FOR THE FINAL UPDATE TO THIS GUIDEBOOK on December 1, 2006 please click please click here.

DESCRIPTION: The course explores culture as the basis for understanding the human experience, including an examination of cross-cultural diversity. This is an approved General Education course. This is an approved Non-Western course. Formerly ANTH 013. CAN ANTH 4 (The 2005-2007University Catalog, page 188).

THREE REQUIRED TEXTS:
Spradley & McCurdy, 2006, Conformity And Conflict: Readings in Cultural Anthropology (12th Edition)
George R. Stewart, 1949, Earth Abides.
Charles F. Urbanowicz, Fall 2006 edition, Anthropology 113 Guidebook [also available at http://www.csuchico.edu/~curban/syllabi/SYL_113-FA2006.html.

FOUR RECOMMENDED ITEMS:
Never Let Me Go, 2005, Kazuo Ishiguro [Note} Book-in-Common]
Any English Language Dictionary.
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts 2006. 

ASSESSMENT: Make-up exams only allowed IF there has been a documented emergency: likewise, your Writing Assignment is DUE on October 13, 2006 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):

EXAM I (20%) [Friday} 9/22/2006	ON September 22, 2006 (20%) at the end of Week 5; based on readings and lectures to September 20, 2006
WRITING ASSIGNMENT (10%) [Friday} 10/13/2006	DUE October 13, 2006 (10%) at the end of Week 8 (Please see Guidebook for information )
EXAM II (30%) [Friday} 11/3/2006	ON November 3, 2006 (30%) at the end of Week 11; based on readings and lectures from 9/25 to 11/1/2006
THANKSGIVING BREAK!	November 20 [Monday] -> November 24 [Friday], 2006
EXAM III} 113-01} (35%) [Mon} 10 ->11:50am} 12/11/2006]	ON MONDAY December 11, 2006 (35%); based on readings & lectures from 11/6/2006 to 12/8/2006, key concepts and a single essay question (~800 words) dealing with Earth Abides.
CLASS PARTICIPATION (5%)	21 August 2006 ->11 December 2006 (5%).

THE COURSE is mediated and you are responsible for information presented in this manner. Individuals are expected to locate major land masses discussed in lectures and readings. Every examination will have a map based on the maps in the Anthropology 113 Guidebook. Your Writing Assignment should be approximately 600 words. The single Writing Assignment must be typed and/or word-processed and double-spaced. PLEASE NOTE: Various WWW addresses are provided and will be expanded throughout the semester but at this time no examination questions are based on these WWW locations: they are shared with you for exploration on your own. ALSO NOTE: At times throughout the semester, this web Guidebook will be updated and you may be responsible for some of the information provided in these updates. [The above paragraph contains ~126 words.]

NOTE: If you have a documented disability that may require reasonable accommodations, please contact Disability Support Services (DSS) for coordination of your academic accommodations. DSS is located in the University Center (behind Kendall Hall). The DSS phone number is 898-5959 V/TTY or FAX 898-4411. Visit the DSS website at http://www.csuchico.edu/dss/.

PLEASE REMEMBER: Free public lectures, ANTHROPOLOGY FORUM (ANTH 497-01} #1155) for One Unit every Thursday from 4 -> 4:50pm in Ayres Hall 120. One unit of credit is available through Dr.Stacy B. Schaefer, Chair, Department of Anthropology.

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.

ON PLAGIARISM / MISREPRESENTATION:

Plagiarism, in the 2005-2007 University Catalogue (page 51), is defined as follows: "Copying homework answers from your text to hand in for a grade; failing to give credit for ideas, statement of facts, or conclusions derived from another source; submitting a paper downloaded from the Internet or submitting a friend's paper as your own; claiming credit for artistic work (such as a music composition, photo, painting, drawing, sculpture, or design) done by someone else." AND SEE: http://www.csuchico.edu/art/contrapposto/contrapposto00/pages/appendix8.html please note the following: "B. Plagiarism will lead to grade reduction [for] the course and could lead to suspension from the University. (You are responsible to the standards appearing in the University's catalogue and the student handbook. Please read the University's pamphlet, Academic Honesty, an Ounce of Prevention.) Copies of this handbook are available at the Student Judicial Affairs Office in Kendall Hall [stress added]." (And see here below.)

ALSO, please note the following from the 2005-2007 University Catalogue (page 51) on Misrepresentation: "Having another student take your exam, or do your computer program or lab experiment; lying to an instructor to increase your grade; submitting a paper that is substantially the same for credit in two different courses without prior approval of both instructors involved; altering a graded work after it has been returned and then submitting the work for regrading [stress added]."

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 assignment, examinations, and thinking assignments. #2} I will try to provide you with new information and ideas every class period!

SPECIAL: Fall 2006 Certain Statements

1. WEEK 1: Beginning Monday August 21, 2006: INTRODUCTION & OVERVIEW TO THE COURSE.

2. WEEK 2: Beginning Monday August 28, 2006: WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING? 

3. WEEK 3: Beginning Wednesday September 6, 2006: CULTURE & ETHNOGRAPHY (CONTINUED)

SPECIAL: Notes on California / Chico

SPECIAL: Notes on Charles Darwin (February 12, 1809 - April 19, 1882)

4. WEEK 4: Beginning Monday September 11, 2006: RESEARCH, ECOLOGY, & INTO LANGUAGE

SPECIAL: Anthropology & Cyberspace

5. WEEK 5: Beginning Monday September 18, 2006: LANGUAGE, COMMUNICATION, & REVIEW, and EXAM I (20%) on Friday, September 22, 2006.

6. WEEK 6: Beginning Monday September 25, 2006: ECOLOGY & SUBSISTENCE (CONTINUED).

SPECIAL: Fall 2006 "Current Information"

SPECIAL: The Nacirema.

SPECIAL: Writing Assignment Instructions For Writing Assignment (10%) DUE Friday October 13, 2006.

SPECIAL: SOME Anthropology Information Sources in The Meriam Library at California State University, Chico.

7. WEEK 7: Beginning Monday October 2, 2006: ECONOMICS & KINSHIP & FAMILY & MAGIC & RELIGION & ...

8. WEEK 8: Beginning Monday October 9, 2006: ROLES & INEQUALITY & ECONOMICS & CHANGE & YOUR WRITING ASSIGNMENT (10%) DUE Friday October 13, 2006.

9. WEEK 9: Beginning Monday October 16, 2006: CULTURE CHANGE CONTINUED.

10. WEEK 10: Beginning Monday October 23, 2006: CULTURE CHANGE, APPLIED ANTHROPOLOGY, AND TECHNOLOGY.

11. WEEK 11: Beginning Monday October 30, 2006: CULTURE CHANGE AND REVIEW AND EXAM II (30%) on Friday November 3, 2006.

12. WEEK 12: Beginning Monday November 6, 2006: LAW & POLITICS & RELIGION, MAGIC, AND WORLD VIEW.

SPECIAL: Previous Student Comments About Earth Abides.

13. WEEK 13: Beginning November 13, 2006: BACK TO THE PACIFIC: TASMANIA.

14. WEEK 14: THANKSGIVING BREAK: MONDAY, NOVEMBER 20, 2006 - > FRIDAY, NOVEMBER 24, 2006 !

15. WEEK 15: Beginning Monday November 27, 2006: ALMOST OVER & WINDING DOWN.

SPECIAL: Notes on Native Americans

16. WEEK 16: Beginning Monday December 4, 2006: CULTURAL DIVERSITY AND REVIEW.

17. WEEK 17: EXAM III (35%): ANTH 113-01} AYRES 106} On MONDAY December 11, 2006 from 10 -> 11:50am.

A Short Course In Human Relations

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.

---

CERTAIN STATEMENTS COLLECTED by Charles F. Urbanowicz for FALL 2006

"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.

"Anything we haven't experienced for ourselves sounds like a story. All we can do is sift the evidence."Mary Norton, 1953, The Borrowers Afield."

"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.

"How you think about who you are right now has everything to do with what will happen to you in the future." (C.C. Carter, Chico Enterprise-Record, May 6, 1997, page 12A).

"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.

"Interest is a sense of being involved in some process, actual or potential. ...Interest is not the same as attention. Attention is a simple response to a stimulus--either to a loud bang or (much more powerful) to a feeling of interest. Interest is selective, an expenditure of energy by the interested party. ... Memory is an internally edited record of interests (not of attention, much less of 'events') [stress added]." Henry Hay, 1972, The Amateur Magician's Handbook, pp. 2-3.

"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.

"Destination, Determination, Deliberation." The character Wilkie Twycross in J. K. Rowling, 2005, Harry Potter and the Half-Blood Prince (NY: Scholastic Books), page 384.

"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.

"Our lives begin to end the day we become silent about things that matter." Martin Luther King, Jr. (1929-1968); awarded the Nobel Peace Prize in 1964.

"Cultural diversity is a reservoir of creativity.... This creativity is not confined to the arts; it is also a source of potential solutions to social and environmental problems, solutions that would otherwise be ignored by politically dominant cultures precisely because dominance breeds complacency and stunts the capacity of self-criticism. In this sense, cultural diversity is an indispensable corrective or counter-balance [stress added]." David Harmon, 2002, In Light of Our Differences: How Diversity In Nature And Culture Makes Us Human (Smithsonian Institution Press), page 45.

"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.

"An education isn't how much you have committed to memory, or even how much you know.
It's being able to differentiate between what you do know and what you don't." Anatole France (1844-1924)

"Habits of thinking need not be forever. One of the most significant findings in psychology in the last twenty years is that individuals can choose they way they think." Martin E. P. Seligman, 2006, Learned Optimism: How to Change Your Mind and Your Life (NY: Vantage Books), page 8.

"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)

---

WEEK 1: BEGINNING Monday August 21, 2006.

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 of this Guidebook.

Various newspaper (and "Current Events") will be mentioned throughout this Fall 2006 semester: "One of the failures of being American is we don't know enough about other people." William Beck, age 68, USAToday 25 October 2004, page 1. Commenting on the Iran Hostage situation that began November 4, 1979 (and lasted for 444 days).

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!

"Be yourself, be organized, be prepared, and be honest! Know your strengths and weaknesses and plan your semester. Create a calendar (examinations, field trips and days when you will have to miss class): Everyone is on the same schedule [or calendar!], and when Professor X has an exam in week five, chances are Professors Y and Z will have one! Prepare to work: The university is not high school but a job! Be honest with yourself: A famous statement from ancience Greece was Gnothi se auton ("Know thyself"). True thousands of years ago, true today, and true for the rest of your lives!" Charlie Urbanowicz, Chico State anthropology professor, Chico News & Review, Goin' Chico 2004, page 50.

"The day my parents dropped me off in Chico I was elated! No parents, no curfew and my own apartment. How could life get any better? What I didn't know was that with all this freedom comes responsibility. College is extremely different from high school. No one babysits you or makes sure you finish your homework. Professors don't care whether you come to class or not. You're now a responsible adult making our own decisions. In the past year Chico has made national headlines that have tarnished the school's image and made students ashamed to admit where they go to school. Consider this your chance to help shed a better light on the college." Kelly Shin, Chico State grad, class of 2005. The Chico News & Review, Going' Chico 2005, page 8.

C. PLEASE READ THE VIDEO NOTES in this Guidebook before the videos are shown in class.

D. YOU WILL BE using this Guidebook throughout the Semester; you will be reading Spradley & McCurdy (S&M) throughout the Semester; you will be reading Earth Abides beginning in Week 12 of the Semester. (For previous student comments about Earth Abides, please click here.) PLEASE TAKE NOTES IN THIS Guidebook: IT WILL NOT BE RE-PURCHASED BY THE BOOKSTORE.

E. A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF CLASS (August 21, 2006 ) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/ANTH113FA2006

F. 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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Culture and Ethnography" by S&M [Overview], pages 1-5.
"Ethnography and Culture" by James P. Spradley, pages 7-14.
"Kinship and Family" [Overview], pages 178-181.
"Law and Politics" [Overview] by S&M, pages 260-263.

III. WHAT DOES AN ANTHROPOLOGIST DO?

For the 2004-2005 Academic Year, a total of 677 individuals received the Ph.D. in Anthropology: there were 441 females [65%] and 236 males [35%]; note, this includes degrees from Australia (16), Canada (52), China (1), Croatia (2),Finland (5), Norway (2), and the United Kingdom (59). Source: The 2005-2006 American Anthropological Association Guide, pages 629-630.

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].

"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 English word 'ethnography' derives from Greek and literally means the description of a people and its way of life. In contempoary social science, ethnography refers both to a process of research and to the account (usually in writing, but also possibly on film) that results from that research. The tradition of producing descriptive accounts of the customs and practices of different people goes back to classical antiquity--the histories of the greek Herodotus and the Roman Tacitus are enlivened by such details [stress added]." Michael V. Angrosino, 2002, Doing Cultural Anthropology: Projects for Ethnographic Data Collection (Prospect Heights, Illinois: Waveland press0, page 1.

"The word "anthropology" first appeared in the English language in 1593 (the first of the "ologies," incidentally, to do so). The word "ethnology" made its first appearance in an 1830...." Charles F. Urbanowicz, 1992, Four-Field Commentary. Newsletter of the American Anthropological Association, 1992, Volume 33, Number 9, page 3. [And see: http://www.csuchico.edu/~curban/Pub_Papers/4field.html]

"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.

"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].

B. Text(s), Assignments, Examinations (Three), and Grading
C. 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 (Santa Fe, NM: John Muir Publications), 1998, pages 8-9.

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

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

PLEASE NOTE THE FOLLOWING from The Chico Enterprise-Record of November 21, 2002: "One in 10 young Americans could not locate his [or her?!] own country on a blank map of the world, a survey of geographic literacy shows. Only 13 percent could find Iraq. ... survey found that about one in seven of Americans between age 18 and 24, the prime age for military service, could place Iraq [stress added]."

PLEASE NOTE THE FOLLOWING from the "Editorial" in The Chico Enterprise-Record of February 3, 2002: "Here are some of the unsettling results of recent polls and studies taken in the United States on geograpy awareness: One in seven U.S. adults could not locate the United States on a world map. Three out of 10 Americans cannot distinguish north from south on a map. Nearly half of the college students in California could not identify Japan on a map. ... Twenty-five percent of high school seniors in Dallas [Texas] couldn't name the country on our southern border. In Baltimore [Maryland], 45 percent of high school seniors couldn't shade in the United States on the world map. ... In Miami [Florida], 30 percent couldn't locate the Pacific Ocean [stress added]."

Please consider the following:

"Nearly 80 percent of seniors 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 & CYBERSPACE!

"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)

"Anthropology enables us to discover the different cultural worlds that human groups create and inhabit, and to understand these worlds in terms other than our own. Anthropology helps us appreciate that each culture has its own distinctive ethos or world view, each with its own logic and coherence. Anthropology therefore serves as a bridge across cultures, making one intelligible to the other, preserving the integrity of each [stress added]." Riall Nolan, 2002, Development Anthropology: Encounters in the Real World (Westview Press), page 3.

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)

C. The World Wide Web and the changing aspects of....everything!

http://www.123cam.com/ [Web Cameras Around The World!]
http://www.ilovelanguages.com/ [I Love languages} Your Guide to Languages on the Web]
http://www.bbc.co.uk/education/languages/ [BBC Languages - Homepage]
http://ocw.mit.edu/index.html [Masachusetts Institute of Technology} OpenCourseWare Home]
http://www.archaeologychannel.org/content/AudioNews/humexp.html [The Archaeology Channel]
http://www.mhhe.com/socscience/anthropology/supersite/ [McGraw-Hill Anthropology SuperSite]
http://www.indiana.edu/~ensiweb/home.html [ENSI/SENSI: Evolution]
http://www.lizardpoint.com/fun/geoquiz/index.html [Test Your Geography Knowledge]
http://www.earthchangestv.com/index.htm [Earth Change News]
http://www.utm.edu/research/iep/ [The Internet Encyclopedia of Philosophy]
http://www.californiacoastline.org/ [California Coastal Records Project]
http://www.sachistoryonline.org/ [Sacramento History Online]
http://www.cia.gov/ [The Central Intelligence Agency]
http://www.anthro.mankato.msus.edu/emuseum1.html [E-Museum} Minnesota State University]

"There's a fair amount of decelptive and misleading information on the Internet that is posing as truth.... Factors to consider: 1. Who wrote it? 2. Who published it? 3. is the information current, accurate, and complete? 4. Is the information presented in an objective manner? 5. How often is the site updated? 6. Is the document well written? [stress added]." LaJean Humphries, 2002, How to Evaluate a Web Site. In Web of Deception: Misinformation on the Internet (Anne P. Mintz, Editor) ( Medford NJ: Information Today, Inc.), pages 165-173, page 165.

