http://www.hungersite.com/ [The Hunger Site Home]: "Helping the Hungry Is a Click Away. Computer programmer John Breen has made it easier to lend a hand: a single click at his Web site (hungersite.com) sends a single serving of food to a starving person. And it's at no cost to you; seven sponsors are making the donations to the United Nations World Food Program in return for advertising links at the site. Breen esitmates that 4 million helpings of food have been served since the service's launch last summer, You're limited to one click per day, so bookmark the site and make your mark." (Anon., 1999, Newsweek, November 8, page 18)

ANTHROPOLOGY 13-01} MWF 8->8:50am in Ayres 106	Dr. Charles F. Urbanowicz / Professor of Anthropology
FALL 2000 Guidebook / WEB SYLLABUS for Human Cultural Diversity [TRACS #10175]	California State University, Chico / Office: Butte 317
Also "Linked" With UNIV 001C: K2	Office Hours: Mon & Wed} 9:30->Noon Office Phone: (530) 898-6220 / Dept: (530) 898-6192
e-mail: curbanowicz@csuchico.edu	http://www.csuchico.edu/~curban/

© [Copyright: All Rights Reserved] Charles F. Urbanowicz/8 December 2000} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_13-FA2000.html, is intended for use by students enrolled at California State University, Chico, in the Fall Semester of 2000 and unauthorized use / reproduction in any manner is definitely prohibited.

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. (The 1999-2001 University Catalog, page 193.)

THREE REQUIRED TEXTS AVAILABLE IN ASSOCIATED STUDENTS BOOKSTORE:
Spradley & McCurdy, 2000, Conformity And Conflict: Readings in Cultural Anthropology (10th Edition)
George R. Stewart, 1949, Earth Abides.
Charles F. Urbanowicz, Fall 2000 edition, Anthropology 13 Guidebook [also at http://www.csuchico.edu/~curban/syllabi/SYL_13-FA2000.html]

THREE RECOMMENDED ITEMS INCLUDE:
Any English Language Dictionary.
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts 2000.

ASSESSMENT: There are no make-up exams and late Writing Assignments will not be accepted. (In dire emergencies 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 for your other courses):

WRITING ASSIGNMENT #1 (Friday)	DUE ON 9/15/2000 (5%) at the end of Week 4.
EXAM I (Friday)	ON 22 September 2000 (20%) at the end of Week 5; based on readings and lectures to 20 September 2000.
EXAM II (Friday)	ON 3 November 2000 (25%) at the end of Week 11; based on readings and lectures since 25 September 2000.
WRITING ASSIGNMENT #2 (Friday)	DUE ON 1 December 2000 (15%) at the End of Week 15.
EXAM III} 13-01 Ayres 106: Friday [!] 15 Dec 2000} 8->9:50am	ON FRI} (30%); based on readings and lectures from 6 Nov to 8 Dec 2000 and major points and Earth Abides.
CLASS PARTICIPATION	21 August 2000->8 December 2000 (5%).

THE COURSE is heavily mediated and you are responsible for certain information presented in this manner. Individuals are expected to locate major land masses discussed in lectures, readings, visuals, etc. Each examination has a map component based on the maps in one of the required texts: Anthropology 13 Guidebook . Individuals are also responsible for selected information distributed in any additional handouts for the course. Writing Assignment #1 should be approximately 600-700 words. Writing Assignment #2 should be approximately 1800-2000 words. Both Writing Assignments must be typed and/or word-processed and double-spaced. PLEASE NOTE: Various WWW addresses are provided and they will be expanded upon and explained throughout the semester, but at this time no examination questions will be based on these WWW locations: they are shared with you for exploration on your own. [The above paragraph contains ~133 words.]

PLEASE CONSIDER: INTERNATIONAL FORUM (SOSC 100-01} #14866) for One Unit every Tuesday from 4-5:20pm in Ayres Hall 120 and ANTHROPOLOGY FORUM (ANTH 297-01} #10222) for One Unit every Thursday from 4-5:20pm in Ayres Hall 120.

CSU, CHICO GRADING SYSTEM [from the 1999-2001 University Catalog, pages 156-157]

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.

SPECIAL: Fall 2000 Certain Statements

1. WEEK 1: Beginning August 21, 2000: INTRODUCTION & OVERVIEW TO THE COURSE.

2. WEEK 2: Beginning August 28, 2000: WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING?

3. WEEK 3: September 6 [Wed] & 8 [Fri], 2000: CULTURE & ETHNOGRAPHY (CONTINUED)

SPECIAL: Notes on Charles Darwin (1809-1882)

SPECIAL: Fall 2000 "Current Events"

4. WEEK 4: Beginning September 11, 2000: RESEARCH, ECOLOGY, & INTO LANGUAGE & WA #1 (5%) DUE Friday September 15, 2000.

5. WEEK 5: Beginning September 18, 2000: LANGUAGE, COMMUNICATION & REVIEW, and EXAM I (20%) on Friday September 22, 2000.

6. WEEK 6: Beginning September 25, 2000: ECOLOGY & SUBSISTENCE (CONTINUED).

SPECIAL: The Nacirema.

7. WEEK 7: Beginning October 2, 2000: ECONOMICS & KINSHIP & FAMILY & MAGIC & RELIGION & ...

8. WEEK 8: Beginning October 9, 2000: ROLES & INEQUALITY & ECONOMICS & CHANGE.

SPECIAL: Anthropology & Cyberspace

9. WEEK 9: Beginning October 16, 2000: WEEK #8 TOPICS CONTINUED & CULTURE CHANGE.

10. WEEK 10: Beginning October 23, 2000: CULTURE CHANGE (CONTINUED).

11. WEEK 11: Beginning October 30, 2000: CULTURE CHANGE, REVIEW, and EXAM II (25%) on 3 NOVEMBER 2000.

12. WEEK 12: Beginning November 6, 2000: LAW & POLITICS & RELIGION, MAGIC, AND WORLD VIEW.

13. WEEK 13: Beginning November 13, 2000: CONTINUED CULTURE CHANGE.

SPECIAL: Notes on Native Americans

14. WEEK 14: FINALLY, THANKSGIVING VACATION BREAK: November 20->24, 2000

15. WEEK 15: Beginning November 27, 2000: ALMOST OVER & WINDING DOWN. WA #2 due on FRIDAY 1 December 2000

16. WEEK 16: Beginning December 4, 2000: CULTURE CHANGE, APPLIED ANTHROPOLOGY, AND REVIEW.

17. WEEK 17: Beginning December 11, 2000: FINALS WEEK} EXAM III for ANTH 13-01 (8am MWF Ayres 106 Section) is from 8->9:50am in Ayres 106 on FRIDAY 15 December 2000.

SPECIAL: Brief Disclaimer Essay On This Web-Based Syllabus

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.

"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: viii)

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

"Every single thing we do or say, even our inactions, changes the world. We do make a difference. The kind of difference we make is up to us." Julia "Butterfly" Hill, at CSU, Chico, May 2, 2000; in Inside Chico, May 11, 2000, page 3.  

"...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.

"The only rational way of educating is to be an example--if one can't help it, a warning example."(Albert Einstein [1879-1955], 1921 Nobel Laureate in Physics, Ideas and Opinions, 1954: page 283.

"Learning can be seen as the acquisition of information, but before it can take place, there must be interest; interest permeates all endeavors and precedes learning. In order to acquire and remember new knowledge, it must stimulate your curiosity in some way." Richard Saul Wurman, 1989, Information Anxiety, page 138.

"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')." 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.

"Make sure your employees [or students!] are learning something every day. Ideally, they should learn things that directly help on the job, but learning anything at all should be encouraged. The more you know, the more connections form in your brain, and the easier every task becomes. Learning creates job satisfaction and supports a person's ego and energy level [stress added]" Scott Adams, 1996, The Dilbert™ Principle: A Cubicle's-Eye View Of Bosses, Meetings, Management Fads & Other Workplace Afflictions, page 322.

"The two most engaging powers of an author [or teacher] are to make new things familiar, and familiar things new." Samuel Johnson, The Lives of the English Poets (1779-81). [A Dictionary of Literary Quotations Compiled by M. Stevens, 1990, page 95]

"We were getting close to the answer and I was beginning to fly. I could feel my brain cells doing a little tap dance of delight. I was half-skipping, excitement bubbling out of me as we crossed the street. 'I love information. I love information. Isn't this great? God, it's fun...'" The character Kinsey Milhone, in Sue Grafton, 1990, "G" Is For Gumshoe, page 277.

"There was a calmness in her, a quality of settled self-confidence in the way she leaned back in her chair, the simplicity of her attire, the understatement of her makeup. She knew herself and was happy with what she knew. It made her formidable." Robert B. Parker, 1997, Small Vices, page 40.

"Have you ever stopped to think how much your life depends on information? Almost everything does! While some people might succeed with more luck than brains, we all improve our chances by basing our decisions on well-considered information. For quality information, today's consistently successful decision-makers rely on a combination of mind and machinery. Getting the best combination requires understanding how the two fit together and the roles that each might play. It also requires having a personal information strategy that matches your individual information interests, problem-solving skills, and technology preference [stress added]." Arno Penzias [1978 Nobel Laureate in Physics], 1989, Ideas And Information: Managing In A High-Tech World (NY: Simon & Schuster), page 9.

"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.

C.F. Urbanowicz writes: "All in all, anthropology is fun! I enjoy what I do and in a few words, I honestly believe that teaching should be fun. I will use any 'hard' anthropological data available to get the anthropological message across and any 'soft' fictional data (or ideas) which are also appropriate" [stress added]." Charles F. Urbanowicz, 2000, Mnemonics, Quotations, Cartoons, And A Notebook: "Tricks" For Appreciating Cultural Diversity. In Strategies For Teaching Anthropology (Edited by Patricia C. Rice and David W. McCurdy) [NJ: Prentice Hall], pages 132-140, page 137. [And see: http://www.csuchico.edu/~curban/TeachingT.html]

I. INTRODUCTION AND OVERVIEW TO THE COURSE: COURSE ORGANIZATION & PLANNING.
A. Please familiarize yourself with the format in this Guidebook.
B. Please look at the Department Goals, Reading Assignments, Outline for each Day, Web Sites/Words/Terms, and Film Notes: There really are NO surprises in this course!
C. FILM NOTES at the end of the weeks information in this Guidebook: Comments on the Yanomamo of South America (and, if you can, see http://www.evoyage.com/Aggression.htm as well as http://www.uwgb.edu/~galta/mrr/yano/yano7.htm)..

II. READINGS in Spradley & McCurdy, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Culture and the Contemporary World" [Overview], pages 3-11.
"Culture and Ethnography" by S&M, pages 13-17.
"Ethnography and Culture" by James P. Spradley, pages 19-26.
"Kinship and Family" [Overview], pages 190-193.
"Law and Politics" by S&M, pages 271-273.
"The Kayapo Resistance" by Terrence Turner, pages 368-385.

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

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.

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

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

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

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

"The most important skill for almost everyone in the next decade and beyond will be the ability to create valuable, compelling, and empowering information and experiences for others. To do this, we must learn established ways of organizing and presenting data and information as well as develop new ones [stress added]." Nathan Shedroff, 1999, Information Interaction Design: A Unified Field Theory of Design. In Information Design (1999), edited by Robert Jacobson (MIT Press), pages 267-292, page 267.

"She [and he!] knew all along that what she was doing was as much mental preparation as anything else. It was getting back into the rhythm, the mind-set [stress added]." Michael Connelly, 2000, Void Moon, page 42.

"...[I am] not letting what I can't do define what I can [stress added]." Brooke Ellison (b. 1979->) [First quadraplegic to graduate from Harvard University, June 2000.] San Francisco Chronicle, May 23, 2000, page A6.

"After dedicating their careers to studying exotic cultures in faraway lands, a few anthropologists are coming home. They're taking research techniques they once used in African shantytowns and Himalayan villages to Knights of Columbus halls, corporate office buildings and suburban shopping centers.... [The Anthropologists] study American families the way they would Polynesian cargo cults or Mongolian nomads--by inserting themselves into the daily lives of their subjects" [stress added]." Matt Crenson, 2000, Anthropologists Among Us. The Modesto Bee, July 17, 2000, pages D1 and D2.

B. Please see Create Your Own Newspaper (http://crayon.net/using/links.html) as well as http://orion.csuchico.edu and if you are interested in "Anthropology In The News" glance at http://www.tamu.edu/anthropology/news.html.
C. Text(s), Assignments, Examinations (Three), and Grading
D. How to "use" this Guidebook, Film Notes, and various WWW "addresses" shared with you. NOTE THE FOLLOWING taken from Rick Steves' Europe Through the Back Door 1999 (1998, pages 8-9):

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

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

"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.

"Experts call this new field 'cognitive computing,' a blend of behavioral sciences and computer science. Some Web developers now employ staffs of psychologists, sociologists, and cultural anthropologists, along with the requisite software engineers, to create Web interfaces that are tailor-made for a particular market, or, in some instances, for an individual customer's consciousness. 'You have to be a student of human behavior to be an effective e-commerce developer...you have to tailor content to those differences online [stress added].'" (Gene Koprowski, 1998, The (New) Hidden Persuaders. The Wall Street Journal, December 7, 1998, page R10.)

"That writer does the most, who gives his [or her!] reader the most knowledge, and takes from him [or her!!] the least time." (Charles Caleb Colton [1780-1832], 1825 statement.) PS: " 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), finally (for now):

"I used to imagine I could hold it all in my head, but memory has a way of pruning and deleting, eliminating anything that doesn't seem relevant at the moment. Later, it's the odd unrelated detail that sometimes makes the puzzle parts rearrange themselves like magic. The very act of taking pen to paper somehow gooses the brain into making the leap. It doesn't always happen in the moment, but without the concrete notation, the data disappear [stress added]." Sue Grafton, 1999, "O" is For Outlaw (NY: Henry Holt), page 106.

"You are the only person whom you will be with for the rest of your life, so you should learn to be at peace with who you are and how valuable you are in God's eyes." James Finn Garner as cited in Rachel Chandler, 1998, The Most Important Lessons In Life: Letters To A Young Girl, page 48.

You might be interested in the following which appeared in the San Francisco Examiner on July 4, 1999:

"For many Bay Area students, Independence Day means hot dogs, family picnics, fireworks--and not much else. Out of four dozen teens quizzed in an informal survey in San Francisco, Concord and Pacifica, most knew that the Fourth of July had something to do with America's independence, but less than half could name the country from which we won our freedom. 'Japan or something. China. Somewhere out there on the other side of the world,' said... [a 14 year old and a 17 year old added:] It's like freedom. Some war was fought and we won, so we got our freedom.' As to which country we had been fighting, 'I don't know.... I don't, even, like, have a clue [said a 17 year old 1999 high school graduate]. 'It wouldn't be Canada, would it?' guessed [a 13 year old high school freshman].... 'We're not in school right now, so you asked the wrong kids.' The unscientific survey was conducted at Stonestown Galleria in San Francisco, Sunvalley Mall in Concord and the Linda Mar shopping center in Pacifica. Many of those who correctly identified England as our adversary in the Revolutionary War did so only after some thought. 'Was it somewhere in Europe, like France? Germany? Russia? Let me think' [said a 17 year old 1999 high school graduate].... 'Wasn't it Great Britain? I just had to think.' 'I'm gonna have to go with Spain' [said a 14 year old high school freshman and someone else].... correctly answered that we fought the Revolutionary War before World War II. But was it before or after the Civil War? ... couldn't say. 'After. I think it was after' [said a 14 year old friend and a 19 year old high school graduate] ... who declined to give his last name, said he knew we celebrate the Fourth because it's Independence Day. But the country we were fighting with? 'That I don't (know),' he said. 'I want to say Korea. I'm tripping.' Asked how long ago it might have been...took a guess. 'Like 50 years,' he said. One student wondered aloud whether the Fourth of July was somehow related to Pearl Harbor. Another was not sure whether our independence came before or after the Vietnam War. ... A 1994 study of several thousand eighth- and 12th-graders across the country tested the students' knowledge of basic history. Thirty-nine percent of eighth graders scored at a level considered below their basic proficiency; an even higher number--57 percent--of high school seniors scored below the basic level. The study was conducted by the U.S. Department of Education's National Center for Education Statistics. Adults may do better. According to a Gallup Poll conducted last weekend, a majority of Americans can correctly identify what the Fourth of July is all about. When asked to name the country from which we gained our independence, 76 percent correctly named Great Britain or England. Nineteen percent were unsure. The results were based on telephone interviews of a randomly selected national sample of 1,016 adults [stress added]." (Emily Gurnon, 1999, Fourth of July: Kids Unclear on Concept. San Francisco Examiner, July 4, pages 1 and A9.)

