 1979&endash;1994. Call Number: DA 20 S612
Antiquity 1960--to date. Call Number: CC 1 A7. Full Text in: Full Text in: EBSCO Academic Search Elite database, 2001-present.
Antropologica 1971&endash;2000. Call Number: F 2229 A65
Applied Anthropology 1941&endash;1948 Call Number: GN 1 A66
Archaeology 1969--to date. Call Number: GN 700 A725. Full Text in: EBSCO Academic Search Elite database, 1999-present.
Archaeology & Physical Anthropology in Oceania 1966--Oct. 1980. Call Number: DU 1 A7
Archaeology in Oceania 1981&endash;1991. Call Number: DU 1 A7
Archaeometry 1958--to date. Call Number: GN 700 A75
Arctic Anthropology 1964&endash;2002. Call Number: GN 1 A7
Artibus Asiae 1925&endash;1990. Call Number: N 8 A75
ASA News 1981--to date. Call Number: DT 1 A2294
Bantu Studies 1921&endash;1941. Call Number: DT 764 B2 B3
Behavior Science Research 1974&endash;1991. Call Number: H 1 B45
Biblical Archaeologist 1970-1971. Call Number: BS 620 A1 B5
Biblical Archaeology Review 1975--to date. Call Number: BS 620 A1 B52
Biennial Review of Anthropology 1959&endash;1971. Call Number: GN 1 B5 (Main Collection). Full Text in: JSTOR, 1959-1970
California Anthropologist 1971--to date. Call Number: GN 1 C25
California Folklore Quarterly 1942-1946. Call Number: GR 1 C26
Canadian Journal of African Studies 1975&endash;2001. Call Number: DT 19.9 C3 B82. Full Text in: JSTOR, 1967-1997
Canadian Review of Sociology and Anthropology 1964&endash;1993. Call Number: GN 1 C32. Full Text in: EBSCO Academic Search Elite database, 1990-present.
Caribbean Studies 1961&endash;1991. Call Number: F 2161 C29
Chinese Sociology and Anthropology 1972--Sum. 1989. Call Number: HM 1 C45
Comparative Studies in Society and History 1958--to date. Call Number: H 1 C73. Full Text in: JSTOR, 1958-1997.
Cultural Survival Quarterly 1982--to date. Call Number: GN 358 N48
Current Anthropology 1960--to date. Call Number: GN 1 C8. Full Text in: Full Text in: EBSCO Academic Search Elite database, 1990-present. Full Text in: JSTOR, 1959-1999.
Eastern Anthropologist 1972&endash;1991. Call Number: GN 1 E15
Economic Development and Cultural Change 1952--to date. Call Number: HC 10 C453
Ethnohistory 1974&endash;2000. Call Number: E 51 E8. Full Text in: Full Text in: EBSCO Academic Search Elite database, 1985-present. Full Text in: JSTOR, 1954-2000.
Ethnologische Zeitschrift Zurich 1971&endash;1980. Call Number: GN 1 E83
Ethnology 1962--to date. Call Number: GN 1 E86. Full Text in: Full Text in: EBSCO Academic Search Elite database, 1990-present.
Ethnomusicology 1953--to date. Call Number: ML 1 E77
Ethnos 1936&endash;1976. Call Number: GN 1 E88
Ethos 1985&endash;1991. Call Number: GN 270 E85. Full Text in: JSTOR, 1973-1995.
Folklore 1960&endash;1971 on microfilm ; 1971-1989 in print. Call Number: GR 305 F63
Folklore and Folk Music Archivist 1958&endash;1963 on microfilm ; 1964-1968 in print. Call Number: GR 1 F53
Folklore Forum 1968&endash;1990. Call Number: GR 1 F564
Genetic Drift (published at CSU Chico) 1978&endash;1989. Call Number: GN 1 G45
Geo 1982&endash;1985. Call Number: AP 2 G365
Gnomon 1973&endash;1989. Call Number: PA 3 G6
Guatemala Indigena 1970&endash;1972. Call Number: F 1465 G85
Homo 1973&endash;1977. Call Number: GN 1 H75
Human Biology 1929&endash;2000. Call Number: GN 1 H8. Full Text in: Project Muse, 2001-present
Human Context 1968&endash;1975. Call Number: H 1 H785
Human Ecology 1972&endash;2002. Call Number: GF 1 H84. Full Text in: Kluwer Journals, 1997-date.
Human Organization 1949--to date. Call Number: GN 1 A66
Indian Historian 1967-1979. Call Number: E 77 I6
Indian Record 1970-1972. Call Number: E 77 I64