V. THE SCOPE OF ANTHROPOLOGY / FIELD METHODS: WHAT WE DO
A. Fieldwork in the Polynesian Kingdom of Tonga and
B. THE YANOMAMO: A MULTIDISCIPLINARY STUDY: Comments on the Yanomamo of South America.

"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.

"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.

"During the past two decades, the Kayapó and the Yanomami have become the most famous of about 200 indigenous groups in Brazil. Painted, befeathered, and armed with stout clubs, the Kayapó have strutted across the world stage, while the Yanomami have been portrayed as once-proud savages reduced to helpless victims of white men's greed [stress added]." Linda A. Rabben 2004, Brazil's Indians and the Onslaught of Civilization: The Yanomami and the Kayapó (University of Washington Press), page 14.

C. Comments on "Cyberspace! [below in the electronic Guidebook].

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.

"In looking at science, life, and my fellow human beings, my mind in an undisciplined way detects the cosmic within the nitty gritty and the trivial within the infinite. I believe that deep and important issues should be approached with sufficient good humor to keep us from regarding our mutable opinions as eternal truths. While not ignoring the real tragedy in the world, I feel it important to concentrate on hope. Given the existential dilemma of forever unanswered questions about our universe, I believe that joy is more fun than sadness and no further from the elusive reality of things. In short, it should be possible to be profound without being boring or being afflicted with malaise [stress added]." Harold J. Morowitz, 1979, The Wine Of Life And Other Essays On Societies, Energy & Living Things, page ix-x.

"Science is a public undertaking with many filters that a claim must pass through before it's accepted as part of the current conventional wisdom. Two of the most important of those filters are the refereeing process for scientific articles and the repeatability test for experimental results [stress added]." John L. Castin, 2000, Paradigms Regained: A Further Exploration of the Mysteries of Modern Science (Harper Collins/William Morrow), page 11.

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 MIGHT BE CONSIDERING A MAJOR in Anthropology should make an appointment with the Anthropology Department Chairman (Dr. Stacy B. Schaefer, Butte Hall 311; phone 530-898-6192). Dr. Georgia Fox is the Advisor for the Minor in Anthropology.

"Youth cannot know how age thinks and feels. But old men are guilty if they forget what it was to be young." (Albus Dumbledore, in} J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 826.

"[Old] Age is foolish and forgetful when it underestimates youth." The character Albus Dumbledore in J. K. Rowling, 2005, Harry Potter and the Half-Blood Prince (NY: Scholastic Books), page 564.

IX. UNFORTUNATELY, FINALLY FOR THE END OF WEEK I:

"A USA TODAY analysis of 620 deaths of four-year college and university students since Jan. 1, 2000, finds that freshmen are uniquely vulnerable. They account for more than one-third of undergraduate deaths in the study, although they are only 24% of the undergraduates at those institutions.....College administrators [and teaching faculty!], public health officials, and parents increasingly have become concerned about the safety of college students after highly publicized deaths on campus from alcohol abuse and other causes [stress added]." Robert Davis and Anthony DeBarros, 2006, First year in college is the riskiest. USA Today, January 25, 2006, pages 1-2.

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

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.

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.

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

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.

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)

FROM THE VIDEO: 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: BEGINNING August 28, 2006

I. WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING? (CONTINUED) (Please see Europe http://www.culture.gouv.fr/culture/arcnat/chauvet/fr/index.html [20,000 year old cave paintings] and the Society for California Archaeology [http://www.scanet.org/] and "Evolution in China" (http://www.cruzio.com/~cscp/index.htm) and http://www.archaeology.org.

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Economy and Globalization" [Overview], pages 142-145.
"Reciprocity and the Power of Giving" by Lee Cronk, pages 147-153.
"Forest Development the Indian Way" by Richard K. Reed, pages 132-141.
"The Kayapo Resistance" by Terrence Turner, pages 391-409.
"Using Anthropology" by David W. McCurdy, pages 422-435.

III. "Harry sorted through his presents and found one with Hermione's handwriting on it. She had given him too a book that resembled a diary, except that it said things like 'Do it today or later you'll pay!' every time he opened a page." J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 501.

IV. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY

"Travel teaches seven important lessons [according to Arthur Frommer, age 76, author of travel books].... 1. Travelers learn that all people in the world are basically alike. ... 2. Travelers discover that everyone regards himself or herself as wiser and better than other people in the world. ... 3. Travel makes us care about strangers. ... 4. Travel teaches that not everyone shares your beliefs. ... 5. Travelers learn that there is more than one solution to a problem. ... 6. Travel teaches you to be a minority. ... 7. Travel teaches humility." Larry Bleiberg, 2003, Among Travel's Seven Important Lessons is Humility. The Sacramento Bee, February 2, 2003, page M3.

V. 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. What Is Culture?
D. Human Biological Diversity / Taxonomy and the Primate Order
E. ANY Significance to: Victoria, Mel B, Geri, Mel C?
F. ANY Significance to: Emily Robinson, Natalie Maines, Margie Maguire?
G. ANY Significance to: Jack, Kack, Lack, Mack, Nack, Ouack, Pack, and Quack?
H. ANY Significance to: Branwen, Hugine, Munin, Gwyllum, Thor, and Baldrick?
I. 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.

"Understanding history is a way of understanding the present. In a changing world it is important to recognise the characteristics which identify us as the social individuals that we are. Globalisation need not be a problem if we understand our identity, and if we are capable of understanding our past we can then build on that [stress added]." Parque Histórico Guayaquil, Ecuador, 1999.

"Literacy can imply more than the ability to read. It can mean having a knowledge of one's history, of one's origins; having a world view that is indigenous to one's people and not imposed by others [stress added]." Josephine Donovan, 2001, Feminist Theory: The Intellectual Traditions, 3rd edition (New York/London: Continuum). From the preface to the first edition of 1985, page 15.

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

V. APPROPRIATE VISUALS

A. VIDEO: THE MAN HUNTERS (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.

"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 among children breast-fed by African American mothers. Dark-skinned people absorb less sunlight." Associated Press. The San Francisco Chronicle, Friday March 30, 2001.

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.

"The Galapagos Island finches once studied by Charles Darwin respond quickly to changes in food supply by evolving new beaks and body sizes, according to researchers who studied the birds for almost 30 years. Starting in 1973, husband-and-wife researchers Peter and Rosemary grant of Princeton University have followed the evolutionary changes in two types of birds, the ground finch and the cactus finch, on Daphne Major, one of the Galapagos islands. In a study appearing today in the Journal Science, the Grants report that climate and weather have a dramatic effect on the evolutionary path the finches follow. Ground finches most eat small seeds, and their beaks have adapted to that purpose. When the weather turned dry in 1977, most of the plants that produce small seeds on Daphne Major were killed, leaving little food for finches with modest beaks. Most died off, but some ground finches with bigger, stronger beaks survived [stress added]." Anon., 2002, Finches Shown To Be Able to Change. The Chico Enterprise-Record, April 26, 2002, page 11A.

"The great value of Darwinism, it seems to me, was that it jolted modern men into questioning various sentimental beliefs about nature and man's place in it. In this, Darwin's influence closely parallels that of Galileo [1564-1642]. Just as the first modern astronomers and physicists destroyed a naive geocentrism, so Darwin and his successors overwhelmingly displaced what may be called homocentrism, the belief that nature exists for the sake of man [stress added]." Jacob Needleman, 1975, A Sense of the Cosmos: The Encounter of Modern Science and Ancient Truth (NY: Doubleday & Co., Inc.), page 72.

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

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

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.

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.

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

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

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

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

PRODUCTION: The process of making something.

"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 . 

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

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

"The many caves in the Sterkfontein Valley have produced abundant scientific information on the evolution of modern man over the past 3.5 million years, on his way of life, and on the animals with which he lived and on which he fed. The landscape also preserves many features of that of prehistoric man."http://whc.unesco.org/sites/915.htm [The Fossil Homind Sites of Sterkfontein, Swartkans, Kromdraai, and Environs, South Africa} 1999]

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.

"A growing understanding of human genetics is prompting fresh consideration of how much control people have over who they are and how they act. The recent discoveries include genes that seem to influence whether an individual is fat, has a gift for dance or will be addicted to cigarettes. Pronouncements about the power of genes seem to be in the news almost daily, and are changing the way some Americans feel about themselves, their flaws and their talents, as well as the decisions they make [stress added]." Amy Harmon, 2006, That Wild Streak? Maybe It Runs in the Family. The New York Times, June 15, 2006, pages A1 + A19, page A1.

"Scientists said evidence is mounting that climate change has led to genetic modifications in a range of creatures, including birds, squirrels and mosquitoes. Writing in the journal Science, Professor William Bradshaw and researcher Christine Holzapfel of the University of Oregon attribute the evolution to global warming, producing longer growing seasons while simultaneously alleviating winter cold stress without imposing summer heat stress. Animal species have responded with heritable, genetic changes as they have extended their range toward the poles while developing or reproducing earlier, according to the report [stress added]." Steve Newman, 2006, Warmng Evolution. The San Francisco Chronicle, June 17, 2006, page C8. [And see: http://news.nationalgeographic.com/news/2006/06/060608-global-warming.html]

"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." [This selection is ~625 words which should be the approximate length of your Writing Assignment DUE October 13, 2006; and you don't suffer from Triskaidekaphobia, do you?]

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WEEK 3: Wednesday [September 6] & Friday [September 8], 2006

I. CULTURE & ETHNOGRAPHY (CONTINUED) & Monkeys, Apes, and Man Video (see the Wisconsin Primate research site at http://www.primate.wisc.edu/pin/) 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]; have a look at Professor Turhon Murad, CSU, Chico, and his "Skull Module" located at http://www.csuchico.edu/anth/Module/skull.html); and http://www.outdoorjapan.com/features/ojfeature-jigokudani.html [The Monkeys of Jigokudani]).

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

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

II. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Culture Change and Applied Anthropology" [Overview], pages 386-390
"Lessons from the Field" by George Gmelch, pages 46-57.
"Baseball Magic" by George Gmelch, pages 306-315.
"Career Advice for Anthropology Undergraduates" by John T. Omohundro, pages 436-446.

III. PRIMATES
A. MODERN HUMANS

Carolus Linnaeus (1707-1778): "Latinized form of Carl von Linné. Swedish naturalist and physician. His botanical work Systema naturae 1735 contained his system for classfiying plants into groups depending on shared characteristics (such as the number of stamens in flowers), providing a much-needed framework for identification. He also devised the concise and precise system for naming plants and animals, using one Latin (or Latinized) word to represent the genus and a second to distinguish the species." Sarah Jenkins Jones (Editor), 1996, Random House Webster's Dictionary of Scientists, page 299.

"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.

"Often Gary's [Larson] cartoons help us to see things with a new perspective, above all to realize that we humans, after all, are just one species among many, just one small part of the wondrous animal kingdom. ... Crazy. Absurd. Yet it all helps to put us humans in our place. And we desperately need putting in our place [stress added]." Jane Goodall. 1995, Foreward. The Far Side Gallery 5 (Kansas City: Andrews and McMeel), no page number [pages 5-8, pages 6-7].

B. 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.

"What's the best way to keep from being eaten: Keep mustering new defenses, or create a single overwhelming one and warn potential attackers that they'll be sorry? Both approaches seem to work, according to new research. Some plants and beetles adapt to one another by evolving new attack and defense strategies, while poisonous frogs develop bright colors to warn predators that biting them can be a fatal error. ... The plants and beetles forced each other to continue adapting as they alternated strategies in a process call co-evolution. [Judith] Becerra said her study, by dating the ploy and counter ploy between specific species, provided the first direct evidence of synchronous changes [stress added]." Randolph H. Schmidt, Frogs have coats of many (quite poisonous) colors. The San Francisco Chronicle, October 9, 2003, page D8.

From The San Francisco Chronicle of February 21, 2003: "The serious outbreak of staphylococcus infections resistant to antibiotic treatment.... The more an antibiotic is used, the more quickly bacteria mutate and develop resistance to the antibiotic [EVOLUTION!]. This resistance crisis is growing because of the overuse of antibiotics both in human medicine (the largest single cause of antibiotic resisance) and in animal agriculture (a lesser known but significant cause as well) [stress added]. Stephan E. Follansbee, 2003, Weak Links in the Food Chain: Antibiotic alert. The San Francisco Chronicle, February 21, 2003, page A25.

"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

"Roughly 20 million pounds of antibiotics are given each year to U.S. cattle, pigs, and chickens [stress added]." Sirley Leung, 2003, McDonald's Wants Suppliers Of Meat to limit Antibiotic Use. The Wall Street Journal, June 20, 2003, page B2. 

C. 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.

IV. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY and Darwin Cont. (1809-1882).

"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]

V. REMINDER:
A. EXAM I (20%) IS ON FRIDAY SEPTEMBER 22, 2006.

"The scene is rugged. ... Jogokudani [Yamanouchi, Japan] is as far north as it gets for monkeys. No primate, with the exception of humans, is known to live in a colder climate." Eric Talmadge, 2002, World's northernmost wild monkeys enjoy hot springs heaven. The Chico Enterprise-Record, June 23, 2002, page E1 + E2, page E1. (AND SEE: http://www.outdoorjapan.com/features/ojfeature-jigokudani.html [The Monkeys of Jigokudani])

WHY STUDY PRIMATES? = PRIMATES = taxonomic term which is always capitalized and is a fixed plural. "A decade-long baboon study indicates that lecithin, a soybean extract used in many processed foods, can delay and perhaps even prevent alcohol cirrhosis of the liver." R. Cowen, Science News, December 1, 1990: 340.

"Harry Harlow [1905-1981] is probably the most famous psychologist you've never heard of. Back in the 1960s, his work was widely covered in the press--and with good reason. Through a series of briliiant experiments, Harlow proved that love, despite what most of his colleagues believed, plays a crucial role in mental well-being. The idea that such a thing needed proving in the fcirst place seems bizarre today ... Harlow's descent into obscurity had a lot to do with the man himself. ... But it was the way he treated [rhesus] monkeys that hurt his reputation. Harlow went on to study what happened when monkeys were deprived of love, kept in solitary confinement and emotioally tormented [stress added]." Michael Lemonick, Book Review of Deborah Blum's 2002 Love at Goon Park. Time, November 18, 2002. And if interested, please see: http://pubpages.unh.edu/~jel/Harlow.html

"An experimental vaccine against the monkey form of AIDS sharply reduced but did not eliminate the amount of virus in the animals' blood. ... In the experiment, 10 macaques that had been infected.... [stress added]." Robert Cooke, 1999, Better to Hug Than Sulk, Apes Find. The San Francisco Chronicle, December 23, 2002, page A5.

WHAT DO YOU THINK OF THE FOLLOWING?: "The kind of man's face a woman finds attractive varies with her menstrual cycle, according to a study that underscores the hold biology still has on us, no matter how highly evolved we like to think we are. When a woman is ovulating, or ready to conceive, she is likely to prefer men with more masculine features. When she is menstruating, or least likely to get pregnant, she is apt to prefer softer, more feminine looks. That's according to a study conducted by Scottish and Japanese researchers and published in today's issue of the journal Nature. The researchers beleive this is not a matter of fashion or a 20th-century standard of beauty, but something that is inborn, or instilled by evolution for sound biological reasons: In the animal kingdom, masculine looks denote virility, and thus the ability to produce healthy offspring." Alex Dominguez, 1999, Biology Is Destiny, At Least In Sex Appeal. The Sacramento Bee, June 24, 1999, page B8.

"The common ancestor of humans and the rhesus macaque monkey lived about 25 million years ago. But despite that vast gulf of time, our chromosomes still retain plenty of evidence of our shared heritage. A team of scientists at the National Cancer Institute recently documented this evidence by constructing a map of the rhesus macaque's DNA, noting the location of 802 genetic markers in its genome. Then they compared the macaque map to a corresponding map of the human genome, The order of thousands of genes was the same [stress added]." Carl Zimmer, 2005, The History of Chromosomes May Shape the Future of Disease. The New York Times, August 30, 2005, page D2.

"The United Nations' latest forecast of the world's population in 2050 [44 years from fall 2006!]....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 50 minute class, please note that this means that the world will have had a NET INCREASE (births-minus-deaths) of ~7,400 individuals (roughly speaking).

PLEASE NOTE: According to the U.S. Bureau of the Census, the resident population of the United States, projected to August 1, 2005 at 7:45am [Pacific Standard Time] was 299,365,896 [http://www.census.gov/cgi-bin/popclock]. This means there is one birth every 7 seconds, one death every 13 seconds, one international migrant (net) every 31 seconds, for a net gain of one person every 10 seconds. WHAT IS THE NUMBER WHEN YOU ARE READING THIS PAGE: What has been the increase since the August 1, 2006 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.

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.]"

"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.

"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.

"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.