AND with the above in mind, please consider the following from 2000:

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

"A question for you before you set off for your Independence Day fireworks: Who was the American general at Yorktown? You have four choices: William Tecumseh Sherman, Ulysses S. Grant, Douglas MacArthur or George Washington. When that question was asked last last year of 556 randomly chosen seniors at 55 top-rated colleges and universities, one out of three got it right." David Broder, 2000, Those dummies from Harvard and Duke. The San Francisco Examiner, July 2, 2000, page C7.

IV. CULTURE AND THE CONTEMPORARY WORLD

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

A. The Concept of Culture & Basic Cultural Diversity: ABCs (and if you are really interested in how Urbanowicz views teaching you might wish to take a look at http://www.csuchico.edu/~curban/TeachingT.html).
B. The Sub-disciplines of Anthropology

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

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

VI. WHAT IS SCIENCE? / PERSPECTIVE(S)

"How sad that so many people seem to think that science and religion are mutually exclusive." 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.

"Two groups of researchers, in California and Taiwan, have just reported that they have given eyesight to the blind by implanting laboratory-grown corneas." Business Week, July 31, 2000, page 114.

"Genetically engineered crops could revolutionize farming. Protesters fear they could also destroy the ecosystem. You decide." Time, July 31, 2000, page 39.

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

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

IF YOU ARE SERIOUS about Anthropology, you might be interested in additional information and numerous World Wide Web resources at: http://www.csuchico.edu/~curban/syllabi/SYL_296-FA2000.html for ANTH 296 / ANTH 296H which I am teaching this semester.

"With human activity coalescing and quickening, the pace of social change is accelerating. Where is this leading? One thing is virtually certain: the future is going to be far stranger than is generally imagined. ... Cultures that try to preserve their cherished traditions by blocking out the rapidly changing world cannot long succeed [stress added]." Gregory Stock, 1993, Metaman: The Merging of Humans and Machines into a Global Superorganism (NY: Simon & Schuster), pages 29-30 and page 239.

"In a development that could help telecommunications companies keep up with the flood of Interent traffic, TRW Space & Electronics Group said it has created a telecommunications chip that can operate at a blazing 69 gigahertz. At that speed, the chip can transfer data through a fiber-optic network at 40 gigabits a second, or the equivalent of 10 software comapct disks in one second. ... it is expected to begin shipping world-wide next year [in 2000]. ... the fastest [current] silicon chip from Intel Corp. runs at 733 megahertz, or almost 100 times slower than the TRW chip, which operates at 69,000 megahertz [stress added." Dean Takahashi, 1999, TRW to Make Chip to Speed Web-Data Flow. The Wall Street Journal, December 8, 1999.

"Intel Corp., the world's biggest semiconducter maker, unveiled faster Pentium III computer chips, regaining bragging rights to the speediest processor from rival Advanced Micro Devices Inc. Intel released a 1.13-gigaherz Pentium III that sells for $990 each in quantities of 1,000. Its previous fastest Pentium ran at 1 GHz. ... At 1.13 GHz, 1.13 billion [1,130,000,000] pulses go through the new chip every second. The more pulses, the faster a chip can perform tasks [stress added]." The San Francisco Chronicle, July 11, 2000, page E3.

FINALLY, FOR NOW: "...those wild and crazy scientists at IBM have created the Microdrive ($499), available this fall [2000], a 1-GB hard drive squeezed down to the size of a quarter. It weighs less than an ounce--you could almost mistake it for an after-dinner mint. Big whoop, you say? Slot one of these babies into an MP3 player, and you've got storage space for about 20 hours' worth of music." Time, July 10, 2000, page 116.

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.

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

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

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

"In modern industrial societies, it may be that the main causes of illness are the mismatches between our Stone Age adaptations and our modern environments. A prime example is the problem caused by our dietary predilictions and the foods readily available to anyone browsing supermarket shelves or a restaurant menu. In the Stone Age there was a consistent advantage in going after foods that were as sweer and tender and rich as could be found. This led people to avoid the potent chemical weaponry of most plants by seeking ripe fruits and bland tubers and the most easily eaten parts of whatever wild animals could be hunted. These were most likely sich things as lizards and snakes and insects. The technology of hunting sizable mammals and birds (such as archery and the domsetication of dogs) arose late in the Stone Age and was often a seasonal luxury. Maximizing intake of sugar and fat normally led to health and vigot. Salt was also an essential nutrient often in short supply. We have the same Stone Age motivations today, but have easy access to many times the historically normal levels of sugars and fats and salt. The result is undoubtedly a much higher incidence of obesity, diabetes, cardivascular disorders, and many kinds of cancer than we would have on normal Stone Age diets. A related problem is our habitual inactivity. We make our livings sitting at desks or assembly lines or behind steering wheels rather than dashing about in the fields or laboriously digging roots or climbing or stooping for fruits. This sedentary life satisfies our urge to save energy, an urge of great value in the Stone Age, but now a liability when combined with our excessive caloric intake." George C. Williams, 1997, The Pony Fish's Glow And Other Clues to Plan and Purpose in Nature, pages 14-150.

NOTE: "An overwhelming amount of preventable disease in modern societirs 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. Cancer rates are increased substantially by high-fat diets. Much diabetes results from the obesity caused by excess fat consumption. Forty percent of the calories in the average American diet come from fat, while the figure for the average hunter-gatherer is less than 20 percent. Some of our ancestors ate lots of meat, but the fat content of wild game is only about 15 percent. The single thing most people can do to improve their health is to cut the fat content of their diets." Randolph M. Nesse & George C. Williams, 1994, Why We Get Sick: The New Science of Darwinian Medicine, pages 148-149)

NOTE: "Tensions are rising in Venezuela's Amazon rain forests, where Indians and environmentalists are clashing with mining companies and government officials who wish to exploit some of the richest gold deposits in Latin America and build towns and tourist hotels in the wilderness. Rapid economic development 'is going to mean the death of the jungles and of the indigenous people,' said Pemon leader Jose Luis Gonzalez." San Francisco Chronicle, August 11, 1998, page A14.

"Food is never so interesting and important as when you do not know on which hillside your next meal is grazing. Nor is life ever so dear and fascinating as when you are squarely up against the problem of persuading it to remain with you [stress added]." Ainslee and Frances Conway, 1947, The Enchanted Islands (NY: G.P. Putnam's Sons), page 9.

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

I. WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING? (CONTINUED) (Please see Europe http://www.culture.fr/gvpda.htm [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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Economic Systems" [Overview], pages 152-155.
"Cultivating the Tropical Rainforest" by Richard K. Reed, pages 128-137.
"Reciprocity and the Power of Giving" by Lee Cronk, pages 157-163.
"Using Anthropology" by David W. McCurdy, pages 386-398.
"Career Advice for Anthropology Undergraduates" by John T. Omohundro, pages 399-409.

III. PLEASE THINK ABOUT:
A. Contemporary American Culture
B. "100 percent American" (please see below for this week in this Guidebook).
C. Interested in your instructor? (Home page and lengthy résumé)
D. Interested in the Department of Anthropology at CSU, Chico?
E. Interested in?: http://www.innerbody.com/Default.htm [Human Anatomy & Automobiles!]

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

"The scholar, in whatever field, is concerned to find out all he [or she] can, to discover or reveal the pattern which underlies the phenomena, and to frame the most coherent possible explanation of what he [or she!] has found." (John Wolfenden, 1963, in The Language of Sciences, page 32).

"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." Arno Penzias [1978 Nobel Laureate in Physics], 1989, Ideas And Information: Managing In A High-Tech World (NY: Simon & Schuster), page 177.

"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)

"Facts are not really like boulders that have been detached and shaped and deposited exclusively by the play of forces of non-human nature. They are like flaked and chipped flints, hewn stones, bricks or briquettes. Human action has had a hand in making them what they are, and they would not be what they are if this action had not taken place. ... Facts are, in truth, exactly what is meant by the Latin word facta from which the English word is derived. They are 'things that have been made'....Arnold J. Toynbee [1889-1975], A Study of History: Reconsiderations, Volume 12, 1964: 250.

"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.

"History is a worthy guide. Booms and busts are the hallmarks of any huge technological innovation." Business Week E.Biz, July 24, 2000, page EB 74.

V. APPROPRIATE VISUALS

"A sky survey has finally helped to determine the size of the largest structures in the universe, clusters of galaxies about 200 million light-years across. In the hierarchy of cosmological objects, planets orbit stars, stars belong to galaxies, galaxies belong to clusters. ... A map representative of the 2dF results resides at msowww.anu.edu.au/2dFGRS/Public/Pics/2dFzcone.gif on the web. It shows galaxies as blue dots and leaves voides in black." Dan Vergano, 2000, 100,000 galaxies clustered in two slices of surveyed sky. USA Today, June 8, 2000, page 11D.

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

A. FILM: THE MAN HUNTERS

"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.

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

VI. WORKING FOR A LIVING AND PERSPECTIVE[S] CONTINUED:

"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.)

"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 (and please see http://www.csuchico.edu/plc/welcome2.html [Career & Placement Center] as well as http://rce.csuchico.edu/ids/ [Internships])!

VII. TO THE FUTURE?

http://www.monster.com
http://www.dice.com
http://www.careerpath.com
http://www.hotjobs.com

"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.)

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.

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.

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

SEXUAL INEQUALITY: Inequality based on gender.

"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."

"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.

"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 .

"Neanderthals and modern humans not only coexisted for thousands of years along 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 recently in a shallow grave in Portugal. Bred in the boy's bones seemed to be a genetic heritage part Neanderthal, part early Homo sapiens. He was a hybrid, they concluded, and the first strong physical evidence of interbreeding between the groups in Europe." John N. Wilford, 1999, Homo Sapiens May Be Related to Neanderthals. San Francisco Chronicle, April 25, 1999, page A4. 

"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.

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. Experts who agree [on the exact sequence of fossils] are rare. ... Close to three million years ago on a campsite near the east shore of Kenya's spectacular Lake Turkana, formerly Lake Rudolf, a primitive hand picked up a water-smoothed stone, and with a few skillful strikes transformed it into an implement. What was once an accident of nature was now a piece of deliberate technology, to be used to fashion a stick for digging up roots, or to slice the flesh off a dead animal. Soon discarded by its maker, the stone tool still exists, an unbreakable link with our ancestors; together with many others, that tool is preserved in the National Museum of Kenya in Nairobi. 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.

"The theme of the tale is how we came together. You and I are not drifting chemicals in the primeval ooze. Chemicals organized themselves into primitive bacteria; bacteria joined forces to produce nucleated cells; cells cloned sister cells to build bodies. A few of the bodies evolved as social primated. One primate lineage, Lucy's kin, the African australopithecines, strode off into the savanna. Standing upright squeezed the australopithecines' birth canals awkwardly narrower from front to back. When Lucy's descendants grew larger brains, their children were born at an ever-earlier stage of development to traverse that tight passage into the world. We who inherit Lucy's legacy now have babies so helpless that they cannot even form their brains unless we tend them in a bath of language, culture, and love. Human interdependence grew with our species' history and now gallops forward to engulf the biosphere [stress added]." Alison Jolly, 1999, Lucy's Legacy: Sex And Intelligence In Human Evolution (Harvard university Press), page 2.

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

PLEASE NOTE:

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

NOTE THESE WORDS: "The details of the evolutionary process are as hotly debated today as ever, and it would be pointless to try to represent all sides of this multifaceted argument here." Ian Tattersall, 1998, Becoming Human: Evolution And Human Uniqueness, page 99.

I. CULTURE & ETHNOGRAPHY (CONTINUED) & Monkeys, Apes, and Man VTAPE (and 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].

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Lessons from the Field" by George Gmelch, pages 45-55.
"Teleconditioning and the Postmodern Classroom" by Konrad Kottak, pages 92-97.
"Mixed Blood" by Jeffrey M. Fish, pages 250-260.
"Baseball Magic" by George Gmelch, pages 322-331.

III. PRIMATES
A. MODERN HUMANS

"There is, nevertheless, a certain respect, and a general duty of humanity, that ties us, not only to beasts that have life and sense, but even to trees and plants." (Michel Eyquem de Montaigne [1533-1592] French philosopher/essayist) or in another translation: "...there is a certain consideration, and a general duty of humanity, that binds us not only to the animals, which have life and feeling, but even to the trees and plants." Essays, translated by J.M. Cohen, 1958, page 189.

"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.

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.

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.

"AIDS evolved from a benign simian infection into a human-killer in the early 1930s, long before it was recognized as a disease....[stress added]." Paul Recer, The San Francisco Chronicle, June 9, 2000, page A4.

"Alarmed by the growing ability of disease-causing microbes to fight off once-effective drugs, the World Halth Organization warned Monday that the medical and veterinary professions must use antibiotics and other medicines more wisely or face the likelihood they will not effectively combat disease in the future [stress added]." Marc Kaufman, 2000, World Health Organization Warns of Antibiotic Misuse. The Sacramento Bee, June 13, 2000, page A6.

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]."

NOTE ON 2 August 2000: "Kansas Voters Support Return to Teaching Evolution: Republican voters in Kansas yesterday decided to replace members of the state's Board of Education who had supported a de-emphasis on evolution in the curriculum. Last year, the Board passed new teaching regulations which removed focus from Darwin's theory of evolution in school science classes. But in yesterday's vote, candidates for the Board who had supported the decision were replaced by their more moderate opponents in three primary races. The issue has created a rift in the state's Republican party, and even the more moderate candidates might not be able to survive Democratic opposition in the fall. The vote is also likely to have repercussions throughout the Board of Education's policies and testing standards. Listen as Morning Edition host Alex Chadwick speaks with Burdett Loomis, professor of Political Science at the University of Kansas, about the state's political and educational future". (National Public Radio: http://www.npr.org/news/national/)

IV. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY and Darwin Cont. (1809-1882) (and please see: http://www.stg.brown.edu/projects/hypertext/landow/victorian/darwin/darwinov.html (Overview), http://www.wonderland.org/Works/Charles-Darwin/ as well as Darwin's Home: http://www.nhm.ac.uk/museum/Downhse/ not to mention "Darwin Takes A Drubbing" (http://www.abcnews.com/sections/science/DailyNews/evolution980617.html).

"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." Stephen William, 1992, "Who Got To America First?" reprinted in 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

"The news media are usually thought of as agents for change, and sometimes this is true. ... Bad news can in fact persuade people that the world is much more dangerous than it is. George Gerbner of the Annenberg School of Communication at the University of Pennsylvania finds that people who watch a lot of television see the world as much more threatening and filled with menace than those who watch less [stress added]." Caryl Rivers, 1996, Slick Spins And Fractured Facts: How Cultural Myths Distort The News, page 3.

"Although clinical research on the connection between video games and violence is thin, a relatively large body of research has drawn a connection between watching violent shows on TV and aggressive behavior. ... In one such study, Len Eron, how a professor at the University of Michigan in Ann Arbor, followed the media-watching habits of 875 subjects from 1960 to 1982. 'We found, much to our surprise, that there was a significant relation between the violence of the programs that these kids watched at home and how aggressive they were in school,' he says, leading him to believe there is a causal relationship [stress added]." Steven L. Kent, 1999, The 'Doom' of an Entire Generation? USA Today, June 23, 1999, pages 1D and 2D, page 2D.

V. REMINDERS:
A. WRITING ASSIGNMENT #1 (5%) DUE FRIDAY SEPTEMBER 15, 2000 and do you know about: http://www.csuchico.edu/engl/owl/ [CSU, Chico On-Line Writing Center] and CONSIDER SOME WORDS on critiques:

"In Disney's 'Dinosaur,' Beasts Wander and Plod And So Does the Plot. Special Effects Aside, It's Too Intense For Kids, Too Earnest for Adults.... 'Dinosaur' left me shaking my head in amazement. How could Disney have thrown so much money, glorious technology and marketing muscle at a story that's the dramatic equivalent of the La Brea tar pits. The mighty beasts in this sluggish enterprise...." Joe Morgenstern, The Wall Street Journal, May 19, 200, page W1.

"Fossilized script spoils effects. Good-natured 'Dinosaur' doesn't live up to ferocious expectations....Dinosaur is a dino-snore...." Susan Wloszczyna, USA Today, May 19, 2000, page 9E.

"'The Patriot' (opening today) goes to great expense to re-create the ambience of South Carolina during the Revolutionary War. But along with graphically depicting the violence and brutality that occurred during America's fight for independence, Gibson, Emmerich and screenwriter Robert Rodat ('Saving Private Ryan') commit repeated atrocities to historical accuracy and dramatic plausibility. It's as if....[stress added]." Bruce Dancis, 2000, 'Patriot' True To Gore of War, but Not Facts of the Revolution. The Sacramento Bee, June 28, 2000, page E1 + E4, page E1.

