SOCIAL SCIENCE 103-1 FALL SEMESTER 2004	Dr. Charles F. Urbanowicz / Professor of Anthropology
Guidebook for Cultural Concepts: Human Social Evolution	California State University, Chico / Office: Butte 317
SOSC 103-1 [TRACS #14662]	Office Hours} Mon + Wed} 8 -> 8:30 + 2 -> 4pm and by appointment; 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/August 23, 2004} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_SOSC103-FA2004.html, is intended for use by students enrolled at California State University, Chico, in the Fall Semester of 2004 and unauthorized use / reproduction in any manner is definitely prohibited.

DESCRIPTION: Consideration of humans as a species. What is human about human beings? What forces shape human beings? How can humans be made more human? Exploration of the evolutionary process through comparative studies of non-Western cultures: innate behavior, adaptation, and socialization. Required for Liberal Studies majors. This is an approved Non-Western course. (The 2003-2005 University Catalog, page 604.)

NOTE FROM THE UPDATED HISTORY-SOCIAL SCIENCE FRAMEWORK FOR CALIFORNIA, October 11, 2000: "To develop cultural literacy, students must understand the rich, complex nature of a given culture: its history, geography, politics; literature, art, drama, music, dance, law, religion, philosophy, architecture, technology, science, education, sports, social structure, and economy. Cultural literacy includes but is not limited to knowledge of the humanities. True cultural literacy takes many years to develop, whether one is a student of a foreign country or a student of one's own society. Students should not be under the illusion that they truly know another society as a result of studying it for a few weeks or even for a year. At the very least they should learn how difficult it is to master a culture and should be encouraged to recognize that education is a lifelong process [stress added]." [See: http://www.cde.ca.gov/cfir/curfrwk.html [California} Location for various "Frameworks"]

THREE REQUIRED TEXTS:
Spradley & McCurdy, 2002, Conformity And Conflict: Readings in Cultural Anthropology (11th Edition)
Jonathan Miller & Borin Van Loon (1982), Darwin For Beginners.
Charles F. Urbanowicz (Fall 2004 edition) Social Science 103 Guidebook [also available at http://www.csuchico.edu/~curban/syllabi/SYL_SOSC103-FA2004.html]

THREE RECOMMENDED ITEMS:
Any English Language Dictionary.
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts 2004.

ASSESSMENT: Make-up exams only allowed IF there has been a documented emergency: likewise, your Writing Assignment #1 (5%) is DUE on September 17, 2004 and will ONLY be accepted late IF there has been a documented and extreme emergency: NOTE} failure of your computer to print out the Writing Assignment that morning is not, REPEAT, is not an emergency! In an emergency, please contact Urbanowicz as soon as possible b.e.f.o.r.e. or after the emergency! Likewise, Writing Assignment #2 (10%) is DUE on December 10, 2004. Please note the following important dates (and look at dates & requirements for your other courses):

WRITING ASSIGNMENT #1 (5%) Friday} 9/17/2004	Based on a classroom assignment and DUE Friday September 17, 2004.
EXAM I (20%) Friday} 9/24/2004	Based on information since 8/23/2004 to 9/22/2004.
EXAM II (25%) Friday} 11/5/2004	Based on information since 9/27/2004 to 11/3/2004
THANKSGIVING BREAK!	November 22, 2004 - > November 22, 2004
WRITING ASSIGNMENT #2 (10%) Friday} 12/10/2004	Due by the end of Week 16 (Friday} 12/10/2004.
EXAM III (20%) Monday 12/13/2004} 12->1:50pm	Based on readings and discussions since November 8, 2004 and major points and Darwin For Beginners.
CLASS PARTICIPATION / CLASS PRESENTATION (20%)	23 August 2004 -> 10 December 2004

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: Social Science 103 Guidebook. You are also responsible for selected information distributed in any additional handouts that might be distributed for the course. Your Writing Assignments should be word-processed and double-spaced. WA #1 (5%) should be approximately 250-300 words; WA #2 (10%) should be approximately 500-1000 words. PLEASE NOTE: Various WWW addresses are provided and they will be expanded upon throughout the semester, but at this time no examination questions will be based on these WWW locations: they are shared with you for exploration on your own. ALSO NOTE: At various times throughout the semester, this web Guidebook will be updated and you may be responsible for some of the information provided to you in these updates. [The above paragraph contains ~163 words.]

NOTE: If you have a documented disability that may require reasonable accommodations, please contact Disability Support Services (DSS) for coordination of your academic accommodations. DSS is located in Building E. Building E is adjacent to Meriam Library and Bell Memorial Union (BMU). The DSS phone number is 898-5959 V/TTY or FAX 898-4411. Visit the DSS website at http://www.csuchico.edu/dss/.

PLEASE REMEMBER: Free public lectures, ANTHROPOLOGY FORUM (ANTH 297-01} #10267) for One Unit every Thursday from 4 -> 4:50pm in Ayres Hall 120. One unit of credit is available through the Department of Anthropology.

NOTE: Below you have several items that are made bold: namely "Overview" and "Repeat" in reference to assigned readings. Please: if I have gone to the trouble of making them bold and assigning them more than once (and "Overview" articles are overviews of what you are reading), please read them!

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

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

DEFINITION OF LETTER GRADING SYMBOLS:

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

ON PLAGIARISM / MISREPRESENTATION:

Plagiarism, in the 2003-2005 University Catalogue (page 47), is defined as follows: "Copying homework answers from your text to hand in for a grade; failing to give credit for ideas, statement of facts, or conclusions derived from another source; submitting a paper downloaded from the Internet or submitting a friend's paper as your own; claiming credit for artistic work (such as a music composition, photo, painting, drawing, sculpture, or design) done by someone else." FROM http://www.csuchico.edu/art/contrapposto/contrapposto00/pages/appendix8.html please note the following: "B. Plagiarism will lead to grade reduction [for] the course and could lead to suspension from the University. (You are responsible to the standards appearing in the University's catalogue and the student handbook. Please read the University's pamphlet, Academic Honesty, an Ounce of Prevention.) Copies of this handbook are available at the Student Judicial Affairs Office in Kendall Hall [stress added]." (And see here below.)

ALSO, please note the following from the 2003-2005 University Catalogue (page 47) on Misrepresentation: "Having another student take your exam, or do your computer program or lab experiment; lying to an instructor to increase your grade; submitting a paper that is substantially the same for credit in two different courses without prior approval of both instructors involved; altering a graded work after it has been returned and then submitting the work for regrading [stress added]."

SPECIAL: Fall 2004 Certain Statements

1. WEEK 1: Beginning Monday, August 23, 2004: INTRODUCTION & OVERVIEW TO THE COURSE AND SOCIAL SCIENCE 103.

SPECIAL: Paying For College.

2. WEEK 2: Beginning Monday, August 30, 2004: WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING? [AND WHAT IS SOCIAL SCIENCE & TEACHING?] and Writing Assignment #1 Instructions (WA #1 is DUE Friday September 17, 2004) [5%].

SPECIAL: Notes on California / Chico

SPECIAL: On the "100 percent American" by Ralph Linton

3. WEEK 3: Beginning Wednesday, September 8, 2004: EVOLUTION AND LANGUAGE.

SPECIAL: Fall 2004 "Current Events"

SPECIAL: Cyberspace (Including some Lesson Plan Locations).

4. WEEK 4: Beginning Monday, September 13, 2004: LANGUAGE & ECOLOGY & CULTURE (CONTINUED) and WRITING ASSIGNMENT #1 (5%) DUE ON FRIDAY SEPTEMBER 19, 2003.

SPECIAL: The Nacirema.

5. WEEK 5: Beginning Monday, September 20, 2004: EVOLUTION, HUNTERS AND GATHERERS, REVIEW, and EXAM I (20%) on Friday September 24, 2004.

6. WEEK 6: Beginning Monday, September 27, 2004: CHARLES DARWIN & "DARWINISM" AND CONTROVERSIES. WRITING ASSIGNMENT #2 INSTRUCTION: PART OF CLASS PRESENTATIONS (that BEGIN WEEK #12, November 8, 2004) and which will be DUE Friday December 10, 2004 [10%].

SPECIAL: Notes on Charles Darwin (1809-1882)

SPECIAL: Writing Assignment #2 Instructions & Classroom Presentation Instructions.

7. WEEK 7: Beginning Monday, October 4, 2004: BACK TO THE PACIFIC: TASMANIA.

8. WEEK 8: Beginning Monday, October 11, 2004: ROLES & INEQUALITY & ECONOMICS & CHANGE. 

9. WEEK 9: Beginning Monday, October 18, 2004: WEEK #8 TOPICS CONTINUED & CULTURE CHANGE.

10. WEEK 10: Beginning Monday, October 25, 2004: NATIVE AMERICANS: PAST, PRESENT, AND FUTURE AND BEGINNING JANE GOODALL.

11. WEEK 11: Beginning Monday November 1, 2004: JANE GOODALL AND TO THE FUTURE, CREATIVITY, AND REVIEW AND EXAM II (25%) on Friday November 5, 2004.

SPECIAL: Notes on Native Americans

12. WEEK 12: Beginning Monday November 8, 2004: DISCUSSION PANELS BEGIN.

13. WEEK 13: Beginning Monday, November 15, 2004: DISCUSSION PANELS CONTINUE.

14. WEEK 14: THANKSGIVING BREAK} November 22, 2004 -> November 26, 2004 !

15. WEEK 15: Beginning Monday, November 29, 2004: DISCUSSION PANELS CONTINUE.

16. WEEK 16: Beginning Monday, December 6, 2004, 2003: DISCUSSION PANELS CONCLUDE.

17. WEEK 17: EXAM III (20%): SOSC 103-01} BUTTE 505} On MONDAY December 13, 2004 from Noon -> 1:50pm.

A Short Course In Human Relations

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SEVEN GOALS OF THE DEPARTMENT OF ANTHROPOLOGY AT CSU, CHICO

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

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

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

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

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

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

7. Knowledge of the history of anthropological thought.

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

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

"Meaning is not something you stumble across, like the answer to a riddle or the prize in a treasure hunt. Meaning is something you build into your life. You build it out of your own past, out of your affections and loyalties, out of the experience of humankind as it is passed on to you, out of your own talent and understanding, out of things you believe in, of of the things and people you love, out of the values for which you are willing to sacrifice something. The ingredients are there. You are the only one who can put them together into that unique pattern that will be your life. Let it be a life that has dignity and meaning for you. If it does, then the particular balance of success or failure is of less account [stress added]." John W. Gardner (1912-2002)

"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.

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

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

"I wish that I could persuade every teacher in an elementary school to be proud of his [or her!] occupation--not conceited or pompous, but proud. People who introduce themselves with the shameful remark that they are 'just an elementary teacher' give me despair in my heart. Did you ever hear a lawyer say deprecatingly that he [or she] was only a little patent attorney? Did you ever hear a physican say 'I am just a brain surgeon'? I beg of you to stop apologizing for being a member of the most important section of the most important profession in the world. Draw yourself up to your full height, look anybody squarely in the eye, and say, I am a teacher." William G. Carr

"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.

"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.

"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. "Education is experience, and the essence of experience is self-reliance." E.B. White [1899-1985], 1939, The Once And Future King (1967 G.P. Putnam edition), page 46.

"Any education is the process of learning how little you know." Eichard Corliss, 2003, Hook, Line And Thinker. Time, May 26, 2003, pages 60-63, page 63.

"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.

"If you think teachers are getting younger these days, you're not mistaken. Visit any high school, and you'll find it difficult to tell the new teachers from the students, In California, after class size reduction was enacted, more than 30,000 new teachers were hired. In 2002, another 11,494 new teachers came on board. With 40 percent of the existing workfroce eligible for retirement within five years, the number of rookie teachers is likely to continue to grow [stress added]." Sherry Posnick-Goodwin, 2004, New teachers: The Next Generation, California Educator, June 2004, pages 6-11, page 6.

"...for every 100 students who enter ninth grade in California, only 70 graduate four years later. Broken down by racial groups, 57 percent of Latino ninth-graders will graduate in four years, compared with 59 percent of African Americans, 81 percent of white students and 89 percent of Asian Americans. California's graduation rates are about even with the national average, meaning the whole country has a long way to go in improving high schools, said Russlyn Ali, director of Education Trust-West. But what most concerns Ali is the report's finding that only 23 percent of ninth-graders in California go on to graduate with a grade of "C" or better in the courses required to qualify for the University of California and California State University systems [stress added]." Heather Knight, 2004, California: Only 70% graduate high school on time - Less than 1 in 4 have 'C' grade in core college courses. The San Francisco Chronicle, June 4, 2004 [see: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2004/06/04/BAGJ370QUK1.DTL]

"Three out of four California 10th graders have passed the high school graduation test they need to earn a diploma--but tens of thousands failed and will have to try again.... [stress added]." Nanette Asimov, 2004, 75% of 10th-graders past graduation test. The San Francisco Chronicle, August 17, 2004, page A11.

"Education is that which remains when one has forgotten everything he [or she] learned in school." Albert Einstein [1879-1955]

"No matter how much I admire our schools, I know that no university exists that can provide an education; what a university can provide is an outline, to give the learner a direction and guidance. The rest one has to do for oneself." Louis L'Amour, 1989, Education of A Wandering Man, page 3.