JASO: Journal of the Anthropological Society of Oxford 1970&endash;1993. Call Number: GN 2 A5
Journal of African History 1960--to date. Call Number: DT 1 J65. Full Text in: JSTOR, 1960-1997
Journal of American Ethnic History 1981--to date. Call Number: E 184 A1 J67. Full Text in: EBSCO Academic Search Elite database, 1990-present.
Journal of American Folklore 1888&endash;1912 on microfilm ; 1913-date on paper. Call Number: GR 1 J8. Full Text in: JSTOR, 1888-1997.
Journal of Anthropological Research 1974--to date. Call Number: GN 1 S64
Journal of Archaeological Science 1974&endash;2002. Call Number: CC 1 J68. Full Text in: Science Direct, 1993-present.
Journal of Asian Studies 1956&endash;2000. Call Number: DS 501 F274. Full Text in: JSTOR, 1956-1999
Journal of Asian and African Studies 1966&endash;2000. Call Number; DT 1 J66. Full Text in: EBSCO Academic Search Elite database, 2002-present.
Journal of Field Archaeology 1974--to date. Call Number: CC 1 J69. Full Text in: JSTOR, 1974-1999
Journal of Folklore Research 1983&endash;2002. Call Number: GR 1 F565. Full Text in: Project Muse, 2003-present.
Journal of Human Evolution 1972&endash;2002. Call Number; GN 281 J63. Full Text in: Science Direct, 1993-present.
Journal of Indo-European Studies 1973&endash;1976. Call Number: P 501 J67
Journal of Latin American Studies 1969--to date. Call Number: F 1401 J69. Full Text in: JSTOR, 1969-1997.
Journal of New World Archaeology 1975&endash;1990. Call Number: E 51 J67
Journal of Peasant Studies 1973&endash;2001. Call Number: HT 401 J68
Journal of Psychoanalytic Anthropology 1980&endash;1987. Call Number: GN 502 J68
Journal of Psychological Anthropology 1978&endash;1980. Call Number: GN 502 J68
Journal of the Polynesian Society 1892&endash;2002. Call Number: GN 2 P7
Journal of the Steward Anthropological Society 1969&endash;1992. Call Number: GN 2 S948
Katunob 1965&endash;1982. Call Number: F 1219 K3
Kiva 1935&endash;1991. Call Number: F 786 K58
Man, a Record of Anthropological Science 1901-1994. Call Number: GN 1 M25. Full Text in: JSTOR, 1901-1994.
Man in India 1964--June 1991. Call Number: GN 1 M3
Man in New Guinea 1968&endash;1974. Call Number: GN 1 M32
Mankind 1931&endash;1989. Call Number: GN 1 M35
Mankind Quarterly 1960&endash;1977. Call Number: GN 1 M36. Full Text in: EBSCO Academic Search Elite database, 1985-present.
Many Smokes 1966&endash;1984. Call Number: E 75 M35
Masterkey 1948-1955. Call Number: E 51 M42
Masterkey for Indian Lore and History 1956-1968. Call Number: E 51 M42
Medical Anthropology 1980&endash;date. Call Number: GN 296 M42
Medieval Archaeology 1957--to date. Call Number: D 111 M46 (Main Collection)
Michigan Archaeologist 1972&endash;2000. Call Number: E 75 M5
Midcontinental Journal of Archaeology 1976&endash;1980. Call Number: E 77.8 M43
Millennium 1971&endash;1973. Call Number: D 839 M42
Minority Rights Group Reports 1970&endash;1989. Call Number: HT 1521 M55 (Folio)
Na'pao, A Saskatchewan Anthropology July 1971-Oct. 1983. Call Number: E 75 N36
Native Nevadan Mar. 989--July 1992. Call Number: E 78 N4 N3
New Left Review 1971&endash;1999. Call Number: HX 3 N36
News from Native California Mar/Apr 1989-date. Call Number: E 78 C15 N49. Full Text in: EBSCO Academic Search Elite database, 2002-present.
Newsletter of Computer Archaeology 1966&endash;1975. Call Number: CC 1 N4
New York Folklore 1975&endash;1991. Call Number: GR 1 N472
New York Folklore Quarterly 1945&endash;1970 on microfilm ; 1971-1974 on paper. Call Number: GR 1 N473
Northwest Anthropological Research Notes 1973&endash;1990. Call Number: E 31 N6