B. EXAM I (20%) IS ON FRIDAY SEPTEMBER 22, 2000.

Thomas Robrt 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.

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.

"By studying monkeys, apes and other animals, scientists are learning how really important it is to kiss and make up soon after a furious fight. Long-term observations of groups of primates show that social animals use well-established peacemaking tactics to smooth over bruised feelings caused by combat. There is far more advantage in friendship and cooperation than in sulking and alienation [stress added]." Robert Cooke, 1999, Better to Hug Than Sulk, Apes Find. The Sacramento Bee, February 19, 1999, page A13.

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.

When Sue Boinski "looks at these monkeys [in Costa Rica], Boinski sees evolution in action. Her current studies focus on understanding why these species, so closely related, are so different socially. What is becoming clear to her is that the social organization of primates, especially in regard to gender, is more complex than we know. Past theory has focused on tight male bonds and male aggression, but these three species of squirrel monkeys suggest that there are alternate social strategies within and among species [stress added]." (Charles Bergman, 1999, The Peaceful Primates. Smithsonian, June, pages 78-86, page 85).

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!); also see http://www.popexpo.net/eMain.html [6 Billion Human Beings] which shows a net increase of three people every-second-of-every-day! (Or ~9,000 in this 50 minute hour!)

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

PLEASE NOTE: According to the U.S. Bureau of the Census, the resident population of the United States, projected to 11:38pm Pacific Standard Time on August 2, 2000 was 275,389,781 [http://www.census.gov/cgi-bin/popclock]. This means there is one birth every 8 seconds, one death every 15 seconds, one international migrant (net) every 34 seconds, one Federal U.S. citizen (net) every 4,826 seconds, for a net gain of one person every 11 seconds.

On July 1, 1998, the state of California had approximately ~33,500,000 residents (or ~12% of the USA): roughly speaking, one-out-of-every-eight Americans lives in California. "By 2050, the United States population will grow to 394 million, some 50 percent more than at present, the Census Bureau projects in a new population profile. And this population will be older, on average, than now and will contain a larger share of minorities. ... California is expected to continue rapid growth, adding 17.7 million people between 1995 and 2025, the agency said." Chico Enterprise-Record, November 20, 1998, page 11A).

NOTE: The estimated population for California in the following years will be 39,957,616 (in the year 2010), 45,448,627 (2020), and 58,731,006 (2040). (Chico Enterprise-Record, December 18, 1998, page 4A); "By 2040, the state [of California] will have 58.7 million residents, a 75 percent increase, according to Department of Finance projections. The population in some counties could more than triple [stress added]." (Chico Enterprise-Record, May 2, 1999, page 1B). What will the population of Chico be by 2040? Or 2020? or next year?! What is the "carrying capacity" of any given environment? And what changes have to be made in any given environment? And please seeThe Sacramento Bee of June 27 and 28, 1999 and http://www.sacbee.com/news/projects/aging/

"Whizzing along a highway in our cars or jetting across the continent, the miles racing by, it's easy to appreciate how these two inventions have changed how we live. So, too, the telephone, the radio and the computer. It is more difficult to measure the impact of the nonmaterial, intellectual revolutions in science over the past several centuries: the heretical insights of Copernicus that shifted the earth from the center of the universe to a mere planet orbiting the sun, Darwin's theory of natural selection, and the subatomic world described by quantum mechanics [stress added]." John F. Ross, 1999, Discovering The Odds. Smithsonian, June, pages 132-142, page 133.

"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." J. Livingston and L. Sinclair, 1967, Darwin and the Galapagos.

"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." John P. Wiley, Jr., 1998, Expressions: The Visible Link. Smithsonian, June, pages 22-24, page 22.

"William Shakespeare [1564-1616], picked as Britain's man of the millennium, was hailed on Saturday as an international superstar--but scientists felt Charles Darwin or Isaac Newton should have taken the prize. ... 'In the end, Darwin will be seen to have told us more about why we are the way we are.... [stress added]." Anon., The San Francisco Chronicle/Examiner, January 3, 1999, page A14.

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 also 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)

IF YOU ARE INTERESTED in additional Darwin information, please direct your browser to http://www.csuchico.edu/~curban/Darwin/DarwinSem-S95.html to read the following:

The paper deals with some of the scientific research of Charles R. Darwin (1809-1882), specifically his monumental 1859 publication entitled On The Origin of Species by Means of Natural Selection or the Preservation of Favoured Races in the Struggle for Life. This paper also points out the "human" side of this most noted of human beings and Darwin's ideas are presented in the context of his times. Today, Darwin's theory of "natural selection" is hopefully well known but how did the culture of his times influence his ideas and the development and acceptance of his theory? What happened before Darwin published Origin and what came after his numerous other publications? Charles Darwin was an extremely important individual for a variety of reasons: the data he collected, the experiments he conducted, and the theories he proposed influenced a variety of disciplines, from anthropology to zoology as well as ecology, geology, and the general social sciences. His influence continues to be condemned, supported, and debated after almost 150 years. [168 words]

A virtually identical paper to this one with additional Darwin papers by Graduate Students at CSU, Chico, also appears at http://www.csuchico.edu/anth/CASP/1996.html

SOME WORDS BY TO CONSIDER: "Darwin's theory of human evolution caused a great perturbation in man's self-image. For thousands of years Western man [AND HERE the author means men AND women!] had envisioned himself as existing apart from nature. Evolutionary thought not only revealed man's primate status but placed him [or all of us!] right in the middle of the natural world. For the last hundred or so years, that concept has been working its way from the centers of learning through society at large. It is a very painful notion. To be suddenly removed as a very special child of the Creator and placed in the zoo with all the other animals is a traumatic experience. Human society has not recovered from the shock. ... If we, as a society, are still uneasy about our primate status, it is an understandable malaise. Our position has eroded over the past few hundred years from being the center of the universe to being one more species on a small planet orbiting a medium-sized star in one galaxy out of the multitude of galaxies that exist in the universe. It is from this humble starting point that we must begin to recreate love, beauty, and truth. It is a truly gargantuan job that leave us little time to monkey around and certainly does not permite us simply to ape the intellectual attitudes of our predecessors [stress added]." Harold J. Morowitz, 1979, The Wine Of Life And Other Essays On Societies, Energy & Living Things, pages 133-134.

"The Galápagos Islands straddle the Equator, 600 miles west of Ecuador. HMS Beagle arrived there on September 15, 1835. Now almost four years away from England, the Beagle had just come from surveying down the Brazilian coast, through the Strait of Magellan at the southern tip of the continent, and up the coast of Peru. Charles Darwin was only 26 years old. Judging from his journal and his later comments, he had not yet begun to think about what he would eventually call 'the species question.' Darwin was impressed by 'the strange Cyclopean scene.' ... He also found some strange birds. For their role in his thinking about evolution, they are now referred to as 'Darwin's finches.' ... On Darwin's last day in the Galápagos, the official supervising the nearby British penal colony declared that he could tell on which island a tortoise originated by its distinctive shell pattern. 'I did not for some time pay sufficient attention to this statement,' Darwin wrote, 'and I had already partially mingled together the collections from two of the islands.' ... Later he wrote that the distribution of Galápagos animals, combined with the similarities between South American fossils and living species in the same region, were 'the factual origin of all my views.' Although the fossils nagged at him from the beginning, other naturalists back home in England had to point out the significance of the finches. In time, Darwin would write of the Galápagos in the 1839 edition of his Journal of Researches: 'The natural history of these islands is eminently curious, and well deserves attention. Here, both in space and time, we seem to be brought somewhere near to that great fact--that mystery of mysteries--the first appearance of new beings on this earth" [stress added]." Michael Sims, 1997, Darwin's Orchestra: An Almanac of Nature in History and the Arts (NY: Henry Holt), page 321-322.

AND SEE:

http://www.pbs.org/cgi-bin/saf/gi.pl [December 6-13, 1998 "field trip" to the Galapagos Islands]
http://www.wwf.org/galapagos [Gálapagos Islands]
http://www.cdl.edu/EvolveIt/ [Gálapagos Islands Evolution Simulation]
http://www.csuchico.edu/~curban/DarwinMiscSep99.html [An Urbanowicz Darwin paper from 1999]
http://www.csuchico.edu/~curban/SoAmGIslands.html [Urbanowicz July 2000 Galápagos Islands Trip]

"Whatever the controversies that surround him, Charles Darwin was certainly the most important natural scientist of the past century; he may become the most important social scientist of the next. His great insight--that humans are animals and that their behavior, like that of all animals, is shaped by evolution--is now making its way into social theory. In economics, linguistics, anthropology and psychology, scholars are attempting to see how our evolved nature, interacting with particular environments, generates the ways we trade and speak, live with others and with ourselves [stress added]." The Wall Street Journal, May 27, 1999, page A24.

Charles Darwin (1809-1882): "His theory of evolution was met initially by detractors but proved to be a major springboard for modern science. Darwin knew he would be labeled a heretic for his assertions about the origin of man. The significance of his findings far outweighs the criticism he endured." Chico Enterprise-Record, December 26, 1999, page 7C.

"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.

"Executives were asled how many hours per week they believe the average executive wastes in unnecessary meetings. The study found that executives waste 7.8 hours a week or 2.3 months a year, in needless formal discussions. This compares with six hours or 1.8 months, in a 1990 survey." Anon., 2000, Reno Gazette-Journal, June 25, 2000, page F1.

"Report finds much of world's soil is 'seriously degraded.' Food production could be at risk across the globe. Healthy crops depend on healthy soil, but a new report says nearly 40% of the world's land used for agriculture is 'seriously degraded,' which bodes ill for future productivity on that land. ... [however] There's reason for optimism." Anita Manning, May 22, 2000, USA Today, page 5A.

"State's environment tarnished. Four-year study explores how natural features are vanishing. Californians have wiped out many of the state's distinctive natural features, a sweeping federal study being issued today [September 17, 1999] warns. The first-of-its-kind, 1,000-page nationwide survey of America's biological resources pinpoints environmental problems throughout a tarnished Golden State, from logged-out Sierra Nevada forests to dammed-up rivers and disappearing fish. ... Californians have eliminated 85 percent of the state's old-growth redwoods, 91 percent of the state's wetlands, and 99-percent of the state's once-expansive grasslands. Nearly six out of 10 California fish species has gone extinct or are 'on the roard to extinction if present trends continue'.... Of the 342 species of land birds found in California, one in five is on the state or federal list of endangered animals [stress added]." Michael Doyle, 1999, State's Environment Tarnished. The Sacramento Bee, September 17, 1999, page A6.

"A report released Wednesday [May 26, 1999] concludes that the 2 million California children who attend school in portable classrooms may be exposed to high levels of airborne carcinogenic materials. ... Portable classrooms are made of plastics and other synthetic materials that 'outgas' toxic compounds. The number of portable classrooms has exploded in California since the Class Size Reduction Act of 1997 went into effect. ... In 1991, there were approximately 43,000 such classrooms in the state. Today, there are about 86,500, accomodating about 2 million students. ... The report follows than announcement by a Santa Clara toxicologist who found high quantitites of aresnic, benzene and phenol--all associated with modern building materials--in the blood and urine of students who attended school in portable classrooms in Saugus, in Los Angeles Countty." San Francisco Chronicle, May 28, 1999, page A19.

"Can a few beams of sunshine help lessons soak in? A new study [N = 21,000 students] ever done on natural light in schools, suggests children learn faster and do better on standardized tests in classrooms with more dayllight. Learning rates were 26 percent higher in reading and 20 percent higher in math with rooms with the most natural light, researchers found. A companion study found that sales were 40 percent higher in stores with skylights, compared with almost identical stores in the same chain without skylights. ... A Wal-Mart store improved sales in areas lit by skylights, no matter what merchandise it put there. Wal-Mart never released any statistics for researchers to anaylyze, but within the past year it decided to build all its new stores with more natural light. Costco and Homebase have begun designing new stores with skylights, and target has been studying their effect on energy use and sales." Carrie Peyton, 1999, Sunlight May Help Kids Learn Better, Study Says. The Sacramento Bee, June 28, 1999, page 1 and page A12.

"A drug-resistant bacterium has killed four children and sickened about 200 other people in Minnesota and north Dakota since mid-1997, federal health officials said. The Centers for Disease Control and Prevention, which is investigating the deaths, said the bacterium, Staphylococus aureus, was believed to infect only nursing-home and hospital patienta. But recent cases in the Midwest indicate the drug-resistant germ has spread into the general popul;ation, the CDC said in a report Friday. Anon., 1999, Health Officials Say germ Killed 4, Sickened Others. The Wall Street Journal, August 23, 1999, page B2.

"Six years ago, Johnson & Johnson quietly launched a research operation here with a 21st-century mission: to convert genetic discoveries into blockbuster drugs. Last month [April 2000], the company disclosed its first big advance....Distilling the Data." [stress added]." Ron Winslow, The Wall Street Journal, May 26, 2000, page 1.

"Should You Worry About Health Risks From Biotech Food? Better eating through biotechnology conjures up a cornucopia of firm tomatoes, rosy radicchio and enriched rice. But some consumer groups are raising questions about the health risks of eating genetically modified foods. The potential for unpredictable allergic reactions is the most immediate issue. Harder to quantify is the risk that new genes could spread beyond their target group into people or into microbes, giving old germs new virulence [stress added]." Marilyn Chase, 1999, The Wall Street Journal, November 5, 1999, page B1).

"To the Inuits of northern Canada, DDT [dichloro-diphenyl-trichloroethane] is one of the scariest poisons imaginable - an invisible toxic chemical that has infiltrated the cells of arctic creatures from plankton to people and turned ordinary whales into floating hazardous waste dumps. To governments in central Africa, it is a chemical safety net, a primary defense against a worsening malaria epidemic that kills 5,000 children each day in countries south of the equator." (The San Francisco Chronicle, June 29, 1998, page A8)

On November 11, 1999, the Audit Bureau of Circulations reported that USA Today sold an average 1,758,477 copies in the previous six-month period (up 1.1% from the previous year) and "it narrowly passed The Wall Street Journal's 1,752,693...." Peter Svenson, 1999, 'USA Today' Passes Circulation at 'Journal.' USA Today, page 2B. (And see Matthew Rose, 1999, Circulation Counting Stirs Debate. The Wall Street Journal, December 13, 1999, page B25)

USA Today with a circulation of 1,758,477
Wall Street Journal with a circulation of 1,752,693
New York Times with a circulation of 1,090,000
Los Angeles Times with a circulation of 1,080,000
Washington Post with a circulation of 763,305

"Trawling by the world's fishing fleets is profoundly altering the balance of life in the seas, causing widespread disruption of ocean-bottom habitats and destroying countless creatures, including commercially important ones, a groupd of marine scientists says. The ecological damage from trawling and dredging is at least comparable to the toll from clearing in forests, yet the problem has gone virtually unnoticed until now." (San Francisco Chronicle, December 10, 1998, page A10)

"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" 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.

"Scientist puzzles over declines in region's butterflies. It was a bad year for butterflies in the Sacramento Valley and foothill. In 28 years of monitoring, butterfly expert Arthur Shapiro said he has not seen a year with so many species turning up scarce. ... The weather might have something to do with it...." Edie Lau, 1999, The Sacramento Bee, December 22, 1999, page B4.

"Sick of Work? ... In fact, 137 workers die each day nationwide from work-related diseases, and thousands suffer asthma, respiratory diseases, hearing loss and life-threatening cancers, according to the National Institute for Occupational Safety and Health in Washington [stress added]." Sabrina Jones, San Francisco Examiner, May 28, 2000, page J-1.

"Teenage girls who drink soda - particularly cola - are far more likely to break a bone, a Harbard study found. Grace Wyshak, an associate professor at the Harvard School of Public Health and Hravard Medical School, speculated that girls drinking soda aren't getting enough milk, which contains calcium that strengthens bones. But she also suggested that a chemical in colas - a phosphoric acid - may actually weaken bones." Anon., 2000, The San Francisco Chronicle, June 15, 2000, page A4.

"Trafficking in people is now the fastest growing business of organized crime.... reliable estimates indicate that 200 million people may now ve, in some way, under the sway or in the hands of traffickers of various kinds worldwide. ... while four centuries of slavery moved about 11.5 million people out of Africa, in the last decade [1990->2000] more than 30 million women and children may have been trafficked within and from Southeast Asia for sexual purposes and sweatshop labor' [stress added]." Barbara Crossette, 2000, Human Traficking Spawns Burgeoning Crime Wave, June 25, 2000, The San Francisco Sunday Chronicle and Examiner, page A-15.

"A teenager practising sign language with a deaf cousin was shot by a gunman who thought he was making gang symbols, police said. ... He and his 15-year-old-cousin were practising sign language as they walked to a store, police said. Occupants of a passing car believed they were flashing gang signs, and a passenger in the back seat fired one shot, police said. The gunman, who was wearing gang colors, then got out and threatened the deaf youngster." Anon., 2000, The Sacramento Bee, June 14, 2000, page A14.