"Scientific explanation is a mode of behavior that gives us pleasure, like love or art. The best way to understand the nature of scientific explanation is to experience the peculiar zing that you get when someone (preferably yourself) has succeeded in actually explaining something." (Steven Weinberg, 1992, Dreams of a Final Theory: The Search For The Fundamental Laws of Nature, page 26).

"Life is a romantic business. It is painting a picture, not doing a sum--but you have to make the romance, and it will come to the question of how much fire you have in your belly. (Oliver Wendell Holmes, Jr. [1841-1935], in a letter of 1911.

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

"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)

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

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WEEK 1: BEGINNING August 23, 2004

I. INTRODUCTION AND OVERVIEW TO THE COURSE AND SOCIAL SCIENCE 103: COURSE ORGANIZATION & PLANNING.

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

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

A. PLEASE familiarize yourself with the format of this Guidebook; please glance at Darwin For Beginners.
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!

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

C. READ THE FILM NOTES in this Guidebook before the films are shown in class.

"The consequences of our actions are always so complicated, so diverse, that predicting the future is a very difficult business indeed." (The Character Albus Dumbledore, In Harry Potter And The Prisoner of Azkaban, 1999, by Joanne K. Rowling, page 426.

D. YOU WILL BE using this Guidebook throughout the Semester: you will be reading Spradely & McCurdy (S&M) throughout the Semester; you will be reading Darwin For Beginners for the first seven weeks of the course. (To be finished by October 8, 2004).
E. Information in the Guidebook, as well as Darwin For Beginners and well as some Spradley & McCurdy articles and terminology WILL be on the final exam on Monday December 13, 2004. PLEASE TAKE NOTES IN THIS Guidebook: IT WILL NOT BE RE-PURCHASED BY THE BOOKSTORE.
F. Urbanowicz on "Teaching" might be of interest and may be found by clicking here: ESSAY #1 & ESSAY #2 at the end of this printed Guidebook.
E. A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF CLASS (August 23, 2004 ) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/SOSC103FA2004
F. ALSO, please think about the following for this class (and ALL of your classes):

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

II. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook.
"Culture and Ethnography" by S&M [Overview], pages 1-5.
"Ethnography and Culture" by James P. Spradley, pages 7-14.
"Kinship and Family" [Overview], pages 212-215.
"Law and Politics" [Overview] by S&M, pages 300-303.

III. WHAT DOES A SOCIAL SCIENTIST OR 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].

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

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

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

"He had a term for people like this: temporal provincials--people who were ignorant of the past, and proud of it. Temporal provincials were convinced that the present was the only time that mattered, and that anything that had occured earlier could be safely ignored. The modern world was compelling and new, and the past had no bearing on it." Michael Crichton, 1999, Timeline (Ballantine Books November 2000 Paperback), page 84.

"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. Strategies For Teaching Anthropology (Edited by Patricia C. Rice and David W. McCurdy) [NJ: Prentice Hall], pages 132-140, page 137.

B. Please see Create Your Own Newspaper (http://crayon.net/using/links.html) 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 (Santa Fe, NM: John Muir Publications), 1998, pages 8-9.

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

"...for every 100 students who enter ninth grade in California, only 70 graduate four years later." Heather Kinght, 2004, Only 70% graduate high school on time. The San Francisco Chronicle, June 4, 2004, pages B1 + B7, page B1.

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

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

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

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

"...kids' lives are very different outside of school. As an example here is a list from the Bell South Foundation (http://www.bellsouthfoundation.org) from a report on their Power to Teach program: 'The average 15 year-old: Has never dialed a phone; Purchases movie tickets from the Internet rather than standing in lines; Plays computer simulated games rather than board games; Downloads music instead of playing records or tapes; Fell in love with Barney instead of Captain Kangaroo; Pays with debit cards rather than checks.' The constant underlying factor in this list (and other lists like it) is technology. Add to this list the fact that over 13 million Gameboys were sold last year, targeting 7 to 11 year-olds. Students are immersed in technology and media outside of school. In school, they need similar experiences and to create similar experiences to connect the outside world with school [stress added]." (from: http://www.thejournal.com/thefocus/feature.cfm)

"High school exit exam too hard--reprieve likely." Nanette Asimov, 2003, The San Francisco Chronicle, May 3, 2003, page A1 +A14.

"Most fourth-graders spend less than three hours a week writing, which is about 15 percent of the time they spend watching television. Seventy-five percent of high school seniors never get a writing assignment from their history or social studies teachers.... These are among the findings of a report issued Friday [April 25, 2003] by the national Commision on Writing in America's Schools and Colleges, a blue-ribbon panel organized by the College Board [stress added]." Anon., 2003, Schools get knuckles rapped for neglecting writing skills. The Sacramento Bee, April 26, 2003, page A7.

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

"California high school students graduated a slightly higher percentage of students last year compared to the 2001 graduation rate.... Of the 468,162 students who statred the ninth grade in 1998, an estimated 69.6 percent, or 325,895, graduated last year. That's up from 68.9 percent the year before.... The figures are estimates because they do not take into account students who enter or leave the state during high school [stress added]." Anon., 2003, High school graduation rate improves. The Chico Enterprise-Record, April 24, 2003, page 2A. [And see: http://www.cde.ca.gov/demographics/]   

"Next year, a California judge will have to decide if all public schools are entitled to the same quality of textbooks, teachers and classrooms - or not. A 'yes' answer could profoundly change the classroom experiences for thousands of students as the state would be forced to redirect education dollars towards problems it now overlooks. ... students say they are fed up with an epidemic of poor textbooks, unqualified teachers and vermin-infested schools [stress added]." Nanette Asimov, 2003, Bitter battle over class standards. The San Francisco Chronicle, May 5, 2003, page A1 +A8, page 1.

IV. CULTURE AND THE CONTEMPORARY WORLD

"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).

"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.

"Anthropology provides a scientific basis for dealing with the crucial dilemma of the world today: how can peoples of different appearance, mutually unintelligible 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)

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

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

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

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

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

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

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

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

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

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

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

VI. WHAT IS SCIENCE? WHAT IS SOCIAL SCIENCE? PLACING THINGS INTO PERSPECTIVE(S)

"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.

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

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

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

"MACOS [Man: A Course Of Study, which came into being in the 1960s] was an early example of the potential of the multimedia course. The best way to introduce children to anthropological research would have been to take them into the feld to study baboons with DeVore and Washburn, or to accompany Balicki to the Arctic. The next best to this was film [stress added]." Peter B. Dow, 1991, Schoolhouse Politics: Lessons from the Sputnik Era (Harvard University Press), page 258.

"There are teaching jobs out there--estimates are that California will need 195,000 new teachers during the next 10 years. But the main questions are what subject areas are needed and which districts in the state have openings. ... The best indication of a state-wide teacher shortage is the 50,000 people currently teachig without full credentials....[stress added]." Walter Yost, 2003, Job market turnabout thwarts new teachers. The Sacramento Bee, June 5, 2003, page A1 + A22, page A22.

"This Spring [2003], more than 20,000 California educators--an astounding number by anyone's reckoning--were sent layoff notices. By June, the number had been whittled down to an estimated 3,000....[stress added]." Dale Martin and Mike Myslinski, 2003, District rescind layoffs, but trust is gone. California Educator (Burlingame, CA: California Teachers Association), page 24.

"For the same cost to parents as a bricks-and-mortar public school -- that is, nothing -- a student can now enroll instead in a virtual charter-school program that comes with a free computer, free curriculum and certified teachers. Those teachers visit with each of their 25 students every 20 days and are available whenever needed. They also administer California's required standardized tests and serve as the accountability component. The CAVA [California Virtual Academies] experience also comes with interactive Internet teaching tools -- including audio clips of famous speeches and guillotine sounds that make moms jittery. 'If you'd have told me last year what we'd be doing this year (educationally), I sure wouldn't have guessed this,' says Doug Krug, who pulled his son out of private school in November and enrolled him in CAVA. 'But it's been an incredible experience.' In hatching CAVA last summer, California became one of nine states to begin a virtual charter-school program since 2001. More than 750 students in 32 eligible California counties -- including Sacramento County -- gave the system a try during the 2002-03 school year [stress added]." Don Bosley, 2003, Wired For Learning: California's Virtual Charter-School Program Offers Internet Classes With Certified Teachers. The Sacramento Bee, June 8, 2003. [And see: http://www.sacbee.com/content/news/education/story/6815174p-7765542c.html]  

"The California Virtual Academies currently serve students in grades K-5 (grades 6 and 7 coming for the 2003-04 school year). The California Virtual Academies have chosen K12 as its curriculum provider. The California Virtual Academies are a network of virtual public charter schools, founded in the summer of 2002, that blend innovative new instructional technology with a traditional curriculum for students all across California. The charters were sponsored by the Spencer Valley School District in San Diego County; Maricopa Unified School District in Kern County; Jamestown School District in Tuolumne; Lammersville School District in San Joaquin; West Park School District in Fresno; and the San Lorenzo Valley Unified School District in Santa Cruz County." [from: http://www.caliva.org/] 

"K12 is an education company dedicated to building a comprehensive, standards-based curriculum and learning program. Working with educators and parents across the nation, K12 uses traditional materials and innovative technology to deliver our superlative academic program." [from: http://www.k12.com/]

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

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

VII. Please remember Urbanowicz on "Teaching" by clicking here: ESSAY #1 & ESSAY #2 at the end of this printed Guidebook and:

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

"Over the last two years, Genevieve Bell [Ph. D in Anthroplogy from Stanford Universityt] an anthropologist employed by Intel Research, has visited 100 households in 19 cities in seven countries in Asia and the pacific to study how people use technology. Twenty gigabytes of digital photos later--along with 206,000 air miles...she has come back with some provocative questions about technology, culture and design [stress added]." Michael Erard, 2004, For Technology, No Small World After All. The New York Times, May 6, 2004, page E7.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

See: "The cost of attending four-year campuses jumped by more than a third in the last decade, far outpacing increases in parents' average income, says the College Board in New York." Loretta Kalb, 2003, Paying for college: It's a Money Hunt, The Sacramento Bee, May 18, 2003, page D1 and D3, page D1. The article also had the following web information about "saving and paying" for college:

http://www.wiredscholar.com [Resource for Applications]
http://www.petersons.com [ Peterson's Education Portal]
http://www.calpirgstudents.org [California's Student Environmental & Service Group]
http://www.salliemae.com [Information on Government-backed loans]
http://www.collegeboard.com [ College Board]
http://www.scholarshare.com [Golden State ScholarShare College Savings Trust

---

WEEK 2: BEGINNING August 30, 2004

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

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

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

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

II. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook.
"Economy and Globalization" [Overview], pages 158-162.
"Reciprocity and the Power of Giving" by Lee Cronk, pages 163-169.
"Cultivating the Tropical Rain Forest" by Richard K. Reed, pages 134-143.
"Culture Change and Applied Anthropology" [Overview], pages 282-286.
"The Kayapo Resistance" by Terrence Turner, pages 387-404.

III. WRITING ASSIGNMENT #1 INSTRUCTIONS (WA #1 is DUE Friday September 17, 2004) [5%], and:

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

IV. PLEASE glance at Darwin For Beginners.

V. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY

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

VI. PLEASE THINK ABOUT finding "meaningful patterns in the data" such as:
A. Contemporary American Culture
B. "100 percent American" (please see below for this week in this Guidebook).
C. What Is Culture?
D. Human Biological Diversity / Taxonomy and the Primate Order
E. ANY Significance to: Victoria, Mel B, Geri, Mel C?
F. ANY Significance to: Emily Robinson, Natalie Maines, Margie Maguire?
G. Jack, Kack, Lack, Mack, Nack, Ouack, Pack, and Quack?
H. ANY Significance to: O, T, T, F, F, S, S, E, N, ?

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

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

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

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

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

"Human evolution is the most passionate aspect of the evolution-creation debate [stress added]." Larry A. Whitham, 2002, Where Darwin Meets the Bible: Creationists And Evolutionists In America (Oxford University Press), page 242.

VII. APPROPRIATE VISUALS

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

A. PRIMATE RESEARCH AND MYSTERIES OF MANKIND (Please see Video Notes Below):

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

"British archaeologists revealed an Ice Age excavation site Tuesday [June 25, 2002] that they hope will provide some of the strongest evidence yet that neanderthals hunted mammoths. The 50,000-year-old remains, in a gravel pit near Thetford in eastern England, may provide the evidence needed to solve the hotly contested debate over whether the squat, muscular predecessors of modern humans actually hunted large animals or just scavenged dead ones for meat [stress added]." Anon., 2002, Site holds clues to neanderthal survival. USA Today, June 26, 2002, Page 8D.

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

"Alarmed by the growing ability of disease-causing microbes to fight off once-effective drugs, the World Health 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.

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

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

"A long-sought way to attack the AIDS virus--by blocking an enzyme....was successful in rhesus monkeys infected with simiam-human immunodeficiency virus (SHIV), reducing the level of the virus to one-hundreth or less of the level found in untreated monkeys [stress added]." Amir Efrati, 2004, New AIDS Drug Reduces Virus In Monkeys. The WallStreet Journal, July 9, 2004, page B1.