Oceania 1930&endash;2000. Call Number: DU 1 O3
Ohio Archaeological and Historical Publications 1887&endash;1933. Call Number: F 486 O51
Ohio State Archaeological and Historical Quarterly 1934&endash;1954. Call Number: F 486 O51
Ohio History 1962&endash;2002. Call Number: F 486 O51
Pacific Coast Archaeological Society Quarterly 1965--to date. Call Number: E 78.C15 P15
Pacific Viewpoint 1960&endash;1995. Call Number: G 1 P3
Palacio 1971&endash;1977. Call Number: F 791 P15
Plains Anthropologist 1954&endash;1993. Call Number: E 78 G73 P52
Practicing Anthropology 1978-1994 on microfilm ; 1994-date on paper. Call Number: GN 41.8 P72
Primitive Man 1928&endash;1952. Call Number: GN 1 P7
Research in Economic Anthropology 1978. Call Number: GN 448 R47 (Main Collection)
Research in Melanesia 1975&endash;1986. Call Number: GN 1 R48
Review of African Political Economy May 1986--to date. Call Number: HC 501 R46
Reviews in Anthropology 1976&endash;1986 on microfilm ; 1987-1991 on paper. Call Number: Z 5111 R47
Royal Anthropological Institute of Great Britain and Ireland Journal 1871&endash;1910 on microfilm ; 1910 - 1965 on paper. Call Number: GN 1 R68
Sarawak Museum Journal 1951&endash;1990. Call Number: DS 646.36 A35
SENRI Ethnological Studies 1978&endash;1988. Call Number: GN 301 S45
Signs: Journal of Women in Culture and Society 1975--to date. Call Number: HQ 1121 S43. Full Text in: EBSCO Academic Search Elite database, 1990-present.
Sing Out 1964--April 1992. Call Number: ML 1 S588
Sociologus 1972&endash;1974. Call Number: HM 3 S6
South African Archaeological Bulletin 1947&endash;1991. Call Number: DT 759 S6
Southern Folklore Quarterly 1937&endash;1979. Call Number: GR 1 S65
Southwestern Journal of Anthropology 1945&endash;1972. Call Number: GN 1 S64
Southwestern Lore 1954-1967. Call Number: F 778 S69
Soviet Anthropology and Archeology 1968--April 1993. Call Number: GN 1 S66
Studies in Linguistics 1942&endash;1975. Call Number: P 1 S78
Studies in Third World Societies 1976&endash;1997. Call Number: HN 5 S87
Tebiwa 1959&endash;1987. Call Number: E 78 N77 T4
Talocan 1943--to date. Call Number: F 1219.3 C9 T6 (Main Collection)
Transactions of the Anthropological Society of Washington 1879-1885. Call Number: GN 2 A7
Urban Anthropology 1972&endash;1984. Call Number: HT 101 U6723
Urban Anthropology and Studies of Cultural Systems and World Economic Development 1985--to date. Call Number: HT 101 U6723
Wassaja 1973&endash;1979 on microfiche. Call Number: E 75 W375
Wassaja/the Indian Historian 1980 on microfiche. Call Number: E 77 I6
Western Canadian Anthropologist 1984&endash;1989. Call Number: E 75 N36
Western Folklore 1947&endash;1999. Call Number: GR 1 C26
Wildfire 1984&endash;1996. Call Number: E 77 M352
Wisconsin Archeologist 1971&endash;1989. Call Number: E 78 W8 W8
World Archaeology 1969--to date. Call Number: CC 1 W66
Zmbabwe Review 1975&endash;1978. Call Number: 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 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 WEB-CT references, no Javascripts, no interactive exams, no streaming video, no Power Point Presentations, 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. 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 updating this Guidebook that the WWW is "alive" (as well as this course and, indeed, all education) and evolving through time. Please note, however, that the pages in this Guidebook do contain numerous "live" links, appropriate for various weeks of the semester-long course (and some links will guide you to sample exams, streaming videos, and Power Point presentations!).