"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.

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

I. RESEARCH & ECOLOGY & INTO LANGUAGE (and have a look at Professor Turhon Murad's "Skull Module" located at http://www.csuchico.edu/anth/Module/skull.html).

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.

"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.

II. READINGS in Spradley & McCurdy, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Ecology and Subsistence" [Overview], pages 99-102.
"Language and Communication" [Overview], pages 57-60.
"The Laws of Looking" by Michael Argyle, pages 61-69.
"Conversation Style" Talking on the Job" by Debra Tannen, pages 70-78.

III. APPROPRIATE VISUALS:
A. VTAPE: MYSTERIES OF MANKIND
B. FILM: 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.

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.

IV. A STRATEGY OF ADAPTATION: CULTURAL EVOLUTION
A. Importance of Terminology
B. Strategies On Foraging, Gathering, Hunting, Pastoralism, and....

V. REMINDERS:
A. 15 September-> 1 October 2000} http://www.olympics.com/eng/ [Official site of the Sydney 2000 Olympic Games]
B. EXAM I (20%) on FRIDAY SEPTEMBER 22, 2000 (Map, Multiple Choice, & True/False)
C. Potential EXAM I Questions below in this Guidebook
D. Map for Exam 1 (below)
E. And in addition to printed maps, see: http://www.lib.utexas.edu/Libs/PCL/Map_collection/africa.html as well as: http://www.cia.gov/cia/ciakids/geography/africa.html
F. Writing Assignment #1 (5%) DUE this week on FRIDAY SEPTEMBER 15, 2000 and Writing Assignment #1 Instructions available at the end of this Guidebook.

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

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.

VIDEOTAPE = Brief review of work of Raymond Dart (1893-1989), Louis Leakey (1903-1972), Mary Leakey (1913-1996), and Charles Darwin (1809-1882).

VIDEOTAPE = "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)

VIDEOTAPE = 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."

VIDEOTAPE = 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.

VIDEOTAPE = 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."

VIDEOTAPE = "The science of anthropology is little more than a hundred years old. 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."

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.

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).

"My view is that knowledge is a rearrangement of experience, in which we put together those experiences that seem to us to belong together, and put them apart from those that do not" (Jacob Bronowski [1908-1984], The Identity of Man, 1966: 26).

"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.

"...I have been lucky to work with some fine scientists and have had the opportunity to discover prized relics of our evolutionary history. Many people experience a deep, almost primordial urge to understand our beginnings as a species, and the search for such relics in ancient sediments brings one into direct contact with our species' history. Those of us who are in this line of work are truly privileged" [stress added]." Richard Leakey & Roger Lewin, 1995, The Sixth Extinction: Patterns of Life and the Future of Humankind (NY: Anchor Books), page 4.

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 [streess added]." (Discover, May 1999, pages 18-19).

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." ( Gary P. Ferraro, 1990, The Cultural Dimensions Of International Business, page 69).

FILM: "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, Manwatching: A Field Guide to Human Behavior,1977: 8]

FILM: 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).

"What we mean by the word 'world' usually is the world encompassed by human communication. The world was one thing when word seeped around from tribe to tribe. It became another when traders and religious enthusiasts set forth journeying. So it progressed through centuries--mail service, print, telegraph, telephone, electronic credit. Each time the means of communication advanced, the 'world' metamorphosed." (Stewart Brand, The Media Lab: Inventing the Future at MIT, 1987: xiii)

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." (Flora Davis, Eloquent Animals: A Study in Animal Communication, 1978: 183)

"What language does, says Pinker, is allow us to translate our murky, fuzzy, infinitely complex thoughts into a discrete set of sounds that can be transferred through time and space to be understood by others. But words and sentences are not thought itself, as those who have struggled to find the right words to express how they feel can testify. Language is a notoriously poor method of expressing emotions, feelings, and the richer tapestries of human existence such as love, faith, beauty, and truth--studies show that people rely more on facial expression and tone of voice to judge a person's emotional state than his or her explicit words. And while language can be used to describe a particular place or scene, for most people a picture is really worth a thousand words [stress added]." William F. Allman, 1994, The Stone Age Present: How Evolution Has Shaped Modern Life--From Sex, Violence, And Language To Emotions, Morals, and Communities (NY: Simon & Schuster), pages 171-172.

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." 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.

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. According to George Gmelch, _____ is the most common form of baseball magic: (a) activities on a specific day; (b) personal ritual; (c) idiosyncratric taboos; (d) none-of-the above.

5. According to Michael Argyle, primates inherit the tendency to threaten each other by prolonged staring.

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

7. TRUE FALSE According to anthropologists, the concept of "race" is culturally constructed (and not a biological reality).

8. TRUE FALSE A subsistence strategy based on the maintenance and use of large herds of animals is defined as horticulture.

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 Within the past 20 years, the U.S. Economy has moved away from manufacturing industries to service industries.

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/ANTH13FA2000TESTOne.htm by MONDAY SEPTEMBER 18, 2000, to assist you in the examination.

I. LANGUAGE, COMMUNICATION & REVIEW AND EXAM I (20%) on FRIDAY SEPTEMBER 22, 2000.

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Eating Christmas in the Kalahari" by Richard Borshay Lee, pages 27-34.
"Shakespeare in the Bush" by Laura Bohannan, pages 35-44.
"The Sapir-Whorf Hypothesis: Worlds Shaped by Words" by David S. Thomson, pages 79-91.

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.

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

"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)

IV. COMMENTS AND REVIEW
A. VTAPE: LANGUAGE
B. EXAM I (20%) ON FRIDAY SEPTEMBER 22, 2000
C. Review all Spradley & McCurdy pages & Guidebook pages to date.
D. Map} Central and South America and Africa.
E. See: http://www.cia.gov/cia/ciakids/geography/africa.html [AFRICA Map Quiz]
F. Map, Multiple Choice, and True/False.

V. 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 FILM FOR THIS WEEK ARE INCLUDED ON THE EXAM ON FRIDAY SEPTEMBER 22, 2000.

"Language comes so naturally to us that it is easy to forget what a strange and miraculous gift it is. All over the world members of our species fashion their breath into hisses and hums and squeaks and pops and listen to others do the same. We do this, of course, not only because we like the sounds but because the details of the sounds contain information about the intentions of the person making them. We humans are fitted with a means of sharing our ideas, in all their unfathomable vastness. When we listen to speech, we can be led to think thoughts that have never been thought before and that never would have occured to us on our own. Behold, the bush burned with fire, and the bush was not consumed. Man is born free, and everywhere he is in chains. Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence. Energy equals mass times the speed of light squared. I have found it impossible to carry the heavy burden of responsibility and to discharge my duties as King without the help and support of the woman I love [stress added]." Steven Pinkert, 1999, Words And Rules: The Ingredients of Language (Basic Books), page 1.

"Words and rules give rise to the vast expressive power of language, allowing us to share the fruits of the creative power of thought." Steven Pinker, 1999, Words And Rules: The Ingredients of Language (Basic Books), page 287 [last sentence in book].

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.

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

VIDEOTAPE: "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."

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).

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

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Ecology and Subsistence" [Overview] [repeat], pages 99-102.
"Kinship and Family" [Overview], pages 190-193.
"The Hunters: Scarce Resources in the Kalahari" by Richard Borshay Lee, pages 103-117.
"Adaptive Failure: Easter's End" by Jared Diamond, pages 118-127.

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

C. VTAPE: HUNTERS-GATHERERS/PASTORALISTS
D. FILM: PRIMITIVE PEOPLE [CFU: Horrible title but semi-reasonable film!] (and for additional information on Australian Aborigines, please go to http://www.insects.org/ced1/aust_abor.html as well as http://www.ciolek.com/WWWVL-Aboriginal.html)
E. BUSHMEN OF THE KALAHARI [Film] [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).
F. ESSAY: Body Ritual Among the Nacirema [please see below in this Guidebook] and if you have access to the WWW, please see http://www.beadsland.com/nacirema/[but please read the article below first].

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

"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." [The Hunters: Scarce Resources in the Kalahari. Richard B. Lee, 1968, in Man The Hunter)

"We cannot know all that we have gained in acquiring civilization until we know what we have lost." Elman Service, 1996, The Hunters, page 1. "Pastoral nomadism is in fundamental ways the ecological converse of forest agriculture: an adaptation to open semi-arid grassland as opposed to tropical rain forest, a commitment to animal husbandry to the virtual exclusion of plant cultivation, and an economic basis rather of chiefdoms than of segmentary tribes." Marshal Sahlins, 1968, Tribesmen, page 32.

"...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.

"The Natufians [of the Middle East] survived in their new life as sedentary hunter-gatherers until, about 11,000 years ago...a sudden cold snap. ... Start moving again or find a new way to survive. They turned to agriculture." William F. Allman, 1994, The Stone Age Present: How Evolution Has Shaped Modern Life--From Sex, Violence, And Language To Emotions, Morals, and Communities (NY: Simon & Schuster), pages 239-240.

"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.

"Throughout history, people have cultivated or gathered 7,000 plant species for food. Today only 20 species provide 90% of the world's food and three--maize, wheat and rice--supply more than half. Tens of thousands of species of the world's still surviving flora can be bred or provide genes to increase propduction in deserts, saline flats and other matginal habitats [stress added]." Edward O. Wilson, 2000, Biodiversity. Time Special Edition Earth Day 2000, pages 28-34, page 31.

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

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

"Aboriginal Australia was divided into some three hundred tribes, each associated with a separate area. Tribal unity was based on common language and common mythology, but not usually upon group action. For the individual native, membership in a local group or horde was much more important than tribal membership. Each horde was identified with a subdivision of the tribal area and consisted of a number of families related to one another through various kinship ties. Males usually dwelt throughout their lives in the territory where they were born; wives were selected from other parts of the tribe and moved to their husbands' place at marriage. But although residence was more commonly based upon father relationships, ties with the mother were also emphasized through important totemic means. Yet more important than either of these social groupings was the biological family unit. ... The family unit has been aptly called the group of orientation. For, in Australia as in most other primitive [sic.] cultures, an individual's family relationships determined the kinship terms and behavior he used toward every other person in his social universe." 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." 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" (page A10).

And See San Francisco Chronicle of May 26, 2000: "Aborigines say Australia Has Far To Go. ... Huge public rallies and marches this weekend were supposed to help heal the history of government racism toward native aborigines. ... A government report says that from 1910 to 1970, as many as 1000,000 [aboriginal] children were seized from their parents, crerating what is now known here as the 'stolen generation.'" Reese Erlich, an Francisco Chronicle, May 26, 2000, page A19.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"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]

PLEASE REMEMBER: "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].

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Kinship and Family" [Overview] [repeat], pages 190-193.
"Religion, Magic, and Worldview [Overview], pages 310-314.
"Family and Kinship in Village India" by David W. McCurdy, pages 205-212.
"Taraka's Ghost" by Stanley & Ruth Freed, pages 315-321.

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. FILM: DEAD BIRDS

PLEASE NOTE} from June 2000: "Jakarta, Indonesia. After 37 years of repressive rule, a landmark congress of West Papuan activists defied a public warning from Indonesia's government and publicy declared independence yesterday." The San Francisco Chronicle, June 5, 2000, page A8.

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.

SEXUAL INEQUALITY: Inequality based on gender.

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.

FILM: "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."

FILM: "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."

FILM: "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."

FILM: "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...."

"Flying into Wamena, district capital of Jawaijaya in Irian Jaya, the profound natural beauty of the Baliem Valley is spread before you. ... The Dani population who have lived for perhaps 25,000 years in their pristine environment are confronting change....Governed by Indonesia, Irian Jaya is a country of two cultures, in Wamena the incredible meeting of the two is obvious. ... Officially opened to outsiders in 1986, there is now a Baliem Valley tourist map for trekkers." (Liz Thompson, 1989, Pacific Islands Monthly, July 1989, pp. 27-30)

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

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Roles and Inequality" [Overview], pages 228-231.
"Polyandry: When Brothers Take a Wife" by Melvyn C. Goldstein, pages 213-220.
"Society and Sex Roles" by Ernestine Friedl, pages 241-249.
"Mother's Love: Death Without Weeping" by Nancy Scheper-Hughes, pages 195-204.
"Cargo Beliefs and Religious Experience" by Stephen C. Leavitt, pages 341-351.

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

"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.

"A long-secret trove of 400,000 World War II British and American intelligence documents declassified Monday [June 26, 2000] at the National Archives at College Park has prompted historians to ask whether more could have been done to save Italian Jews from transport to Nazi death camps. ... 'I find it frustrating that it has taken so long to get this information out.'" Carl Schoettler, 2000, West's WWII role toward Italian Jews questioned. The Sacramento Bee, June 27, 2000, page B8.

NOTE: May 29, 2000: "The Department of Veteran Affairs estimates..." that approximately 1,500 U.S. military veterans die every day and 2/3rd of these are World War II veterans. Brigette Greenberg, The Sacramento Bee, May 29, 2000, page A6; therefore, ~1,000 World War II veterans die each day or ~42/hour of every day!

"....descriptions vary with the conceptual or theoretical framework within which they are couched. To evaluate a description properly one must know something about the theoretical framework that brought it into being." (D. Kaplan and R. Manners, Culture Theory, 1972: 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].

IV. REVOLUTIONS
A. Industrial (Continued)
B. Information/Knowledge
C. Cyberspace!
D. SeeThe United States Holocaust Museum: http://www.ushmm.org/
E. A Massive Pacific Site [My name for it]: http://sunsite.anu.edu.au/spin/wwwvl-pacific/index.html
F. And Others at:

Pacific Islands Report [up-to-the-date news]: http://pidp.ewc.hawaii.edu/pireport/
Pacific Islands Development Program: http://166.122.161.83/
The Kingdom of Tonga in Cyberspace: http://www.netstorage.com/kami/tonga/
Some Urbanowicz "Pacific Words"} http://www.csuchico.edu/~curban/FSep-30-93.html
The Tonga Chronicle: http://www.tongaonline.com/news/
Papua NG WWW} http://coombs.anu.edu.au/SpecialProj/PNG/WWWVL-PNG.html
New Zealand Government On-Line} http://www.govt.nz/
Pacific Islands Monthly [PIM]: http://www.pim.com.fj/
Pacific Magazine} http://www.pacificMagazine.com/
Honolulu Star-Bulletin} http://starbulletin.com/
ABC News [Australia]: http://www.abc.net.au/news/
The Press On-Line [New Zealand]: http://www.press.co.nz/
As well as The Central Intelligence Agency: http://sunsite.anu.edu.au/region/spin/GENINFO/ciaindex.htm

"'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.'" (In Byrd L. Jones and Robert W. Maloy, 1996, Schools For An Information Age: Reconstructing Foundations For learning And Teaching, page 15).

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

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

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

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

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

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.

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

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

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

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

ROLE: The culturally generated behavior associated with particular statuses.

SEXUAL INEQUALITY: Inequality based on gender.

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

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

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

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

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

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

HISTORICAL NOTE: "The first serious field anthropological studies [in the South Pacific] were those carried out by Makluklio-Maklai (1846-1888) to New Guinea in 1871 and by the zoological expedition to the Torres Straits and New Guinea in 1898-99 in which A.C. Haddon (1855-1940) and W.H.R. Rivers (1864-1922) took part." J.D. Bernal, Science in History, 1954: 746.

ANOTHER 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.

AND FROM AUGUST 1998: "Margaret Mead popularized cultural anthropology 70 years ago with the publication of Coming of Age in Samoa. Her now-famous field observations (some recently called into question) represent the inevitably limited perspective of an outsider looking in on an unfamiliar culture." Susan Faust, Book Review, San Francisco Chronicle, August 9, 1998, page 12.

FILM COMMENTS: 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." Margaret Mead, 1996, New Lives For Old, page: xiv & xii-xiii. ...

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

REVITALIZATION MOVEMENTS: "Movements that occur in times of change, in which religious leaders emerge and undertake to alter to revitalize a society." Conrad P. Kottak, Cultural Anthropology, 1987: 286.

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

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

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

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

PS: For the 1998-1999 Academic Year, 349 females [57%] received the Ph.D. in Anthropology and 267 males [43%] received the Ph.D. in Anthropology, for a total of 616 Ph.D. degrees. (Source: The 1999-2000 American Anthropological Association Guide, page 553)

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 (which has the following visual, as well as others):

Evolutionary computation = "This refers to a potful of biologically inspired techniques for creating new products, more efficient factories, and better business processes." Otis Port, 2000, Thinking Machines. Business Week, August 7, 2000, pages 78-86, page 78.