"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

"Dr. [Judy] Cameron has just received a five-year grant from the National institutes of Health that will enable her to examine the genes of the baby [rhesus] monkeys who exhibit anxiety in response to the human intruder as well as other stressful situations in the laboratory. Already, Dr. Cameron has seen that the trait can be inherited and passed on; it clearly runs in monkey families. Because her monkeys -- 400 of them in Pittsburgh and 3,5000 at the Oregon National Primate Research Center in Beaverton, Ore. -- are part of research colonies that have existed since the 1960s, Dr. Cameron knows which monkeys are related, making it easier to trace the traits and ultimately to home in on genes that are inherited [stress added]." Mary Duenwald, 2002, Lab Monkeys May Reveal Secrets of Childhood Depression. The New York Times, December 24, 2002, pages D5 + D8, page D8.

"A troop of about 40 monkeys went on a rampage in a western Bangladesh village after one of their young was accidentally electrocuted, according to the Bengali-language newspaper Sangbad. The paper reported that the larke monkeys, known locally as 'hanumans,' were eating nuts given to them by the residents, but ran off when a stone was thrown at them. The incident sent a baby monkey to its death as it became entangled in a high-voltage line. The surviving monkeys returned to the scene and used sticks to attsack several homes and shops in the village, the newspaper said. The troop later left, taking the baby monkey's body into the forest [stress added]." Steve Newman, 2003, Violent revenge. The San Francisco Chronicle, July 12, 2003, page C8.

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

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

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

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

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

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

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

"RESEARCHERS PRODDED and annoyed lifelike digital entities over more than 15,000 generations to learn that evolution among simple creatures is in fact based on the Darwinian notion of survival of the fittest, and that the progress is plodding. 'The little things, they definitely count,' says Richard Lenski, a Michigan State University evolutionary biologist who worked with a team of scientists from diverse backgrounds in creating and fostering artificial life inside a computer [stress added]" From: http://www.msnbc.com/news/910521.asp?0si=-&cp1=1 [and the story continues]... Robert Roy Britt, May 7, 2003, Cyber-life obeys Darwinian theory: Computer simulation lets digital organisms evolve

VIII. ON TEACHING AND LEARNING

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

"A learning theory is a systematic integrated outlook in regard to the nature of the process whereby people relate to their environments in such a way as to enhance their ability to use both themselves and their environments more effetively. Everyone who teaches or professes to teach has a theory of learning [stress added]." Morris L. Bigge, 1982, Learning theories for Teachers (Fourth Edition) (Harper Collins), page 3.

"California students scored slightly lower than average on a national writing exam, according to test results released Thursday [July 10, 2003]. Nationally, fourth-graders and eighth-graders have become better writers, but the number of 12-graders who could organize an essay at a basic level fell. ... In California, 23 percent of fourth-graders were proficient, just slightly below the national average of 27 percent. ... This year, 23 percent of the state's eighth-graders were proficient, compared to 30 percent nationally.... [stress added]." Anon., 2003, California students below average on national writing test. The Chico Enterprise-Record, July 11, 2003, page 6A.

"Flash forward a few centuries. It's raining knowledge, but many of my [Butte College] community college students don't seem willing to hold out their hands to catch those drops. Last week, I gave some of them a little quiz about current events. ... Twenty-five students took my quiz, and here's what all these months of constant information has left them with. Ten out of the 25 did not know who the vice president is. Dick Cheney was variously identified as a governor, the secretary of defense, and "an important man," but the majority simply left the question unanswered. Only one student knew what Al-Jazeera is. Most students thought it is a town in Iraq. One student thought Al-Jazeera is "Iraq's God," and two students thought Al-Jazeera is "Ben Laden's brother," and yet another thought Al- Jazeera is a talk show host in Baghdad. Only 6 out of the 25 knew who Donald Rumsfeld is. One student thought he is the owner of McDonald's, and another thought he is a reporter. Considering the fact that Rumsfeld has virtually lived on television during the past several months, such a broad swath of ignorance is surprising. ...Tony Blair was known to a few more students -- 10 out of 25. Among the 15 who didn't know him, four thought he is a newscaster, and one thought he is the secretary of state. Only 2 out of 25 knew who Ariel Sharon is. One student thought he is a "lady in Congress," and another thought he is a "French politician." And speaking of French politicians, only 3 out of 25 knew of Jacques Chirac. The term "collateral damage," used so often in print and on television, was thought to be "damage we can fix," or "all the damage added up," or "payback." It was also thought to be "money problems," "overall damage," and "our troops getting hurt." One student said that "collateral damage" was "one-sided journalists." A majority of students knew of al Qaeda -- 14 out of 25. Those who didn't know thought it is either "a city in Afghanistan," "the capital of Baghdad," or "the place where Sadam (sic) lives." Only 8 of 25 were familiar with the term "shock and awe," and "embedded journalists" were variously thought to be "dead journalists," or journalists who were "very into their work." Embedded journalists were also thought to be "captured journalists," "honored journalists" and "hidden journalists." A little over half of the 25 knew the term. Not a single student knew what the PLO (Palestine Liberation Organization) is. It was variously identified as "a position you hold in the military," or "some high position in the war." Most left the question unanswered. The student who came closest wrote "Palistining (sic) Liberating Army." When students were asked, "Which of the following countries is not in the Middle East" and given the choice of Jordan, Syria, Qatar and Nigeria, six of them thought Jordan is not a country in the Middle East, but most of them correctly identified Nigeria as a non-Middle Eastern country. ... Aside from the immediate issues surrounding Iraq and the Middle East, I also asked them to identify Clarence Thomas. Only two students knew who he was, although one of those two said he was on "the Supreme Court." Of those who didn't know, one said he was "a classic RmB (sic) old school soul singer." Get down, Clarence. Only two students (the same two) knew who Tom Daschle is, and those same two were the only students who knew what SARS (severe acute respiratory syndrome) is. Among those who didn't, one thought it is a "Strategic Air Reconnesence (sic) System," and another thought it is a "Silent Air Raid Strike." When in doubt, punt. Such a sampling, however unscientific, raises some rather significant questions.... But it is not my students' failings I mean to disclose when I write of student ignorance; it is the failure of my profession, a failure to instill curiosity in our charges, or to merely keep curiosity alive. It is not only my profession that is failing students. ... Curiosity is never extolled as a value worth having. ...The last question I asked students was: "Did you vote in the last election?" Only 2 of the 25 students had bothered. One of them said she hadn't voted because she "wanted to be more educated in my decitions (sic). ... [stress added]." Jaime O'Neill, 2003, Ignorance, Bliss and the Internet: Students are high and dry in the media monsoon. The San Francisco Chronicle, April 13.

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

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

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

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

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

ENDOGAMY: Marriage within a designated social unit.

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

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

EXOGAMY: Marriage outside any designated group.

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

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

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

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

PRODUCTION: The process of making something.

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

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

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

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

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

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

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

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

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

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

"... a discovery reported last week in the journal Nature has brought paleontologists tantalizingly close to answering both these questions [concerning "evolutionary steps"]. Working as part of an international team led by U.S. and Ethiopian scientists, a graduate student named Yohannes Haile-Selassie (no relation to the Emperor), enrolled at the University of California, Berkeley, has found the remains of what appears to be the most ancient human ancestor ever discovered. It's a chimp-size creature that lived in the Ethiopian forests between 5.8 million and 5.2 million years ago.... Clearly, there are still plenty of questions to ask, and plenty of surprises left to uncover, in the ancient sediments of eastern Africa [stress added]." Michael D. Lemoniock and Andrea Dorfman (With reporting by Simon Robinson), 2001, The Giant Step For Manking, Time, July 23, 2001, pages 54-61.

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

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

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

PLEASE NOTE:

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

"Humanity's plot thickens. The 'Toumai' skull isn't much to look at: a nearly complete cranium, some jawbones and a few teeth. But scientists are calling him [or her!] the most important discovery since the first fossilized remains of human ancestors were found 75 years ago. Why? Because Toumai pushes back by a million years the date when humanity's family tree is believed to have sprouted. ... Who knows which theories will hold? The only thing Toumai's discovery proves beyond a doubt is that he's a tiny part of a still-mysterious story [stress added]." USAToday "Editorial" on July 12, 2002, Page 8A.

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

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

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

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

"Humanity's demands on the earth have multiplied over the last half-century as our numbers have increased and our incomes have risen. World population grew from 2.5 billion in 1950 to 6.1 billion in 2000. The growth during those 50 years exceeded that during the 4 million years since we emerged as a distinct species [stress added]." Lester R. Brown, 2003, Plan B: Rescuing a Planet under Stress and a Civilization in Trouble (NY: Norton), page 6.

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).

The city of Chico's population is 101,955 as of January 1, 2004 according to an estimate by the California Department of Finance. The Chico Enterprise-Record, Discover the North Valley, Summer 2004, page 50.

PLEASE NOTE: According to the U.S. Bureau of the Census, the resident population of the United States, projected to August 2, 2004 at 8:30am [Pacific Standard Time] was 293,895,911 [http://www.census.gov/cgi-bin/popclock]. This means there is one birth every 8 seconds, one death every 12 seconds, one international migrant (net) every 25 seconds, for a net gain of one person every 11 seconds. WHAT IS THE NUMBER WHEN YOU ARE READING THIS PAGE: What has been the increase since the August 2004 printing of this page!

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

FROM "The Official City of Chico Web Site" at http://www.chico.ca.us/ "The City of Chico was founded in 1860 by General John Bidwell, and became incorporated in 1872 with a population of approximately 1000 persons in an area of 6.6 square miles. By 2001, the City of Chico had grown to include a population of 64,581 persons in an area of 22 square miles [stress added]."

NOTE: According to The World Almanac and Book of Facts 2004 (page 339), the estimated population for California in 2002 was 35,116,033. It has been estimated that the population for California in the following years will be: 39,957,616 (in the year 2010), 45,448,627 (2020), and 58,731,006 (2040). (Chico Enterprise-Record, December 18, 1998, page 4A); "By 2040, the state [of California] will have 58.7 million residents, a 75 percent increase, according to Department of Finance projections. The population in some counties could more than triple [stress added]." (Chico Enterprise-Record, May 2, 1999, page 1B)

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

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

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

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

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

QUESTIONS TO CONSIDER: What will the population of the USA or California or Chico be by 2044? Or 2024? or next year?! What is the "carrying capacity" of any given environment? What changes have to be made in any given environment? What will be the impact of an increasingly older American population on this country? On you?

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

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

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

"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."

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WEEK 3: BEGINNING Wednesday September 8, 2004

I. EVOLUTION AND LANGUAGE

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

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

Knowledge of the history of anthropological thought.

II. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook.
"Language and Communication" [Overview], pages 59-62.
"Conversation Style" Talking on the Job" by Debra Tannen, pages 95-103.
"Homo grammaticus" by Martin A. Nowak, pages 63-69.
"The Military name Game" by Sarah Boxer, pages 91-94.

III. REPEAT OF WRITING ASSIGNMENT #1 INSTRUCTIONS (DUE FRIDAY September 17, 2004 ) [5%]

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

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

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

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

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

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

"People the world over are almost identical, yet still so different genetically that they can be easily sorted into five major groups based on ancestry, new research shows. In the largest study of human genetic variation, the international research team separated people by the major migrations of ancient humankind, from Africa into Eurasia, East Asia, Oceania and the Americas, in a way that overturns conventional notions of race. With growing assurance, scientists are overturning deep-seated prejudices over what makes human beings different - skin color, facial features, physique ... On the whole, there is less genetic difference between human beings than between any tw o members of almost any other mammalian species, scientists said. ... 'Everybody is the same; everybody is different,' said Mary-Claire King, an expert in human genetics at the University of Washington in Seattle.... Looking for patterns of human ancestry, the research team used distinctive segments of DNA called micro-satellites that are passed down from generation to generation. ... In all, they analyzed 377 of these DNA markers [stress added]." Robert Lee Holtz, 2002, Gene study sorts humans into five major groups. The Sacramento Bee, December 20, 2002, page A35.

V. EVER SEE, OR REMEMBER HEARING?:

VI. AND CONSIDER THE FOLLOWING:

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

A. VIDEO: LANGUAGE

VII. LANGUAGE, THOUGHT, AND CULTURE

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

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

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

"Researchers have found in the lab what many couples already know: Men and women handle stress differently. A study determined that young women are better able to cope with stress than young men, leading researchers to suggest there is such a thing as a female 'anti-stress' hormone." Anon., 2001, Men, women handle stress differently, study suggests. The Sacramento Bee, November 14, 2001, page A8.

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

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

VIII. REMINDERS:
A. WRITING ASSIGNMENT #1 (5%) is DUE September 17, 2004.
B. EXAM I (20%) is on September 24, 2004.

GRAMMAR: The categories and rules for combining vocal symbols.

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

MORPHEME: The smallest meaningful category in any language.

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

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

PHONOLOGY: The categories and rules for forming vocal symbols.

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

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

SPEECH: The behavior that produces meaningful vocal sounds.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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ADDITIONAL FACTS, DATA, INFORMATION (or only "some CURRENT EVENTS" for Fall 2004 )

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

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

"Male teachers still a rare breed in kindergarten classrooms. ... Only 21 percent of the nation's 3 million elementary and seconday school teachers are men, the lowest level in 40 years, according to a study released at the beginning of the school year by the National Education Association. Only 9 percent of elementary school teachers are men, and only 2 percent of teachers from kindergarten through third greade are men, according to the study [stress added]." Sara Reimer, 2003, Male teachers still a rare breed in kindergarten classrooms, The San Francisco Chronicle, November 28, 2003, page C10

"...camera phones are like the soft breezes before the hurricane. To get a glimpse of what's to come, stop by Hewlett-Packard's labs in Bristol, England, where researcher Huw Robson has created camera sunglasses. 'It means you now have a wearable camera which nobody will notice and which can take pictures while being involved in events,' Robson told the BBC. ... [Another technology] is a combination of materials that could lead to cheap, supercomputer memory devices for achieving digital images. ... The other technology is a way to stamp every frame taken by the sunglasses camera with metadata about the image. The technology might include a way to keep track of where the image was taken, perhaps by using a global positioning satellite signal. ... Put all three technologies together, and you have camera sunglasses with a tiny memory cartridge that could store thousands of images that you could later easily search [stress added]." Kevin Maney, 2003, Smile! Phone cameras just the beginning of what's to come. USA Today, November 26, 2003, page 3B.