Alvin D. Sokolow, How Much State Farmland Is Disappearing? Alvin D. Sokolow, The Sacramento Been, June 24, 2001, pages L1 and L6: Some 49,700 acres of California farmland is disappearing each year! Incidentally, the CSU, Chico campus (excluding the University farm, is approximately 119 acres (so approximately 417 Chico State campuses disappear every year in California!).

QUESTIONS TO CONSIDER: What will the population of the USA or California or Chico be by 2046? Or 2026? 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?

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. 

"In the complex history of modern biology, only Darwin's theory of evolution has so shocked the mind as to raise serious questions about man's place in the universe. Darwin forced men to consider that they are animals, and that the designs of creation are played out on a much wider stage than was imagined. From the point of view of the theory of evolution, mankind is only one species among thousands which have their place within the field of organic life on earth. The fact that people took the theory of evolution as an enemy of religion only shows how rigidly they understood the idea of God [stress added]." Jacob Needleman, 1975, A Sense of the Cosmos: The Encounter of Modern Science and Ancient Truth (NY: Doubleday & Co., Inc.), page 64.

"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.

"The great value of Darwinism, it seems to me, was that it jolted modern men into questioning various sentimental beliefs about nature and man's place in it. In this, Darwin's influence closely parallels that of Galileo [1564-1642]. Just as the first modern astronomers and physicists destroyed a naive geocentrism, so Darwin and his successors overwhelmingly displaced what may be called homocentrism, the belief that nature exists for the sake of man [stress added]." Jacob Needleman, 1975, A Sense of the Cosmos: The Encounter of Modern Science and Ancient Truth (NY: Doubleday & Co., Inc.), page 72.

AND PLEASE CONSIDER the words of the Pulitzer Prize Winner (1940) and Nobel Prize Winner (1962) John Steinbeck (1902-1968) on Charles R. Darwin: "In a way, ours is the older method, somewhat like that of Darwin on the Beagle. He was called a 'naturalist'. He wanted to see everything, rocks and flora and fauna; marine and terrestrial. We came to envy this Darwin on his sailing ship. He had so much room and so much time. ... This is the proper pace for a naturalist. Faced with all things he [or she] cannot hurry. We must have time to think and to look and to consider [stress added]." John Steinbeck, 1951, The Log From The Sea of Cortez [1967 printing: Pan Books: London], page 123.

"Biologists do not accept the truth of evolution on the basis of Darwin's authority but on the basis of the evidence. Evolutionary theory has been out of Darwin's hands from the moment The Origin of Species appeared in 1859. Once Darwin published his evolutionary hypotheses and the evidence upon which they were based, these entered the public domain of knowledge, and others took the ball and ran with it. Scientific knowledge is not 'owned' by any individual so no individual, even the discoverer, can 'take back' a theory [stress added]. Robert T. Pennock, 1999, Tower of Babel: The Evidence Against the New Creationism (MIT Press), page 71.

"Biology also became historical after the publication in 1859 of Charles Darwin's [1809-1882] theory of evolution by natural selection. He argued that all species were descended from earlier ones, and that all creatures were locked in a struggle for existence which selected for the traits most advantageous for surival at a given time and place. Darwin's ideas were the most revolutionary and powerful scientific propositions of modern times, and posed a direct challenge to religious accounts of the origins of life and humankind. For this reason his views attracted vigorous opposition, especially from those who took the Bible as the literal word of God. ... gradually Darwin's views became--with modifications--universally accepted among the world's scientifically educated [stress added]." J.R. McNeill & William H. McNeill, 2003, The Human Web: A Bird's-Eye View of World History (NY: W.W. Norton & Co.), page 176.

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.darwinawards.com/ [Official Darwin Awards} "...showing us just how uncommon common sense can be." Wendy Northcutt, 2000, The Darwin Awards: Evolution in Action (Dutton).

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WEEK 4: BEGINNING Monday September 11, 2006

I. RESEARCH & ECOLOGY & INTO LANGUAGE

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Ecology and Subsistence" [Overview], pages 102-106.
"Language and Communication" [Overview], pages 58-62.
"How to Ask for a Drink" by Spradley & Mann, pages 76-84.
"Conversation Style: Talking on the Job" by Debra Tannen, pages 93-101.
"Life Without Chiefs" by Marvin Harris, pages 284-293.

III. APPROPRIATE VISUALS:
A. VIDEO: MYSTERIES OF MANKIND

"My intention is not, however, to [simply] impart information, but to throw the burden of study upon you. If I succeed in teaching you to observe, my aim will be attained." Louis Aggasiz [1807-1873], Swiss-American Scientist.

B.VIDEO: NON-VERBAL COMMUNICATION [and see http://www.careersonline.com.au/easyway/int/nvcomm.html].

"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.

"That's what they should teach us here, he thought, turning over onto his side, how girls' brains work...it'd be more useful than Divination anyway....[stress added]." (Harry Potter} J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 462.

"'You should write a book,' Ron told Hermione as he cut up his potatoes, 'translating mad things girls do so boys can understand them.'" J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 573 http://www.pbs.org/wnet/nature/koko/ [A Conversation With Koko the Gorilla]

"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.

"Scientists have for the first time identified a gene that plays a critical role in human language and speech. The finding sheds slight on what scientists suspect in one of several inherited elements of language ability, which in combination with key social and environmental cues have allowed the human species to talk, gab, gossip and schmooze its way to global dominance [stress added]." Rick Weiss, Gense says much about language. The Sacramento Bee, October 4, 2001, page A8.

IV. EVER SEE, OR REMEMBER:

V. 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.

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

VII. REMINDERS:
A. EXAM I (20%) on FRIDAY SEPTEMBER 22, 2006 (Map, Multiple Choice, & True/False)
B. Potential EXAM I Questions below in this Guidebook
C. Map for Exam 1 (below)
D. See: http://www.lizardpoint.com/fun/geoquiz/samericaquiz.html
http://www.lizardpoint.com/fun/geoquiz/afrquiz.html as well as http://www.ilike2learn.com/ilike2learn/geography.asp

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.

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

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.

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

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.

FROM THE 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.

FROM THE 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.

FROM THE 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."

FROM THE 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 [stress added]." 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.

"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.

"Three scientists, two of them Roman Catholic biologists, have asked Pope Benedict XVI to clarify the church's position on evolution in light of recent statements by Cardinal Christoph Schönborn, an influential theologian, that the modern theory of evolution may be incompatible with Catholic faith [stress added]." Cornelia Dean, 2005, Scientists Ask pope For Clarification On Evolution Stance. The New York Times, July 13, 2005, page A18.

"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. 

"Decades of discovery....Fossils of what many believe could be the first true ancestors of humans--creatures named Ardipithecus ramidus that lived 4.4 million years ago. They were found to be at least a million years older than the famed 'Lucy' whose bones had been uncovered in the region earlier by Donald Johanson of the Institute for Human Origins now at Arizona State University. The earliest evidence that human ancestors made tools to butcher their meat was discovered on an antelope bone found by the late UC Berkeley archaeologist J. Desmond Clark and his colleagues....The teams also found 19 different hominid fossils as well as countless early stone-age tools. They also collected 625 other fossils of long-extinct animals, from animals as large as hippopotamus and elephant to as small as the shrew. All were evidence for evolution's ceaseless alteration of life forms as changing environments eliminate the unfit and encourage the better-adapted [stress added]." David Perlman, 2006, Parched Ethiopian region is ground zero for fossils. The San Francisco Chronicle, February 21, 2006, pages 1 and A8, page A8.  

"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.

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.

FROM THE 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]

FROM THE 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)

"A word to the wise: Be careful to whom you're telling lies. There's an elite group of people who don't need to see Pinocchio's nose grow, but can pick up on subtle signs that they're not hearing the truth. While most folks don't notice these flickers of falsehood, psychology professor Maureen O'Sullivan has found a few who can find the fibbers nearly every time. Of 13,000 people tested for the ability to detect deception, 'we found 31 [Note: 31/13,000 = .238%], who we call wizzards, who are usually able to tell whether the person is lying, whether the lie is about an opinion, how someone is feeling or about a theft,' she said [stress added]." Randolph E. Schmid, 2004, Fibbers can't hide from these 'wizards.' The Chico Enterp[rise-Record, October 17, 2004, pages A1 + A6.

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.

"Scientist says brain waves tell no lies: A neuropsychologist created what he says is a better lie detctor than a polygraph. Julian Keenan....uses a machine that scans brain waves, which register a change when someone is lying....While Keenan won't say whether men are better liars than women--both genders lie with the same frequency--he has found that women are better at detecting lies, especially if they think a man is hitting on them. If not, they're as easily duped as men. Females are also better at the little white lies that ease social situations [stress added]." G. Jeffrey MacDonald, 2005, Honolulu Star-Bulletin, page F1+ F9.

"A study of [744] Australian drivers found that those using cellphones were four times as likely to be involved in a serious crash regardless of whether they used hands-free devices like earpieces or speaker phones." Jeremy W. Peters, 2005, Hands-Free Cellphone Devices Don't Aid Road Safety, Study Concludes. The New York Times, July 12, 2005, page C3.

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ANTHROPOLOGY & CYBERSPACE (FALL 2006)

"In the summer of 1994 [and how old were you then?] the Internet was still mainly an academic plaything. The company that became Netscape Communications had not yet released its web browser. Many computers still ran MS-DOS. Intel's new Pentium chip was a luxury, and a 1-gigabyte hard drive was considered huge." Stephen H. Wildstrom, Lessons from a Dizzying Decade in Tech. Business Week, June 14, 2004, page 25.

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. 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: 

Incidentally, MSN Search had 540,940 on June 19, 2006. Two things should be obvious: (#1) interest in Darwin appeats to be accelerating 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.

"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 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.

"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.

"'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.

"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.

"Clyde Presowitz says he had a revelation in 2003 when his oldest son, a software developer living on Lake Tahoe in California, asked him to co-invest in a snow-removal company. Why, wondered Prestowitz, would his high-tech offspring go into a business 'as mundane as snow removal?' Explained the son: "Dad, they can't move the snow to India [stress added].'" Paul Magnusson, 2005, Why Asia Will Eat Our Lunch [book review of]: Three Billion New Capitalists: The Great Shift of Wealth and Power to the East (2005) by Clyde Prestowitz, Business Week, June 20, 2005, page 22. 

"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.

"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.

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POSSIBLE QUESTIONS FOR EXAM I (20%) ON FRIDAY SEPTEMBER 22, 2006

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

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

3. Someone has written that "You may not believe in evolution, and that is all right. How we humans came to be the way we are is far less important than...": (a) how we should act now to get out of the mess we have made for ourselves; (b) how will we create rules of descent; (c) where the next fossil finds will be found; (d) all-of-the-above.

4. Recent scientific studies continue to warn that humanity's demands on natural resources: (a) have yet to be reached; (b) are in balance with nature; (c) are reaching, or have already hit, unsustainable levels; (d) sorry: never mentioned!

5. TRUE FALSE The "Abstract" for Harris (in S&M) pointed out that there were no societies in the world that lacked formal political structure.

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

7. TRUE FALSE Bohannan (in S&M) discussed translation problems of Hamlet for the Tiv of Mexico.

8. TRUE FALSE The 'Toumaï' skull is the earliest known record of the human family, between 6 and 7 million years old.

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 According to this Guidebook and lectures, there have been studies which state that "prayer" can heal.

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/ANTH113FA2006TESTOne.htm by FRIDAY September 15, 2006, to assist you in the examination. (Incidentally, I am well aware that "older" versions of my ANTH 113 Exams exist "out there" - I return them to you so you can learn from any mistakes; by all means, if you have access to "old" exams, do look at them; but r.e.m.e.m.b.e.r to read and study for EXAM I (and eventually EXAM II and EXAM III) as if you might be faced with BRAND NEW EXAMINATION QUESTIONS - which could well be the case!)!

"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: BEGINNING Monday September 18, 2006

I. LANGUAGE, COMMUNICATION & REVIEW AND EXAM I (20%) on FRIDAY SEPTEMBER 22, 2006

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Eating Christmas in the Kalahari" by Richard Borshay Lee, pages 15-22.
"Shakespeare in the Bush" by Laura Bohannan, pages 23-32.

III. LANGUAGE, THOUGHT, AND CULTURE
A. Sapir-Whorf [Who were they? who cares?!] [as well as http://www.aber.ac.uk/~dgc/whorf.html]
B. Culture is Communication is Culture!

"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.

"People and their languages are always on the move. Even before the colonization of the past few centuries, many languages were spoken far from their homelands, whether because of trade, war, or migration [stress added]." Steve Olson, 2002, Mapping Human History: Discovering the Past Through Our Genes (Boston: Houghton Mifflin Company), page 143.

"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. [stress added]." Judith Kahn, 1975, The Guide To Conscious Communication, page 4.

"Heard the one about the fashionista and his arm candy who live in parallel universes, prefer chat rooms and text messaging to snailmail, suffer sticker shock at the cost of pashminas and like chick lit or airport novels? This trendy tale is nonesense, of course, but it is now Oxford-approved nonesense. All of these new expressions are among the 3,500 additions to the just-published edition of the Shorter Oxford English dictionary, updated to record new words or new applications of them that have entered the language since its last revision, in 1993 [stress added]." Warren Hoge, The New York Times, November 12, 2002, page A4.

V. COMMENTS AND REVIEW
A. VIDEO: LANGUAGE
B. EXAM I (20%) ON FRIDAY SEPTEMBER 22, 2006.
C. Review all Spradley & McCurdy pages & Guidebook pages to date.
D. Map} Central and South America and Africa.
E. Map, Multiple Choice, and True/False.
F. ONCE AGAIN} A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF CLASS (August 21, 2006) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/ANTH113FA2006

VI. JANE GOODALL WORDS:

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

VI. REMINDER: READINGS, TERMS, AND VIDEO FOR THIS WEEK ARE INCLUDED ON THE EXAM THIS FRIDAY SEPTEMBER 22, 2006.

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.

FROM THE 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 [stress added]." Carl T. Hall, 2001, Fib Detector. The San Francisco Chronicle, November 26, 2001, page A10.

"Knowing what brand you are buying can influence your preferences by commandeering your brain circuits involved with memory, decision making and self-image, researchers have found. When researchers monitored brain scans of 67 people who were given a blind test of Coca-Cola and Pepsi, each soft drink lit up the brain's reward system, and the participants were evenly split as to which drink they preferred. But when the same people were told what they were drinking, activity in a different set of brain regions linked to brand loyalty overrode their original preferences. Three out of four said they preferred Coca-Cola. The study, published in the Oct. 14 issue of the journal Neuron, is the first to explore how cultural messages penetrate the human brain and shape personal preferences. Circulating in draft form over the last year, the study has been widely discussed by neuroscientists and advertisers, as well as people who worry about the power of commercials in determining consumer behavior. At issue is whether marketeers can exploit advances in brain science to make more effective commercials. Is there a 'buy button' in the brain? [stress added]." Sandra Blakeslee, 2004, If You Have a 'Buy Button' in Your Brain, What Pushes It? The New York Times, October 19, 2004, page D5.

"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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WEEK 6: BEGINNING Monday September 25, 2006.

I. ECOLOGY & SUBSISTENCE (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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Ecology and Subsistence" [Overview] [repeat], pages 102-106.
"Kinship and Family" [Overview], pages 178-181.
"The Hunters: Scarce Resources in the Kalahari" by Richard Borshay Lee, pages 107-121.
"Adaptive Failure: Easter's End" by Jared Diamond, pages 122-131.
"A Woman's Curse?" by Meredith F. Small, pages 240-248.

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.

And remember from Week I: "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) and it was said of Leonardo Da Vinci (1352-1519): "...he also learned to carry a notebook with him at all times and to use it, so that whatever went in through the eye came out through his hand [stress added]." Holland Cotter, 2002,Leonardo: The Eye, The Hand, The Mind." The New York Times, January 24, 2003, pages B35 + B37, page B37.

"Don't spend a lot of time worrying about your failures. I've learned a whole lot more from my mistakes than from all of my successes [stress added]. Statement by Ann Richards. In Alan Ross [Editor], 2001, Speaking of Graduating: Excerpts From Timeless Graduation Speeches (Nashville, TN: Walnut Grove Press), page 79.

On HUNTERS-GATHERERS / PASTORALISTS

TO REPEAT} "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 contacts 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.

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].

"Lord Voldemort's gift for spreading discord and enmity is very great. We can fight it only by showing an equally strong bond of fiendship and trust. Differences of habit and language are nothing at all if our aims are identical and our hearts open" [stress added]." Albus Dumbledore, In Harry Potter And The Goblet of Fire, 2000, by Joanne K. Rowling, page 723.