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 videos, 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.

PLEASE: the reader of this Guidebook is strongly encouraged to process, question, read, search, and think about various issues and ideas throughout the semester and perhaps come to an understanding of how you relate to anthropology and how anthropology relates to you! 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 to provide you with new thoughts. This is how I have personally envisioned this web-related web-related Guidebook (of ~60,350 words as of 27 January 2004): NOTE, this does not count the words in the 8 essays in the printed Guidebook); 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.

---

EIGHT ESSAYS BY URBANOWICZ FOR ANTH 103, SPRING 2004:

The pages that follow in the printed version of the Spring 2004 Anthropology 103 Guidebook came from various web pages created over the years. (On the web, the essays may be accessed by clicking below.) The essays provide information about me for students for this course, and, hopefully, place some of my ideas and actions into context and perspective. I have been a member of the faculty at CSU, Chico, since August 1973. I received my Ph.D. in Anthropology in 1972 from the University of Oregon, based on 1970-1971 fieldwork in the Polynesian Kingdom of Tonga. In 1972-1973, prior to joining the faculty at CSU, Chico, I taught at the University of Minnesota.

THE FOLLOWING FOUR ESSAYS (printed in the bound Guidebook available in the Associated Students Bookstore at CSU, Chico) ARE FOR ANTHROPOLOGY 103 FOR SPRING 2004:

#1} 2003, THE ANTHROPOLOGY FORUM: 1973->2003! [Printed from http://www.csuchico.edu/~curban/30YearsOfAnthroForums.html]

#2} 1992, FOUR-FIELD COMMENTARY [Printed from http://www.csuchico.edu/~curban/Pub_Papers/4field.html]

#3} 2002 A "STORY" (VISION OR NIGHTMARE?) OF THE REGION IN 2027. [Printed from http://www.csuchico.edu/~curban/aStoryof2027.html]. 

#4} 2002, CALIFORNIA, CANCER, AND 1999 DATA FROM THE WALL STREET JOURNAL. [Printed from http://www.csuchico.edu/~curban/WSJCancerOctober2000.html]  

#5} 1990, A DOSSIER ON DARWIN: LETTER TO THE EDITOR [Printed from http://www.csuchico.edu/~curban/1990DossierOnDarwinLetter.html]

#6} 2002, REVIEW of The Tangled Wing: Biological Constraints on the Human Spirit (Second Edition, 2002) by Melvin Konner [Printed from http://www.csuchico.edu/~curban/BookReviewKonnerWeb.html].

#7} 1970, MOTHER NATURE, FATHER CULTURE... [Printed from http://www.csuchico.edu/~curban/NatureCulture1970.html]

#8} 1968, COMMENTS ON BRONISLAW MALINOWSKI (1884-1942) [Printed from http://www.csuchico.edu/~curban/Malinowski1968.html]

A "sample" self-paced exam is be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH103SP2004TESTThree.htm to assist you in the FINAL Examination THURSDAY May 20, 2004, from 12->1:50pm in BUTTE HALL 319. ALSO, please remember the terminology, sample map, and test questions in your printed ANTH 103 Guidebook: pages 72-76.

ALSO, please remember, since EXAM II, you have been responsible for the following readings:

Issue #4} Did People First Arrive in the New World After The Last Ice Age? Pages 66-85. (Fiedel & Dillehay articles)
Issue #5} Was There a Goddess Cult in Prehistoric Europe? Pages 86-107. (Gimbutas & Meskell articles).
Issue #6} Were Environmental Factors Responsible for the Mayan Collapse? Pages 108-125. (Adams & Cowgill articles).
Issue #12} Is It natural for Adopted Children to Want to Find Out About Their Birth Parents? Pages 234-253. (Lifton & Terrell / Modell articles).
Issue #15 [repeat]} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 302-323. (In & Meighan articles).
Issue #16} Should Anthropologists Work to Eliminate the Practice of Female Circumcision? Pages 324-343. (Salmon & Skinner articles).
Issue #18 [repeat]} Do Museums Misrepresent Ethnic Communities Around The World? Pages 370-391. (Clifford & Dutton articles)

AND, as stated in the printed Guidebook (page 69) the following previous "Issues" will also be used for EXAM III in the following manner: Could you pick any single issue from these four (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?

1. Issue #1} Did Homo Sapiens Originate Only In Africa? Pages 2-23 (Stringer / McKie & Thorne/Wolpoff articles).

2. Issue #6} Were Environmental Factors Responsible for the Mayan Collapse? Pages 108-125 (Adams & Cowgill articles).

3. Issue #7} Can Apes Learn Language? Pages 128-143 (Savage0Rymbaugh & Wallman articles).

4. Issue #9} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 170-193 (Harris & Geertz articles).

EXAM III = 150 Points (30%) of final grade: Map (16 responses @ 1/response = 16 points) [see page 76 of the Guidebook], Multiple Choice (47 responses @ 1/response = 47 points), True/False (47 responses @ 1/response = 47 points), single Endicott & Welsch "Issue" Question (40 points).

Some of you might be interested in a television show next week entitled Colonial House [http://www.pbs.org/wnet/colonialhouse/] which will include Dr. Carolyn Heinz (Anthropology) as well as her husband Dr. Donald Heinz (Religious Studies). It is a television project that PBS calls "experiential history" and it deals with the life of Puritan colonists, in 1628 New England. The series will be on the local PBS station (Channel 9, Redding) on May 17, May 18, May 24, and May 25 from 6->10pm. (If you wish to read more about it, there is information at http://www.csuchico.edu/pub/inside/01_reality.html [Inside Chico State for April 8, 2004].