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

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

"No longer a subject only of computer forecasts and speculation, effects of climate change are visible right now in the growth and migration paterns of hundreds of species of plants and animals around the world, gauging from two separate scientific studies. From butterflies in California to lichens in the Netherlands, nature is demonstrting a keen sensitivity to the planet's rising temperature, researchers conclude in two papers published today [January 2, 2003] in the journal Nature. 'I truly believe, like a lot of my colleagues, that we're on the brink of mass extinction,' said Terry Root, a Stanford University ecologist who led one of the studies [stress added]." Edie Lau, 2003, Bugs and birds give climate clues. The Sacramento Bee, January 2, 2003, page A1 + A10, page A1.

"Dr. Daniel Pauly of the University of British Columbia says unchecked fish harvesting will leave little in the sea except 'bait and worse' -- the bottom of the food web." Daniel Pauly, 2003, Iconoclast Looks for Fish and Finds Disaster. The New York Times, January 21, 2003, page D1

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

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

"Humans have altered the world's climate by generating heat-trapping gases since almost the beginning of civilization and even prevented the start of an ice age several thousand years ago.... [stress added]." Kenneth Change, 2003, Scientists Links Man to Climate over the Ages. The New York Times, December 18, 2003, page A25.

"New evidence found by teams of climate researchers leaves no doubt that industrial emissions of greenhouse gasses are responsible for increasing global temperatures--an ominous trend that has speeded up in the past 50 years and threatens to continue for centuries.... [stress added]." David Perlman, 2003, Changing climate pinned on humans. The San Francisco Chronicle, December 4, 2003, page A1 + A21, page A1.

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

"Across the nation, 2.8 million factory positions--or 16 percent of the manufacturing base--have evaporated in the past 3 1/2 years as plants have consolidated operations or moved production to cheaper foreing labor markets [stress added]." Stephanie Simon, 2003, Laid-off Iowa workers losing more than just paychecks. The San Francisco Chronicle, December 12, 2003, page D16.

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

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

"In 2000, Merck [& Co.] spent $161 million on advertising for Vioxx,' one label read. 'That is more than PepsiCo spent advertising Pepsi ($125 million), and more than Anheuser-Busch spent advertising Budweiser ($146 million). Research has show that industry largess influences doctors to the point that some im properly prescribe--or ovbersubscribe--certain drugs [stress added]." Chris Adams, 2002, Student Doctors Protest Largess of Drug Makers. The Wall Street Journal, June 24, 2002, Page B1 + B3, page B1.

"A small California biotech company today said Tuesday [July 9, 2002] that it has exclusive right to a new patent on a technique for producing therapeutic antibodies from corn and other farm crops." Denise Gellen, July 10, 2002, The Sacramento Bee, page D3.

"A UC Davis professor has developed a genetically engineered tomato believed to be the first salt-tolerant variety. Closest to home, the discovery could have a beneficial impact in the San Jaquin Valley and Southern California where farmers have been abandoning fields, in part because of excessive salt in the soil." Paul Schnitt, 2001, Tomato Made For Salty Soil. The Sacramento Bee, July 31, 2001, pages D1 and D6, page D1.

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

"A report released Wednesday 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. [stress added]." San Francisco Chronicle, May 28, 1999, page A19.

"Scientists have bad news for people who think they can deftly drive a car while gabbing on a cell phone. The first study using magnetic resonance images of brain activity to compare what happens in people when they do a complex task, as opposed to two tasks at a time, reveals a disquieting fact: The brain appears to have a finite amount of space for tasks requiring attention. When people try to drive in heavy traffic and talk, researcher say, brain activity doe not double. It decreases. People performing two demanding tasks simultaneously do neither one as well as they do each one alone. The study, published in tomorrow's issue of the journal Neurolmage. ... The active regions are measured in voxels, volumes of brain tissue about the size of a grain of rice. When a particular part of the brain is working hard, more voxels light up [stress added]." Sandra Blakeslee [New York Times], 2001, Yakking And Driving May Not Mix Well. The San Francisco Chronicle, July 31, 2001, page A2.

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

"The genetically engineered pet appears to have arrived. In a development that is likely to inspire both fascination and alarm, a Texas company said yesterday [Novmber 21, 2003] that it would soon start selling a genetically engineered aquarium fish that glows in the dark. The GloFish, as it is called, is a zebra fish containing a gene from a sea coral that makes the fish bright red under normal light and fluorescent under ultraviolet light. Zebra fish, about an inch and a half long, are nomally silver and black [stress added]." Andrew Pollack, 2003, Gene-Altering Revolution Is About to Reach the Local Pet Store: Glow-in-the-Dark Fish. The New York Times, November 22, 2003, page A1

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

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

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

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

"Why We're So Nice: We're Wired to Cooperate" by Natalie Angier, July 23, 2002, The New York Times, page D1 and D8} "The reseachers, performing their work at Emory University in Atlanta, used magnetic resonance imaging [MRI]...."

"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.

"Radioactive rain still falls periodically on Moscow, 15 years after Ukraine's Chernobyl nuclear power station exploded [April 26, 1986] in what was the world's worst peacetime nuclear disaster. Although Moscow originally was not designated as an affected territory after the accident, Natalya Shandala of Moscow's Institute of Biophysics announced, 250 times above the normal after the explosion. The accident affected at least 3 million people and continues to cause more frequent occurences of disease, including thyroid cancers, and high levels of stress and suicide in the contaminated areas [stress added]." Steve Newman, 2001, The San Francisco Chronicle, May 6, 2001. [And see, if you wish} http://www.uilondon.org/industry/chernobyl/inf07.htm]

"Among the biggest worries stemming from the sequencing of the human genome is that health insurers might use genetic information to discriminate against patients." Barbara Martinez, 2002, Aetna CEO Urges Genetic Tests for Some Treatable Illnesses. The Wall Street Journal, June 17, 2002, page B1 + B4, page B1.

"Genes are found to foretell fate of breast cancers. ... Gene samples from tumors can be anaylzed using microarrays to predict the cancer's treatability." Gina Kolata, 2002. Breast Cancer: Genes are tied to death rates. The New York Times, December 19, 2002, pages A1 + A23.

"In a potential payoff from genomics research, cancer researchers, are increasingly confident they can identify molecular 'fingerprints' in tumors that will predict whether a given cancer is likely to spread quickly and lead to early death. Such findings could eventually revoutionize the way many cancers are treated [stress added]." David P. Hamilton, 'Fingerprints' Of Cancer Cells Coould Predict Disease's Spread. The Wall Street Journal, December 19, 2002, page B1.

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

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

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

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

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

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

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

"On Saturday [May 31, 2003], The New York Times reported that a new book about the birth of the atomic bomb has more than 30 passages that are identical or almost identical to work in four books by other historians. U.S. Naval Acadmy historian Brian VanDeMark, 42, author of 'Pandora's Keepers: Nine Men and the Atomic Bomb,' told the Times that detached readers would consider most of the suspected passages as 'reasonable paraphrases.' Other passages will have to be 'reworded or credited in a footnote,' he said [stress added]." Anon., 2003, Historians shift policy on plagiarism and misconduct. The Chico Enterprise-Record, June 1, 2003, page 4B.

And See} http://hnn.us/articles/1477.html } "Little, Brown yesterday withdrew a book about the creation of the atomic bomb after four authors complained that more than 30 uncredited passages in it were identical or nearly identical to passages in their works. Michael Pietsch, the publisher of Little, Brown, said the companyhad taken the unusual step of recalling the book, 'Pandora's Keepers: Nine Men and the Atomic Bomb, from bookstores because 'afterspeaking with the author, we agreed there were errors in the book that justified withdrawing it.' Mr. Pietsch said that the author, BrianVanDeMark, an associate professor at the United States Naval Academy, would 'make any necessary revision' and that the book would be reissued later but only in paperback. -- NYT 6/3/03 [stress added]. 

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

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

"Don't assume that it's too late to get involved [stress added!]" 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.

---

ANTHROPOLOGY & CYBERSPACE (Fall 2004)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

II. LEARN
A. Learn how to use "search engines" and "subject directories" and The Meriam Library facilities.
B. Learn how to "weigh" the information available over the Internet!

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

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

If you "surf" the web (and I do), please surf carefully and evaluate wisely: below you have some examples for information concerning "Charles R. Darwin" available on the web at various points in time: note the different amounts of data generated by different search engines: evaluate carefully! Before examing the "Search Engine Results" below, please consider the following:

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

On May 4, 2004, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 264,000 items; Alta Vista Search had 108,303 items; WiseNut had 18,247 items; and AllTheWeb had 91,931 web pages.

On April 14, 2004, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 268,000 items; Alta Vista Search had 106,585 items; WiseNut had 18,247 items; and AllTheWeb had 90,571 web pages.  

On March 22, 2004, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 279,000 items; Alta Vista Search had 90,610 items; WiseNut had 18,247 items; and AllTheWeb had 556,125 web pages.

On February 10, 2004, "search engine hits" for "Charles R. Darwin" resulted in the following information: Google had 260,000 items; Alta Vista Search had 90,749 items; WiseNut had 26,209 items; and AllTheWeb had 582,798 web pages.

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

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

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

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

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

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

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

IV. EXPERIMENT and EXPLORE:

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

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

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

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

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

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

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

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

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

VII. SOME LESSON PLAN LOCATIONS

http://www.nytimes.com/learning/ [The New York Times Learning Network} LESSON PLANS & MUCH MORE!] 

http://www.eduplace.com/ss/ [K-8 Education Place} Social Studies Center]

http://www.pbs.org/wgbh/evolution/darwin/index.html [Darwin} From WGBH/PBS "Evolution" Show]

http://www.reptiland.com/onlinecourse/session2/resources.html [Evolution: Online Course for Teachers]

http://cwx.prenhall.com/bookbind/pubbooks/stiling4/chapter1/essay13/deluxe-content.html [Interactive Case study on Galápagos Finches']

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WEEK 4: BEGINNING September 13, 2004

I. LANGUAGE & ECOLOGY & CULTURE (CONTINUED) AND WRITING ASSIGNMENT #1 (5%) DUE on Friday September 17, 2004.

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

II. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook.
"Ecology and Subsistence" [Overview], pages 104-108.
"Life Without Chiefs" by Marvin Harris, pages 327-335.
"Lessons from the field" by George Gmelch, pages 46-57.

III. SIGNIFICANCE OF JEAN PIAGET (1896-1980) AND JEROME BRUNER (1915->).

"Piaget sees two basic mental processes underlying all of intellectual development: He calls these processes assimilation and accommodation. Assimilation involves the incorporation of a new perception into an existing concept. If a child has learned the concept of bird, he [or she!] can assimilate new perceptions: birds he has never seen before into his existing concept of bird. Accommodation is the complement of assimilation. Accommodation involves the modification of an existing mental concept to fit new perceptions. Mental growth is dependent on the continuous interaction between assimilation and accomodation on increasingly complex levels. For Piaget, intelligence involves a person intellectually incorporating the world--assimilation--and modifying his thinking in order to fit the world--accomodation [stress added]. From the video: Cognitive Development]

"The first object of any act of learning, over and beyond the pleasure it may give, is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily [stress added]." Jerome Bruner, 1960, The Process of Education (Harvard university press), page 17.

"Bruner sees learning as involving three 'almost simultaneous processes,' namely, (1) acquisition of new information, (2) transformation of knowledge, and (3) check of the pertinence and adequacy of knowledge [stress added]." Morris L. Bigge, 1982, Learning theories for Teachers (Fourth Edition) (Harper Collins), page 232.

IV. THE TERM "PRIMITIVE" WHEN USED IN CONNECTION WITH HUMAN BEINGS IS NOT APPROPRIATE!

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

And remember from Week I: "The palest ink is better than the best memory." (Chinese proverb) and "The ear is a less trustworthy witness than the eye." (Herodotus [c.485-426 B.C.], The Histories of Herodotus, Book 1, Chapter 8) and it was said of Leonardo Da Vinci (1352-1519): "...he also learned to carry a notebook with him at all times and to use it, so that whatever went in through the eye came out through his hand [stress added]." Holland Cotter, 2002,Leonardo: The Eye, The Hand, The Mind." The New York Times, January 24, 2003, pages B35 + B37, page B37.

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

C. VIDEO: PRIMITIVE PEOPLE [CFU: Horrible title but semi-reasonable film!] (and for additional information on Australian Aborigines, please go to http://www.insects.org/ced1/aust_abor.html as well as http://www.ciolek.com/WWWVL-Aboriginal.html)

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

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

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

D. ESSAY: Body Ritual Among the Nacirema [please see below in this Guidebook] and please see http://www.beadsland.com/nacirema/[but please read the article below first].