"If you can't see that your own culture has its own set of interests, emotions, and biases, how can you expect to deal successfully with someone else's culture?" Arthur Kleinman, Psychiatrist and Medical Anthropologist. In Anne Fadiman, 1997, The Spirit Catches You And You Fall Down: A Hmong Child, Her American Doctors, And The Collision of Two Cultures (NY: Farrar, Straus and Giroux), page 261.

G. ESSAY: Body Ritual Among the Nacirema [please see below in this Guidebook] and 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.

IV. REMEMBER, WRITING ASSIGNMENT (10%) DUE FRIDAY October 13, 2006. Do you know about: http://www.csuchico.edu/engl/owl/ [CSU, Chico On-Line Writing Center]?

Isaac Asimov (1920-1992)} "What one needs is thinking time, and that can't be rushed. You have to think up your plots and your complications and your resolutions, so that most of your time is going to be spent thinking and not typing." Janet Jeppson Asimov, 2002, Isaac Asimov: It's Been a Good Life (NY: Prometheus Books), page 108.

A. The secret of learning how to write: learn how to re-write.
B. Extensive reading also helps!

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.

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.

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

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.

"Since the late 1960s, use of the term 'Koori' (or Koorie) to refer to [Australian] Aborigines has become widespread. The word means 'people' in a number of languages from southeastern Australia and is one of a number of such terms used to distinguish the indigenous people of specific regions. A Koori is an indigeneous person from NSW or Victoria, just as a Murri is from Queensland, a Nunga is from South Australia and a Nyungar from Western Australia [stress added]." Paul Smitz [Coordinating Author] et al., 2004, Australia 12th Edition (Oakland, CA: Lonely Planet Publications Pty Ltd) , page 35.

The Commonwealth of Australia [2,941,300 square miles] has an estimated population of 20,090,437. The World Almanac And Book of Facts 2006, page 754.]

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.

"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).

"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.

FROM THE 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.

FROM THE 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.

FROM THE 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."

FROM THE 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]

FROM THE 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).

"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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ADDITIONAL INFORMATION (or only "some CURRENT INFORMATION" for Fall 2006):

"The difficulty is that modern human beings no longer directly perceive the world they live in and whose conditions affect them." James Burke and Robert Ornstein, 1995, The Axemaker's Gift: A Double-Edged History of Human Culture, page 280.

"Climate change is already occurring, and immediate steps are needed to both slow it down and adapt to the changes that will occur anyway, scientists said Tuesday [June 15, 2004]." Anon., 2004, Climate really is changing, scientists say. The San Francisco Chronicle, June 16, 2004, page A9.

"For the second year in a row, the cloak of sea ice on the Arctic Ocean failed to grow to its normal winter expanse, scientists said yesterday [March 14, 2006]. The finding led some climate experts to predict a record expansion of open water this summer [stress added]." Andrew C. Revekin, 2006, Ice Shortfall in Arctic for 2nd Year Raises Fear of a Wider Melting. The New York Times, March 15, 2006, page A12.

"Glaciers and ice sheets on opposite ends of the Earth are melting faster than previously thought and could cause sea levels around the world to rise as much as 13 to 20 feet by the end of the century, scientists are reporting today. If the researchers' estimates are correct, a rise in ocean waters projected by the new studies not only would down many of the low-lying inhabited atolls and islands that are already endangered by rising ocean waters, it would also affect coastal cities and harbors on every continent [stress added]." David Perlman, Sea Levels Rising As Polar Ice Melts. The San Francisco Chronicle, March 24, 2006, page A1 + A17, page A1.

"The warming of the world during the past century is greater--and more widespread--than any other shift in the global climate in the past 1,200 years, researchers reported Thursday [9 February 2006]. The analysis of data from tree rings, fossil shells, ice cores and actual temperature measurements from 14 locations on three continents shows that the current warming trend is the most extensive change--warm or cold--since the time of the Vikings....Many scientists predict the warming will increase if man-made releases of carbon dioxide gases are not curbed [stress added[." Mike Toner, World warming at historic rate. The San Francisco Chronicle, February 10, 2006, pager A6.

"Top political apointees in the NASA press office exerted strong pressure during the 2004 presidential campaign to cut the flow of news releases on glaciers, climate, pollution and other earth sciencs, public affairs officers at the agency say [stress added]." Andrew levin, 2006, Call for Openess at NASA Adds to Reports of Pressure. The New York Times, February 16, 2006, Page A16.

"Scientists working for the chromium industry withheld data about the metal's health risks while the industry campaigned to block new limits on the cancer-causing chemical, a scientific journal report publioshed Thursday [February 23, 2006] said [stress added]." Anon., 2006, Chromium cover-up alleged. The Sacramento Bee, February 24, 2006, page A5.

"New research on the health effects of air pollution showed for the first time that tiny airborne soot particles such as those produced by power plants and diesel engines can be directly linked to certain types of heart disease [stress added]." John J. Fialka, 2003, Study Links Soot to Heart Disease. The Wall Street Journal, December 16, 2003, page D7.

"Deaths from sooty smog in California may be more than twice as high as previously estimated....Currently, state officials estimaye 9,000 Californians die annually [~24/day] from diseases caused or aggravated by air pollution, more than half of them in Southern California [stress added]." Janet Wilson, Smog Toll May Soar: L.A. area's sooty-air deaths underestimated, study indicates. The Sacramento Bee, March 26, 2006, pages A3 + A4, page A3.

"Dozens of factories in Contra Costa County's industrial belt contain dangerous amounts of hazardous materials, but county officials said Wednesday that they have not determined how many have backup generators to avoid potential disaster when blackouts hit this summer. It is a major concern in the county with the highest amount of hazardous materials per capita in California...[stress added]." Joe Garofoli and Pia Sarkar, 2001, Chemical Leak Waves Red Flag in Contra Costa. The San Francisco Chronicle, May 4, 2001, page A19 and A21, page A19.

"Recent scientific studies continue to warn that humanity's demands on natural resources are reaching, or have already hit, unsustainable levels." Otis Port, 2002, Business Week, July 15, 2002, page 91.

"...increased water consumption is healthy, doctors say. But the bottles aren't. Last year, more than 93 billion plastic water containers wound up in U.S. landfills. Laid end-to-end, that's enough bottles to: Reach the moon and back 38 times; Circle the equator 371 times; Stretch the lkength of the world's longest river, the Nile, 2,222 times; Line Interstate 80 from New York to San Francisco 3,196 times; Span the length of California 11,566 times [stress added]." Anon., 2003, Water bottles bloat landfills. The San Francisco Chronicle, December 15, 2003, page A21 + A25, page A21.

"There are so many, many ways in which we are destroying the planet. And once we understand, once we care, then we have to do something." Jane Goodall (with Gary McAvoy and Gail Hudson), 2005, Harvest for Hope: A Guide to Mindful Eating (NY: Warner Books), page xix.

"In just 50 years, the global spread of industrial-scale commercial fishing has cut by 90 percent the oceans' population of largre predatory fishes....'With all this technology together, the fish hardly have a chance' [stress added]." Andrew C. Revkin,. 2003, Commercial Fleets Slashed Stocks Of Big Fish by 90%, Study Says. The New York Times, May 15, 2003, pages A1 + A12, page A1.

"The average person now changes jobs 8.6 times between the ages of 18 and 32, according to the U.S. Bureau of Labor Statistics. Such upheavals in the labor market have forced colleges to adapt....[stress added]." Emily Bazar, 1999, Number of Students Over 40 Soaring At College Campuses. The Sacramento Bee, August 24, 1999, pages 1 and page A10, page 1.

"The United States economy is finally getting stronger, but there seems to be one unsettling weakness: the apparent wholesale flight of technology jobs like computer programming and technical support to lower-cost nations, led by India. The trend is typically described in ungainly terms--as 'offshore outsourcing' or 'offshoring.' But that rhetorical hurdle has done nothing to lessen the recent public debate and expressions of angst over this kind of job migration [stress added]." Steve Lohr, 2003, Offshore Jobs In Technology: Opportunity Or a Threat? The New York Times, December 22, 2003, pages C1 + C6, page C1.

"Medicine has caught up to Hollywood: The government approved a tiny camera in a capsule Wednesday [August 1, 2001] that patients can swallow to give doctors a close-up view of their small intestine. The camera painlessly winds its way through the digestive tract, using wireless technology to beam back color pictures of the gut. ... Doctors who wish to use the video pill will have to buy a $20,000 computer workstation; each capsule is $450 [stress added]." The Associated Press, 2001, FDA Approves Camera Pills To Diagnose Intestinal Ills. The Sacramento Bee, August 2, 2001, page A17.

"Think about it: Computer chips can go into Band-Aid-like devices that sit on your skin and monitor your pulse, temperature and other vital signs. People in Hong Kong swipe electronic cards as keys to get into their home or office, or put money on them and use them to pay for things. Cameras on London streets can scan faces for identifiable features and match them to a database of suspected terrorists. A new senior citizen housing development in South Korea has sensors in the floors, so if a resident falls, paramedics are notified--and the door automatically unlocks. Smart toilets developed in Japan can monitor a person's health, [Adam] Greenfield said. 'This is not blue sky, speculative scientice fiction,' he said. These applications are being built today [stress added]." Dan Fost, 2006, Technology is not always your friend. The San Francisco Chronicle, March 15, 2006, pages C1 + C5. page C1.

"They've tangled with corn and tinkered with the potato. Now the biotech industry is aiming its genetic know-how at cattle, to bring you pound after pound of perfect beef. Convinced that people will pay handsomely for the most tender of tenderloins, a maryland company has been sifting through cow genes to identify traits that separate a juicy steak from hamburger meal. ... Cattle producers usually don't know whether beef is top grade until blade meets carcass at the salughterhouse. Company officials predict that early screening could save producers money by pinpointing which animals should receive premium feed and attention [stress added]." Carolyn Abraham, 2002, Gene Map To A Juicier Steak. The San Francisco Chronicle, June 17, 2002, page E2.

"Infections caused by germs that resist treatment with antibiotics kill more than 14,000 Americans each year [Urbanowicz Adds} approximately 38 people a day!], says a coalition of federal and private groups that met Tuesday [April 15, 2001] in Washington, D.C., to launch an education campaign called Save Antibiotic Strength. Pilot programs will begin in San Diego, Norfolk, Va., and the state of Connecticut to raise awareness of the dangers of overprescription and misuse of antibiotics, which can lead to drug resistance [Urbanowicz adds} as a result of "evolution"]. 'It is estimated that 50 million antibiotic prescriptions for illnesses such as cold or flu are given each year [or ~136,986/day!], and are of no benefit in treating such conditions,' says Richard Roberts, president of the American Academy of Family Physicians [stress added]." Michelle Healy, 2001, A Better Life. USA Today, April 18, 2001, page 6D.

"What makes the situation so desperate, experts agree, is that new and more effective drugs are not, in themselves, enough. As Richard Colonno, vice president for infectious disease at Bristol-Myers Squibb, sees it, what new drugs do is reset a pathogen's biological clock. They buy time, but eventually resistance to these compounds will also arise. Why? In a word, evolution [stress added]." J. Madeline Nash, 2001, The Antibiotic Crisis. Time, January 15, 2001, No Page Number.

"To stop an infection, most doctors automatically reach for an antibiotic, the most effective way known to kill off infectious germs. But antibiotics are the nuclear weapons of medicine--they often also wipe out helpful bacteria and forster the growth of drug-resistant germ strains [stress added]." David P. Hamilton, 2002, Toothless Germs Can't Bite. The Wall Street Journal, April 11, 2002, page D8.

"Water quality officials have found traces of resilient prescription drugs in waste water that has been filtered and recycled into a Southern California aquifer for eventual use as drinking water, but the amounts are so small that the health effects are unclear, the Los Angeles Times reported Monday. Drugs including antibiotics, antipsychotics, birth-control hormones, Viagra and Valium routinely turn up in wastewater all over the world because people flush them down their toilets. But medications have also ended up in Los Angeles County's water supplies because of the region's aggressive efforts to turn treated sewage into drinking water....Because the medications have been found in very small amounts - the equivalent of a few drops in an Olympic-sized swimming pool - scientists suspect there is little or no human danger. But they say no one knows if there are health hazards from ingesting small doses of drugs continuously over a lifetime. What's more clear are the health effects for fish, frogs and other creatures that spend their entire lives in waterways exposed to drugs. [stress added]." Anon., 2006, Medicines found in treated water. The San Francisco Chronicle, February 1, 2006, page B10.

"Scientific evidence is mounting that...music may be as powerful a food for the brain as for the soul. Not only does it pluck at emotional heart strings, but scientists say that it also turns on brain circuits that aid recognition of patterns and structures critical to development of mathematics skills, logic, perception and memory [stress added]." Bill Henrrick, 1996, Parents, Studies Say Music Lends An Ear To Learning. San Francisco Chronicle, July 6, 1996, page A7.

"BRAIN STRAIN: Feel like you can't think straight when you're stressed out? You're probably right. Researchers who injected volunteers with cortisol--a hormone secreted during stress--report that those who received the highest doeses for the longest period (four days) had the most trouble recalling a story they had been told. There is a bright spot: a week after the hormone injections stopped, memory was completely restored." Janice M. Horowitz, 1999, Time, June 28, 1999, page 79.

"Married women under extreme stress who reach out and hold their husbands' hands feel immediate relief, neuroscientists have found, in what they say is the first study of how human touch affects the neural response to threats. The soothing effect of the touch could be seen in scans of areas deep in the brain that are involved in registering emotional and physical alarm. The women received significantly more relief from their husbands' touch than from a stranger's, and those in particularly close marriages were most deeply comforted by their husbands' hands, the study found....Lying in the jaws of an MRI scanning machine and knowing that they would periodically receive a mild electric shock to an ankle, the women were noticeably apprehensive. Brain images showed peaks of activation in regions involved in anticipating pain, heightening physical arousal and regulating negative emotions, among other systems. But the moment that they felt their husbands' hands - the men reached into the imaging machine - each woman's activity level plunged in all the body's regions gearing up for the threat. A stranger's hand also provided some comfort, though less so [stress added]." Benedict Carey, 2006, Wives under stress are soothed by husbands' touch, study finds. The San Francisco Chronicle, January 31, 2006, page A5.

"For women diagnosed with moderately serious breast cancer, a large network of supportive friends and relatives cuts the risk of recurrence and death by 60% over seven years, a researcher reports today [stress added]." Marilyn Elias, 2001, Friends May Make Breast Cancer More Survivable. USA Today, March 8, 2001, page D1.

"'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 healthy 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.

"Scientists suspect there may be a handful of age-defying genes [in human beings], and the competition to pinpoint and understand them is heated. Medical researchers and drug company scientists reason that if they can figure out exactly what those genes do, they may be able to develop drugs or other treatments to enhance or mimic their action [stress added]." Mary Duenwald, 2003, Puzzle of The Century [in Nova Scotia]. Smithsonian, January 2003, Vol. 13, No. 10, pages 72-80, page 77.

"A growing understanding of human genetics is prompting fresh consideration of how much control people have over who they are and how they act. The recent discoveries include genes that seem to influence whether an individual is fat, has a gift for dance or will be addicted to cigarettes. Pronouncements about the power of genes seem to be in the news almost daily, and are changing the way some Americans feel about themselves, their flaws and their talents, as well as the decisions they make [stress added]." Amy Harmon, 2006, That Wild Streak? Maybe It Runs in the Family. The New York Times, June 15, 2006, pages A1 + A19, page A1.

"Scientists tie gene to heart attacks. The first gene linked directly to hear attacks has been isolated from an extended Iowa family that has been plagued for generations with rampant coronary artery disease. ... 'This is the first heart attack gene,' said [Dr. Eric J.] Topol of the Cleveland Clinic, head of a team that discovered the gene [stress added]." Paul Recer, 2003 Scientists tie gene to heart attacks, The Sacramento Bee, November 28, 2003, page A8.

"The world's most widely grown genetically engineered crops--soybeans, cotton and corn developed to be impervious to a popular herbicide--are facing a new challenge to their continued long-term use. The herbicide, known as Roundup, is starting to lose its effectiveness in controlling weeds. In the last few years, weeds resistant to the herbicide have emerged in Delaware, Maryland, California, western Tennessee and at the edges of the Corn Belt in Ohion and Indiana. The problem, crop scientists say, is the very success of the genetically engineered crops, particularly the soybean, which now account for more than three-quarters of all soybeans grown in the United States. Farmers like the genetically engineered crops, which are sold under the brand name Roundup Ready, because they can spray Roundup herbicide directly over those fields, killing the weeds while leaving the crops intact. But the popularity of the crops has caused the use of the Roundup herbicide to skyrocket, setting up 'survival of the fittest' conditions in which the rare weeds that survive the herbicide can flourish [stress added]." Andrew Pollack, 2003, Widely Used Crop Herbicide Is losing Weed Resistance. The New York Times, January 14, 2003, pages C1+C2, page C1.