AND HERE IS SOMETHING TO PONDER from April 25, 2004: "A student writes a paper about the practice of clitorectomies in her 'anthology' class, a class she took last semester. She is still upset about what she learned. ... a student a few years ago who wrote about her fear that we were nearing 'the claps of civilization.' ... I am well aware of the fact that the size of the average person's vocabulary has plummeted over the past couple of generations.... The vocabulary of the typical eighth-grader has declined from around 25,000 words to 10,000 words, a three-fifths decline in the ability to make sense of the world through language. ...I make up a brief current events/vocabulary quiz. It's something I do periodically as a means of trying to stay in touch with the audience I try to reach each week. From my students' answers, I learn that Russia is a city in Germany, as is 'Belgim.' A city in Iraq is 'Haidi.' Another city in Iraq is 'Quate.' Only three of 31 students can name a city in Spain, but in a valiant attempt at guessing, one student says that Argentina is a city in that country. Buffalo is a city in Canada, and Jordan is a city in Israel. A city in Brazil is 'Chilie.' Asked to name the state that borders on California to the north, one student writes 'Ohio.' Only nine out of 31 know who John Kerry is. A couple of students think he is an actor, and one thinks he is a serial killer. None knows Karl Rove, our shadow president, though one student ventures the guess that he must have something to do with 'Rove versus Way,' the famous Supreme Court case. Only two can identify the British prime minister; many guess that post is occupied by Prince Charles. To close out the quiz, I ask my students how often they read a newspaper. Most don't. Ever. One student writes: 'I never read a newspaper. I don't have money to wast (sic) on it.' ... Thus it is that none of my students knew where or what Appomattox was. Thus it is that Hiroshima and Auschwitz are slipping from national consciousness. Thus it is that not a single student could identify Robert Frost, arguably the greatest American poet of the last century. Thus it is that students leave high school without an interest in the wider world they inhabit. Last year, just as we were in the process of invading Iraq, one of my students thought that Al-Jazeera, the Arab news network, was "Ben" Laden's brother, Al. ... It is appalling when students graduate from our high schools with such an inadequate understanding of their history or heritage. It should shock us that students can be awarded a diploma without even knowing where in the world they are. As long as we graduate so many people ignorant of so much, we can be fairly sure they will live in a world where they learn geography only after they have been shipped overseas to fight, and perhaps die, in countries whose names they never heard mentioned when they were in school [stress added]." Jaime O'Neill, 2004, Nearing the 'claps of civilization.' The San Francisco Chronicle, April 25, 2004, page E2; and see: http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2004/04/25/INGIL68MT61.DTL

WITH "Earth Day" and "Global Warming" in mind (even though one has passed and one continues to go on), you might be interested in the following sites: http://stephenschneider.stanford.edu/ [Stephen Schneider} Stanford University Climatologist], http://www.newsreview.com/issues/chico/2004-04-22/cover2.asp [Chico News & Review} Cover Story of April 22, 2004], as well as http://resumbrae.com/archive/warming/ [Global Warming Maps].  

"'Urgent: HQ Direction,' began a message e-mailed April 1 [2004] to dozens of scientists and officials at the Goddard Space Flight Center of the National Aeronautics and Space Administration in Greenbelt, Md. It was not an alert about an incoming asteroid, a problem with the space station, or a solar storm. It was a warning about a movie. In 'The Day After Tomorrow,' a $125 million disaster film that is to open on May 28, global warming sets off an instant ice age. Few climate experts think such a prospect is likely, especially in the near future. But the prospect that moviegoers will be alarmed enough to blame the Bush administration for inattention to climate change has stirred alarm at the space agency, scientists there say. 'No one from NASA is to do interviews or otherwise comment on anything' about the movie, said the April 1 message, which was sent by Goddard's top press officer. Copies of the message, and the one from NASA headquarters to which it referred, were provided to the New York Times by a senior NASA scientist who said he resented attempts to muzzle researchers dealing with climate change. Late last week, however, NASA appeared to relax its stand on discussing the movie. Though she did not disavow the e-mail message, Gretchen Cook- Anderson, a spokeswoman at NASA headquarters, said the agency would make scientists available to discuss issues raised by the film. 'We've decided not to proactively speak out on anything related to the movie,' she said. 'But when asked, we can certainly provide some of our experts to answer questions about the validity of the science.' 'The Day After Tomorrow,' from 20th Century Fox, is directed by Roland Emmerich, whose 'Independence Day' in 1996 depicted an alien invasion of Earth. The new movie's script contains a host of politically uncomfortable situations: The president's motorcade is flash frozen; the vice president, who scoffs at warnings even as chaos erupts, resembles Dick Cheney; the humbled United States has to plead with Mexico to allow masses of American refugees fleeing the ice to cross the border. The initial efforts by NASA headquarters to limit comments on the film angered some government researchers. 'It's just another attempt to play down anything that might lead to the conclusion that something must be done' about global warming, one federal climate scientist said. He, like half a dozen government employees interviewed on this subject, said he could speak only on condition of anonymity, because of standing orders not to talk to the news media [stress added]." Andrew C. Revkin, 2004, NASA eases cool stance on movie about global warming. The San Francisco Chronicle, April 25, 2004, page A12; and see sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2004/04/25/MNGFA6APQ11.DTL  