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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POSSIBLE QUESTIONS FOR EXAM I (20%) ON FRIDAY SEPTEMBER 24, 2004.

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

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

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

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

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

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

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

8. TRUE FALSE Piaget sees two basic mental processes underlying all of intellectual development: He calls these processes assimilation and accomodation.

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 Australia's Aborigines may have created one of the world's oldest art forms with cave paintings and rock carvings that date back 3,000,000 years.

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/SOSC103FA2004TESTOne.htm by FRIDAY SEPTEMBER 17, 2004, to assist you in the examination.

http://www.lizardpoint.com/fun/geoquiz/afrquiz.html

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WEEK 5: BEGINNING SEPTEMBER 20, 2004

I. EVOLUTION, HUNTERS AND GATHERERS, REVIEW AND EXAM I (20%) on Friday September 24, 2004.

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

II. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook.
"The Hunters: Scarce Resources in the Kalahari" by Richard Borshay Lee, pages 109-123.
"Eating Christmas in the Kalahari" by Richard Borshay Lee, pages 15-22.
"Shakespeare in the Bush" by Laura bohanna, pages 23-32
"Adaptive Failure: Easter's End" by Jared Diamond, pages 124-133.

III. SPECIFICS FROM DARWIN FOR BEGINNERS WILL NOT BE ON EXAM I.

III. EXAM I (20%) ON FRIDAY SEPTEMBER 24, 2004.
A. Review all Spradley & McCurdy pages & Guidebook pages to date.
B. Map} Central and South America and Africa.
C. Map, Multiple Choice, and True/False.
D. ONCE AGAIN} A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF CLASS (August 23, 2004) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/SOSC103FA2004

IV. PLEASE REMEMBER THE "SAMPLE" EXAM QUESTIONS AND MAP BELOW (AS WELL AS THE SELF-TEST ON THE WEB).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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WEEK 6: BEGINNING September 27, 2004

I. CHARLES DARWIN (1809-1882), "DARWINISM" AND CONTROVERSIES.

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.

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. WRITING ASSIGNMENT #2 INSTRUCTION: PART OF CLASS PRESENTATIONS (that BEGIN WEEK #12, November 10) and which will be DUE Friday, December 12, 2003 [10%].

III. PLEASE SEE THE LIST OF CONCEPTS AT THE END OF THE INFORMATION FOR THIS WEEK (after the Darwin Information): #1} How would YOU "explain" one concept to a classroom of young people? #2} How would you "explain" one concept to a group of your peers (or relatives or friends)?

A. Beginning on Monday November 8, 2004 (Week #12 and just after EXAM II on Friday November 5) we will have a "panel" discussion (or individual presentations) every day for the rest of semester.

B. You must have a one-page handout on YOUR presentation to distribute to your classmates on YOUR presentation day.]

C. Please remember the information on "Participation / Paper Presentation" below.

D. YOUR second Writing Assignment (10%) IS DUE on Friday December 10, 2004. THIS WILL CONSIST of your one-page handout to the class and a brief (two-or-three page?) essay on your topic and Social Science.

IV. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook.
"Using Anthropology" by David W. McCurdy, pages 415-427

V. BY THE END OF THIS WEEK YOU SHOULD HAVE FINISHED Darwin For Beginners.

"The destruction of the literal interpretation of the Bible was accomplished by twin European intellectual movements, in science and history. The scientific movement was started by Sir Charles Lyell [1797-1895] and other geologists who were puzzled to explain the existence of the strata of the earth if it had been created in seven days: the tragic suicide in 1856 of the great amateur geologist and Free Church journalist Hugh Miller [1802-1856] has been supposed to be connected with his inability to reconcile his scientific knowledge with his belief in Genesis. Although it was Charles Darwin's [1809-1882] theory of biological evolution which most famously eroded a fundamentalist reading of the Bible and caught the popular imagination in the following decades, the subjection of the Bible to higher criticism on historical grounds which began in Germany in the middle of the century was no less damaging to the old simplicities. The first scholars influenced by the German school began to hold positions of power in Scottish theological colleges from the 1860s. .. William Robertson Smith [1846-1894], was expelled from his chair in the Free Church College at Aberdeen [Scotland] for suggesting that the Pentateuch might have been written by different hands: he withdrew to Cambridge Universty and pursued his interests in Oriental languages and relative cultures, to become, in due course, one of the founding fathers of modern anthropology [stress added]." T.C. Smout, 1986, A Century of the Scottish People: 1830-1950 (New Haven: Yale University Press), pages 193-194.

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

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

"Myths are part of our culture, and Darwin certainly has become part of a commonly promulgated myth. Some college textbooks, naive nature films, and popular writings about biology tend to present a picture of Darin on the Galápagos not unlike the stroy of Isaac Newton [1642-1727] and the famous apple tree. ... in Darwin's case, the myth would have us believe, [Darwin] spent a few days on a remote volcanic archipelago abouninding in odd birds and reptiles, experienced a sudden and dramatic intellectual metamorphosis, and realized that these creatures must have evolved and not been separately created. ... Darwin did not become an evolutionist while on the Galápagos, nor even during the Beagle voyage. It was not until he was safely back in England and began the serious work of compiling and interpreting his numerous specimens that he became an evolutionist. ... It was not until he had returned to his native England and consulted with a prominent ornithologist named John Gould [1804-1881] that he fully embraced the truth of evolution [stress added]." John Kricher, 2002, Galápagos (Smithsonian Institution Press), pages 41-42.

"Louis Agasiz [1807-1873], leading naturalist of the United States, founder of the Museum of Comparative Zoology at Harvard University, world authority on ichthyology, and ardent opponent of Darwin's [1809-1882] theories regarding evolution, visited the Galápagos for nine days in June of 1872, almost a half century after Darwin. For those who naively believe that a visit to the Galápagos Archipelago will automatically convert them to a belief in evolution, Douglas [David Douglas, 1799-1835} noted botanist who was in the Galápagos in 1825] and Agassiz proved otherwise. In fairness, however, Agassiz visited the Galápagos only one year before his death at the age of sixty-six. Unlike Darwin, who was young and vigorous, and whose mind was still highly maleable when he explored the islands, Agassiz was frail, and his beliefs were more than a little firmly entrenched. He had very little to say in print concerning his impressions of the islands, though he did suggest in one weakly argued letter to a friend that his views concerning the truth of creationism were not shaken by seeing the Galápagos flora and fauna [stress added]." John Kricher, 2002, Galápagos (Smithsonian Institution Press), pages 12-13.

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

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

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

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

VII. CURRENT CONTROVERSIES

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

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

"Creationism is evolving. Several new varieties of creationism have appeared recently and are competing to stake out a niche in the intellectual landscape [stress added]." Robert T. Pennock, 1999, Tower of Babel: The Evidence Against the New Creationism (MIT Press), page 1.

DO CHECK OUT: http://www.ncseweb.org/ [National Center for Science Organization] and

http://www.darwinday.org/ [Darwin Day Organization]

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

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

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

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

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

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

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

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

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

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

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

"Science evolves over historical time. Concepts come into being and may pass away; some 'survive' and others do not; and there can be competition between ideas. Some win; others lose; still others gte transformed (evolve) into new forms. Is this evolution of science illuminated by natural selection theory? [stress added]." Holmes Rolston, III, 1999, Genes, Genesis and God: Values and Their Origins in Natural and Human History (Cambridge University Press), page 168.

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

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WRITING ASSIGNMENT #2 INSTRUCTIONS, CLASSROOM PRESENTATION INSTRUCTIONS, AND TERMINOLOGY TO CHOOSE FROM

TEMPLATE FOR SOSC 103

Your Name
Date of Presentation
SOSC 103-1
[The Concept]

I. The concept I chose was ______ and it is defined by _____ as _______. In other words, this means _______.

II. In order to "explain" this concept of ______ to a K-12 classroom audience I would do the following: ___________.

III. The references I would draw upon include:

At least one item from a recent newspaper or popular journal.

At least one item from a scholarly journal or book.

At least one WWW site.

IV. In order to "explain" this concept of ______ to my peers, family, or friends, I would do the following: ___________.

V. The references I would draw upon include:

At least one item from a recent newspaper or popular journal.

At least one item from a scholarly journal or book.

At least one WWW site.

VI. In conclusion, the concept of _________ is _________.

Your Writing Assignment #2, worth 10% of your final grade (and DUE December 10, 2004) should be approximately ~500-1000 words: if will be a short "essay" about your concept and how it relates to Social Science 103. You will also attach your one-page handout to your brief essay (which will be considered as part of the word count). Make sense?

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PARTICIPATION / PAPER PRESENTATION

Class participation counts for 20% of your final grade: this includes class attendance throughout the semester, your classroom presentation, and thoughtful comments on other student presentations. The following information should be of value to you when it comes to your term paper presentation beginning WEEK 12:

Some selections from "Preparing and presenting a speech" by Shirley Shields (in The Great American Bathroom Book I, 1992, edited by Steven W. Anderson). [The information as it appeared in GABB I was actually an edited summary of the Shields 1989 publication entitled Change Your Voice, Change Your Image (Chapter 7)].

"Consider these ten key steps when preparing a talk:

1. Choose your subject with care....
2. Analyze the audience....
3. Ascertain your purpose: Are you speaking chiefly to persuade, entertain, or inform?
4. Gather materials....
5. Organize the material....The introduction...The body of your talk....The conclusions...
6. Select words carefully....
7. Use quotations correctly....
8. Employ (on a limited basis) personal references....
9. Make your speech your own....
10. Time your speech: Nothing kills a good speech [or classroom presentation!] than going overtime [stress added]."

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CONSIDER, If you will, the following:

"With verbal reports, much of the data gets lost in translation. Most people aren't trained to listen. Given the complexity of our mental processes, the recipient tunes out, blocks, forgets, or misinterprets eighty percent of what's been said. Take any fifteen minutes' worth of conversation and try to reconstruct it later and you'll see what I mean. If the communication has any emotional content whatever, the quality of the information retained degrades even further [stress added]." Sue Grafton, 1998, N Is For Noose (NY: Henry Holt and Company), page 23.

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Some words from "How To Get Your Point Across in 30 Seconds--or Less" by Milo O. Frank (in The Great American Bathroom Book II, 1993, edited by Steven W. Anderson), pages 455-456.

"The three principles of effective communication: The first component of an effective 30-second message--the passive, pre-planned part of your communication--consists of the three principles necessary for effective communication: know your objective, know your listener, and know your approach. ... The three techniques of effective communication: The second part of your 30-second message is the actual message itself. The effectiveness of your message pivots on the three techniques of effective communication--the three K's of your message. Your 'hook' is designed to 'Katch' your listener; the 'subject' will 'Keep'em interested; and the 'closing' will 'Konvince'em' to work with you. Adding Impact: The finishing touches of a 30-second message include a number of measures you can take to add impact. ... Imagery - Make sure your listener sees as well as hears what you are saying....Clarity - Choose words and images appropriate to your listeners level of understanding. ... Personalizing - Use personal stores or examples to illustrate key points.... Emotional Appeal - The most effective messages are those that reach the listener's heart [stress added]."

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AND PLEASE NOTE: the following Decree #26 does not apply to this class nor to your eventual presentation: "By Order of The High Inquisitor of Hogwarts: "Teachers are hereby banned from giving students any information that is not strictly related to the subjects they are paid to teach. The above is in accordance with Educational Decree Number Twenty-Six. Signed: Dolores Jane Umbridge / High Inquisitor [stress added]." J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 551.

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CONCEPTS (49) FOR IN-CLASS PRESENTATION FOR WEEKS in NOVEMBER & DECEMBER 2004:

Monday November 8, 2004:

ARCHAEOLOGY: "The branch of anthroplogy that seeks to reconstruct the daily life and customs of peoples who lived in the past and to trace and explain cultural changes. Often lacking written records for study, archaeologists must try to reconstruct history from the material remains of human cultures." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 401.

PREHISTORY: "The time before written records." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 405.

PHYSICAL ANTHROPOLOGY: "The study of humans as physical organisms, dealing with the emergence and evolution of humans and with contemporary biological variations among human populations. Also called biological anthropology." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 404.

PALEOANTHROPOLOGY: "The study of human fossil remains." From: L.L.Langness, 1987, The Study of Culture: Revised Edition (Novato, CA: Chandler & Sharp), page 224.

 

Wednesday November 10, 2004:

PRIMATOLOGIST: "Persons who study primates." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 405.

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

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

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

Friday November 12, 2004:

DNA: Deoxyribonucleic acid. [See: http://www.dnaftb.org/dnaftb/]

MENDELIAN GENETICS: "...by recognising the deep logical structure of inheritance, and by designing experiments which would display this in an easily manageable symbolic notation." Jonathan Miller & Borin Van Look, 1982, Darwin For Beginners (NY: Pantheon), page 151.

EVOLUTION: "In the broadest sense, evolution is merely change, and so is all-pervasive; galaxies, languages, and political systems all evolve. Biological evolution ... is change in the properties of populations of organisms that transcend the lifetime of a single individual." [From: http://www.talkorigins.org/faqs/evolution-definition.html]

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.

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CONCEPTS to be presented the week of November 15, 2004: 

Monday November 15, 2004:

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

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

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

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

Wednesday November 17, 2004:

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

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

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

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

Friday November 19, 2004:

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.

TABOO: "A prohibition that, if violated, is believed to bring a supernatural punishment." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 406. 

ENDOGAMY: Marriage within a designated social unit.