"You know, as I look back on it now, the ten years between 2005 and 2015 were the most critical time on this planet for our species. Many of us tried to warn everyone else of the danger of running out of oil, but few listened. There were good people, people who care about each other, our children and the planet. We struggled, but not hard enolugh. The forces of selfish greed fought harder. They seemed bent on extinction, and almost succeeded. I'm sorry. We're sorry. Perhaps you can do better [stress added]." Michael Moore, 2003, Dude, Where's My Country? (NY: Warner Books), page 94.

"Adding new fuel to the debate over cell phone safety, three European research groups in separate studies have found an increased risk of brain tumpors in people who have used the phones for 10 or more years [stress added]." Nancy McVicar, 2006, Studies cite cell phone tumor risks. The Sacramento Bee, February 3, 2006, page A5.

"Just 30 minutes of brisk walking can immediately boost the mood of depressed patients, giving them the same quick pick-me-up they may be seeking from cigarettes, caffeine or binge eating, a small study found." Anon., 2006, Brisk walking can boost the mood as effectively as drinking coffee. The Chico Enterprise-Record, February 20, 2006, page 2B.

"Don't assume that it's too late to get involved." Morrie Schwartz (1920-1995) as recorded by Mitch Albom, 1997, Tuesdays With Morrie: An Old Man, A Young Man, And Life's Greatest Lesson (NY: Doubleday), page 18.

"There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy." William Shakespeare (1564-1616), Hamlet, Act I, Scene V.

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WRITING ASSIGNMENT INSTRUCTIONS FOR "CREATING A CULTURE" DUE FRIDAY October 13, 2006.

For this assignment, you are to write an essay of approximately 600-700 words on a "culture" that you create! The "100% American" essay that you read in Week Two above was approximately 625 words. As you create the culture of your choice, you must include at least five anthropological terms and use them properly in your brief essay. In addition, your essay MUST be divided into THREE sections: THE INTRODUCTION (~100 words?), THE CULTURE (~500 words?), and CONCLUSIONS (~100 words?). In this assignment, YOU are not only the individual who is CREATING the culture but YOU are also the anthropologist who is DESCRIBING the culture. Have fun!

Your writing assignment will be evaluated (#1) for the use of the anthropological terms, (#2) whether you tell a coherent story, and (#3) grammar, spelling, punctuations, etc. A writing assignment not turned in on time will automatically lose 10 points (out of the 50 for the assignment).

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 create your own culture. Remember: you are not only the individual who is CREATING the culture but YOU are also the anthropologist who is DESCRIBING the culture. Have fun! (#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: 2006 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.

"Allegations of research misconduct reached record highs last year [2004]--the Department of Health and Human Services received 274 complaints, which was 50 percent higher than 2003 and the most since 1989 when the federal government established a program to deal with scientific misconduct.... Researcher suggests this is but a small fraction of all the incidents of fabrication, falsification and plagiarism [stress added]." Martha Mendoza, 2005, Cases of faked medical research up 50% in last two years, reaching record high. The San Francisco Chronicle, July 10, 2005, page A17.

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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: 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.

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

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WEEK 7: BEGINNING Monday October 2, 2006.

I. ECONOMICS & KINSHIP & FAMILY & MAGIC & RELIGION & ...

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Kinship and Family" [Overview] [repeat], pages 178-181.
"Religion, Magic, and Worldview [Overview], pages 294-298.
"Taraka's Ghost" by Stanley & Ruth Freed, pages 299-305.

III. DESCENT & MARRIAGE & GENDER & ENDOGAMY / EXOGAMY &.... Kinship Tutorial from the University of Manitoba (http://www.umanitoba.ca:80/anthropology/kintitle.html); for Papua New Guinea "today" please see http://travel.state.gov/primer.html as well as http://forests.lic.wisc.edu/pngtoktok [Papua Niugini Toktok Bilong Lukautim].

IV. SOME SPECIFIC ETHNOGRAPHIC EXAMPLES
A. Various Research(ers)
B. VIDEO: DEAD BIRDS

"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 ~163,696 square miles] [stress added]." William A. Foley, 2000, The Languages of New Guinea. Annual Review of Anthropology, Vol. 29 (Palo Alto: Annual Reviews), pages 357-404, page 357.

V. AND PLEASE REMEMBER, YOUR WRITING ASSIGNMENT (10%) is DUE on Friday October 13, 2006:

For this assignment, you are to write an essay of approximately 600 words on a "culture" that you create! The "100% American" Essay that you read in Week Two above was approximately 625 words. As you create the culture of your choice, you must include at least five anthropological terms and use them properly in your brief essay. In addition, your essay MUST be divided into THREE sections: THE INTRODUCTION (~100 words?), THE CULTURE (~500 words?), and CONCLUSIONS (~100 words?). In this assignment, YOU are not only the individual who is CREATING the culture but YOU are also the anthropologist who is DESCRIBING the culture. Have fun!  

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

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

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.

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.

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.

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

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.

SORCERY: The malevolent practice of magic.

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.

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

FROM THE VIDEO: "There is a fable told by the mountain people living in the ancient Highlands of New Guinea about a race between a snake and a bird. It tells of a contest which decided if men would be like birds and die, or be like snakes which shed their skins and have eternal life. The bird won and from that time, all men, like birds, must die."

FROM THE VIDEO: "The ghosts, which more than anything else, rule the lives of these people, are known to be most active in the dark. ... The enemy came this morning to kill, to avenge the ghost of their warrior slain by Wejak's group more than two weeks before. Until they do, they live in a state of spiritual decline. Both sides believe that each man has a soul, to which they attribute the shape of seeds. These seeds at birth are planted in the solar plexus. They call them edai-egen, or seeds of singing. Until a child is able to walk and talk, his edai-egen are only rudimentary. As he or she grows older, the edai-egen also grow. One's soul, or seeds, are especially sensitive to the death of a friend or a member of the family. By contrast, causing the death of an enemy is tonic for the soul and lifts the spirit."

"Sociopolitical Organization. [of the Dani. It is] Kinship based. patrilineal sibs and moieties are cross-cut by territorial confederations and alliances. The alliances are the largest social groups and have up to 5,000 people [stress added]." Karl Heider, 1997, Seeing Anthropology: Cultural Anthropology Through Film (Boston: Allyn & Bacon), page 59.

FROM THE VIDEO: "A little boy is dying by the Aikhe [River]....Each life that's taken is celebrated by both sides. The ones that lose a life prepare a chair, the only furniture that they know, to lift the corpse for ghosts to see while they cry and have their funeral....The bones are all together--the end of all the work and love it took to make a boy."

FROM THE VIDEO: "Soon both men and birds will surrender to the night. They'll rest for the life and death of days to come. For each, both awaits; but with the difference that men, having foreknowledge of their doom, bring a special passion to their life. They will not simply wait for death nor will they bear it lightly when it comes--instead they'll try with measured violence to fashion fate themselves. They kill to save their souls and, perhaps to ease the burden of knowing what birds will never know and when they as men, who have forever killed each other, cannot forget...."

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WEEK 8: BEGINNING Monday October 9, 2006.

I. ROLES & INEQUALITY & ECONOMICS & CHANGE

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Identity, Roles, and Groups" [Overview], pages 218-222.
Society and Sex Roles" by Ernestine Friedl, pages 231-239.
"Mother's Love: Death Without Weeping" by Nancy Scheper-Hughes, pages 183-192.
"Cargo Beliefs and Religious Experience" by Stephen C. Leavitt, pages 330-339.

III. REMEMBER
A. EXAM II (30%) on Friday November 3, 2006.
B. WORDS / THOUGHTS ON "TRADITION ("CULTURE")

"A fiddler on the roof. Sounds crazy, no? But in our little village of Anatevka, you might say that every one of us is a fiddler on the roof, trying to scratch out a pleasant, simple tune without breaking his neck. It isn't easy. You may ask, why do we stay up here if it's so dangerous. We stay because Anatevka is our home. And how do we keep our balance? That I can tell you in a word--tradition!" Hoseph p. Swain, 2002, The Broadway Musical: A Critical and Musical Survey (Lanham, MD: The Scarecrow Press, Inc.), page 281 (citing Joseph Stein, 1964, Fiddler on the Roof (NY: Crown), page 1.

IV.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.

"...even in the United States. The undercurrent of genteel anti-Semitism was always there. The occasional violence of the more ignorant street gangs always existed. But there was also the pull of Nazism. We can discount the German-American Bund, which was an open arm of the Nazis. However, people such as the Catholic priest Father Charles Coughlin [1891-1979] and the aviation hero Charles Lindbergh [1902-1974] openly expressed anti-Semitic views. There were also homegrown Fascist movements that rallied round the anti-Semitic banner [stress added]." Isaac Asimov [1920-1992], 1994, I. Asimov: A Memoir (NY: Bantam Books), page 20.

"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.

V. 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://coombs.anu.edu.au/WWWVL-PacificStudies.html [Australian National University]
F. And Others at:
http://www.vacations.tvb.gov.to/ [Tongan Visitors Bureau} Welcome to the Kingdom of Tonga]
http://www.fikco.com/kingdom.htm [Tonga} Includes Audio]
http://www.royaltonganairlines.com/ [Royal Tongan Airlines]
http://www.lonelyplanet.com/destinations/pacific/tonga/index.htm [Lonely Planet World guide} Tonga]
http://gohawaii.about.com/cs/tonga/index.htm [Various Tongan Articles and Links]
http://www.pacificforum.com/links/Countries/Polynesia/Tonga/ [Pacific Islands Web Directory} Tonga]
http://zhenghe.tripod.com/t/tonga/ [Tonga]
http://otto.cmr.fsu.edu/~muh2051/guests/lessons/21/lesson21.html [Tonga]
http://pidp.ewc.hawaii.edu/pireport/[Pacific Islands Report} Up-to-the-date news]
http://www.cia.gov/cia/publications/factbook/ [CIA World Factbook} 2002]
http://www.govt.nz/ [New Zealand Government On-Line]
http://www.abc.net.au/news/ [ABC News (Australia)]; finally, check out:
http://www.123cam.com/ [Web Cams around the world, including many in Oceania!]

VI. EXAMPLES and various Pacific Islands: MARGARET MEAD'S Mead's NEW GUINEA JOURNAL

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

VII, YOUR WRITING ASSIGNMENT (10%) is DUE on Friday October 13, 2006.

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 grou

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.

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.

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.

RAMAGE: A cognatic (bilateral) descent group that is localized and holds corporate responsibility.

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

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.

ROLE: The culturally generated behavior associated with particular statuses.

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.

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 with 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.

FROM THE VIDEO: 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. ...

FROM THE 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 2002 population of 5,711,000 and covers approximately 178,703 squares miles [California is 163,696 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.

ONCE AGAIN: For the 2004-2005 Academic Year, a total of 677 individuals received the Ph.D. in Anthropology: there were 441 females [65%] and 236 males [35%]; note, this includes degrees from Australia (16), Canada (52), China (1), Croatia (2),Finland (5), Norway (2), and the United Kingdom (59). Source: The 2005-2006 American Anthropological Association Guide, pages 629-630.

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

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WEEK 9: BEGINNING MONDAY October 16, 2006  

I. WEEK #8 TOPICS CONTINUED & CULTURE CHANGE

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Family and Kinship in Village India" by David W. McCurdy, pages 193-200.
"Uterine Families and the Women's Community" by Margery Wolf, pages 210-217.

III. APPROPRIATE VISUALS:
A. VIDEO: CULTURE AND PERSONALITY
B. VIDEO: HUNTERS OF THE SEAL (and see http://www.lib.uconn.edu/arcticcircle/ as well as http://www.nunanet.com/~nic/).
C. Technology:

"In 1978, after three years of lobbying, a political organization called the Inuit Tapirisat of Canada won access to a government communications satellite and was given money to establish an experimental Inuit network." Igloos and Boob Tubes" by Mary Williams Walsh, 1992, The San Francscio Chronicle & Examiner, This World, December 27, 1992, page 3.

"The names Americans use for many American Indian tribes are derogatory. European Americans often learned what to call one tribe from a neighboring rival tribe. Throughout the world, naming has been a prerogative of power. With colonialism on the wane, calling natives by the name they use for themselves is gradually becoming accepted practice [stress added]." James W. Loewen, 1999, Lies Across America: What Our Historic Sites Get Wrong (NY: The New Press), pages 99-102.

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

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 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.

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

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

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

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

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

WORLD VIEW: 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.

"Indeed, Margaret Mead has been criticized, most notably by the Australian anthropologist Derek Freeman [1916-2001], for minimizing 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.

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)

FROM THE 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.

"Especially toward the desperate final stages of World War II, Japan used its men as if they were mere amunition, dispatching countless numbers on suicide missions. 'Duty is heavier than a mountain, while death is lighter than a feather,' went the imperial rescript to soldiers [stress added]." Norimitsu Onoshi. 2003, Japan Heads to Iraq, Haunted By Taboo Bred in Another War. The New York Times, November 19, 2003, pages A1 + A4, page A1.

"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.

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.

"We either hunt together or we die." ... In traditional times, the Netsilik had a preoccupation with "survival" in their environment. ..."The hunter must remain on good terms with the animal he hunts." "[Today] The Netsilik are at the mercy of an outside world they cannot control."

"Northbound weather patterns carry U.S.-generated pollution to Canada's Nunavut territory, where it accumulates in the local ecosystem. ... For example, the cotton crops pesticide toxaphene, which was banned in North America in 1982, is still found in Arctic wildlife, thousands of miles from where the checmical was once widely used. Once in the Arctic, the cold, dry climate impedes the breakdown of these hitchhiking contaminants causing them to build up and magnify as they move up the food chain. Ultimately the pollution reaches Inuit people whose diet is rich in fatty meat where the chemicals tend to be most concentrated." K.L. Capozza, 2001, Spoiled Tundra. The San Francisco Chronicle, June 11, 2001, page A4.

In traditional times: "The nuclear family, consisting of the father, mother, and children, was the most important social unit among the Netsilik Eskimos. It was characterized by continuous co-residence, sexual division of labor between the spouses in various technological activities, sexual intimacy between husband and wife, and child rearing. The nuclear family [however] was not completely independent in the accomplishment of many of these important functions, but had to align itself continuously with other families, closely or distantly related, to become part of larger groupings. Sometimes such wider alignments were determined by the inexorable necessity of collaboration in hunting. ... Under no circumstance could the Netsilik nuclear family survive for prolonged periods isolated by itself among the rigors of the Arctic wilderness. ... The nuclear family was always part of a larger kinship group....called the extended family. ... In addition to kinship, the necessity to collaborate in subsistence activities and food distribution was an important binding force in Netsilik society. .. Collaboration is not only an objective necessity related to the technology and strategy of hunting or fishing but a recognized behavioral norm [stress added]." [Asen Balicki, The Netsilik Eskimo, 1970: 101-130]

"The simplcity [!] of the Netsilik material culture, and the small scale of the social system, made this case study idea for teacing young children about the nature of human society. Each adult man and woman possesses the knowledge necessary for carrying out his or her role successfully in this demanding environment. A married couple living and working together, perhaps accompanied by a few friends or relatives, constitute a self-sufficient economic unit in the summertime when stone weir fishing is the primary susbsistence activity. The fall caribou hunt requires a more extensice collaboration between hunters and beaters, and here we find larger family groups living together. But it is in winter, the harshest time of year, when we see the culture in its most elaborated form and experience its power to sustain human life. Winter presents the greatest challenge, since food is scarce, darkness prevails, and snow, wind, and bitter cold are a constant danger. Survival depends almost entirely on mutual support and the success of the seal hunt. Here kin and nonkin collaborate to pursue this highly intelligent and elusive creature upon which their lives depend, which lives ina world concealed beneath the sea ice, occasionally surfacing for aur at one of fifteen or twenty widely separated breathing holes. To locate and harpoon a seal through one of these hidden breathing places requires enormous patience and skill, and anyone who has witnessed it in Balikci's films comes away with a deeper appreciation of the enormous ingenuity that has made human life possible under these extreme conditions. The successful hunter ritually shares his catch with the rest of the camp according to patterns established by ancient custom, thus ensuring that, if one hunter triumphs, no one will starve during this brutally difficult time of year [stress added]." Peter B. Dow, 1991, Schoolhouse Politics: Lessons from the Sputnik Era (Harvard University Press), page 123.

FROM THE VIDEO: In traditional times, the Netsilik had their Holy Men = "Shamans who knew how to manipulate the spirits of their old world." ... "Until the mid-1960's Zachary Itimagnac and his family lived the nomadic life of the Eskimo hunter in the Pelly Bay region of the Arctic. Then the Canadian Government introduced measures to provide heated dwellings, a school, a hospital, medical care, a cooperative, air transportation." See CSUChico FILM #12688/89 entitled Yesterday/Today: The Netsilik Eskimos] ...