HERE is an item that could be of value:

The U.S. Department of Education has launched a Web site (http://www.ed.gov/misused/) designed to educate students about the dangers of identity theft. College students, faculty, and staff are reminded to shred unused credit card applications, or any documents with account numbers, social security numbers, addresses, etc. to prevent identity theft. Everyone should carefully check credit card and bank statements for fraudulent charges or activity. The new Web site offers tips on how to prevent having personal information compromised and provides information on contacting various agencies to report identity theft. Other information security details are available at http://www.csuchico.edu/inf/security

FINALLY, somebody might be interested in a paper entitled "Hospitality And Gambling = Big Business" presented in RECR 50 this semester at http://www.csuchico.edu/~curban/Spring2004RECR50.html; someone might also be interested in a paper entitled "Mapping The Islands of the Pacific" presented at a local conference, available at http://www.csuchico.edu/~curban/PacificWAMLApril2004.html and, finally, some may be interested in a "modest" Darwin update (for PHIL 108 on May 5, 2004) available at http://www.csuchico.edu/~curban/DarwinSP2004PHIL108.html ("Charles R. Darwin And Moral Evolution").

A "sample" self-paced exam is be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH103SP2004TESTTwo.htm to assist you in the examination next TUESDAY April 13, 2004. ALSO, please remember the "sample" test questions and maps in your printed ANTH 103 Guidebook: pages 71-72.

"The Pacific war was waged with a barbarism, savageness and race hatred that is unparalleled in history. Each side regarded the other with seeting contempt and saw the other as subhuman animals. Atrocities abounded, with no quarter being asked and none given. With the jungle for a battlefield and flamethrowers, suicide fighters and cannibalism almost routine, the conflict was often described by the participants as a descent into the deepest hell [stress added]." Paul D. Walker, 2003 , Truman's Dilemma: Invasion or The Bomb (Gretna, LA: Pelican Publishing Co.), page 15.

ALSO, please remember, since EXAM I, you have been responsible for the following readings:

Issue #9} Should Cultural Anthropology Model Itself on the Natural Sciences? Pages 170-193. (Harris & Geertz articles).
Issue #10} Are San Hunter-Gatherers Basically Pastoralists Who Have Lost Their Herds? Pages 194-214. (Denbow / Wilmsen & Lee articles).
Issue #11} Do Sexually Egalitarian Societies Exist? Pages 216-233. (Lepowsky & Goldberg articles).
Issue #13} Has the Islamic Revolution in Iran Subjugated Women? Pages 254-277. (Paidar & Friedl articles).
Issue #14} Is Ethnic Conflict inevitable? Pages 278-299. (Kakar & Oberschall articles).
Issue #15} Should the Remains of Prehistoric Native Americans Be Reburied Rather Than Studied? Pages 302-323. (In & Meighan articles).
Issue #18} Do Museums Misrepresent Ethnic Communities Around The World? Pages 370-391. (Clifford & Dutton articles

"Before [Franz] Boas [1858-1942] anthropology [in the United States of America] was the study of race. After Boas, anthropology in America became the study of culture, defined as 'personality writ large,' that is, 'how a given temperamental approach to living could come so to dominate...that all who were born in it would become the willing or unwilling heirs to that view of the world' [stress added]." Vincent Sarich and Frank Miele, 2004, Race: The Human Reality of Human Differences (MA: Westview Press), page 87.

"But history and memory should serve to inform the next generation not to perpetuate the hatred." The character Paul Brenner IN} Nelson DeMille, 2002, Up Country (NY: Warner Books), page 109. 

"The eHRAF Collection of Ethnography on the Web (http://ets.umdl.umich.edu/e/ehrafe) now includes a total of 145 cultures and 385,978 pages of indexed documents (e.g., full-text books, journal articles, monographs, dissertations). The complete HRAF Collection of Ethnography (microfiche & Web format) now includes 413 cultures and 1,209,670 pages of indexed ethnographic documents. To see the complete list of cultures in eHRAF on the Web and in microfiche format please visit http://www.yale.edu/hraf/collections_body_ethnoallformats.htm."