EXOGAMY: Marriage outside any designated group.

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November 22 -> November 26, 2004: Thanksgiving Break!

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CONCEPTS to be presented the week of November 19, 2004:

Monday, November 29, 2004:

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

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

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

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

Wednesday, December 1, 2004:

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

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.

ETHNOLOGY: "In its most comprehensive usage, the science of peoples and cultures. Ethnology is contrasted with ethnography in that the latter is purely descriptive whereas the former is analytic and seeks to find generalizations." From: L.L.Langness, 1987, The Study of Culture: Revised Edition (Novato, CA: Chandler & Sharp), page 221.

Friday, December 3, 2004:

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

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

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

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.

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CONCEPTS to be presented the week of December 6, 2004:

Monday, December 6, 2004:

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

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

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

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.

Wednesday, December 8, 2004:

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

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.

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

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

Friday, December 10, 2004 [last day of class]:

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

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

SOCIAL DARWINISM: "...a regretable idiocy known as Social Darwinism, according to which the ruthless economic competition displayed by capitalism should be encouraged in order to obtain an efficiency comparable to the one exhibited in nature." Jonathan Miller & Borin Van Look, 1982, Darwin For Beginners (NY: Pantheon), page 171.

INTERNET: "The Internet is a shared network of government agencies, educational institutions, private organizations, and individuals from many nations. Many people refer to the Internet as the World Wide Web (WWW). The World Wide Web is made up of a collection of interconnected computers using the TCP/IP protocol language to communicate. The Internet is the largest network in the world." [From: http://mse.byu.edu/ecs/internet_defined.htm]

WWW: "The World Wide Web is made up of a collection of interconnected computers using the TCP/IP protocol language to communicate. The Internet is the largest network in the world." [From: http://mse.byu.edu/ecs/internet_defined.htm]

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

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

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

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

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WEEK 7: BEGINNING October 4, 2004

I. BACK TO THE PACIFIC: TASMANIA.

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

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

II. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook.
"Ecology and Subsistence" [Overview] [repeat], pages 104-108.
"Kinship and Family" [Overview] [repeat] pages 212-215.
"Identity, Roles, and Groups" [Overview], pages 248-252.
"Domestication and the Evolution of Disease" by Jared Diamond, pages 144-157.

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

REMEMBER FROM WEEK 4 on the film RABBIT PROOF FENCE: "It spotlights a shameful recent chapter of Australian history, when racist kidnappings were part of that country's official policy, yet 'Rabbit-Proof Fence' turns this dubious past into a breathtaking story of defiance and triumph that has to be considered one of the year's most sublime films. Direcotr Phillip Noyce based his movie on the lives of three Aboriginal girls who, in 1931, escaped from their captors into a shaky freedom that required them to traverse more than 1,000 miles.... Between 1910 and 1970, the Australian government targeted mixed-race Aboriginal children in the outback and took themn to reorientation centers. There they were forced to speak English, attend Church and learn 'skills' they would use as servants and laborers for white people. One hundred thousand Aboriginal children were taken this way from their parents, according to an Australian government report released in 1997 [stress added]." Jonathan Curiel, 2002, Following the fence to freedom: Aboriginal girls' escape makes for gripping drama. The San Francisco Chronicle, December 25, 2002, pages D1 + D9.

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

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

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

AND CONSIDER THIS:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

REMEMBER (?) FROM THE BEGINNING OF THE COURSE:

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

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

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

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

Tasmania is 26,200 square miles in size and is a State of the Commonwealth of Australia [2,941,300 square miles]. Tasmania had an estimated 2002 population of ~473,365. The 2002 estimated population of Australia is 19,731,000. The capital of Tasmania is Hobart. The State of California is approximately 163,696 Square Miles, the State of West Virginia is approximately 24,078 square miles, and Costa Rica is approximately 19,730 square miles. [See The World Almanac And Book of Facts 2004.]

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

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

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

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

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

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

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WEEK 8: BEGINNING October 11, 2004

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, 2002, Conformity And Conflict, as well as below in this Guidebook.
"Religion, Magic, and World View" [Overview], pages 337-340.
"Society and Sex Roles" by Ernestine Friedl, pages 261-269.
"Mother's Love: Death Without Weeping" by Nancy Scheper-Hughes, pages 217-226.
"Cargo Beliefs and Religious Experience" by Stephen C. Leavitt, pages 371-381.
"Baseball Magic" by George Gmelch, pages 348-357.

III. REMEMBER:
A. EXAM II (25%) on November 5, 2004.
B. WORDS / THOUGHTS ON "TRADITION ("CULTURE")

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

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

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

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

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

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

Jason B. Johnson,2004, Hate crimes decrease in state--especially against Hispanics. The San Francisco Chronicle, July 9, 2004, page B1 + B3.

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

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

VI. EXAMPLES AND VARIOUS PACIFIC ISLANDS (http://www2.hawaii.edu/~ogden/piir/index.html)
A. MARGARET MEAD'S Mead's NEW GUINEA JOURNAL
B. Others

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ROLE: The culturally generated behavior associated with particular statuses.

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

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

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

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

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

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

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

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

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

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

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

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

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

NOTE: The nation of Papua New Guinea had an estimated year 2002 population of 5,711,000 and covers approximately 178,703 squares miles [California is 163,696 square miles].

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

"Any account of Mead's work on Samoa [or perhaps all of her work?] must consider the controversy surrounding its accuracy. In 1983, several years after her death, Derek Freeman published his detailed refutation of her work. More recently, Freeman has continued his attack with attempts to prove that Mead built her description of adolescent sexuality on scanty information gleaned from a hoax perpetrated by her informants. He has also argued that she was young and credulous, that she had a poor grasp of the language, that she did not carry out her investigations properly, that Coming of Age in Samoa [1928] is littered with errors, that she twisted the facts to suit her (and Boas's and Benedict's) preconceptions, and that she was entirely wrong in her portrayal of Samoa [stress added]." Hilary Lapsley, 1999, Margaret Mead And Ruth Benedict: The Kinship of Women (Amherst: U Mass Press), pages 142-143.

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

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

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WEEK 9: BEGINNING October 18, 2004

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, 2002, Conformity And Conflict, as well as below in this Guidebook.
"How Sushi Went Global" by Theodore C. Bestor, pages 201-211.
"Family and Kinship in Village India" by David W. McCurdy, pages 227-234.
"Uterine Families and the Women's Community" by Margery Wolf, pages 241-247.

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." Igloos and Boob Tubes" by Mary Williams Walsh, 1992, The San Francscio Chronicle & Examiner, This World, December 27, 1992, page 3.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 [stress added]."

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WEEK 10: BEGINNING October 25, 2004

I. NATIVE AMERICANS: PAST, PRESENT, AND FUTURE AND BEGINNING JANE GOODALL.

II. READINGS in Spradley & McCurdy, 2002, Conformity And Conflict, as well as below in this Guidebook (and you are supposed to be finished with Darwin For Beginners).
"Blood on the Steppes" by Jack Weatherford, pages 281-289.
"Cocaine and the Economic Deterioration of Bolivia" by Jack Weatherford, pages 170-180.
"Using Anthropology" [repeat] by David W. McCurdy, pages 415-427.
"Domestication and the Evolution of Disease" [repeat] by Jared Diamond, pages 144-157.

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

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

B. Exploration/Exploitation:

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

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

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

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

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

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

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

D. http://www.ota.gov/nativea.html [Native American Indian issues] and contemporary Native American Nations
E. Columbus and Discoveries [http://www.millersv.edu/~columbus/mainmenu.html]
F. FROM: The Sacramento Bee, April 27, 2001: "City from 2600 B.C. was ahead of its time. Researchers investigating a long-ignored Peruvian archaeological site say they have determined that it is the oldest city in the Americas, with a complex, highly structured society that flourished at the same time the pyramids were being built in Egypt. ... The 4,600 year old city....[stress added]."

"...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.

IV. PLEASE REMEMBER THE "SAMPLE" EXAM QUESTIONS AND MAP BELOW (AS WELL AS THE SELF-TEST ON THE WEB).

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

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

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

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

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

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

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

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

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

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

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

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

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

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NOTES ON NATIVE AMERICANS AND CONTINUOUS CULTURE CHANGE

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"A $215 million casino opened in Northern California this week. Nevada gambling experts and executives fear that the United Auburn Indian Community's Thunder Valley Casino [~75,000 square feet?] about 100 miles from Reno will siphon off $200 million of Reno's gambling revenues over the next few months. About 8,000 people attended the opening." Anon., 2003, USA Today, June 11, 2003, page 11A.

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

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

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

MARYSVILLE, July 2004: "A Butte County tribe considered three sites.... The tribe now is proposing to build an eight-story hotel with a 207,760-square-foot casino near Marysville. The original plan from two years ago proposed a seven-story hotel and 152,000-square-foot casino [stress added]." Anon., 2004, Tribe considered three casino sites. The Chico Enterprise-Record, July 9, 2004, page 5A.

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POSSIBLE EXAM II QUESTIONS FOR FRIDAY November 5, 2004 EXAM II:

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

2. 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.

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

5. 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.

6. TRUE FALSE Robben Island was used at various times between the 17th and the 20th century as a prison, a hospital for socially unacceptable groups, and a military base.

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

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

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

10. TRUE FALSE The process of differential survival and reproduction that results in changes in gene frequencies and in the characteristics that the genes encode is termed "natural selection."

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/SOSC103FA2004TESTTwo.htm by Friday October 29, 2004, to assist you in examination #2.

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MAPS TO BE USED FOR EXAM II FOR FRIDAY November 5, 2004

 AND REMEMBER: http://www.lizardpoint.com/fun/geoquiz/index.html

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 WEEK 11: BEGINNING November 1, 2004

I. JANE GOODALL AND TO THE FUTURE, CREATIVITY, AND REVIEW AND EXAM II (25%) on Friday November 5, 2004.

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

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, 2002, Conformity And Conflict, as well as below in this Guidebook; and you should be finished with Darwin For Beginners since it will be on EXAM II.
"Career Advice for Anthropology Undergraduates" by John T. Omohundro, pages 428-438.

III. PLEASE THINK ABOUT THIS:

ON ELECTIONS IN GENERAL: "An overwhelming majority of a miniscule number of Chico State university students decided everybody on campus will be paying higher fees at least through 2009. By a margin of 749 to 42, students at Chico State approved a referendum calling for a $14-a-semester fee to fund campus athletics. The total voter turnout amounted to 4.9 percent of the 16,251 eligible students [stress added]." Roger H. Aylworth, 2002, minority Rules: Chico State Approves Sports Fee. Enterprise-Record, May 11, 2002, page 1.

IV. JANE GOODALL AND TO THE FUTURE & CREATIVITY.

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.

V. CULTURE CHANGE AND APPLIED ANTHROPOLOGY
A. What is Change? and How does Change take place?
B. What is Creativity? and The Global Society (Continued)
C. You may also wish to read a brief essay on the Galápagos Islands by Urbanowicz, which may be viewed by clicking here: ESSAY #8, the final essay, at the end of this printed Guidebook.)

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

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

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

"Darwin's work, in particular, radically unnerved thousands who held a biblical view of humankind's historical story; and to this day the implications of his thinking for biology (and even psychology and sociology) have been profound. He himself became an agnostic and saw no great overall moral or philosophical meaning in the long chronology of our being, which he regarded, rather, as a story of acidents and incidents, of chance and circumstance as they all came to bear on 'natural selection.' Although Copernicus [1473-1543] and Galileo [1564-1642] and Newton [1642-1727] have been absorbed, so to speak, by traditional Christianity, by no means has Darwin's view of our origin and destiny been universally integrated into the teachings, the theology, of many religions that rely upon the Bible for their instpiration, their sense of who we are, where we came from, how our purpose here ought to be described. It was one thing for scientists to probe the planets, declare that this place we inhabit is only one spot in a seemingly endless number of places in an ever expanding universe, or to examine closely our body's cells, or othse of other creatures; it was quite another matter to suggest that we ourselves are merely an aspect of an ever changing nature, that our 'origin' was not 'divine' but a consequence of a biological saga of sorts [stress added]." Robert Coles, 1999, The Secular Mind (Princeton University Press), pages 50-51.

VI. FOR INFORMATION
A. The Applied Anthropology Computer Network (http://www.acs.oakland.edu/~dow/anthap.html)
B. http://www.janegoodall.org/ [Jane Goodall].
C. http://www.uacg.org/ [United Anglers of Casa Grande, Petaluma, CA]

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

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

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

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

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

FINALLY, Urbanowicz likes and appreciates the words of Thomas Jefferson [1743-1826] as provided by Silvio A. Bedini, 2002, Jefferson And Science (Monticello: Thomas Jefferson Foundation), page 107, from an 1818 letter of Jefferson:

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

VII. AND TO RETURN TO THE BEGINNING OF AUGUST 23, 2004:

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

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

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

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

Hail Caesar!
Roman law is now in session.

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

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

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

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

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

Hmmm. Shall we start from the beginning?

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

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

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

Help!

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WEEK 12: BEGINNING November 8, 2004

I. Discussion Panels Begin! [And those presenting this day must have a one-page handout on the presentation to distribute to your classmates this day.]

II. Please remember the information on "Participation / Paper Presentation" below.

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WEEK 13: BEGINNING November 15, 2004

I. Discussion Panels Continue. [And those presenting this day must have a one-page handout on the presentation to distribute to your classmates this day.]