"Culture represents probably the biggest challenge in closing the digital gap. It involves overcoming cultural inhibitions and insecurities about developing competence for surviving the breaknecj speed of the Internet age [stress added]." Madanmohan Rao, 2000, Struggling With The Digital Divide: Internet Infrastructure, Content, and Culture. On The Internet, Spring/Summer 2000, pages 17-19 and page 28, page 19.

"The net is so vast and is growing so rapidly that each person's experience with it can only be a tiny sample of the whole. This is one reason it is so enchanting: you just never know what you will find when you click the mouse and explore a new location. It may also contribute to the diversity of opinions about the net's value in our lives and to society in general. Each of us partakes of different Internet niches, and out experiences can leave us with markedly different views." Patricia Wallace, 1999, The Psychology of the Internet (Cambridge University Press), page 233.

"But the highly combustible combo of Internet money and high-tech machismo in SIlicon Valley is gradually making the piranha tank at the aquarium look like a peaceful ecosystem." Jim Kerstetter et al., 2000, The Dark Side of the Valley. Business Week, July 17, 2000, pages 42 & 43, page 43.

I. ON CAMPUS:

A. From Meriam Library 116, continue and see "Student Computing" at: http://www.csuchico.edu/stcp/.

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

B. Remember any new additions added to this web Guidebook.

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

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

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

"Intel Corp. on Monday [October 25, 1999] is expected to introduce a battery of new chips that should allow the company to retake the speed crown from rival Advanced Micro Devices Inc. ... the new [Intel] chips operate at a speed of 733 megaherz, up from the 600 megaherz of Intel's current high-end chips. [PLEASE NOTE: AMD's current Athlon chip "only" operates at 700 megaherz; also, Intel's new chip will be 106 square millimeters in size while AMD's present chip is 184 square millimeters. URBANOWICZ ADDS, NOW, since 10 millimeters equals 1 centimeter in length and 1 centimeter equals .3937 inches and 106 square millimeters is an object 10.29 millimeters by 10.29 millimeters millimeters or slightly more than .3937 inches-by.3977 inches, then this new Intel chip is FAST and small!] [stress added]." Dean Takahashi, 1999, Intel To Unveil Speedier Chips On Monday. The Wall Street Journal, Friday, October 22, 1999, page B6)

"...ultrasmall approach to computer memory, being developed at the IBM Research Div. in Zurich, can pack a 3-by-3 millimeter square--the size of an 'm' on this page--with a gigabyte of data, or 1 billion letters and numbers. That's 20 times the amount that can be stored magnetically in the same space. ... Gigabyte memories are just for starters, says [Kurt K.] Binning. IBM already has a Millipede prototype that can store 1,000 times more--a terrabyte of data [stress added]." (Otis Port, 1999, An Elephant's Memory In A Tiny Space. Business Week, October 25, 1999, page 95.)

"Angels aside, how many robots could dance on the head of a pin? At least 16 of Edwin Jager's robots could fit on a 2 millimeter-wide pinhead; 8,772 could park on a dime.With the robots he recently created, Jager toys with a microscopic worl, lifting beads of one-sixth the size of a grain of table salt. He hopes to eventually gives scientists hands small enough to probe the basic unit of life: a single cell [stress added]." Rebecca Slayton, 2000, Tiny robots expanding research. The Sacramento Bee, June 30, 2000, page A13.

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

"The value of gambling through online computer services, particularly the Internet, will increase from $535 million to more than $10 billion per year within five years, according to a recent report." (The Chico Enterprise-Record, June 28, 1998, page 6B). And if you are interested in other "gambling" information, please see http://www.csuchico.edu/~curban/14th_ICAES.html)

IV. EXPERIMENT and EXPLORE and don't be afraid of the jargon (and be willing to "play" around!)

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

V. THROUGHOUT THIS Guidebook YOU HAVE VARIOUS URL "addresses" for WEB PAGES to be reached by a browser: they are a guide for you to explore on your own and they can lead to other links!

VI. PS: "...William Gibson, the science writer now spurns cyber in his writing. 'How can I create a fictional continuum in which people use a word that originated in a William Gibson story?' he said recently. 'What I wanted was an exciting buzz word somewhat devoid of meaning,' he said. 'Well, I got my buzz word. Meanwhile, the rest of the world got it too." ["Substitute" words being developed by some are: "digital," 'multimedia," and "electroculture!"] (From The Oregonian (Portland), August 9, 1996, pages E1 and E3.)

"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.

PLEASE CONSIDER THE FOLLOWING from the San Francisco Examiner & Chronicle of January 14, 1996: "For '90s workers, flexibility is key ... Flexibility in today's job market -- where in a nanosecond you can be replaced by a computer program.... 'Nothing stays the same,' said Dewyer, a career consultant for 15 years. 'The U.S. Department of Labor says we'll change professions two or three times over a lifetime. I think we'll have five or six different careers and at least fifteen different jobs" (Page 19).

"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.

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

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

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

ALSO SEE "Anthropology On The Internet: A Review And Evaluation Of Networked Resources" by Brian Schwimmer, 1996, Current Anthropology, Vol. 37, No. 3, pages 561-568; also see a hypertext version of this paper, with linkable URLs at: http://www.artsci.wustl.edu/~anthro/ca/papers/schwimmer/intro.html.

NOTE: "The Internet gridlock that seems to come out of nowhere and disappears almost as quickly could be the result of our failure to learn what they tried to teach us back in kindergarten: How to share." (The Chico Enterprise-Record, July 25, 1997, page 7A)

"Historical precedent is a good place to start. The Industrial Revolution, which irrevocably changed the world was brought on by a 50-times improvement in productivity--a leap so prodigious that it turned society upside down. It changed the nature of work and play; it transformed commerce, education, medicine, government and religion. It led to new forms of art, literature and political theory. More important, it changed forever the way we look at ourselves and our families, and at time the universe. But the microprocessor has already eclipsed that revolution. Evolving faster than any invention in history, the microprocessor's capabilities has grown ten thousand-fold over the past 25 years [stress added]." (Rick Smolan, 1998, One Digital Day: How The Microchip Is Changing Our World [CSUC: X-Folio/TK/7819/053/1998], page 15.

"Project Oxygen May Blow Away Web Speeds. ... Crisscrossing the globe, the 37 year old telecommunications expert [Neil Tagare] is proposing what many consider unfathomable: A $10 billion, 100,000-mile worldwide network that he claims will be up to 5.5 million times faster than the World Wide Web. Project Oxygen...Launched in mid-1997...will undergo several phases before it is completed in early 2003. ... Oxygen will 'allow anyone-large corporation, cable provider-to participate in the world's fastest Internet service,' Tagare said. 'It is not an exclusive club for universities and selected companies.' The subtle dig is at Internet2 a coalition of universities and high-tech companies formed in late 1996. Last month it flipped the switch on a key segment of its private research network that connects 70 college campuses. The nonprofit organization includes Stanford University, the University of California at Berkeley and Harvard University, as well as major corporate sponsors Cisco Systems, IBM, Qwest Communications and Nortel. The 13,000-mile Internet2 network is 45,000 times faster than the commercial Web, but it is not available to the public. Only researchers and employees at the colleges and corporate sponsors can use it. Consumers eventually will be able to use cutting-edge applications created on Internet2 but only after they have been developed and sold by Internet2 members for commercial purposes [stress added]." (Jon Swartz, March 12, 1999, San Francisco Chronicle, page B1 + B7; and see http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/1999/03/15/BU89773.DTL as well as http://www.projectoxygen.com/]

URBANOWICZ ALSO ADDS THIS FOR FALL 2000: that William L. Ditto, a physicist at the Georgia Institute of Technology, believes that "....it's time to start building computers the way Nature does. His research team and a handful of other groups, including one at the University of Bordeaux in France, envision hybrid biocomputers that mate living nerve cells, or neurons, with silicon circuits. ... Ditto estimates that it will be 10 years or more before biocomputers go commercial. That timing may be just right. Around 2015, semiconductor technology is destined to come to a screeching halt. Semiconductor circuits will then have shrunk as small as they can ever get [stress added]."" (Otis Port, 1999, A New Breed of Thinking Computer? Business Week, June 21, 1999, pages 111-115.)

AND HAS THIS BEEN UPDATED?} from USAToday June 7, 2000} "...the existing Web continues to expand at a phenomenal pace. In just the past 24 hours, 2 million new Web pages, 196,000 new Internet-access devices and 147,000 new web users were added. By 2002, there will be more Web pages than people on the planet [stress added]." Ed Zander, USA Today, June 7, 2000, page 15A.

"Any sufficiently advanced technology is indistinguishable from magic." (Clarke's Third Law in Profiles of the Future: An Inquiry into the Limits of the Possible by Arthur C. Clarke, 1984, page 26) You may also wish to read / re-read the "Brief Disclaimer Essay" at the end of this web-based syllabus: available by clicking here. [To return to the beginning of this electronic syllabus please click here.]

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Culture and the Contemporary World" [Overview] [repeat], pages 3-11.
"Women in the Global Factory" by Annette Fuentes & Barbara Ehrenreich, page 164-171.
"Uterine Families and the Women's Community" by Margery Wolf, pages 221-227.
"Government, Oil, and Political Transformation: The Iñupiat Eskimo Case" by Norman Chance, pages 303-309.

III. APPROPRIATE VISUALS:
A. VTAPE: CULTURE AND PERSONALITY
B. VTAPE: HUNTERS OF THE SEAL (and see http://www.lib.uconn.edu/arcticcircle/ as well as http://www.nunanet.com/~nic/).
C. "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." (From "Igloos and Boob Tubes" by Mary Williams Walsh, 1992, The San Francscio Chronicle & Examiner, This World, December 27, 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." James W. Loewen, 1999, Lies Across America: What Our Historic Sites Get Wrong (NY: The New Press), pages 99-102.

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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 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.

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

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

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

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

VIDEOTAPE: 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."

"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.... (Yuri Kageyama, 1999, Japan's War Museum Has Spotty Memory. The San Francisco Chronicle, July 1, 1999, page A14.)

"Make peace with the fact that there are subtleties surrounding foreign cultures that you will never understand and intimacies you will never be able to achieve. S.I. Hayakawa [1906-1992] once said that "One can no more truly understand another country than can one a frog or a hummingbird.' Recognize that as a professional on the go you will always be struggling to strike a balance between cultural considerations and the urgent requirements of your assignment. Be firm and tactful in evading difficulties such as ceremonies that would irreperably upset your schedule, local foods that might compromise your health, arrangements that might violate your security." (Henry Steiner and Ken Haas, 1995, Cross-Cultural Design: Communicating In The Global Marketplace [CSUC: Folio/NC/730/C69/1995], page 217.

"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."

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." [Asen Balicki, The Netsilik Eskimo, 1970: 101-130]

VIDEOTAPE: 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] ...

VIDEOTAPE: "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."

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."

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Culture Change and Applied Anthropology" [Overview], pages 352-356.
"Navigating Nigerian Bureaucracies" by Elizabeth A. Eames, pages 294-302.
"Cocaine and the Economic Deterioration of Bolivia" by Jack , pages 332-340.
"Using Anthropology" by David W. McCurdy, pages 386-398.

III. PLEASE REMEMBER:
A. REVIEW on 1 November 2000 & EXAM II (25%) on 3 November 2000
B. Potential EXAM II Test Questions below
C. Map}: Europe, Middle East, Asia & Pacific, Multiple Choice, and True/False

IV. REMINDER: WA #2 (15%) DUE FRIDAY 1 December 2000.
A. The secret of learning how to write: learn how to re-write.
B. Extensive reading also helps!
C. Remember those Pacific sites mentioned in Week 8: to return to those, please click here.

V. THEORY AND ETHNOGRAPHIC EXAMPLES:
A. Anthropology & Cyberspace briefly repeated
B. HRAF (Human Relations Area Files).
C. FILM: GOING INTERNATIONAL #1
D. VTAPE: First Contact
E. VTAPE: ANTHROPOLOGY ON TRIAL

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

MARKET EXCHANGE: The transfer of goods and services based on price, supply, and demand.

PRODUCTION: The process of making something.

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

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

BOOK: "Of all the colonised people of the earth, New Guinea's highlanders must surely rank among the most fortunate. Colonial domination came late in the day and was short lived--a mere half-century of foreign rule. The Australians arrived in 1930, and left in 1975--not a long time in the scheme of things. Largely because of this, the highland people were spared many of colonialism's more manifest evils [page 9]." ... "This book [and the videotape] is based primarily on interviews with highlanders and Australians who took part in the events described [1930's+] and on the diaries and other written records of the Australians. The interviews were recorded in Papua New Guinea and Australia between 1981 and 1985. In the case of the highlanders, the authors always relied upon interpreters and translators--men and women of various ages and walks of life but primarily educated highlanders whose first language was that of the informants whose stories they were translating. The primary intention at all times was to keep faith with what people were saying, and whenever possible the transcribed interviews are reproduced verbatim. However, in some of these and in the interviews conducted with the surviving Australians, the authors felt it necessary, in the interests of precision and clarity, to edit the transcripts by eliminating repetition, supplying punctuation and occasionally correcting grammatical errors [page 307]."

VIDEOTAPE: "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.

Margaret Mead wrote: July 23, 1975} "This time although I will have interesting things about change to discuss and although these Manus people continue to condense centuries into decades and decades into years, yet I am almost conscious of the enormous sense of continuity as I look at old men whom I knew as children and see the grandfathers' faces reflected in their descendants. The shared memories, the shared experiences bind them together in a web that is stronger than the ancestral ghosts they fear if they do not send money and gifts home to parents who put in hard work to rear them . . . Their major successes today are in the fields of engineering of various sorts, but not in the more abstract fields. Paliau's son, who wanted to become a doctor, has settled--without a degree, at least for the time being--for an administrative clerkship; Lokus' son has been to Japan for advanced mechanical training. In contrast Gabrield Gris, a Matankor man, is chancellor of the University of Papua New Guinea, and among the Usuai, Nahau is planning to take a Ph.D.--on the Paliau Movement!--and Bernard Mino of Drano is going to the United States to study literature."(Margaret Mead, 1977, Letters from the Field, 1925-1975,page 314 and page 323.

"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.

GOING INTERNATIONAL [#1]: BRIDGING THE CULTURE GAP [CSUC Film #13049] ..is an introduction to the challenges of traveling, living and working in a foreign culture. Colorful film from around the world powerfully illustrates fundamental concepts of culture, in theory and in practise. Interviews with experts and foreign nationals show the importance of cross-cultural awareness, giving audiences a new understanding of the impact of cultural differences on all international activities."

"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 relationsip between language and culture, it will be virtually impossible not to learn about one while studying the other." (Gary P. Ferraro, 1990, The Cultural Dimensions Of International Business, page 46).

FILM : "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."

FILM : "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.

GOING INTERNATIONAL (#2): MANAGING THE OVERSEAS ASSIGNMENT [CSUC Film #13050] "...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."

FILM : "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."

FILM : "...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."

GOING INTERNATIONAL (#3): BEYOND CULTURE SHOCK [CSUC Film #13051] ... "explain[s] the psychological phases of the adjusmtment 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." [And Urbanowicz adds, the film can be "viewed" on several levels simultaneously.]

GOING INTERNATIONAL (#4): WELCOME HOME STRANGER [CSUC Film #13052] "...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."

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

2. A set of beliefs that defines the nature of the universe or cosmos is called: (a) acculturation beliefs; (b) basic religious beliefs; (c) cosmological beliefs; (d) mana beliefs.

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. In "traditional" times, the Netsilik Eskimo of North America had their holy men, called: (a) pilchuks; (b) Big-Men; (c) shamans; (d) Itimagnacs.

6. The Year 2000 Meetings of the American Anthropological Association will be held in: (a) Atlanta, GA; (b) San Francisco, CA; (c) Seattle, WN; (d) Chicago, Illinois.

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

8. TRUE FALSE The driving force in the semiconductor industry has been the theorem known as Moore's Law which states that the number of transistors that fit on a chip will double every 18 months.

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

10. TRUE FALSE "World view" is the way people characteristically look out on the Universe.

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

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

13. TRUE FALSE A fundamental principle of relationship linking kin through marriage is known as "affinity."

14. TRUE FALSE Among the Inuit of North America, it is very unusual to give a child to a relative for any reason!

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH13FA2000TESTTwo.htm by MONDAY 30 October 2000, to assist you in examination #2.

I. WEEK 11} CULTURE CHANGE, REVIEW, and EXAM II (25%) on FRIDAY 3 NOVEMBER 2000.

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, 2000, Conformity And Conflict:
"Blood on the Steppes" by Jack , pages 261-269.
"Cross-Cultural Law: The Case of the Gypsy Offender" by Anne Sutherland, pages 286-293.