ALTHOUGH there won't be any examination questions based on human evolution, you might be interested in this site (http://evolution.berkeley.edu) from from UC Berkeley and an article that appeared about the web site in The San Francisco Chronicle of May 29, 2004: "Evolution education down to a science on Web" by David Peman (page A6).

AND INTERESTING} "March 24 - Igniting a scientific furor, scientists say they may have found the genetic mutation that first separated the earliest humans from their apelike ancestors. The provocative discovery suggests that this genetic twist toward smaller, weaker jaws unleashed a cascade of profound biological changes. The smaller jaws would allow for dramatic brain growth necessary for tool-making, language and other hallmarks of human evolution on theplains of East Africa." [For more, see} http://abcnews.go.com/wire/Living/ap20040324_1105.html]  

"Ten years from now--maybe five or even less--we will recall Google circa 2004 and wonder how we could have tolerated it. ... A search engine of 2010 will know who you are, where you are and what you're doing, and look across every form of information to automatically find what will help you. That's when today's Google will seem as quaint as the special effects in an old Godzilla movie [stress added]." Kevin Maney, 2004, Future search efforts wil make Google look like 8-tracks. USA Today, March 31, 2004, page 4B.

"It was a day that would live on and on in computing history. Forty years ago, on April 7, 1964, IBM introduced a groundbreaking computer, the IBM System/360--otherwise known as the mainframe, or simply big iron. Previously, computers tended to be single-purpose machines. But with the launch of the mainframe, governments, businesses, and scientists could use one machine for anything from the trajectory of rocket launches to tracking insurance claims [stress added]." Steve Hamm, 2004, A Second Wind for Big Iron? Business Week, March 29, 2004, page 54.

"I think there is a world market for about five computers." A 1943 remark attributed to Thomas J. Watson, Chairman of the Board of International Business Machines. Christopher Cerf and Victor Navasky, 1998, The Experts Speak: The Definitive Compendium of Authoritative Misinformation (Expanded and Updated) (NY: Villard), page 230.

"640k ought to be enough for anybody." A 1981 remark attributed to Bill Gates, Founder of Microsoft. Christopher Cerf and Victor Navasky, 1998, The Experts Speak: The Definitive Compendium of Authoritative Misinformation (Expanded and Updated) (NY: Villard), page 230.

"Christopher Smith of Fairfax County, Va., has had his own Web site for two years. He originally created it to showcase his cartoon drawings, but his interests have changed, and he has taken the site in a new direction: he uses it to share homemade animations. The site, thingemon.com, is typical of many personal Web opages, except for one thing: Christopher is 12 years old. ... A recent study by Grinwald Associated, a research and consulting firm in San mateo, Calif., says that 12.2 percent of girls and 8.6 percent of boys ages 6 to 17 with Internet access at home now have their own Web sites [stress added]." Bonnie Rothman Morris, 2004, Young Webmasters Conquer the Universe. The New York Times, January 22, 2004, page 5. And see, www.newsbyteens.com, as well as www.matmice.com, and http://kidzonline.org/.

"Jobs that can be reduced to a series of rules are likely to go--either to workers abroad or to computers. The jobs that stay in the U.S. or that are newly created in the decade ahead [2004-2014] are likely to demand the more complex skill of recognizing patterns or requiring human contact [stress added]." David Wessel, 2004, The Future of Jobs: New Ones Arise, Wage Gap Widens. The Wall Street Journal. April 2, 2004, page 1 + A5, page 1.

"First U.S. web site created 10 years ago [December 12, 1991]. 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.

"'It's the information age, and librarians are the information specialists,' said Kevin Starr, state librarian for California. ... I think information service is the profession for the millennium [said Cora Iezza]." Beyond the Dewey Decimal. Julie N. Lynem, July 14, 2002, The San Francisco Chronicle, page B1.

"Career advice for the 21st century: Stay away from any job that can be done online.... profiting from the Darwinian labor economics of the Internet [stress added]." Mani and Me: Hearing 'Mister,' I work Cheap' From Across The Globe. Lee Gomes, June 3, 2002, The Wall Street Journal, page B.

"'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.

AND REMEMBER, Associated Students elections are coming up and as an article in 2002 pointed out: "An overwhelming majority of a miniscule number of Chico State university students decided everybody on campus will be paying higher fees at least through 2009. By a margin of 749 to 42, students at Chico State approved a referendum calling for a $14-a-semester fee to fund campus athletics. The total voter turnout amounted to 4.9 percent of the 16,251 eligible students [stress added]." Roger H. Aylworth, 2002, minority Rules: Chico State Approves Sports Fee. Enterprise-Record, May 11, 2002, page 1.