FROM THE VIDEO: "Today the kids don't get a chance to see the traditional ways of doing things. .. With the introduction of the permanent houses in Pelly Bay, the Netsilik could begin to accumulate possessions for the first time." Balicki states that "school" has the "most profound influence on these people."

FROM THE VIDEO: In The Late 1970s: "Following a multiplicity of factors, gradually the nuclear family emerges as the basic economic unit. ...The nuclear family appears increasingly today as economically autonomous." .. The income of the Eskimo is mostly derived from stone carvings, family allowances, and old age pensions. Their houses are owned by the government which also supplies heat and electricity. The tenant pays rent which is pro-rated to his income. Zachary Itimagnac, whose income is under $1200/year, pays $15 a month in rent. Most of Zachary's income goes for up-keep on his snowmobile, and for the purchase of clothing, tea, and tobacco."

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WEEK 10: BEGINNING Monday October 23, 2006. 

I. CULTURE CHANGE, APPLIED ANTHROPOLOGY, TECHNOLOGY, AND REVIEW AND EXAM II (30%) ON FRIDAY NOVEMBER 3, 2006.

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Globalization" [Overview], pages 340-343.
"Culture Change and Applied Anthropology" [Overview], pages 386-390.
"Cocaine and the Economic Deterioration of Bolivia" by Jack Weatherford, pages 154-164.
"Using Anthropology" [Overview] by David W. McCurdy, pages 422-435.

III. PLEASE REMEMBER:
A. REVIEW on Wednesday November 1, 2006 & EXAM II (30%) on Friday November 3, 2006.
B. Potential EXAM II Test Questions below
C. Map}: Europe, Middle East, Asia & Pacific, Multiple Choice, and True/False.

IV. VIDEOS: FIRST CONTACT and then ANTHROPOLOGY ON TRIAL

V. VIDEOS: GOING INTERNATIONAL Series (1 - 4).

VI. WORKING FOR A LIVING and HRAF: Human Relations Area Files

FROM THE 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."

"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)."

FROM THE 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.

"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.

FROM THE 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."

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

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

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

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

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

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

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

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

SOME NUMBERS TO CONSIDER from various pages in The World Almanac and Book of Facts 2006:

Japan population of 127,417,244 and area of 145,883 square miles
Saudi Arabia population of 26,417,599 and area of 756,984 square miles
United Kingdom of Great Britain and Northern Ireland population of 60,441,457 and area of 94,525 square miles
India population of 1,080.264,388 and area of 1,269,345 square miles.
Mexico population of 106,202,903 and area of 761,605 square miles.
China population of 1,306,313,612 and area of 3,705,405 square miles; and
California [163,696 square miles] is the most populous state in the USA with 35,893,799 residents [~11% of the USA].

FROM THE 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."

FROM THE 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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WORKING FOR A LIVING:

"I don't think being a son or daughter qualifies you to do what your parents do." (Leonard S. Riggio, born 1941: Chief Executive of Barnes & Noble, Inc.)

"You've got to be passionate about something." Steve Jobs. Rama D. Jager & Rafael Ortiz, 1997, Steve Jobs: Apple Computer, NeXT Software, and Pixar--Only The Best--People, Product, Purpose. In The Company of Giants: Candid Conversations With The Visionaries of the Digital World (McGraw-Hill), pages 9-25, page 21.

"Despite their good intentions, the odds are that one of these new teachers will leave the profession. More than a third of California teachers abandon their career within the first three years....Yet California cannot afford to lose them. In the next decade, the state must hire an estimated 250,000 adults....[stress added]." Elizabeth Bell, 2000, New Teachers' First Year. The San Francisco Chronicle, December 28, 2000, pages A13 & A16, page A13.

"The future is something which everyone reaches at the rate of sixty minutes an hour, whatever he [or she] does, whoever he [or she!] is." C.S. Lewis (1898-1963)

A. Anthropological Activities.
B. Campus Resources (please see http://www.csuchico.edu/plc/welcome2.html [Career & Placement Center] as well as http://ids.csuchico.edu/ [Internships])!

"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.

"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.

"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.)

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HRAF (HUMAN RELATIONS AREA FILES)

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 of mostly 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 is found 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.

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.

ALLOCATION OF RESOURCES: The knowledge that people use to assign rights to the ownership and use of resources.

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.

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

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.

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.

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POSSIBLE EXAM II QUESTIONS FOR FRIDAY November 3, 2006:

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

2. According to the Guidebook, names that many Americans use for Native American Indians tribes are: (a) acceptable; (b) believable; (c) creative; (d) derogatory.

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. The term "dege" in the Dani Language of New Guinea meant: (a) human being; (b) a "moiety" of the Dani people; (c) a term of contempt; (d) a digging stick or a spear.

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

6. 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.

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

8. TRUE FALSEThe shared knowledge which people usually are unaware and do not communicate verbally is known as "Tacit Culture."

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

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

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

12. TRUE FALSE Anomie refers a form of anxiety that results from an inability to predict the behavior of others or act appropriately in cross-cultural situations.

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH113FA2006TESTTwo.htm by Friday October 27, 2006, to assist you in examination #2.

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WEEK 11: BEGINNING MONDAY October 30, 2006.

I. CULTURE CHANGE 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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict.
"Globalization" [Overview - repeat], pages 340-343.
"Japanese Hip-Hop and the Globalization of Popular Culture" by Ian Condry, pages 370-385.

III. PLEASE THINK ABOUT THIS:

IS THIS TRUE?} "No two countries that both had McDonald's had fought a war against each other since each got its McDonald's." Thomas L. Friedman, 1999, The Lexus And The Olive Tree, (NY: Farrar Straus Giroux), page 195.

IV. VIDEOS: GOING INTERNATIONAL Series (2 & 3): Please go back to Film Notes for Week 11 above.

V. EXAM II ON FRIDAY November 3, 2006 (30% of Final Grade).

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WEEK 12: BEGINNING MONDAY November 6, 2006.

I. LAW & POLITICS & RELIGION, MAGIC, AND WORLD VIEW: REMEMBER, TUESDAY NOVEMBER 7, 2006 IS ELECTION DAY!

AS the CN&R of September 16, 2004 pointed out: "Only 32 percent of 18-to-24-years-olds voted in the last election. For more information, got to http://www.newvotersproject.org/.

"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.

II. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict. Please begin reading Earth Abides by George R. Stewart; and see immediately below the "film notes" for previous student comments about Earth Abides.)
"Law and Politics" [Overview - repeat], pages 260-263.
"Symbolizing Roles: Beyond The Veil" by Elizabeth & Robert Fernea, pages 223-230.
"Cross-Cultural Law: The Case of the Gypsy Offender" by Anne Sutherland, pages 265-273.

III. INFORMATION OR OIL?

"Railways [in 19th century England] changed everything. People lived differently, worked differently, ate differently, had holidays differently, did almost everything differently, once railways came along. Suburbs were created because people no longer needed to live on top of their work. Fresh fish and vegetables could be brought hundreds of miles. The Grand Tour was open to everyone who could afford the train fare. People were brought together and life was opened up. Even now, the direct and indirect results of railways, apart from the obvious economic and social advantages, have scarcely been realized. Cars and planes, television and satellites have since reduced the world to one electric village, but trains were first [stress added]." Hunter Davis, 1975, George Stephenson: The Remarkable Life of the Founder of the Railways (Middlesex, England: Hamlyn Paperbacks), pages xiii-xiv.

"[In the United States in the mid-19th century:] One of the main reasons for funding the transcontinental [rail]road, however, was national defense--a rationale that also brought about construction of the federal interstate highway system nearly a century later. The idea of a coast-to-coast link had been discussed in California for some time, but Congress did not approve funds for it until the Civil War [1861-1865] was underway. The railroad would be a means of not only hastening shipments to and from California and protecting it from possible attack, but of keeping in loyal to the Union [stress added]." Daniel Lindley, 1999, Ambrose Bierce Takes on the Railroad: The Journalist as Muckraker and Cynic (Westport & London: Praeger), page 63.

"In the early years of this century the house of Sa'ud emerged from the desert to conquer the greatest part of the Arabian peninsula, and they called the empire they created after themselves: Sa'udi Arabia. They control the Kingdom to this day." Robert Lacey, 1981, The Kingdom: Arabia & The House of Sa'ud, page 13.

"The world's biggest oil exporter has seen the end of the easy-oil money road, and now the Saudi leadership is trying to avoid a crash like that of some other Middle Eastern and African states by luring foreign investors to the secluded Kingdom. ... the big oil booms of the 1970s and 1980s also engendered a Saudi baby boom. Half of Saudi Arabia's native population of 15 million is now less than 18 years old and the population is still growing by 3% a year. Economic growth over the past decade has averaged only about 1% annually. Estimates of Saudi unemployment already range from one-fifth to one-third of the male population, a statistic that is bound to worsen. ... Extravagence, corrpution and the privileges of a royal family that number some 30,000 members have already led to a national debt equal to the size of the economy, or $160 billion [stress added]." Hugh Pope, 2001, Today's Saudi Arabia Thirsts For Dollars. The Wall Street Journal, June 21, 2001, pages A1 and A15, page A1; and see: http://www.albany.edu/jmmh/vol1no1/teach-islamic.html [The Journal for Multi-Media History} Teaching Islamic Civilization With Information Technology].

"Eight Saudi women appeared on a groundbreaking television program Thursday [June 26, 2003] to criticize previously taboo subjects such as the right to drive, unemployment and political participation among women. ... the participants complained about their lack of jobs, opportunities and public voice in this conservative kingdom, where women have less freedom than in most other Muslim nations. ... Owing to the country's strict interpretation of Islam, Saudi women are not allowed to drive, travel without permission of a male guardian, work alongside men or appear in public unveiled [stress added]." Faiza Saleh Ambah, 2003, 2003, The San Francisco Chronicle, June 27, 2003, page A13.

"One woman criticized rules that keep Saudi women from teaching boys. Another said working women should be allowed to do more than teach. Still others called for more rights for divorces women. Saudi women were allowed to be heard--but not seen--at a three day form this week on their status in this conservative Islamic kingdom." Salah Nasrawi, 2004. Saudi forum discusses status of women. The San Francisco Choronicle, June 17, 2004, page A15.

"Rising Poverty Is New Concern for Saudis. Booming Population Forces The Oil-Rich Kingdom To Address Resentment. ... As Saudi Arabia tries to address Riyadh's problems, it is coming to terms with a reality that hasn't registered with most Americans yet: This isn't a rich country anymore. Gross domestic product, per capita, has dwindled to one-fifth of the U.S's. The Saudi population is growing rapidly, but oil production remains roughly the same every year and the country hasn't diversified much [stress added]." Daniel Pearl, 2000, The Wall Street Journal, 26 June 2000, page A26.

"Since 1980, the Saudi population has more than doubled, to 17.3 million, with nearly three-fourths under the age of 30. Despite all the oil billions, pockets of poverty have emerged, and debt has soared out of control. It stands at about $170 billion, matching the country's total annual outpoot of goods and services. Gross national product per capita fell from $15,800 in 1980 to $8,200 in 2001. Unemployment is estimated as high as 30%. Much of the population is poorly educated [stress added]." Donald L. bartless and James B. Steele, 2003, Iraq's Crude Awakening. Time, May 19, 2003, pages 49-52, page 52.

ADDITIONAL BACKGROUND: "In the Middle East, as elsewhere, geography and ecology have been among the important architects of history" (Ismail I. Nawab et al., 1980, Aramco And Its World: Arabia And The Middle East, page 4).

FIVE PILLARS OF ISLAM: Fasting, Declaration of Faith, Daily Prayers, Charity, and a pilgrimage (hajj) to Mecca.

FROM THE VIDEO: "The internal tensions of this kingdom in transition since the oil boom of the mid 1960's and the reforms of KING FAISAL are probed in this overview of a country that is changing practically day-to-day. Everywhere are images of the often bizarre collisions between Muslim orthodoxy and the demands of modernization. In this, the world's richest oil-producing country, the majority of the people are land-poor fellahin; 92% of them are illiterate. They till the soil with crude implements unchanged for a thousand years. Some of their countrymen, however, train on the latest jet fighters, and cavalry men of the Saudi army churn up the desert on their world famous Arabian ponies while practising their traditional saber-wielding skills."

"Saudi Arabia: ... Women here are not allowed to drive cars or fly anywhere without permission. They can work only in segregation from men and must cover themselves when in public or in the presence of the opposite sex." Time, December 3, 2001, page 56.

FROM THE VIDEO: Four faces of the Kingdom of Saudi Arabia: Soil, Sea, City, & Wanderer; "Before Muhammad [570-632], Arabia was divided among numerous warring tribes and small kingdoms. It was united for the first time by Muhammed, in the early 7th century AD. His successors conquered the entire Near East and North Africa, bringing Islam and the Arabic language." The World Almanac And Book of Facts 2006, page 829.

FROM THE VIDEO: Out in the desert, in a Bedouin (nomad) family's hovel, the master's several wives remain veiled and totally submissive. Elsewhere liberated women emulate the dress and habits of those in the West and attend schools and universities. Faisal encouraged the growth of these segregated schools for women, against the advice of many. ...Women in Saudi Arabia may take any job, as long as they are not seen. ...King Faisal, absolute ruler until his assassination in 1975, kneels in devout prayer five times a day like any of the Muslim faithful."

NOTE: "The word 'Bedouin' comes from the French version of the Arabic word badawi (plural, badu) which means simply desert dweller. It is an accurate term but used only by townsmen. They refer to themselves, simply and proudly, as 'Arabs.' Bedouin life evolved from the demands of a harsh environment. The constant and compelling need for water and pasturage...." (Ismail I. Nawab et al., 1980, Aramco And Its World: Arabia And The Middle East, page 130). ... "Saudi Arabia is the cradle of Islam. The Prophet Muhammad preached the new religion 1,400 years ago, vanquished Mecca and Medina, and spread the faith throughout Arabia.... .PAN AM'S World Travel Guide,p.467-472.

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VI. PREVIOUS STUDENT COMMENTS ABOUT EARTH ABIDES.

"Earth Abides was immediately a book I knew I would put off or possibly not read at all....I had mentioned to my Grandmother that I had to read Earth Abides for an Anthropology course: she immediately instructed me to read it and return to her as soon as I was finished. We discussed it over dinner and most of the adults in my family had read the novel and loved it. I figured it couldn't be that bad. I began reading and by the end of the first day I was already 130 pages into the novel. It was not what I expected. I was surprised to find that I was kept interested and wanted to know more and more about....[Earth Abides] helped me grasp the concepts illustrated in the Anthro 113 course."

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WEEK 13: BEGINNING Monday November 13, 2006

I. BACK TO THE PACIFIC: TASMANIA.

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Identity, Roles, and Groups" [Overview - repeat], pages 218-222.

III.PLEASE CONTINUE READING EARTH ABIDES BY GEORGE R. STEWART, and:

December 19, 2003: "Influenza has become widespread in 12 more states in the last week, bringing the total to 36, with sporadic cases in the remaining states...." Lawrence K. Altman & Denise Grady, 2003, Flu Becomes Widespread in 12 More States, for Total of 36. The New York Times, December 19, 2003, page A24.

"The headlines told him what was most essential. The United States from coast to coast was overwhelmed by the attack of some new and unknown disease of unparalleled rapidity of spread, and fatality. Estimates for various cities, admitterdly little more than guesses, indicated that between 25 percent and 35 percent of the population had already died. ... In its symptoms the disease was like a kind of super-measles. No one was sure in what part of the world it had originated; aided by airplane travel, it had sprung up almost simultaneously in every center of civilization, outrunning all attempts at quarantine [stress added]." George R. Stewart, 1949, Earth Abides (NY: Fawcett Crest), page 13.

"When the plague came to Chico, it was heralded not with anguished proclamations of doom, but with a joke, the kind of lazy one-liner dreamed up by a bored reporter who was trying to cram some humor into a public service blurb. On October 7, 1918, the Daily Enterprise, one of the two daily papers in Chico at the time, broke the story in a seven-line item buried on page 7, just above an ad for Castoria castor oil. 'Spanish Influenza starts with Seven: The latest fashion in diseases is with us. Dr. Baumeister reported this morning to the city health office that seven cases on Spanish Influenza were in Chico.' And with that, the greatest pandemic in modern history made its first local appearance [stress added]." Josh indar, 2006, Outbreak Past: How Chico Survived the Spanish Flu. The Chico News & Review, February 23, 2006, pages 14-21, page 14.

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

REMEMBER from Week 6: "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 Chburch 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.

"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.