II. Please remember the information on "Participation / Paper Presentation" below.

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WEEK 14: THANKSGIVING BREAK} November 22 -> 26, 2004  

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WEEK 15: BEGINNING November 29, 2004

I. Discussion Panels Continue. [And those presenting this day must have a one-page handout on the presentation to distribute to your classmates this day.]

II. Please remember the information on "Participation / Paper Presentation" below.

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WEEK 16: BEGINNING December 6, 2004

I. Discussion Panels Conclude. [And those presenting this day must have a one-page handout on the presentation to distribute to your classmates this day.] And your WRITING ASSIGNMENT (10%) IS DUE by Friday December 10, 2004. THIS WILL CONSIST of your one-page handout to the class and a brief (two-or-three page?) essay on your topic and Social Science.

II. Please remember the information on "Participation / Paper Presentation" below.

III. Please remember the information on "Criteria of Writing Proficiency" below.

IV. Please re-read and /or re-familiarize yourself with the following ten items (which you have already read): Six are "Overviews" to the section headings and four are complete articles.

"Culture and Ethnography" by S& M [Overview], pages 1-5.
"Language and Communication" [Overview], pages 59-62.
"Conversation Style" Talking on the Job" by Debra Tannen, pages 95-103.
"Ecology and Subsistence" [Overview], pages 104-108.
"Adaptive Failure: Easter's End" by Jared Diamond, pages 124-133.
"Domestication and the Evolution of Disease" by Jared Diamond, pages 144-157.
"Economy and Globalization" [Overview], pages 158-162.
"Kinship and Family" [Overview] pages 212-215.
"Religion, Magic, and World View" [Overview ], pages 337-340.
"Baseball Magic" by George Gmelch, pages 348-357.

IV. REMEMBER
A. EXAM III (20%) based on the ten items from Spradley & McCurdy (listed immediately above) and
B. Darwin For Beginners and Guidebook readings and
C. Forty-nine specific concepts below.
D. Map of the world: see below.
E. EXAM III (20% of your final grade) will consist of a World Map, Multiple-Choice, True/False, and a single (multi-part) Essay Question based on a Social Science 103 concept.

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

V. AND THE FINAL URBANOWICZ QUOTES FOR FALL 2004:

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

and finally

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

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

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

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

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.

ARCHAEOLOGY: "The branch of anthroplogy that seeks to reconstruct the daily life and customs of peoples who lived in the past and to trace and explain cultural changes. Often lacking written records for study, archaeologists must try to reconstruct history from the material remains of human cultures." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 401.

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

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

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

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

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

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

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

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

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

DNA: Deoxyribonucleic acid. [See: http://www.dnaftb.org/dnaftb/]

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

ENDOGAMY: Marriage within a designated social unit.

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

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

ETHNOLOGY: "In its most comprehensive usage, the science of peoples and cultures. Ethnology is contrasted with ethnography in that the latter is purely descriptive whereas the former is analytic and seeks to find generalizations." From: L.L.Langness, 1987, The Study of Culture: Revised Edition (Novato, CA: Chandler & Sharp), page 221.

EVOLUTION: "In the broadest sense, evolution is merely change, and so is all-pervasive; galaxies, languages, and political systems all evolve. Biological evolution ... is change in the properties of populations of organisms that transcend the lifetime of a single individual." [From: http://www.talkorigins.org/faqs/evolution-definition.html]

EXOGAMY: Marriage outside any designated group.

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.

INTERNET: "The Internet is a shared network of government agencies, educational institutions, private organizations, and individuals from many nations. Many people refer to the Internet as the World Wide Web (WWW). The World Wide Web is made up of a collection of interconnected computers using the TCP/IP protocol language to communicate. The Internet is the largest network in the world." [From: http://mse.byu.edu/ecs/internet_defined.htm].

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

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

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

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

MENDELIAN GENETICS: "...by recognising the deep logical structure of inheritance, and by designing experiments which would display this in an easily manageable symbolic notation." Jonathan Miller & Borin Van Look, 1982, Darwin For Beginners (NY: Pantheon), page 151.

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

PALEOANTHROPOLOGY: "The study of human fossil remains." From: L.L.Langness, 1987, The Study of Culture: Revised Edition (Novato, CA: Chandler & Sharp), page 224.

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

PHYSICAL ANTHROPOLOGY: "The study of humans as physical organisms, dealing with the emergence and evolution of humans and with contemporary biological variations among human populations. Also called biological anthropology." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 404.

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

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

PREHISTORY: "The time before written records." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 405.

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

PRIMATOLOGIST: "Persons who study primates." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 405.

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

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

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

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

SOCIAL DARWINISM: "...a regretable idiocy known as Social Darwinism, according to which the ruthless economic competition displayed by capitalism should be encouraged in order to obtain an efficiency comparable to the one exhibited in nature." Jonathan Miller & Borin Van Look, 1982, Darwin For Beginners (NY: Pantheon), page 171.

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

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

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

TABOO: "A prohibition that, if violated, is believed to bring a supernatural punishment." From Carol Ember & Melvin Ember, 1996, Cultural Anthropology (8th Edition) (NJ: Prentice-Hall), page 406.

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

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

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

WWW: "The World Wide Web is made up of a collection of interconnected computers using the TCP/IP protocol language to communicate. The Internet is the largest network in the world." [From: http://mse.byu.edu/ecs/internet_defined.htm]

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WEEK 17: BEGINNING December 13, 2004: FINALS WEEK

POTENTIAL QUESTIONS FOR MONDAY December 13, 2004 (BUTTE HALL 505) from Noon -> 1:50pm.

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

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

3. 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.

4. Gmelch pointed out that American baseball players use magic to manage anxiety, including the use of: (a) ritual, (b) taboos, (c) fetishes, (d) all of the above.

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

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

7. TRUE FALSE Tannen has pointed out that "gestures and smiles" play no part in her research into the "silent language."

8. TRUE FALSE "Allocation of resources" refes to the cultural rules people use to assign rights to ownership and use of resources.

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

10. TRUE FALSE According to Jared Diamond, Easter Island collapsed (or failed) because of extremely rapid environmental destruction.

A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/SOSC103FA2004TESTThree.htm by MONDAY December 6, 2004, to assist you in the final examination.

MAP TO BE USED FOR EXAM III FOR SOSC 103-1 (Butte Hall 505) on MONDAY December 13, 2004 from Noon -> 1:50pm.

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CRITERIA OF WRITING PROFICIENCY:

For the purpose of this class (SOCIAL SCIENCE 103), the minimal definition of "Writing Proficiency" encompasses all three of the levels described below. It is expected that anyone who receives a grade of "C-" or better in this class has achieved these levels of writing proficiency.

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

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

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

Level #3: Writing proficiency at the third level requires the construction and arrangement of paragraphs in a such a manner that the reader is led successively through the intent or the objective of the paper, the implementation of the objective, and the conclusion which summarizes and meaningfully relates the body of the paper to its objective; please note this level also includes the use of "section headings" to break up the flow of the paper (beginning with INTRODUCTION and ending with CONCLUSIONS).

Note the following:

"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.

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

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

Student Handbook http://www.csuchico.edu/pub/studenthandbook/index.html	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://ids.csuchico.edu/

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

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

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

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

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

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

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

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

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

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

PLEASE: the reader of this Guidebook is strongly encouraged to process, question, read, search, and think about various issues and ideas throughout the semester and perhaps come to an understanding of how you relate to anthropology and how anthropology relates to you! As Clark Kerr stated: "The university is not engaged in making ideas safe for students. It is engaged in making students safe for ideas [stress added]." The University and the Internet and the World Wide Web and Cyberspace are changing the very environment "we" all interact in and the "web" should point to new sources to provide you with new thoughts. This is how I have personally envisioned this web-related web-related Guidebook (of 61,339 as of 23 August 2004): NOTE, this does not count the words in the 8 essays in the printed Guidebook); it is a GUIDE to other resources to explore on your own to prepare for your individual futures. Please consider your own age, where you wish to go in the future, and please ponder the following:

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

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

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

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EIGHT ESSAYS BY URBANOWICZ FOR SOSC 103, FALL 2004:

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

THE FOLLOWING ESSAYS (printed in the bound Guidebook available in the Associated Students Bookstore at CSU, Chico) ARE FOR SOCIAL SCIENCE 103 FOR FALL 2004:

#1} 1997, THE ENTHUSIASM OF TEACHING. [Printed from http://www.csuchico.edu/~curban/MT1997Essay.html] 

#2} 1999/2000, MNEMONICS QUOTATIONS, CARTOONS, AND A NOTEBOOK [Printed from http://www.csuchico.edu/~curban/TeachingT.html]

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

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

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

#6} 2001, TEACHING AS THEATRE.... [Printed from http://www.csuchico.edu/~curban/Darwin2000.html]

#7} 1998, FOLKLORE CONCERNING CHARLES R. DARWIN [Printed from http://www.csuchico.edu/~curban/Darwin_Folklore.html]

#8} 2001, THE GALÁPAGOS ISLANDS: EVERY LITTLE BIT HELPS [Printed from http://www.csuchico.edu/~curban/GalapagosIslandsoilspill.htm]

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On December 1, 2004, the FINAL items were added to these pages:

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

A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/SOSC103FA2004TESTThree.htm to assist you in examination #3 (20%) Monday December 13, 2004, from Noon -> 1:50pm.

Incidentally, the web page for the program to create these self-tests is at: http://web.uvic.ca/hrd/halfbaked/. You can create this type of test, or crossword puzzles, or matching exercises, or fill-in-the blanks, jumbled sentence exercises, or short answer exercises. Have a look when you can! As the web page points out: "The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is not freeware, but it is free of charge for those working for publicly-funded non-profit-making educational institutions, who make their pages available on the web."

And remember this free item: "George Lucas may be a pioneer in film and digital teachnology, but how he's turning to an old medium--magazines--to promote his passion, education.... http://www.edutopia.org to see if they qualify for a subscription." Dan Fost, 2004, Lucas Starts New Educational Crusade. The San Francisco Chroniocle, 17 October 2004, pages J1 + J5.

Also, please remember your final WRITING ASSIGNMENT (10%) IS DUE by Friday December 10, 2004. THIS WILL CONSIST of your one-page handout to the class and a brief (two-or-three page?) essay on your topic and Social Science.

JUST TO REALIZE WHAT YOU ARE FACING IN THE FUTURE, please consider the following information:

"Creationism is evolving. Several new varieties of creationism have appeared recently and are competing to stake out a niche in the intellectual landscape [stress added]." Robert T. Pennock, 1999, Tower of Babel: The Evidence Against the New Creationism (MIT Press), page 1.

" Mr.[Karl] Rove understands what surveys have shown, that many more Americans believe in the Virgin Birth than in Darwin's theory of evolution [stress added]." Garry Wills, 2004, The Day the Enlightenment Went Out, The New York Times, November 4, 2004, page A31.

"Americans are divided in their assessment of Charles Darwin's theory of evolution, according to a poll by Gallup. 35 per cent of respondents say the British naturalist's views are supported by evidence, while 35 per cent disagree. Darwin's 'The Origin of Species' was first published in 1859. The book details the naturalist's theory that all organisms gradually evolve through the process of natural selection. Darwin's views were antagonistic to creationism, the belief that a more powerful being or a deity created life. In the United States, the debate accelerated after the 1925 Scopes trial, which tested a law that banned the teaching of evolution in Tennessee public schools. 45 per cent of poll respondents today say God created human beings in their present form. Earlier this year, Georgia's Cobb County was at the centre of a controversy on whether science textbooks that explain evolutionary theory should include disclaimer stickers. ... Methodology: Telephone interviews with 1,016 American adults, conducted from Nov. 7 to Nov. 10, 2004. Margin of error is 3 per cent [stress added]." CPOD [Centre for Public Opinion & Democracy, The University of British Columbia], 20 November 2004. Evolution, Creationism Still Splits Views In U.S. From: http://www.cpod.ubc.ca/polls/index.cfm?fuseaction=viewItem&itemID=5108.

"A Pennsylvania school district on Friday [November 19, 2004] defended its decision to discount Charles Darwin's theory of evolution and take a lead in teaching what critics say is a version of creationism. Dover Area School District in south-central Pennsylvania is believed to be the first in the country to approve the teaching of a new theory called 'intelligent design,' according to the National Center for Science Education. Proponents of intelligent design argue that the complexity of nature is such that it could not have occurred by chance, as Darwinian theory holds, and so must have been created by some all-powerful force. That being is not explicitly identified, but many of the theory's conservative religious supporters say it is God. NCSE, an Oakland, California-based group that defends the teaching of evolution in schools, said the district's board approved the policy change last month after a debate that began more than a year ago when a board member objected to a biology textbook on the grounds it focused on Darwinism. The move set off a noisy debate in the district, with at least two school board members resigning. On Friday, the district defended its decision by saying it intends to present a balanced view, and not to teach religious beliefs. Officials will "make sure no one is promoting but also not inhibiting religion," according to a statement posted on the district's Web site. 'Because Darwin's theory is a theory, it is still being tested as new evidence is discovered,' the statement said. 'Gaps in the theory exist for which there is no evidence [stress added]." John Hurdle, November 19, 2004, Pennsylvania School District Retreats from Evolution. Story location: http://wireservice.wired.com/wired/story.asp?section=Breaking&storyId=952652&tw=wn_wire_story

BUT, remember (from the November 10, 2004 update):

"Missing Links provides readers with a compendium of scientific evidence of extinct organisms, or 'missing links,' that bridge the evolutionary gaps between primordial species and modern life. The book introduces newcomers to the field of evolutionary science with an accessible discussion of basic scientific practices, rock and fossil dating techniques, and schools of classification. Readers are then ushered through a fascinating array of examples of evolutionary transition at all chronological and geographical scales, from the ultimate origins of life on Earth to the morphological changes that readers will observe during their lifetimes. Offering a lucid primer on evolutionary science, as well as a series of case studies and fossil histories in support of evolutionary theory, Missing Links serves as an ideal short introduction to evolution for students and general readers [stress added]. Michael Shermer, 2004, Book Notice, e-Skeptic #40 for October 29, 2004. 