A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH103SP2004TESTOne.htm by to assist you in the examination on THURSDAY FEBRUARY 26, 2004. ALSO, please remember the "sample" test questions and maps in your printed ANTH 103 Guidebook: pages 29-30.

"Seeing is believing, but whether it's 9/11 or the Columbia disaster, it can take months to comprehend what takes seconds to witness [stress added]." Russell Seitz, 2003, Too Strong Is Never Wrong. The Wall Street Journal, August 28, 2003, page A10.

http://www.investingcompany.com/List_of_phobias/Triskaidekaphobia.html [Detailed Information about Triskaidekaphobia} Note: "A specific fear of Friday the 13th is called paraskavedekatriaphobia."

http://www.techdirect.com/valentine/origin.html [Origin of Valentine's Day]

NOTE: Are you all aware of the following information: The University Writing Center offers tutoring to help students improve. ... If your students need writing assistance in any class at Chico State, at any level, from first-year to graduate, invite them to visit the University Writing Center, Taylor Hall 203, or call to make an appointment to meet with a student tutor: 898-5042. Spring Semester Hours: Mon->Thu} 9am->5pm and Friday} 9am->3pm. Evening and Weekends On-line: Mon->Thu} 7->9pm and Saturday 11am->2pm. Students may also make appointments to use the new WebCT On-Line Writing Center by E-mailing mailto:OWCStudent@CSUChico.edu, by coming to Taylor Hall 203, or by calling 898-5042. There is also a Writing Center's Web site, with helpful Resources for Students, including documentation guides and advice about avoiding plagiarism and the misuse of sources: http://www.csuchico.edu/uwc.

The most recent American Anthropological Association Meetings were held in Chicago, Illinois, from November 19-23, 2003. There were 5,035 individuals in attendance taking part in 439 sessions which had 2,846 papers. [Source: Anthropology News, January 2004, page 15.]

"Chinese scientists analyzing the genome of the SARS [Severe Acute Respiratory Syndrome] virus have documented the startling rapidity of its evolution from an animal pathogen into one able to infect human cells. ... The new analysis...affords a rare glimpse of evolution at work at the molecular level [stress added]." Anon., 2004, Study reveals rapid SARS virus mutation, The Sacramento Bee, January 30, 2004, page A12; and see Nicholas Wade in the The New York Times of the same date; sound familiar?: "Chinese scientists analyzing the genome of the SARS virus have documented the immense rapidity with which it evolved from an animal pathogen into one capable of infecting human cells. ...The new analysis...affords a rare glimpse of evolution at work at the molecular level [stress added]." Nicholas Wade, 2004, New SARS Study Stresses Need To Act Fast Against Epidemics. The New York Times, January 30, 2004, page A9.

NOTE: Are you all aware of the following information: Students who want to learn more about themselves and/or who may need assistance identifying a major or career path are invited to take the Strong Interest Inventory, the Myers-Briggs Type Indicator, and other assessments at the Office of Career Planning and Placement, MLIB 150. Assessments are an excellent way for students to gain insight into their personality preferences, interests, values, skills, and preferred lifestyle. Further information about assessments and the schedule for interpreting the results can be found at http://www.csuchico.edu/plc under career planning then assessments.

Number of U.S. jobs moving offshore in various years:

Job category 2000 2005 2010 2015 Management 0 37,477 117,835 288,281 Business 10,787 61,252 161,722 348,028 Computer 27,171 108,991 276,954 472,632 Architecture 3,498 32,302 83,237 184,347 Life sciences 0 3,677 14,478 36,770 Legal 1,793 14,220 34,673 74,642 Art, design 818 5,576 13,846 29,639 Sales 4,619 29,064 97,321 226,564 Office 53,987 295,034 791,034 1,659,310 Total 102,674 587,592 1,591,101 3,320,213

Source: U.S. Department of Labor and Forrester Research, Inc. All numbers have been rounded.

[from: http://www.whosoutsourcing.com/] And see: The Sacramento Bee, January 26, 2004, page E1.

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To go to the home page of Charles F. Urbanowicz.

To go to the home page of the Department of Anthropology.

To go to the home page of California State University, Chico.

© [Copyright: All Rights Reserved] Charles F. Urbanowicz/January 14, 2004} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_103-SP2004.html, is intended for use by students enrolled at California State University, Chico, in the Spring Semester of 2004 and unauthorized use / reproduction in any manner is definitely prohibited.

[60,350 words} 27 January 2004)

[~64,706 Words} 7 May 2004]