AND CONSIDER THIS:

"One day in 1921, an English bacteriologist happened to have a cold, so he added a bit of his own nasal mucus to a petri dish just to see what might be cultured out of it. A few weeks later, he noticed that the bacteria growing in the dish--a harmless type of coccus--had failed to grow in the area near the mucus. Something in the mucus was dissolving and killing the bacteria. The bacteriologist called that something 'lysozyme,' and over the ensuing years of intensive investigation of the substance, he found it in tears; sweat; saliva; the mucus linings of the cheeks; fingernail parings; hair; sperm; mother's milk; the leukocytes and phagocytes of blood; the fibrin that forms scabs over wounds; the slime of earthworms; the leaves and stalks of numerous plants including buttercups, peonies, nettles, tulips, and turnips; and in very high concentration in egg whites. He had stumbled upon the first natural anti-infective, an enzyme later given the chemical name 'mucopeptide glucohydrolase.' This scientist would, eight years later, accidentally find something else in one of his petri dishes, a substance that would change the life of almost everyone on the planet. The bacteriolgist's name was Alexander Fleming [1881-1955], and he would name this new discovery 'penicillin' [and shares the Nobel Prize in Medicine in 1945]. Of course, the discovery of penicillin and the many other antibiotics (more than a hundred are in use today) was not the end of the story. Microbes did not succumb so easlity to human ingenuity. ... Germs reproduce quickly, creating many generations within hours. With such rapid reproduction comes ample opportunity for genetic mutation. And one of the ways germs fight back is by producing genetic mutations that give them resistance to the antibiotics we use to try to eradicate them. Every time we take an antibiotic, we are killing the weakest germs and allowing the strongest--the resistant ones--to reproduce. Eventually, only resistant germs survive, and the antibiotic that was once effective against them becomes less effective or even useless. This phenomenon was noticed very early on in the development of antibiotics. In 1945, it took a total of about 40,000 units of penicillin to cure a case of pneumococcal pneumonia. Today [2003], because the germ is now resistant to low doses, as many as 24 million units of penicillin a day are given to effect a cure in severe cases. Some diseases for which penicillin was once effective are now completely resistant to it, even in large doses [stress added]." Nicholas Bakalar, 2003, Where the Germs Are: A Scientific Safari (New Jersey: John Wiley & Sons, Inc.), pages 5-6.

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 the 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.

"Like all other forms of life, bacteria and viruses evolve over time, and the complex ways in which they react with their human hosts may give to variable virulence [stress added]." Gerald N. Grob, 2002, The Deadly Truth: A History of Disease in America (Harvard university Press), page 207.

REMEMBER (?) FROM WEEK TWO:

"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 2006 estimated population of Australia is 20,090,437. 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 2006.]

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 [stress added]." 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 14: THANKSGIVING BREAK: MONDAY, NOVEMBER 20, 2006 - > FRIDAY, NOVEMBER 24, 2006!

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WEEK 15: BEGINNING Monday November 27, 2006.

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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook (and you are supposed to be reading Earth Abides by George R. Stewart!
"Law and Politics" [Overview - repeat] by S&M, pages 260-263.
"Notes from an Expert Witness" by Barbara Joans, pages 274-283..

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.

B. Exploration/Exploitation:

"No one has ever doubted that Columbus attained South America (although not until 1498), and he did trace along Central America in 1502. But no scholar of history has ever claimed that he did discover North America. His real contribution was to prove the reliability of the Atlantic trade winds, which had been discovered in previous decades by the Portuguese and others exploring for islands [stress added]." James R. Enterline, 2002, Erikson, Eskimos & Columbus: Medieval European Knowledge of America (Baltimore: The Johns Hopkins University Press), page 215.

"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).

"The slave trade was responsible for one of the largest human migrations the world has ever seen. Even before Europeans began shipping African slaves to the New World, millions were sent to Europe, the Middle East, and as far away as China. ... The flow of Africans to the New World eventually exceeded that to the Old. Between the early 1500s, when the first slaves were transported directly from Africa to the Americas, and 1870, when the last verified shipment of African slaves made landfall in Cuba, approximately 12 million enslaved Africans traveled across the Atlantic. Africans quickly became a major portion of the population in the Americas, especially as indigenous poplations were decimated by Old World diseases. As late as 1800, several times as many Africans as Europeans lives in the New World [stress added]." Steve Olson, 2002, Mapping Human History: Discovering the Past Through Our Genes (Boston: Houghton Mifflin Company), page 57.

C. Native Americans and Continuous Culture Change and Cahokia, Illinois.

"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.

"Why Was Cahokia Abandoned? No other issue in scholarly circles is thornier than the question of Cahokia's abandonment. Why did the Mississippians leave this splendid constellation of mounds, buildings, plazas, council houses, lodges, palisades, and woodhenges behind them? Why does the site show no signs of human habitation from 1400 to about 1650, when Illini Indians moved into the area? Did circumstances foce the Mississippians to leave, or did they choose to take advantage of better resources in another place? Until new evidence is uncovered, we might content ourselves with a simple answer: we do not know why Cahokia was abandoned. But .... Climactic changes and environmental stress? ... Deforestation and an unintended suicide? ... Nutritional stress? ... Health and sanitation problems? ... Conflict? [stress added]." Sally A. Kitt Chappel, 2002, Cahokia: Mirror of the Cosmos (University of Chicago Press), pages 71-74.

"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.

D. http://www.ota.gov/nativea.html [Native American Indian issues] and contemporary Native American Nations
E. Columbus and Discoveries [http://www.millersv.edu/~columbus/mainmenu.html]
F. 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]."

IV. EVOLUTIONARY PERSPECTIVE AND THE FUTURE

"...organisms, and their microbial cousins, have an influence on life that is wholly disproportionate to their dimensions and invisibility. First, consider the difference in size between some of the very tiniest and the very largest creatures on earth. A small bacterium weighs as little as 0.000000000001 grams. A blue whale weighs about 100,000,000 grams. Yet a bacterium can kill a whale." Bernard Dixon, 1994, Power Unseen: How Microbes Rule The World, page xvii.

V.REMEMBER:
A. EXAM III for ANTH 113-01 is on MONDAY December 11, 2006 from 10 ->11:50am.
B. Potential EXAM III Test Questions below
C. Map for EXAM III below: EXAM III (35% of your final grade) will consist of a World Map, Multiple-Choice, True/False, and a single (multi-part) Essay Question based on Earth Abides.

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.

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.

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.

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.

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.

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 THE BEGINNING OF THE COURSE?: "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 [stress added]." Anon., 1998, The Washington Post, August 4, 1998, page C10.

Foxwoods Resort Casino reported a net slot win of $67.7 million for the month of March [2006]. The figure was $650,000 under the amount reported for the corresponding period in 2005....The casino's owners, the Mashantucket Pequot Tribal Nation, also reported today a $16.9 million contribution to Connecticut for March, increasing to $152.6 million the amount given to the state since the end of its last fiscal year in June, 2005, and to m ore than $2.241 billion since January, 1993 [stress added]." Anon., 2006, The Pequot Times, page 10.

"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).

"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.

FOR THUNDER VALLEY, May 2004: "An average daily attendance of 8,000 to 10,000 people.... A total amount gambled, incluing money that is won and then re-bet, of well-over $5 billion - or a dozen times large than the operating budget fir Sacramento County, Total net profits to the 240-member tribe and Station Casinos, the Las Vegas-based company that operates the casino for the tribe, of more than $300 million." Steve Wiegand, 2004, Thunder Valley deals mostly a winning hand. The Sacramento Bee, May 30, 2004, pages A1-A3.

"...[A May 2006] report provides a snapshot of a fast-growing [gambling] industry in transition--a business that's generating at least $13 billion in annual revenue but also contributing to a variety of social ills, including gambling addiction and increased crime....As of 2004, Indian casinos accounted for almost half of all gambling revenue in California--an estimated $5.78 billion....Sixty-six of California's 108 federally recognized Indian tribes have compacts to run casinos, and 61 are already operating gambling centers [stress added]." David Lazarus, 2006, State's gambling in dustry yields astounding data. The San Francisco Chronicle, June 4, 2006, pages F1-F2. [For the complete 176-page report by Charlene Wear Simmons entitled Gambling in the Golden State: 1998 Forward, prepared for California Attorney general Bill Lockyer, see: http://www.library.ca.gov/html/statseg2a.cfm.]

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WEEK 16: BEGINNING Monday December 4, 2006.

I. CULTURAL DIVERSITY 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. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook, and you are supposed to be finishing Earth Abides by George R. Stewart!
"Using Anthropology" [repeat] by David W. McCurdy, pages 422-435.
"Career Advice for Anthropology Undergraduates" [repeat] by John T. Omohundro, pages 436-446.

PLEASE RE-READ ALL FOUR ESSAYS AT THE END OF THIS Guidebook: A few exam questions will come from these four essays for EXAM III.

"But there's just so much in life that each of us takes for granted. We wander through our days, we waste a lot of time. You have to embrace your life, you know? Live every moment to the best of your abilities. Live every day like it's gonna be your last. That's my advice. And keep your sense of humor. Where would any of us be without it?" Jonathan Winters (1925 -> ). In Mike Sage, 2003, He Who Laughs Last. AARP The Magazine, July & August 2003,page 27-29, page 29.

IN WEEK ONE YOU READ THE FOLLOWING: "Anthropology enables us to discover the different cultural worlds that human groups create and inhabit, and to understand these worlds in terms other than our own. Anthropology helps us appreciate that each culture has its own distinctive ethos or world view, each with its own logic and coherence. Anthropology therefore serves as a bridge across cultures, making one intelligible to the other, preserving the integrity of each [stress added]." Riall Nolan, 2002, Development Anthropology: Encounters in the Real World (Westview Press), page 3. What do you think of these words now?!

"'The best thing for being sad,' replied Merlyn, beginning to puff and blow, 'is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then--to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, and never dream of regretting. Learning is the thing for you. Look at what a lot of things there are to learn--pure science, the only purity there is. You can learn astronomy in a lifetime, natural history in three, literature in six. And then, after you have exhausted a milliard lifetimes in biology and medicine and theocriticism and geography and history and economics--why, you can start to make a cartwheel out of the appropriate wood, or spend fifty years learning to begin to learn to beat your adversary at fencing. After that you can start again on mathematics, until it is time to learn to plough [stress added].'" E.B. White [1899-1985], 1939, The Once And Future King (1967 G.P. Putnam edition), page 183.

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)
C. You may also wish to read a brief essay on the Galápagos Islands by Urbanowicz, which may be viewed by clicking here: ESSAY #4, the final essay, at the end of this printed Guidebook.)

Isaac Asimov (1920-1992)} "What is lacking in a teenager is not intelligence or reasoning ability, but merely experience." Janet Jeppson Asimov, 2002, Isaac Asimov: It's Been a Good Life (NY: Prometheus Books), page 125.

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 (35%) based on Spradley & McCurdy readings since EXAM II and
B. George R. Stewart's Earth Abides and Guidebook readings and
C. Four Essays in the Guidebook, and
D. Seventy-two Specific Terms (cumulative of all terms in previous chapters) below.
E. Map of the world: see below.

"At the end of your life, you will never regret not having passed one more test. not winning one more verdict or not closing one more deal. You will regret time not spent with a husband, a child, a friend or a parent [stress added]." Statement by Barbara Bush. In Alan Ross [Editor], 2001, Speaking of Graduating: Excerpts From Timeless Graduation Speeches (Nashville, TN: Walnut Grove Press), page 136.

VI. AND TO RETURN TO THE BEGINNING OF August 21, 2006:

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 FALL 2006:

"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].

"A teacher affects eternity;
he [or she!] can never tell
where his [or her] influence stops."
Henry Brooks Adams [1838-1918],
The Education of Henry Adams, chapter 20

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 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.

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 wants.

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 U.S. 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 husbands 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 regular cyclical rites.

RAMAGE: A cognatic (bilateral) descent group that is localized and holds corporate responsibility.

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.

ROLE: The culturally generated behavior associated with particular statuses.

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

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 culturally defined position associated with a particular social structure.

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.

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.

---

WEEK 17: BEGINNING DECEMBER 11, 2006: FINALS WEEK

1. George R. Stewart was a Professor of: (a) Anthropology at UC Berkeley; (b) English at UC Berkeley; (c) Anthropology at CSU, Chico; (d) English at UC Santa Barbara.

2. Ishi, the "last" of the California Native Americans was "found" in: (a) 1859; (b) 1911; (c) 1929; (d) 1949.

3. The phrase "Trail of tears" referred to in the Guidebook referred to: (a) Tasmanian relocations; (b) the rise & fall of the Cherokee nation; (c) Spanish Missions in California; (d) Ishi's move to San Francisco.

4. When a woman wears a hijab (veil), a Muslim male knows that: (a) she believes in herself; (b) she believes in her family; (c) she believes in her Islamic traditions; (d) all-of-the-above.

5. The islands of Micronesia were discovered in the 16th Century by: (a) American whalers; (b) British warships; (c) Spanish Explorers; (d) Dutch merchants.

6. 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.

7.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.

8. According to Jared Diamond, all people exploit and often change their _____. (a) attitudes; (b) biology; (c) culture; (d) natural environments.

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

10. TRUE FALSE According to Going International #1, for countries, corporations and individuals who want to get ahead, the question isn't whether to embrace diversity, but how.

11. TRUE FALSE 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.

12. TRUE FALSE According to Jack Weatherford, Uzbeks have created a national identity around their culture hero, Genghis Khan.

13. TRUE FALSE In Japan, a kereitsu describes a lineage or a group in a vertical order.

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

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

16. 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/ANTH113FA2006TESTThree.htm by MONDAY December 4, 2006, to assist you in the final examination.

What was Earth Abides all about? Was it well-written? If so, why? If not, why not? According to Urbanowicz, what was the inspiration for the novel? What are the major themes in Earth Abides? Do any similar stories come to mind? What can you state about the future of mankind? What does anthropology contribute to an understanding of Homo sapiens?

What do you think about these words: "When we so blithely use technology to shrink time and distance, is there not an impatience, an arrogance, to it? And, more important, what is the price of that arrogance any time we use the power of technology to dramatically alter the natural world?" And what about the following from C.P. Snow (and can you possibly incorporate some ideas in your final exam)?:

"We should most of us agree, I think, that in the individual life of each of us there is much that, in the long run, one cannot do anything about. Death is a fact--one's own death, the deaths of those one loves. There is much that makes one suffer which is irremediable: one struggles against it all the way, but there is an irremediable residue left. These are facts: they will remain facts as long as man remains man. This is part of the individual condition: call it tragic, comic, absurd or, like some of the best and bravest of people, shrug it off. But it isn't all. One looks outside oneself to other lives, to which one is bound by love, affection, loyalty, obligation: each of those lives has the same irremediable components as one's own; but there are also components that one can help, or that can give one help. It is in this tiny extension of the personality, it is in this seizing on the possibilities of hope, that we become more fully human: it is a way to impove the quality of one's life: it is, for oneself, the beginning of the social condition [stress added]." C.P. Snow, 1964, The Two Cultures: And A Second Look [New American Library], pp. 71-72.

A Short Course In Human Relations:

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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 TO STUDENTS: This is actually a very brief "essay" about web-based instruction and web pages (which you are reading either "electronically" or in the required Guidebook form). The World Wide Web is an "electronic creation" of human beings, is constantly modified by human beings, and as human beings change, the WWW continues to "evolve" over time. Education will radically change by the time I fully retire and eventually 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) students who are sitting in a classroom in for ~sixteen weeks. These web pages contain no frames, no Javascripts, no interactive exams, no streaming video, no 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 for the updates that will be added throughout the entire semester: it is in the updating this Guidebook that the WWW is "alive" (as well as this course and, indeed, all education) and evolving through time. Please note that the pages in this Guidebook do contain numerous links appropriate for various weeks of the semester-long course (and some links will eventually 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 films, slides, and transparencies (most of which are not included on these web pages) in my classes and since I am comfortable with the Guidebook format, I continue to place the Guidebook on "the web" (with numerous links) for students. I encourage all readers of these pages to "weigh" all of the information very carefully: contrast and compare what you know with what is being presented and please consider the following from The Wall Street Journal, June 25, 1999, page 1 & A11):

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

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

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 64,014 words as of 21 August 2006 ): NOTE, this does not count the words in the 4 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 the following statements and why I may have chosen them:

"Knowledge, we have to realize, is not fixed in stone. It is ephemeral and exists only so long as we pump it with meaning. It is merely part of the mad, vaporous wheel of existence, an ongoing cycle of discovering and forgetting, of lurching forward and then stumbling back and standing up again and taking everything we think we know and packing it into a little puffy snowball and hurling it at the head of the Future in the hopes that the Future will turn around and unbutton its liquid trench coat and show us something surprising. Or maybe just laugh and return fire. It's pretty much all we can do. How many thousands of species are as yet undiscovered in the world's oceans? How many tens of thousands of undiscovered plants and animals exist in the rain forest? What about the capacity of the human mind, the mystery of the dream state or the immensity of space, the knowledge that the tiny portion of our galaxy we've been able to see and measure, our entire solar system is merely the equivalent of a grain of sand on the edge of a beach stretching for roughly 1 billion miles. Are you exercising the muscle of wonder? Is this synapse firing in your head every damn day? Are you aware of how much you are not aware of and are you completely humbled and amused and made drunk and giddy and turned on by this fact? Because let me tell you, it is easy to forget [stress added]." Mark Morford, 2006, Awakening pinch from a mysterious new crustacean. The San Francisco Chronicle, March 17, 2006, pages E6+E8, page E8.