III. ADDITIONAL CYBERSPACE INFORMATION
A. The Internet Society (http://www.isoc.org/)
B. Remember those Pacific sites mentioned in Week 8: to return to those, please click here.

IV. MISCELLANEOUS: FILM: GOING INTERNATIONAL #2 & #3 [please go back in Guidebook]

V. AGAIN:
A. Review on Wednesday 1 November 2000 & EXAM II (25%) on Friday 3 November 2000
B. Potential EXAM II Test Questions above
C. Map}: Europe, Middle East, Asia & Pacific, Multiple Choice, and True/False.

I. LAW & POLITICS & RELIGION, MAGIC, AND WORLD VIEW

II. READINGS in Spradley & McCurdy, 2000, Conformity And Conflict, as well as below in this Guidebook (and please begin reading Stewart's Earth Abides).
"Workaday World--Crack Economy" by Phillipe Bourgois, pages 172-180.
"Symbolizing Roles: Beyond The Veil" by Elizabeth & Robert Fernea, pages 233-240.

III. EXAMPLES (ETHNOGRAPHIC AND OTHERS): 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.

"Beset by the devils of flood, famine, and overpopulation, neglected by the corrupt imperial government, threatened by encroaching outsiders from the north, militias, secret societies, and finally an all-out civil war, the peasants of the harsh coastal mountains of the Sinning district of Kwangtung Province, in southeastern China, had listened in 1849 with no little joy as market-goers returning from the nearby city of Canton related news from America: about the Gum Shan--'Mountain of Gold'--discovered only months before, with fortunes ripe for the plucking (or panning) to any sturdy and enterprising man willing to mortgage his family's future for the price of a sailing-shop ticket. And so, as the farmboys and failed merchants of Vermont, New York, North Carolina, and Ohio had struck out for California in 1849, so did peasants of Kwangtung in 1850 and 1851--travelling by junk to Hong Kong, signing on for passage to San Francisco on credit against future earnings in the mines, jamming like livestock in the holds of sailing vessels for the two-month voyage--close to three thousand immigrants by the end of 1851, rising to a hnigh of twenty thousand in 1852, showing only occasional abatement thereafter [stress added]." David H. Bain, 1999, Empire Express: Building The First Transcontinental Railroad (NY: The Penguin Group), page 205.

A. FILM: THAT UNCERTAIN PARADISE [Micronesia in the North Pacific Ocean]
B. FILM: THE COLONEL COMES TO JAPAN
C. FILM: SAUDI ARABIA
D. For "Asian Economies" please see http://www.stern.nyu.edu/~nroubini/asia/asiahomepage.html and for some other "ideas" please see http://www.csuchico.edu/~curban/Unpub_Papers/1977SETIPaper.html.

"Island Nations Say Global Warming Drowning Their Homes. In an urgent plea for help, island states at a summit on the Earth's future told an alarming tale Tuesday [June 24, 1997] of the here and now: The seas may already be encroaching on their fragile lands. ... The United States, with 5 percent of the world's population emits more than 20 percent of the world's man-made carbon dioxide. ... Micronesia is not alone. Similar anectdotal reports have come in from such Pacific island groups as the Marshalls, Kiribati, and the Cartaret atoll off Papua New Guinea. Many islanders blame global warming. Islanders also say they believe violent ocean storms have increased in frequency, another predicted effect of global warming." (Chico Enterprise-Record, June 25, 1997, page 5A).

IV. ON NOVEMBER 9, 1938:

"Crystal Night. Night of a Nazi pogrom throughout much of Germany, 9/10 November 1938. ... On 11 November Heydrich reported to Göring details of the night of terror: 74 Jews killed or seriously injured, 20,000 arrested, 815 shops and 171 homes destroyed, 191 synagogues set on fire; total damage costing 25 million marks, of which over 5 million was for broken glass. Thus Crystal Night." James Taylor and Warren Shaw, 1987, The Third Reich Almanac, (NY: World Almanac), pages 85-86.

V. AND:

"A historian has been ostracized by the French establishment because she has shown how keen French business was to make money from the Nazis. A new book by Annie Lacroix-Riz, a history professor at paris University, proves that one French company produced Zyklon-B, the poison gas used in the death camps. In fact, according to Lacroix-Riz, the eagerness of French financiers and industrialists to reap the rewards of collaboration surprised even the Germans." Jon Henley, France Flinches from facing World War II Collaboration. The Enterprise-Record/Mercury-Register, December 16, 1999, page 7C.

"American and German officials formally agreed yesterday on a $5.2 billion plan to compensate surviving slave workers and other victims of the Nazi era. In a bid to heal old wounds as well as resolve class-action suits against German companies, President Johannes Rau punctuated the accord with a moving apology." Endmund Andrews, 1999, Deal Formalized for Paying Nazi Slave, Forced Laborers. San Francisco Chronicle, December 18, page A17.

"A long secret trove of 400,000 World War II British and American intelligence documents declassified Monday [June 26, 2000] at the National Archive at College Park has prompted historians to ask whether more could have been done to save Italian Jews from transport to Nazi death camps." Carl Schoettler, 2000, West's WWII Role Towards Italian Jews Questioned. The Sacramento Bee, June 27, 2000, page B8.

"Three Bay Area Filipino Americans who say they were enslaved by the Japanese during World War II and forced to toil in the Philippine mines are suing the two Japanese corporations they say profited from their labor. The lawsuit, filed Wednesday in San Francisco Superior Court, joins a growing campaign to use American courts to exact compensation -- and apologies -- from German and Japanese companies that forced people to work under brutal conditions in wartime mines and factories." Chuck Squatriglia, 2000, Companies Sued For WWII Actions. The San Francisco Chronicle, August 4, 20001, page A21. 

VI. AND, UNFORTUNATELY, IN THE UNITED STATES:

"Every hour, someone commits a hate crime in the USA, says a manual out today [September 17, 1999]. It is intended to help Americans confront prejudice in their communities. ... an average of 18 Americans a day -- eight blacks, three whites, three gays, three Jews and one Latino -- become victims of hate crime. ... The profile of hatred is based on the Southern Poverty Law Center's analysis of the FBI's hate-crime statistics for 1997, the latest available. The approximately 8,000 hate incidents the FBI registered that year ranged from harassment, assaults and murders to vandalism and property crimes [stress added]." Patrick O'Driscoll, 1999, Booklet to Help Fight Against Hate. USA Today, September 17, 1999, page 4A.

"Running counter to national trends, reported hate crimes jumped 12 percent in California last year.... The 1,962 offenses reported last year [~5.3 day]..resulted in 'nearly 2,500 victims of hate crimes...with over 60 percent of the offenses motivated by race or ethnicity. This latest hate crime report unfortunately shows that while we live in one of the most diverse places on the planet, there is still ugly intolerance and violence focused against people who are different [stress added]." Gary Delsohn and Emily Bazar, 2000, Hate Crimes Rising in the State. The Sacramento Bee, July 28, 2000, pages 1 & A26, page 1.

VI. REMINDERS:
A. HANG IN THERE} Semester is Winding Down And Thanksgiving Break Is Almost Upon Us!
B. WA #2 (15%) DUE FRIDAY 1 December 2000!

THAT UNCERTAIN PARADISE =[CSUC #12846/47] = the film deals with an area and "people spread over an area of the tropical [North] Pacific, slightly larger than the continental United States [3,000,000 square miles]. The people who occupy about 100 of some 2,000 small islands, are virtually unknown to the American public, although annually more than 80 million American tax dollars are injected into the region. Places such as Truk [Chuk], Eniwetok, Ulithi, which were household words in the United States during WWII, have returned to their former isolation."The question that gnaws at Micronesians today is whether to attempt to preserve their old ways or to propel themselves as fast as possible into the 20th Century. Automobiles and air-conditioned hotels are standard fixtures in the district centers. Thatched huts, bare-breasted women and dugout canoes are still part of outer island life."

FILM: "Recently a growing political awareness, influenced by the global trend away from colonialism, has brought about political unrest. No one knows what to do about it. Micronesia constitutes a model of the problems primitive [sic.] people face when confronted with the 20th Century." Film "visits all districts including some outer islands and observes the cultural, social, economic, and political conflicts. The old culture, represented by dances, ceremonies, island architecture, and family life in a typical village, is contrasted to the often tawdry facade of the district center, the gleaming luxury hotels, the jet liners, and the local variety of Life in the United States. The old South Seas [sic.] romance comes to life during a trip on a government ship to the outer islands. Appearing in the film are former Secretary of State Dean Rusk [1909-1994]; Ambassador Haydn Williams; Senator Petrus Tun and Representative John Rugulmar of the Congress of Micronesia; Chief Ngirakebou; Chief Tagachilbe; the people of Ngchesar on Babeldup Island [Palau]; Trust Territory officials; and Micronesians from all walks of life." Annals of Tourism Research, Oct/Dec'77:73-4.

NOTE: "The two aspects of the Micronesian environment that seem to dominate Micronesian thought are the near-universal scarcity of land and the weather (depending on the location), either in the form of droughts or typhoons. Nearly all of the people of Micronesia have had to adapt to these harsh facts of the envioronment." (W.A. Alkire, The Peoples and Cultures of Micronesia, 1972: 5). ... "Micronesian political systems fall into the type generally called chiefdoms. All recognized distinctions of rank based largely on genealogical seniority in a system of ranked matriclans segmented into lineages or other subunits. ... Everywhere, chiefs had some authority over decision making about public labor and resources and control over some kinds of conduct. Chiefly clans generally received some kind of first fruits or other payment, most commonly in return for grants of land made generations ago to more recent immigrants." (James G. Peoples, 1993, Political Evolution in Micronesia. Ethnology, Vol. 27, No. 1, pp. 17, pp. 4-5). Major islands in Micronesia (from West to East): Northern Marianas, Guam, Belau (Palau), Federated States of Micronesia (Yap, Chuk [Truk], Ponape, and Kosrae), Marshall Islands, Kiribiti (formerly Gilbert Islands), Tuvalu (formerly Ellice Islands), and Nauru.

1997 = Commonwealth of the Northern Mariana Islands: population of 53,552 (in 1996 it was 43,345). CoNM extends over a 300 mile archipelago and totals approximately 179 square miles.

1997 = Guam: population of 160,595 (in 1996 it was 149,620). It is an island of 210 square miles.

2000 = Republic of Palau: population of 18,467 (in 1997 it was 18,110 and in 1996 it was 16,661). RoP includes 300 islets, totalling 188 square miles.

2000 = FSM = Federated States of Micronesia: population of 131,500 (in 1997 it was 129,658 and in 1996 it was 122,950). FSM includes 807 islands, totalling 271 square miles.

2000 = Republic of the Marshall Islands: 65,507 (in 1997 it was 63,031 and in 1996 it was 56,157). RoMI totals approximately 70 square miles.

"The International Atomic Energy Agency has confirmed fears that the area surrounding France's nuclear test sites in the South Pacific will be contamnated for centuries. ... Several kilograms of deadly plutonium particles are scattered in the sediment of the lagoons at Muroroa and Fongataufa atolls from atmosphere explosions. Radioactive tritium produced by underground tests will migrate from fissures into the lagoons in a few thousand years, according to the French-commissioned study." (San Francisco Chronicle, June 27, 1998, page A19)

THE COLONEL COMES TO JAPAN [1981] (CSUC FILM #12995) "Japan is the restaurant capital of the world....one eating establishment for every 81 people. Competition, understandably, is fierce." Japan = 145,882 Square Miles (estimated 2000 population of 126,182.077); size of California = 158,869 Square Miles (estimated 2000 pop: ~33,500,000); size of the state of Montana = 147,046 Square Miles with an estimated 1998 population of 880,453. Japan is a Parliamentary Democracy and the Emperor is the Head of State.

FILM: "One outfit that has been able to penetrate the market is Kentucky Fried Chicken. KFC was actually asked by the enormous Japanese conglomerate MITSUBISHI to participate in a fast food venture. The gesture was not simply hands-across-the-water generosity. Mitsubishi just happens to be the largest chicken grower in Japan. KFC would have had trouble finding enough chicken to fry elsewhere in the country, and imported birds develop skin disease. The partnership has turned out to be mutually rewarding, with Mitsubishi leading the Colonel through the maze of the Japanese bureaucracy, and KFC netting a solid profit."

FILM: Japan is the 2nd largest consumer market; Loy Weston, Chairman, KFC/Japan. ... Basic Operations Training (BOT) + On Job Training (OJT); Quality, Service, & Cleanliness. FILM: ADAPTATION. 3 A's = Authenticity, American, Aristocratic. ... Success = Japanese partners + long-range views + needs and expectations of consumers. ... "The company that refuses to adapt will invariably fail, as many have; the company that does adapt can flourish."

FILM: Importance of ritual and tradition combined with long-term planning and "adaptation" to the local environment.

PLEASE RECALL THE FOLLOWING WORDS: "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.

"McDonald's Japan, currently [in 1996] with 1,688 stores nationwide [in Japan], is opening another 500 this year alone. ...in 2006, it plans to have no fewer than 10,000 stores throughout the country [of Japan!]. ... McDonald's Corp. of the United States owns 50 percent of McDonald's Japan, and the expansion is part of the parent company's worldwide plan to add as many as 3,200 units this year and next to its 18,000 restaurants. ... Kentucky Fried Chicken has more than 1,000 outlets nationwide [in Japan].... [stress added]" (Michelle Magee, "Big Mac Attack In Japan" in The San Francisco Chronicle, July 6, 1996, pages D1 and D6).

FROM: ZAIBATSU America: How Japanese Firms Are Colonizing Vital U.S. Industries (1992) by Robert L. Kearns} "A zaibatsu means quite literally a 'financial clique'--zai batsu--or as it evolved, a family-dominated holding company, whereas the word keiretsu describes a lineage or a group arranged in vertical order--a group which since World War II has come to revolve around its bank and trading company (page 4). ... a keiretsu is a business cartel composed of a dominant Japanese manufacturer and its major suppliers" (U.S. Congressman Jack Brooks, page 168).

"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.

According to the 2000 Information Please Almanac (page 839), the current literacy rate is 63%.

NOTE: On August 8, 1996, The Wall Street Journal had the following} "Saudi Arabia's problems include continuing budget deficits, government debt that went from zero to over $100 billion in a decade and a population that is expanding so fast that unemployment is soaring. There is a pressing need to cut spending...." (page A6].

NOTE FROM JUNE 2000: "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.

NOTE FROM JULY 2000: "Thing normally slow down in Riyadh in July. The sun is so intense that the pavement in the Saudi capital turns spongy and the air conditioning in the big American cars plying the streets can't cool them. But this summer, there's a new buzz of urgency. After decades of assuming that having the world's largest oil reserves was a guarantee of prosperity, the Saudi's are finally waking up." Stanley Reed, 2000, Saudi Arabia, Business Week, July 31, 2000, pages 70-74, page 70.

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).

FILM: "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."

FILM: Four faces of the Kingdom of Saudi Arabia: Soil, Sea, City, & Wanderer.

NOTE:

"Before Muhammad [570-632], Arabia was divided among numerous warring tribes and small kingdoms and was at times dominated by larger Arabian and non-Arabian kingdoms. It was united for the first time by Mohammed, in the early 7th century AD. His successor conquered the entire Near East and North Africa, bringing Islam and the Arabic language. (The World Almanac And Book of Facts 1997, page 815)

FILM: 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)

I. CONTINUED CULTURE CHANGE [And the American Anthropological Association Meetings are in San Francisco, CA, beginning 15 Nov 2000]

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, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Domestication and the Evolution of Disease" by Jared Diamon, pages 138-151.
"Subsistence and Market: When the Turtle Collapses" by Bernard Nietschmann, pages 181-189
"Roles and Inequality" [Overview] [repeat], pages 228-231.
"Using Anthropology" [repeat] by David W. McCurdy, pages 386-398.

III. APPROPRIATE VISUALS:
A. Native Americans
B. FILM: Going International #4
C. RESEARCH on FRIDAY 17 November 2000

IV. CHANGE AS THE NATURAL / CULTURAL ORDER OF THINGS
A. Remember these 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:

"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).

REMEMBER: "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." James W. Loewen, 1999, Lies Across America: What Our Historic Sites Get Wrong (NY: The New Press), pages 99-102.

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

"In 1492, there were no Indians in America, only Native people. By 1800, the descendants of those original inhabitants were called Indians. There were far fewer of them, and most lived in ways undreamed of by their ancestors and on a fraction of their ancient homelands. The people responsible for their decline had taken and applied Indian ways as they took over the Indians' lands. Despite their determination to remain who they were, they had also changed." Colin G. Galloway, 1997, New Worlds For All: Indians, Europeans, and the Remaking of Early America (Johns Hopkins), page196.