"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.

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FOUR ESSAYS BY URBANOWICZ FOR ANTH 113, FALL 2006:

The pages that follow in the printed version of the Fall 2006 Anthropology 113 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.

Perhaps being born in Jersey City, New Jersey, in 1942, graduating from high school in 1960, commuting to New York City and New York University for 1960-61, flunking out of NYU in 1961, enlisting in the United States Air Force (1961-1965) and getting married in 1963 and ... is why I became an anthropologist! A lot of everything goes into who, what, and why each of us is what we are today and how we do what we do and when and where we do it! Incidentally, I retired after 32 years at CSU, Chico on May 31, 2005 and am participating in the FERP (Faculty Early Retirement Program) and am currently a Professor Emeritus of Anthropology, teaching only in the fall semester.

THE FOLLOWING FOUR ESSAYS (printed in the bound Guidebook available in the Associated Students Bookstore at CSU, Chico) ARE FOR ANTHROPOLOGY 113 FOR FALL 2006:

#1} 2002 A "STORY" (VISION OR NIGHTMARE?) OF THE REGION IN 2027. [Printed from http://www.csuchico.edu/~curban/aStoryof2027.html]. 

#2} 2002, CALIFORNIA, CANCER, AND 1999 DATA FROM THE WALL STREET JOURNAL. [Printed from http://www.csuchico.edu/~curban/WSJCancerOctober2000.html]  

#3} 1990, A DOSSIER ON DARWIN: LETTER TO THE EDITOR [Printed from http://www.csuchico.edu/~curban/1990DossierOnDarwinLetter.html]

#4} 2001, THE GALÁPAGOS ISLANDS: EVERY LITTLE BIT HELPS [Printed from http://www.csuchico.edu/~curban/GalapagosIslandsoilspill.htm]

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On December 1, 2006, the final items were added to these pages:

"Recently a friend reminded me of what Francis Spufford says in The Child That Books Built: A Life in Reading: 'The books you read as a child brought you signs you hadn't seen yourself, scents you hadn't smelled, sounds you hadn't heard. They introduced you to people you hadn't met, and helped you to sample ways of being that would never have occurred to you.' As a child I lived those words, and continue to do so as an adult reader [stress added]." Nancy Pearl, 2005, More Book Lust: Recommended Reading for Every Mood, Moment, and Reason (Seattle: Sasquatch Books), page ix.

"'When we try to pick out anything by itself,' wrote wilderness wanderer John Muir [1838-1914] , 'we find it hitched to everything else in the universe.' Thus did Muir who founded the Sierra Club in 1892, become on of the first to define in 25 words or less what ecology is all about [stress added]." John G. Mitchell, 1970, Ecotactics: The Sierra Club Handbook for Environmental Activitists, p. 23.

This will not be on the final examination, but some of you might be interested in the following web site that has the "25 Greatest Science Books of All-Time" (beginning with Charles Darwin as number 1 and number 2!): http://www.discover.com/issues/dec-06/features/25-greatest-science-books/

Some of you might also be interested in the following web page: http://www.csuchico.edu/~curban/RECR50Fall2004.htm [Urbanowicz} Continuing Interest in "Gaming" (Fall 2004) for RECR 50, Hospitality Industry, at CSU, Chico.]

THE FOLLOWING WORDS will appear in the Video on Friday December 8, 2006: Perhaps something to think about?

"I admitted I had days of such discouragement that I ached to give it all up, but something kept me going; I guess it was faith: the kind you have when you are very young and don't know any better." Thomas Alva Edison (1847-1931)

"When the stuff comes alive and turns crazy on ya, a writer had better be in pretty good shape with good legs and a counter-punch and ready to fight like hell to the bloody end." Ernest Hemingway (1899-1961)

"As one grows older one sees the impossibility of imposing your will on the chaos with brute force, but, if you're patient there may come that moment when while eating an apple the solution presents itself politely and says 'here I am.'" Albert Einstein (1879-1955)

SOME OF YOU MIGHT ALSO want to think about the following words:

"Imagine a world in which people just live one day. Either the rate of heartbeats and breathing up is speeded so that an entire lifetime is compressed to the space of one turn of the earth on its axis--or the rotation of the earth is slowed to such a low gear that one complete revolution occupies a whole human lifetime. Either interpretation is valid. In either case, a man or a woman sees one sunrise, one sunset. In this world, no one lives to witness the change of the seasons. A person born in December in any European country never sees the hyacinth, the lily.... A person born in December lives his [or her!] life in the cold. Likewise, a person born in July never feels a snowflake on her [or her!] cheek.... The variety of seasons is learned about in books.... In this world in which a human life spans but a single day, people heed time like cats straining to hear sounds in the attic. For there is no time to lose [stress added]." Alan Lightman, 1993, Einstein's Dreams: A Novel (Pantheon), pages 109-111.

Your final exam for ANTH 113 (worth 35% of your final grade) is scheduled for Monday December 11, 2006, from 10am->11:50am in Ayres 106. A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH113FA2006TESTThree.htm to assist you in examination #3. ALSO, please remember the terminology, map, and test questions in your printed ANTH 113 Guidebook.

REMEMBER:

A. EXAM III (35%) based on Spradley & McCurdy readings since EXAM II and
B. George R. Stewart's Earth Abides and Guidebook readings and
C. Four Essays in the Guidebook, and
D. Seventy-Two Specific Terms (cumulative of all terms in previous chapters).
E. Map of the world.

The four essays in the printed Guidebook (and on the web) are:

#1} 2002 A "STORY" (VISION OR NIGHTMARE?) OF THE REGION IN 2027. [Printed from http://www.csuchico.edu/~curban/aStoryof2027.html]. 

#2} 2002, CALIFORNIA, CANCER, AND 1999 DATA FROM THE WALL STREET JOURNAL. [Printed from http://www.csuchico.edu/~curban/WSJCancerOctober2000.html]  

#3} 1990, A DOSSIER ON DARWIN: LETTER TO THE EDITOR [Printed from http://www.csuchico.edu/~curban/1990DossierOnDarwinLetter.html]

#4} 2001, THE GALÁPAGOS ISLANDS: EVERY LITTLE BIT HELPS [Printed from http://www.csuchico.edu/~curban/GalapagosIslandsoilspill.htm]

The Universality of the Golden Rule in World Religions: from: http://www.teachingvalues.com/goldenrule.html  Christianity: All things whatsoever ye would that men should do to you, do ye so to them; for this is the law and the prophets.   Matthew 7:1. Confusianism: Do not do to others what you would not like yourself. Then there will be no resentment against you, either in the family or in the state. Analects 12:2. Buddhism: Hurt not others in ways that you yourself would find hurtful. Udana-Varga 5,1 Hinduism: This is the sum of duty; do naught onto others what you would not have them do unto you. Mahabharata 5,1517. Islam: No one of you is a believer until he desires for his brother that which he desires for himself. Sunnah. Judaism: What is hateful to you, do not do to your fellowman. This is the entire Law; all the rest is commentary. Talmud, Shabbat 3id. Taosim: Regard your neighbor's gain as your gain, and your neighbor's loss as your own loss. Tai Shang Kan Yin Píien. Zoroastrianism: That nature alone is good which refrains from doing another whatsoever is not good for itself. Dadisten-I-dinik, 94,5. And see: http://www.religioustolerance.org/reciproc.htm

AND SOME FINAL WORDS:

"Nothing is so easy as to deceive one's self; for what we wish, we readily believe." (Demosthenes, Athenian orator and statesman [384B.C.-322B.C.])

"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)

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On October 27, 2006, the following items were added to these pages:

A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH113FA2006TESTTwo.htm to assist you in the examination next FRIDAY November 3, 2006. Please remember the "sample" test questions and maps in your printed ANTH 113 Guidebook: pages 69 & 70 and the maps below. EXAM II will have map components, multiple choice, and true-false questions. A repeat of some of the PowerPoint slides used on Day 1 (August 21, 2006) is available by clicking here: http://www.csuchico.edu/~curban/PowerPoint/ANTH113FA2006.

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On October 13, 2006, the following items were added to these pages:

FOR INFORMATION about "triskaidekaphobia" check out http://www.worldwidewords.org/weirdwords/ww-tri1.htm, or http://en.wikipedia.org/wiki/Triskaidekaphobia, or even "phobias" in general: http://en.wikipedia.org/wiki/Phobias.

If you are interested in "World War II" in the Pacific, you might be interested in http://www.csuchico.edu/~curban/WorldWarIIEnds2005.html [C.F. Urbanowicz} World War II Ends!].

IF YOU ARE REALLY interested in the Pacific, a "work-in-progress" page, listing numerous references (including print and web-items) is available at: http://www.csuchico.edu/~curban/PacificReferences.html.

Incidentally, I am requesting to teach "Pacific Cultures" [ANTH 373] in fall 2007 on a Monday, Wednesday, Friday schedule. The catalog description for that course is "Case studies of peoples of Australia, Melanesia, Micronesia, and Polynesia. Analysis of origins of indigenous peoples and cultures. Discussion of traditional cultures in this ecologically diverse area."

 

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On September 15, 2006, the following items were added to these pages:

A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH113FA2006TESTOne.htm to assist you in the examination next FRIDAY September 22, 2006. (Incidentally, I am aware that "older" versions of what was then called ANTH 113 Exams may exist "out there" - I return them so you can learn from any mistakes; by all means, if you have access to "old" exams, do look at them; but r.e.m.e.m.b.e.r to read and study for EXAM I (and eventually EXAM II and EXAM III) as if you might be faced with BRAND NEW EXAMINATION QUESTIONS - which could well be the case!)! ALSO, please remember the "sample" test questions and maps in your printed ANTH 113 Guidebook: pages 31-32. EXAM I will have a map component, multiple choice, and true-false questions. Remember, a repeat of some of the PowerPoint slides used on day 1 (August 21, 2006) is available at: http://www.csuchico.edu/~curban/PowerPoint/ANTH113FA2006.

ALSO, there was an interesting article in the 13 September 2006 The Orion: "U.S. uninformed about the world' by Callie Ziemer. If you haven't seen it yet, do check http://media.www.theorion.com/media/storage/paper889/news/2006/09/13/Opinion/U.s-Uninformed.About.World-2268254.shtml?sourcedomain=www.theorion.com&MIIHost=media.collegepublisher.com

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On September 9, 2006, the following items were added to these pages:

Charles R. Darwin (1809-1882) is an fascinating person, and you might be interested in the following Darwin "videos" available on the web as indicated below:

1997 Charles Darwin: Reflections - Part one: The Beginning. [ ~Seventeen Minutes Video. Darwin in England]. [http://rce.csuchico.edu/darwin/RV/darwinreflections.ram]. Produced and Edited by Ms. Donna Crowe: Instructional Media Center, CSU, Chico. Available via the Internet with REAL PLAYER [http://www.real.com/player/index.html].

Imagine that you could visit with Charles Darwin as he remembers his youth. Perhaps you could learn what early experiences sharpened his power of observation and contributed to his unique perspective of the world. Join Dr. Charles Urbanowicz as he portrays the fascinating and very human Charley Darwin in the first program of the series Charles Darwin: Reflections: The Beginning.

1999 Charles Darwin: - Part One: The Voyage. [ ~Twenty-two Minute Video. Darwin sailing from England to South America.] [http://rce.csuchico.edu/darwin/RV/darwinvoyage.ram] Produced and Edited by Ms. Donna Crowe: Instructional Media Center, CSU, Chico. Available via the Internet with REAL PLAYER [http://www.real.com/player/index.html].

Sail along with Charley Darwin on the first half of his historic journey around the world aboard the HMS Beagle. In this second video in the series, Charley Darwin (Professor Charles Urbanowicz ) travels from England to unexplored reaches of South America and along the way he confronts slavery, rides with gauchos, experiences gunboat diplomacy, encounters a future dictator of Argentina, explores uncharted rivers, and discovers dinosaur bones.

2001 Charles Darwin: - Part Two: The Voyage. [ ~Twenty-seven Minute Video. Darwin from South America, through the Galápagos Islands, and back to England.] [http://rce.csuchico.edu/darwin/RV/darwin3.ram] Edited by Ms. Vilma Hernandez and Produced by Ms. Donna Crowe: Instructional Media Center, CSU, Chico. Available via the Internet with REAL PLAYER [http://www.real.com/player/index.html].

The second half of the historic journey of the HMS Beagle finds Charles Darwin exploring more of South America and several islands in the Pacific. In this episode, Charley Darwin (Professor Charles Urbanowicz) views several active volcanoes, experiences an earthquake, treks to the Andes, explores the Galapagos Islands, and then heads for home.

2003 Charles Darwin: - Part Three: A Man of Science. [ ~Twenty-four Minute Video. Darwin from South America, through the Galápagos Islands, and back to England.] [http://rce.csuchico.edu/Darwin/RV/darwin4.ram] Produced and Edited by Ms. Donna Crowe: Instructional Media Center, CSU, Chico. Available via the Internet with REAL PLAYER [http://www.real.com/player/index.html].

Within a few years of his return to England, Charles Darwin happily settled into marriage, moved to a quiet house in the country, and begun a routine of research and writing which would occupy the rest of his life. In this episode discover why Darwin (Professor Charles Urbanowicz) waited over 20 years to publish his groundbreaking work Origin of Species, and learn how ill health, family tragedies, friends, respected colleagues and ardent supporters shaped his life and career.

You might also be interested in the following Darwin self-tests:

2005 http://www.csuchico.edu/~curban/SelfTesting/DarwinTestFive.htm (Darwin Self-Test Five} February 2005).

2004 http://www.csuchico.edu/~curban/SelfTesting/DarwinTestFour.htm (Darwin Self-Test Four} September 2004).

2003 http://www.csuchico.edu/~curban/SelfTesting/DarwinTestThree.htm (Darwin Self-Test Three} October 2003).

2001 http://www.csuchico.edu/~curban/SelfTesting/DarwinTestTwo.htm (Darwin Self-Test Two} November 2001].

2000 http://www.csuchico.edu/~curban/SelfTesting/DarwinTestOne.htm (Darwin 2000-2001 [Self]Test One} January 2000).

And consider, if you will, the following words of Gregory Bateson: "Information can be defined as a difference that makes a difference [italics in original; stress added]." Gregory Bateson (1904-1980) and Mary Catherine Bateson, 1987, Angels Fear: Towards an Epistemology of the Sacred (NY: Bantam Books), page 17.

PS: Incidentally, that "Darwin bag" I was using on Friday (with the phrase "Charles Darwin - The Evolution Tour - Southern Hemisphere 1835"] can be found (along with other items) at: http://www.cafepress.com/umthings [We Sell, um, Things....].

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On August 30, 2006, the following items were added to these pages:

"...alcohol has a 'disinhibitory' influence on behaviors that are controlled by the frontal lobe of the brain. The frontal lobe is above the eyes and just behind the forehead. Men may become more aggressive and women may become more licentious, researchers say, but what is common to both genders is that normal defenses to certain otherwise taboo behavors come down....The frontal-lobe area controls the more advanced cognitive thinking skills and behaviors, as well as personality traits that are more suited to a social setting. It's the frontal-lobe area of the brain that makes us human, in a sense [stress added]." Abe Aamidor, 2006, A few drinks can wash away soundations of social behavior. The Sacramento Bee, Augut 26, 2006, pages K1-K2. 

"A play [or a classroom lecture or a public presentation] should make you understand something new. If it tells you what you already know, you leave it as ignorant as you went in [stress added]." (The character John Wisehammer. In Timberlake Wertenbaker's Our Country's Good [based upon the novel The Playmaker by Thomas Keneally], 1989, Act II, sc. 7, page 89.]

http://www.csuchico.edu/slc/ [Student Learning Center on the 4th floor of the MLIB]

http://www.aschico.com/?Page=8 [CAVE: Community Action Volunteers in Education]

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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/August 21, 2006} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_113-FA2006.html is intended for use by students enrolled at California State University, Chico, in the Fall Semester of 2006 and unauthorized use / reproduction in any manner is definitely prohibited.

[~64,016 Words] } 21 August 2006

[~66,762 Words] } 1 December 2006