"Although members of the Tupiniquim tribe took more than 40 days to chop down a single tree, a European ax could do it in a day [stress added]." The San Francisco Chronicle, April 20, 2000.

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]

V. EVOLUTIONARY PERSPECTIVE AND THE FUTURE
A. Continuing To Place Things in Perspective & Into 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).

"Jet-setting Americans who eat chicken and meat overseas are bringing back resistance to certain antibiotics used to treat stomach upset and other bacterial illnesses, according to a study....published in Thursday's New England Journal of Medicine, is the first to link Americans' growing resistance to antibiotics primarily to foreign travel. Until now, scientists believed resistance was growing largely because doctors were over-prescribing antibiotics. Resistance to the class of antibiotics called quinolones has been reported in people in Europe and Asia because of the widespread use of antibiotics in poultry and other livestock there." Brigitte Greenberg, 1999, Foreign Travel Spurs Resistance to Antibiotics. The Chico-Enterprise Record, Thursday May 20, 1999, page 4B.

B. Potential EXAM III Test Questions below
C. Map for EXAM III below: EXAM III (30% of your final grade) will consist of a World Map, Multiple-Choice, True/False, and a single (multi-part) Essay Question based on your reading of Earth Abides.
D. WRITING ASSIGNMENT #2 (15%) DUE FRIDAY 1 DECEMBER 2000 2000!

"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.

"Investigations were made in the seventeenth and eighteenth centuries to determine whether the American Indians were the lost tribes of Judah; and it was pretty well proved both yes and no, and unporovable either way, which made it an excellent topic for study and exploitation, one populated by warm bodies and tear-strained faces and beautiful, waiting children." John Ehle, 1988, Trail of Tears: The Rise and Fall of the Cherokee Nation (page 1).

"History's most surprising encounter, perhaps, was that between the Europeans who followed in the wake of Columbus and the native inhabitants of [what was called] the New World. The conquering Spaniards viewed the complex, sophisticated Aztecs and Inca civilizations with disbelief; surely these people could not have achieved such cultural heights without outside inspiration--from other, earlier European visitors or Transpacific wanderers from Asia. The native Americans, for their part, too often regarded the intruders with haughty disdain and paid for their unwariness by falling prey to superior technology and clever strategy." Joseph L. Dardner et al., 1986, Mysteries of the Ancient Americas: The New World Before Columbus (page 5).

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 [AND PLEASE SEE BELOW].

"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.

"What enabled the Incas to establish the greatest empire of the New World? Most scholars agree it was a combination of outstanding military organization and effective administration of conquered peoples." Michael A. Malpass, 1996, Daily Life in The Inca Empire (Westport, Conn: Greenwood Press), page xxvi.

Dr. Coulter, in describing (Journal R. Geograph. Soc., vol. v., 1835, p. 67) the state of California about the year 1830, says that the natives reclaimed by the Spanish missionaries, have nearly all perished, or are perishing, although well treated, not driven from their native land, and kept from the use of spirits. He attributes this, in great part, to the undoubted fact that the men greatly exceed the women in number; but he does not know whether this is due to a failure of female offspring, or to more females dying during early youth. The latter alternative, according to all analogy, is very improbable. He adds that "infanticide, properly so called, is not common, though very frequent recourse is had to abortion." If Dr. Coulter is correct about infanticide, this case cannot be advanced in support of Colonel Marshall's view. From the rapid decrease of the reclaimed natives, we may suspect that, as in the cases lately given, their fertility has been diminished from changed habits of life." Charles Darwin, 1871, The Descent of Man)

"The story of Ishi begins for us early in the morning of the twenty-ninth day of August in the year 1911 and in the corral of a slaughter house. It begins with the shaorp barking of dogs which roused the sleeping butchers. In the dawn light they saw a man at bay, crouching against the corral fence--[the person who would eventually known as] Ishi." Theodora Kroeber, 1961, Ishi In Two Worlds: A Biography of the Last Wild Indian in North America (Berkeley: UC Press), page 3.

"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 Derr Creek. In 1911, the last survivor [subsequently named], Ishi, reappeared in the white man's world, ironically at a slaughterhouse." (Tim Bousquet, The Chico News & Review, June 12, 1997, Vol. 20, No. 46, page 8).

"...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." Theodora Kroeber, 1961, Ishi In Two Worlds: A Biography of the Last Wild Indian in North America (Berkeley: UC Press), page 46.

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.

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." (The Washington Post, August 4, 1998, page C10)

"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.

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. NO NEW READINGS in Spradley & McCurdy, 2000, Conformity And Conflict, but you are supposed to be reading Earth Abides by George R. Stewart!

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

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

A. The Centre for Pacific Studies (http://www.kun.nl.cps/)
B. Remember those Pacific sites mentioned in Week 8: to return to those, please click here.

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.

V. DATES TO REMEMBER
A. Writing Assignment #2 (15%) DUE on FRIDAY 1 December 2000.
B. 13-01} EXAM III (30%) on FRIDAY 15 December 2000 from 8->9:50am.

NOTE: "British settlement [of Australia] began in 1788, with the landing of a part of transported convicts [from Great Britain]. Australia remained a penal colony during the first half of the 19th century, during which time the continent was explored and separate colonies were established in the various states. Aboriginal populations were displaced and decimated; in some areas (e.g., Tasmania), they were totally exterminated." J.W. Wright, Editor, The Universal Almanac: A New Almanac for an Expanding Universe of Information, 1989: 389.

Tasmania is 26,200 square miles in size and is a State of the Commonwealth of Australia [2,967,893 square miles]. Tasmania had an estimated 1996 population of ~473,000. The 1999 estimated population of Australia was 18,613,087. The capital of Tasmania is Hobart. The State of California is approximately 158,869 Square Miles, the State of West Virginia is approximately 24,232 square miles, and Costa Rica is approximately 19,730 square miles.

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)

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

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.

I. CULTURE CHANGE, APPLIED ANTHROPOLOGY, 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, 2000, Conformity And Conflict, as well as below in this Guidebook, and you are supposed to be finishing Earth Abides by George R. Stewart!
"Shades of Blue" by Joan C. Barker, pages 275-285.
"Using Anthropology" [repeat] by David W. McCurdy, pages 386-398.
"Career Advice for Anthropology Undergraduates" [repeat] by John T. Omohundro, pages 399-409.

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

"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.

IV. REMEMBER
A. EXAM III (30%) based on Spradley & McCurdy readings since EXAM II and
B. George R. Stewart's Earth Abides and Guidebook readings and
C. Fifty-Five Specific terms (cumulative) below.

V. AND THE FINAL URBANOWICZ QUOTES for Fall 2000:

"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

FIFTY-FIVE SPECIFIC TERMS FROM THIS GUIDEBOOK WHICH COULD APPEAR ON EXAM #3

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

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

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

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

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

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

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

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 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 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.

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

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

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

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

ENDOGAMY: Marriage within a designated social unit.

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

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

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.

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.

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

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

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

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.

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

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

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.

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

ROLE: The culturally generated behavior associated with particular statuses.

SEXUAL INEQUALITY: Inequality based on gender.

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

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.

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.

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

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

1. 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. In "traditional" times, Micronesian political systems fell into the type known as: (a) kingdoms; (b) bifurcated moieties; (c) chiefdoms; (d) designated leaderships.

5. The film entitled The Last Tasmanian demonstrated how: (a) the Tasmanians were peacefully accepted into white Tasmanian society; (b) the last Tasmanian (Ishi) became a Prime Minister of Tasmania; c) Tasmanians died as Europeans entered the island; (d) how Tasmanians operate the "Church's Fried Chicken" franchise today.

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

7. The shrine of the Holy Kaaba is located in: (a) Libya; b: Egypt; (c) Saudi Arabia; (d) Peru.

8. An archaeological date of ____ indicates that Homo sapiens were in islands of Tonga. (a) 25,000 B.C.; (b) 17,000 B.C.; (c) 1140 B.C.; (d) 250 B.C.

9. _____ enabled the Incas to establish the greatest empire of the new world. (a) outstanding military organization; (b) effective administration of conquered peoples; (c) both a + b; (d) Spanish ("New World" Technology: guns!).

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

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

12. TRUE FALSE In 1999, Americans used more oil to generate electricity in this nation than we did, say, in 1973.

13. TRUE FALSE Endogamy means marriage outside a designated group.

14. TRUE FALSE Acording to some, learning can be seen as the acquisition of information, but before it can take place, there must be interest.

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

16. TRUE FALSE In Japan, a keiretsu describes a lineage or a group in a vertical order.

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

18. TRUE FALSE A "Shaman" is defined as a part-time religious specialist who controls supernatural power, often to cure people or affect the course of life's events.

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

20. TRUE FALSE California is approximately half the size as the nation of Japan.

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH13FA2000TESTThree.htm by MONDAY DECEMBER 11, 2000, to assist you in the final examination.

So, we have gone "full circle" from one of your first Anthropology Films (The Yanomamo: A Multidisciplinary Study), to the end of this Cultural Anthropology 13 course in Fall 2000 and Earth Abides.

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 closing words from the distinguished author, 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 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.

IMPORTANT NOTE: Any single article of your choice is to be chosen from any of the MANY journals in The Meriam Library: PLEASE consult this Guidebook to see the journals available to you! The critique will be evaluated (GRADED) both on CONTENT (Information presented) and STYLE (Organization, Grammar, etc.).

DEFINITIONS:

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

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

PLEASE: DO NOT PROVIDE SIMPLY A SUMMARY; a SUMMARY is defined as "a comprehensive and usually brief abstract, recapitulation, or compendium of previously stated facts or statements." The critical aspect of this Writing Assignment (and your Term Paper or WA #2) is "to make judgements as to merits and faults" as stated in the above definition.

FORMAT:

Article: "Title......." of article; where it appeared/was published; who wrote it; when it was written; length of pages.

[Words about the article....including your own opinion/critical thoughts--backed up by facts/references.]

Examples:

Article: "Motives and Methods: Missionaries in Tonga in the Early 19th Century" by Charles F. Urbanowicz in The Journal of the Polynesian Society, Vol. 86, No. 2 (June 1977), pp. 245-263.

Article: "Tourism in Tonga Revisited: Continued Troubled Times?" by Charles F. Urbanowicz in Hosts and Guests: The Anthropology of Tourism (2nd Edition), edited by Valene L. Smith, 1989, (University of Pennsylvania Press), pp. 105-117.

YOUR SINGLE ARTICLE CRITIQUE IS DUE at the beginning of class on Friday 15 September 2000. Total length for the article critique should be approximately 600-700 words in length. [If you get in trouble and still can't find anything, look at various issues of Scientific American, appropriate articles in Discover, or the Smithsonian, or Cultural Survival Quarterly] or perhaps some other "Electronic Journals" available at http://www.csuchico.edu/lref/guides/rbs/index.html.

[PS: SAVE PAPER: On the first page, give me your name, section heading, title of article, author, and journal source of article; then begin your critique!]

[PPS: On citing sources from the Internet, please remember: http://www.apa.org/journals/webref.html and for citations in general: http://www.csuchico.edu/lref/newciting.html].

For "sample" critique [Book Reviews] by Urbanowicz, please see: http://www.csuchico.edu/~curban/BookReviewAuge.html or http://mentalhelp.net/mhn/bookstore/db.cgi?db=books&uid=default&Title=Unto+Others&Author=&ISBN=&mh=10&keyword=&view_records=++Search+Now++

WRITING SUGGESTIONS BASED ON : The Tongue and Quill: Communicating to Manage in Tomorrow's Air Force, [AF Pamphlet 13-2] (2 January 1985: Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402) page 47. (Also see Meriam Library, 4th floor, Government Documents section: doc/D/301.26/6:T 61/982.)

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.

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.

The Anasazi Culture	The Amish: People of Yesterday
The Benefits of Cultural Anthropology in Communication	Culture Shock
Culture In Chicano Literature	The Effects of Listening To Classical Music
Tuning Into Violence	The Culture of Baseball
Violence In The Media	Modernization of the Eskimos
The Evolution of Computers in Modern Society	Frankenfood: What Is It?
Nonverbal Communication: Reading Our Bodies	Loco-Motive: How The Railway Rocked A Nation

REMEMBER all of your Meriam Library resources and use the Internet, use the Britannica, use published materials as as "jumping-off" point to do you own ORIGINAL research.

WA #2, worth 15% of your grade, demonstrates your familiarity with various anthropological information and publications. WA#2 demonstrates your ability to conduct library research in the Meriam Library at California State University, Chico, and should be approximately 1800-2000 words in length. WA #2 IS DUE at the beginning of class on FRIDAY 1 December 2000: WA #2 should be a term paper on a specific topic (with multiple references). As with WA #1, WA #2 will be evaluated (GRADED) both on CONTENT (Information presented) and STYLE (Organization, Grammar, etc.).

VERY IMPORTANT INSTRUCTIONS: WA #2 MUST have three components: FIRST, it must conform to the style as indicated on this page: Title, Abstract, and Section Headings. SECOND, you must make reference to either readings in the Elvio Spradley & McCurdy required text or the Guidebook or lectures/films. THIRD, you must tell the reader (me!) why you chose the topic: either in the INTRODUCTION section of the paper or woven into the text of the paper. For every component missing, you will lose points for WA #2.

I. INTRODUCTION (briefly introduce your topic)

II. [SECOND SECTION: Create your own heading] (where you describe the context of your paper/review of literature/previous researchers/ideas.)

III. [THIRD SECTION: Create your own heading] (Main argument/contrast & comparison section/research methodology)

IV. [FOURTH SECTION: Create your own heading] (Begin your ending)

V. CONCLUSION(S) / SUMMARIZING STATEMENTS (including recommendations)

REFERENCES Cited

IF-YOU-ARE-STILL-CONFUSED, please look at something like the chapter entitled "Career Advice for Anthropology Undergraduates" (by John T. Omohundro), pages 399-409 and see how the article is divided into various "sections" beginning with the "Abstract" provided by S&M, then "Becoming A Career Advisor" section followed by "Career Planning In Cross-Cultural Perpsective" followed by "Translating The Skills" followeed by"What Careers Do Anthropology B.A.'s Pursue?" followed, finally, by "Conclusions."

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

THE Writing Assignment must be typed and/or word-processed and double-spaced.

[PS: On citing sources from the Internet, please remember: http://www.apa.org/journals/webref.html and for citations in general: http://www.csuchico.edu/lref/newciting.html].

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

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

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

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

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

---

NOTE: Writing Assignment #2 will be returned to you during FINALS week (Friday 15 December 2000) with a grade (and feedback) based on the following:

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

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

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

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

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

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

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

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

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

GENERAL INFORMATION

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

DIRECTORIES

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

DiICTIONARIES/HANDBOOKS

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

BIBILIOGRAPHY, GENERAL

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

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

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

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

ORGANIZATION OF THE HRAF

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

HOW TO LOCATE INFORMATION IN THE HRAF MICROFILES

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

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

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

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

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

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

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

GUIDE TO SPECIAL OCM FILE CODES

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

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

FOR MORE INFORMATION CONCERNING THE HRAF:

1. Nature And Use Of The HRAF Files: A Research and Teaching Guide, by Robert O. Lagace, ed (1974). Copies are available adjacent to the HRAF Microfiles.

2. Human Relations Area Files: A Fund of Knowledge.

This 15-minute, 16 mm color film provides an introduction to the HRAF for persons unfamiliar with the Collection. The film is available in the Instructional Media Center under the following call number: H62 H73 - 08188. This title is also available in video cassette format in Limited Loan.

3. ASK A LIBRARIAN and please remember: "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. http://www.yale.edu/hraf/culcov.html (list of cultures currently included)."

Computing For Students
http://www.csuchico.edu/inf/Getwired.html

Career Planning & Placement Office
http://www.csuchico.edu/plc/welcome2.html

Office of Experiential Education
http://rce.csuchico.edu/ids/

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!

NOTE TO STUDENTS: This is actually a very brief "essay" about web-based instruction (which this course is not) and web pages (which you are reading either "electronically" or in the required "printed form" available from the Associated Students Bookstore at California State University, Chico). The World Wide Web is an "electronic organism" which has been created by human beings, and as human beings change, the WWW continues to "evolve" over time. Education will radically alter by the time I retire/die and (a) while I try to "keep up" with as much as possible for my students (and myself) I realize that (b) I am behind as soon as I begin! With that in mind, the reader (or viewer) of these pages (either "electronically or in print") is reminded that (c) Anthropology 13 (HUMAN CULTURAL DIVERSITY) in Fall 2000 is not a web-based course but is a (d) "traditional" course, taught on the campus of California State University, Chico, to "traditional" (or perhaps a "semi-traditional" group of) Freshmen, Sophomore, Junior, and Senior students who are sitting in a classroom in either Ayres Hall or Butte Hall for ~sixteen weeks for "50 minute hours." These web pages contain no frames, no Javascripts, no interactive exams, no streaming video, no PowerPointPresentations, and no other "bells-and-whistles" which are current on the WWW but they do contain various visuals as well as numerous "live" links which are appropriate for various weeks of the semester-long course. (For some "Educational Courses" currently available on the WWW, please see http://lenti.med.umn.edu/~mwd/courses.html.) These WWW pages are not meant to be "downloaded" and printed out at home or in a computer laboratory but (a) they are meant to be read in the required printed form and (b) checked on a weekly basis for the updates that will be added throughout the entire semester: it is in this latter manner that the WWW is "alive" (as well as this course and, indeed, all education) and evolving through time.

THE READER MAY WELL ASK: Why make these "printed pages" (gasp!) available on the WWW? Why did Urbanowicz go through all-of-the-trouble to place this on the WWW if it is not an interactive course? As The Wall Street Journal on July 20, 1998 pointed out: "It Isn't Entertainment That Makes The Web Shine: It's Dull Data" (Page 1 and page A8). Although I trust that you have not purchased a bound volume of "dull data" but a volume of ideas (with some 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 Fall 2000 Guidebook on "the web" (with numerous links) for the students in ANTH 13 in Fall 2000. 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 word endures! The Internet and the World Wide Web and Cyberspace are changing the very environment "we" all interact in and the "web" should point to new sources. This is how I have personally envisioned this web-related Guidebook (of ~53,896 words): it is a GUIDE to other resources to explore on your own to prepare for your individual futures. Please consider your own age, where you wish to go in the future, and please ponder the following:

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

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

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

On December 8, 2000, the FINAL items were added to these pages:

"All across America, the landscape suffers from amnesia, not about everything, but about many crucial events and issues of our past. ... If we cannot face our history honestly, we cannot learn from the past." James W. Loewen, 1999, What Our Historic Sites get Wrong: Lies Across America (NY: The New Press), pages 18 and 22).

"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.

"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.

"My sense is that sooner or later, we're going to see levels of air traffic the three airports [San Francisco International, Oakland International, and San Jose International], even with increased capacity, can't handle." Geoffrey Gosling, UC Berkeley Research, Institute of Transportation Studies, The San Francisco Chronicle, November 22, 2000, page 1.

"Thanksgiving is the day the United States celebrates the fact that the Pilgrims of Plymouth Colony successfully avoided starvation during the winter of 1620-21. But from an American Indian perspective, what is it we're supposed to be so thankful for? Does anyone really expect us to give thanks for the fact that soon after the Pilgrim fathers regained their strength, they set out to dispossess and exterminate the very Indians who had fed them their first winter? ... The real question is why anyone feasts rather than fasts on what should be a national day of mourning and atonement [stress added]." Ward Churchill, Professor of Ethnic Studies at the University of Colorado. The Sacramento Bee, November 23, 2000, page B7.

"After 16 months of undercover work, 'Operation Sunrise' climaxed on Apr. 7 with raids on sweatshops in 28 cities from Milan to Rome. The raid broke up a criminal network of some 200 gangsters in China, Russia, and Italy involved in bringing Chinese immigrants to Italy and forcing them to work 12 to 16 hours a day in textile, apparel, shoe, and leather factories for little or no pay." Gail Edmondson et. al, 2000, Workers in Bondage. Business Week, November 27, 2000, pages 146-160, page 148.

"There is a crisis brewing in the world that we ignore at our peril. The Ebola virus is back, and it's spreading .... It is only a matter of time before an infected person boards a plane and arrives in one of those countries that pays little attention to Africa now. ... Ebola is one of the scariest viruses the world has known." Catherine Arnst, 2000, Ebola Could Soon Be the West's Problem Too. Business Week, December 4, 2000, page 100.

"He does a service to people in that he challenges the way we have thought of things. Whether we agree or not, he causes us to clarify our own viewpoints. We need people to challenge us in the things we too eaily take for granted or that we have become so comfortable with. We delude ourselves in thinking that our perspective is the only one [stress added]." Gwen Schoen, 2000, Divinity Divided. [on Bishop John Shelby Spong], The Sacramento Bee, 11 November 2000, pages E1 + EE5, page E5.

"If you were to say to a physicist in 1899 that in 1999, a hundred years later, moving images would be transmitted into homes all over the world from satellites; that bombs of unimagineable power would threaten the species; that antibiotics would abolish infectious disease but that disease would fight back; that women would have the vote, and pills to control reproduction; that millions of people would take to the air every hour in aircraft capable of taking off and landing without human touch; that you could cross the Atlantic at two thousand miles an hour; that humankind would travel to the moon, and then lose interest; that microscopes would be able to see individual atoms; that people would carry telephones weighing a few ounces, and speak anywhere in the world without wires; or that most of these miracles depended on devices the size of a postage stamp, which utilized a new theory called quantum mechanics--if you said all this, the physicist would almost certainly pronounce you mad [stress added]." Michael Crichton, 1999, Timeline (Ballantine Books November 2000 Paperback), pages ix-x.

[ps: Urbanowicz asks} what will it be like in 2099? Will you still be alive in 99 years? Your Children? Your grandchildren? What will your grandchildren or your children think of your Chico State experiences of the year 2000?]

"The polar ice cap is melting. Glaciers around the world are retreating by up to five miles. The ice sheet that covers Greenland is gradually disappearing. Ocean levels are rising. ... Global warming, long a subject of debate, is no longer a threat. It is a reality, with dire consequences for the world that are becoming increasingly apparent. The four horsemen of this global Apocalypse are Thaw, Drought, Storms and Floods. ... The United States holds the key to success at the Hague [meeting beginning November 13, 2000]. With just 4 percent of the world population, it accounts for 23 percent of all carbon emissions, and without its agreement, any measures would be meaningless [stress added]." Ray Moseley, 2000, Global Warming Urgency Grows. San Francisco Examiner, November 12, 2000, page A-19 and A-20, page A-19.

"Deforestation is the main reason...estimate 25 percent of primates could disappear before [the year] 2030." Erika Chek, 2000, The Silence of the Woods. Newsweek, November 13, 2000p, page 65.

"Sometimes the real world can be a confusing place. It is not always fair or kind. And in the real world there are not always happy endings. Which, is why, every once in a while, we like to escape into the world of fantasy--a place where things always go our way and there is always a happy ending." Marc Shapiro, 2000, J.K. Rowling: The Wizard Behind Harry Potter [An Unauthorizied Biography] (NY: St. Martin's Griffin), page 1.

"Because the Internet challenges you to thing ahead--or be left behind. ... In other words, you have to keep up. And that means trying to anticipate what will come next." Barry Golson, 2000, Nuts About The Future. Yahoo! Interenet Life! December 2000, page 28.

http://www.jpl.nasa.gov/srtm/index.html [NASA images] 

"California moved up a notch among the world's biggest economies, rising from seventh place to sixth on the strength of a gross state product of $1.21 trillion in 1999, according to estimates provided by economic tracking groups. California [with an estimated 1999 population of 32,666,550 and 158,869 square miles] surpassed Italy [with an estimated 1999 population of 56,735,130 and 116,300 square miles], which had a gross national product of $1.14 trillion last year. ... If the state's growth continues, one economist said, the state could soon displace the United Kingdom [with an estimated 1999 population of 59,113,439 and 94,500 square miles] as the world's fifth-largest economy. [stress added]. Anon., 2000, The San Francisco Chronicle, October 5, 2000, page B1. [See The World Almanac And Book of Facts 2000, pages 645, 869, and 811.]

On Growth Elsewhere: "The Atlanta [Georgia, USA] metropolitan area of nearly 2 million people loses 50 acres of trees every day, and daily smog alerts are routine during the summer [stress added]." Amy Green, 2000, Proposed Highway Around Nashville Draws Battle Line Between Residents. San Francisco Chronicle, October 3, 2000, page A4. [PS: The CSU, Chico campus - excluding the farm - is approximately 119 acres!]

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

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

GREAT WORDS concerning Shawn Fanning: "The simplicity of the [Napster] program is part of its genius. Since he took only three months to write the source code, Fanning says he didn't have time to make it more complicated." Karl Taro Greenfeld, 2000, Meet The Napster. Time, October 2, 2000, pages 60-68, page 62.

"Yanomami: What Have We Done To Them? A new book charges scientists with abusing the famous tribe, stirring fierce debate in academia." Margot Roosevelt, Time, October 2, 2000, pages 77 & 78, page 77.

Also See:

http://www.anth.ucsb.edu/faculty/chagnon/ [Napoleon Chagnon information} modified 24 June 00]
http://www.anthro.mankato.msus.edu/information/biography/abcde/chagnon_napoleon.html
http://www.mankato.msus.edu/depts/reporter/reparchive/10_27_98/news2.html [!]
http://cogweb.english.ucsb.edu/Abstracts/Chagnon_00.html [from Sunday LA Times, January 30, 2000]
http://www.egroups.com/messages/evolutionary-psychology [Evolutionary-Psychology Group} "click" on the most recent month - now October - and go to the end of messages} a bunch!] [ALSO, Message #7359 has nice summary to that date} 9/25/2000]

AND see: "The Stolen Generation: Aborigines taken from their families in the name of assimilation seek an apology from white Ausatralia." Terry McCarthy, Time, October 2, 2000, page 50.

FINALLY: "In an astronomical leap that sounds more like the stuff of science fiction, a team led by University of Colorado researchers has designed an X-ray telescope that purportedly will have 3 million times greater magnification than the best one in use today. ... published this week in Nature magazine." Beth Wohlberg, 2000, Team Building Telescope--3 Million Times Better. The Sacramento Bee, September 16, 2000, page A6.

New York Times: September 12, 2000} West African Monkey, a Red Colobus, Is Declared Extinct By Andrew C. Revkin} "For the first time in several centuries, a member of the primate order, the taxonomic group to which human beings belong, has become extinct, scientists say. The vanished primate, Miss Waldron's red colobus, was not nearly as charismatic as, say, a chimpanzee or orangutan. Indeed, debate has not yet ended on whether the loud- mouthed, red-cheeked monkey from the rain forest canopy of Ghana and the Ivory Coast deserved full status as a species in its own right or should remain a colobus subspecies."

"Ten years ago, most people had never heard of the Internet. How will the next technological revolution affect consumers? Marketers, get read: Here's a peek at the future based on actual corporate research and development, GENETIC-BASED MEDICINE VIA NANOMACHINE = Drugs designed for a person;s genetic makeup will be injected into the bloodstream through tiny machines. ULTRAPERSONAL COMPUTERS = Consumers will use tiny, wireless, computers embedded in clothing--or even skin--to access data. PERSONALIZED PRIVATE TRANSPORTATION = Info tech will guide your car around traffic jams and make sure you don't ever run out of gas. SUPER SENSES = Implanted sensors and genetic aids will reverse vision and hearing impairment. HIGH-POWERED LITTLE ENERGY PLANTS = Microgenerators of electricity will allow machines and computers to travel pretty much anywhere [stress added] [DATA: Batelle Memorial Institute/World Future Society/George Washington University Scholars; American Demographic Forecast.]." Business Week, September 18, 2000, page 14.

While "Darwin question[s]" might be on the exam, (a) there won't be as many as this "self-test" but (b) Darwin was/is still important!

"Age of discovery, engineered drugs is just beginning." Dale Kasler, The Sacramento Bee, August 27, 2000, page 1 (and see http://www.sacbee.com/news/projects/).

"The extraordinary success of 'Survivor,' the final episode of which aired Wednesday night, has stimulated an array of interpretations. The favorite has been that the show's 'the survival of the fittest' mentality reveals a version of Darwinism. The precise opposite is true. The winner, Richard Hatch, succeeded in good measure because he was able to create an effective coalition to accomplish what he couldn't accomplish alone. In real life that would have been his ticket to ride, as it was right down to the show's final four contestants. But the producers prevented the triumph of human cooperation - an essential feature of our evolutionary success - because they determined there could be only one winner. In real evolution a man [or a woman] alone is a man [or an individual] soon dead. The contest format distorted savagely what would have otherwise been a very different outcome involving ongoing cooperation. The behavior on the island is not a reflection of corporate America, as has been suggested. It is a reflection of the nature of the prize and what winning it demanded. The goal of human survival has always been to endure for another day, and in the group. If the program reflected anything, it is the complex readiness competent and intricate social behavior embedded in the repertoire of Homo sapiens [stress added]." Lionel Tiger, 2000, Real-Life Survivors Rely on Team Work. The Wall Street Journal, August 25, 2000, page A14 [Editorial Page].

http://www.wired.com/wired/archive/8.04/joy.html } provocative article by Bill Joy, cofounder and Chief Scientist of Sun Microsystems, entitled "Why the future doesn't need us."

Intel introduces faster chip for 'visual Internet' by Dale Kasler, August 21, 2000, The Sacramento Bee, page E1: "It will run at speeds starting at 1.4 Gigarertz, meaning it can process 1.4 billion instructions a second. That will compare with a 1.2 Gigahertz microprocessor under development at Intel's upstart competitor, Advanced Micro Devices Inc."

"Less than six months after its Pentium III chip broke the 1-gigahertz speed mark, Intel yesterday showed off a version of the pending Pentium 4 topping 2 gigahertz." Henry Norr, 2000, San Francisco Chronicle, August 23, 2000, page D1.

"Now the Industrial Economy is giving way to the Creative Economy, and corporations are at another crossroads. Attributes that made them ideal for the 20th century could cripple them in the 21st. So they will have to change, dramatically. The Darwinian struggle of daily business will be won by the people--and the organizations--that adapt most successfully to the new world that is unfolding. ... In an economy based on ideas rather than physical capital, the potential for breakaway successes like Yahoo is far greater. That's because ideas, like germs, are infectious. They can spread to a huge population seemingly overnight [stress added]." Peter Coy, 2000, The Creative Economy, Business Week, August 21-28, 2000, pages 76-82, pages 78 & 79.

  http://www.cnn.com/NATURE/specials/AmericaQuest/preview/ [Mysteries of Ancient America]

"WEB HAS MORE THAN A BILLION PAGES: The World Wide Web now contains more than one billion unique documents, according to Inktomi and the NEC Research Institute. Nearly 55 percent of URLs end in .com. The second most popular ending is .net, with 7.82 percent, followed by .edu with 6.69 percent, .org with 1.15 percent, .gov with 1.15 percent, and .mil with 0.17 percent. Most Web documents -- 86.55 percent -- are in English. For more information see http://www.inktomi.com/webmap (Nua Internet Surveys, 8 February 2000)

"There's one saving grace in a recent study that found there are now 550 billion documents online: Only 1 billion have been indexed by search engines and are therefore likely to pop up on your screen [stress added!]." Elizabeth Weise, 2000, One Click Starts The Avalanche. USA Today, August 8, 2000, page 3D.

"The number of women on the Web has surpassed the number of men, and the dramatic growth is being fueled by teens and seniors." Elizabeth Weise, 2000, In A First, Women Are In The Majority. USA Today, August 9, 2000, page 1.

"A Boston technology firm is surreptitiously tracking computer users across the Internet on behalf of pharmaceutical companies, a practise that demonstrates the limits of a recent agreement to protect the privacy of Web surfers. By invisibly placing ID codes on computers that visit its clients Web sites, Pharmatrak Inc. can record consumers' activity when they alight on thousands of pages maintained by 11 pharmaceutical companies." Robert O'Harrow, Jr., 2000, Tech Firm Tracks Drug-Site Visits. San Francisco Chronicle, August 16, 2000, page C4.

"Now the Industrial Economy is giving way to the Creative Economy, and corporations are at another crossroads. Attributes that made them ideal for the 20th century could cripple them in the 21st. So they will have to change, dramatically. The Darwinian struggle of daily business will be won by the people--and organizations--that adapt most successfully to the new world that is unfolding. ... In an economy based on ideas rather than physical capital, the potential for breakaway successes like Yahoo is far greater. That's because ideas, like germs, are infectious. They can spread to a huge population seemingly overnight. And once the idea--say, a computer program--has been developed, the cost of making copies is close to zero and the potential profits enormous. High school grads' median weekly earnings are 43% less than those of college grads, far worse than the 28% gap in 1979. And education is likely to become even more essential to prosperity in the future [stress added]." Peter Coy. 2000, The Creative Economy. Business Week, August 28, 2000, pages 76-82, pages 78-79.

"He [or she!] that would bring home the wealth of the Indies must carry the wealth of the Indies with him. So it is with travelling. A man [or individual!] must carry knowledge with him if he would bring home knowledge." Words inscribed outside Union Station, Washington, D.C., as cited by Diane Ackerman, 1991, The Moon By Whale Light (NY: Vintage Books, page xviii)

"Winans [Director, 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.'" 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)