AND HAVE A LOOK AT: http://www.swarthmore.edu/NatSci/cpurrin1/textbookdisclaimers/index.htm [Textbook Disclaimer Stickers]!

On your examination on Monday December 13, 2004: to repeat the information from page 82 of your Guidebook concerning readings for EXAM III:

"Culture and Ethnography" by S& M [Overview], pages 1-5.
"Language and Communication" [Overview], pages 59-62.
"Conversation Style" Talking on the Job" by Debra Tannen, pages 95-103.
"Ecology and Subsistence" [Overview], pages 104-108.
"Adaptive Failure: Easter's End" by Jared Diamond, pages 124-133.
"Domestication and the Evolution of Disease" by Jared Diamond, pages 144-157.
"Economy and Globalization" [Overview], pages 158-162.
"Kinship and Family" [Overview] pages 212-215.
"Religion, Magic, and World View" [Overview ], pages 337-340.
"Baseball Magic" by George Gmelch, pages 348-357.

And again, as page 82 of the Guidebook points out:

EXAM III (20%) is based on the ten items from Spradley & McCurdy (listed immediately above) and
Darwin For Beginners and Guidebook readings and
Forty-nine specific concepts below.
Map of the world.

EXAM III (20% of your final grade) will consist of a World Map, Multiple-Choice, True/False, and a single (multiple-part) Essay Question based on a Social Science 103 concept. What has been the most important concept (or idea) you have learned from this SOSC 103 course this semester? Can you please name the concept (or idea) and describe the concept (or idea) in your own words and write about it. (This will, obviously, be a multiple-part essay questions so please give it some thought.)

PS} It wouldn't hurt to look at old SOSC 103 exam questions from Exam I and Exam II, as well as:

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

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

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

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

TO REPEAT (AND ADD) SOME FINAL URBANOWICZ QUOTES FOR FALL 2004:

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

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

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

and finally

To place things in some perspective, please consider the words of Charles Schultz (1912-2000): "Don't worry about the world coming to an end today. It's already tomorrow in Australia."

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

You might be interested in the following on-line articles from e-Skeptic:

"Missing Links provides readers with a compendium of scientific evidence of extinct organisms, or 'missing links,' that bridge the evolutionary gaps between primordial species and modern life. The book introduces newcomers to the field of evolutionary science with an accessible discussion of basic scientific practices, rock and fossil dating techniques, and schools of classification. Readers are then ushered through a fascinating array of examples of evolutionary transition at all chronological and geographical scales, from the ultimate origins of life on Earth to the morphological changes that readers will observe during their lifetimes. Offering a lucid primer on evolutionary science, as well as a series of case studies and fossil histories in support of evolutionary theory, Missing Links serves as an ideal short introduction to evolution for students and general readers [stress added]. Michael Shermer, 2004, Book Notice, e-Skeptic #40 for October 29, 2004.

"Intelligent Design (ID) Theory. Why Intelligent Design Fails is a patient assessment of all the scientific claims made in connection with ID. The half dozen science-enabled spokesmen for ID are the indispensable core group of an international neo-creationist big tent. Goals of the American movement are sweeping: they begin with a highly visible, well-funded, nationwide effort to demean evolutionary science in American school (K-12) curricula. ID is offered as a better alternative. The hoped-for result is the addition of ID to, or even its substitution for, the teaching of evolution. Which would mean substituting early 19 th-century nature study for modern biology. The admitted ultimate goal of the ID movement is to topple natural science (they berate it as materialism) from its pedestal in Western culture and to replace it with theistic science. ... The creationist position, especially this newest form of it, is pure Hollywood: There is No Such Thing As Bad Publicity. That this view is held by the ID leadership is fully documented in several recent studies of the movement. Thus, almost any careful examination of ID by qualified scientists, mathematicians, and philosophers especially by those with strong credentials in evolution or cosmologyis likely to be advertised by ID publicists as proof of the scientific importance of ID. Any non-polemical response to it is described to the mass audience for anti-evolution as showing the revolutionary truth of ID, the fear and trembling it causes among Darwinists. That a few dedicated scientists take the trouble to answer ID theory in detail is regularly adduced in ID books, editorials, opinion columns, talk shows, dedicated internet sites, and in a growing numbers of activist student organizations around the country as signaling the collapse of Darwinism. The contributors to Why Intelligent Design Fails (WIDF) have risked being so used. But they decided, evidently, to accept this risk. They decided to examine every supposedly scientific (or mathematical, or epistemological) claim of ID, patiently, in detail, and to offer only those conclusions about the value of ID science if any that emerge clearly in the individual critiques and from their totality. Whether this risk was justified will be known only if and when the book is widely read, and then responded to (as inevitably it will be) at those many creationist web sites, meetings, talk shows, conferences, and clubs. If they do no more than to denounce the book and disparage its authors (as they began to do the day it was listed on Amazon.com), WIDF will have succeeded. If instead they proclaim it evidence for the scientific muscle of ID theory, the tables will, at least to some extent, have been turned. But about the quality of the critiques in this book, and of the totality, there is no doubt. This is honest, technically competent patient inquiry; the critique of the newest form of creation science is devastating [stress added]." Paul Gross, 2004, Book Review, e-Skeptic #40 for October 29, 2004.

Here you have the seventeen reading assignments in Spradley & McCurdy since Exam I (approximately 130 pages):

Using Anthropology" by David W. McCurdy, pages 415-427.
Ecology and Subsistence" [Overview] [repeat], pages 104-108.
Kinship and Family" [Overview] [repeat] pages 212-215.
Identity, Roles, and Groups" [Overview], pages 248-252.
Domestication and the Evolution of Disease" by Jared Diamond, pages 144-157.
Religion, Magic, and Worldview [Overview], pages 336-340.
Society and Sex Roles" by Ernestine Friedl, pages 261-269.
Mother's Love: Death Without Weeping" by Nancy Scheper-Hughes, pages 217-226.
Cargo Beliefs and Religious Experience" by Stephen C. Leavitt, pages 371-381.
Baseball Magic" by George Gmelch, pages 348-357.
How Sushi Went Global" by Theodore C. Bestor, pages 201-211.
Family and Kinship in Village India" by David W. McCurdy, pages 227-234.
Uterine Families and the Women's Community" by Margery Wolf, pages 241-247.
Blood on the Steppes" by Jack Weatherford, pages 281-289.
Cocaine and the Economic Deterioration of Bolivia" by Jack Weatherford, pages 170-180.
Using Anthropology" [repeat] by David W. McCurdy, pages 415-427.
Career Advice for Anthropology Undergraduates" by John T. Omohundro, pages 428-438

Some of you might find the following web paper of some interest: Continuing Interest in "Gaming" (Fall 2004). Prepared for RECR 50 (Hospitality Industry) October 29, 2004: [http://www.csuchico.edu/~curban/RECR50Fall2004.htm]

Please remember that concept presentations begin on Monday November 8, 2004 and continue every Monday, Wednesday, and Friday (except for THANKSGIVING VACATION) until the end of the semester. To possibly be of assistance in this (and other public presentations), please see the following chart. It is merely a guide for what you present and what you see and hear being presented:

	1	2	3	4	5
NON-VERBAL (Eye contact, gestures, body language, etc.)	None.	Minimal.	Limited.	Some.	Consistent and appropriate.
VOICE (tone, volume, etc.)	Difficult to understand.	Erratic.	Fairly easy to understand.	Easy to understand.	Clear voice, enthusiastic, not too slow or fast.
ORGANIZATION (introduction, main points, transitions, and conclusions)	Missing introduction.	Missing Introduction and/or conclusions.	Missing main points.	Getting better.	Clear and easy to follow.
CONTENT	Little or no evidence of research.	Modest evidence of research.	Some evidence of research.	Considerable evidence.	Excellent coverage of concept or idea.
PRESENTATION AIDS (if any)	None.	Messy or inappropriate.	Difficult to see or read.	Clear, easy to see/read.	Presentation aids added greatly to presentation.

 

Also, please remember the SOSC 103 "Template" on pages 54 and 55 of your Guidebook as well as the "Participation / Paper Presentation" information on pages 55 and 56 of the Guidebook. Your Writing Assignment #2, worth 10% of your final grade (DUE Friday December 10, 2004) should be approximately ~500-1000 words: if will be a short "essay" about your concept and how it relates to Social Science 103. You will also attach your one-page handout to your brief essay (which will be considered as part of the word count). 

A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/SOSC103FA2004TESTTwo.htm to assist you in the examination next FRIDAY November 5, 2004. Please remember the "sample" test questions and maps in your printed SOSC 103 Guidebook: pages 77-78. EXAM II will have two maps, multiple choice, and true-false questions.

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

"A giant ape unlike any previously seen has been found in a remote area of central Africa, ascording to a report in the journal New Scientist. Wildlife experts believe the ape, which stands over 6 feet tall and has similaritites to both chimpanzees andgorillas, may be a new species of primate. Villagers in the far north of the emocratice Republic of Congo say the apes can be ferocious and are capable of killing lions. But unlike gorillas, which charge upon seeing a threat, the new apes turn around and silently slip away into the forest when encountered. The apes live hundred of miles from kn own gorilla populations, and have a diest similar to that of chimpanzees. Scientists are trying to determine if it is a formerly unknown species, or if it is possibly a giant chimpanzee with the behavior of a gorilla [stress added]." Earthweek: A Diary of the Planet, by Steve Newman, The San Francisco Chronicle, October 16, 2004. [And see: http://www.earthweek.com/index.html]

"George Lucas may be a pioneer in film and digital teachnology, but how he's turning to an old medium--magazines--to promote his passion, education.... http://www.edutopia.org to see if they qualify for a subscription." Dan Fost, 2004, Lucas Starts New Educational Crusade. The San Francisco Chroniocle, 17 October 2004, pages J1 + J5.

"The first object of any act of learning, over and beyond the pleasure it may give, is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily. There are two ways in which learning serves the future. One is through its specific applicability to tasks that are highly similar to those we originally learned to perform. ... Having learned how to hammer nails, we are better able later to learn how to hammer tacks or chip wood. Learning in school undoubtedly creates skills of a kind that transfers to activities encountered later, either in school or after. A second way in which earlier learning renders later performance more efficient is through what is called nonspecific transfer or, more accurately, the transfer of principles and attitudes. In essence, it consists of learning initially not a skill but a general idea .... This type of transfer is at the heart of the educational process--the continual broadening and deepening of knowledge in terms of basic and general ideas [stress added]." Jerome Bruner, 1960, The Process of Education (Harvard university press), page 17.

"A word to the wise: Be careful to whom you're telling lies. There's an elite group of people who don't need to see Pinocchio's nose grow, but can pick up on subtle signs that they're not hearing the truth. While most folks don't notice these flickers of falsehood, psychology professor Maureen O'Sullivan has found a few who can find the fibbers nearly every time. Of 13,000 people tested for the ability to detect deception, 'we found 31 [Note: 31/13,000 = .238%], who we call wizzards, who are usually able to tell whether the person is lying, whether the lie is about an opinion, how someone is feeling or about a theft,' she said [stress added]." Randolph E. Schmid, 2004, Fibbers can't hide from these 'wizards.' The Chico Enterp[rise-Record, October 17, 2004, pages A1 + A6. [And see: http://www.sciencenews.org/articles/20040731/bob8.asp [Science News Online} July 31, 2004].

ONCE AGAIN, to assist in your research for your term paper presentations (beginning Monday November 8, 2004), please consult http://www.csuchico.edu/~curban/syllabi/SYL_SOSC103-FA2003.html and go to the "final" update of January 9, 2004 which will provide you with references for the various concepts for the four weeks.

Someone might be interested in http://www.csuchico.edu/~curban/CELTOctober2004Darwin.html [The Darwin Projecy: 1996 to 2004!] that I presented on this campus yesterday. It discusses the video project and provides links to the videos and other Darwin-related sites.

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

I've got a question,
That I'd like to share with you,
So why don't you join me?
And we'll see what we can do.

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?

Man is a tool maker,
Man builds with tools,
Houses, cars, guns, and computers
Man builds with tools. 

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?

Man is a talker,
A communicator,
Man talks with words,
Songs and stories,
Poems and tales,
Man talks with words. 

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way? 

Man is free to be himself,
And not what someone wants him to be,
Man is a free chooser,
Man is free.

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way? 

He remembers the past,
Lives in the present,
Dreams of what will be.
Man is a free chooser,
Man is free.

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?
How did they get that way?
How did they get that way? 

"121 Number of countries that have endorsed the Kyoto treaty on global warming; with the latest addition, Russia, the treaty will formally go into effect. 36.1% Portion of worldwide greenhouse gases caused by the U.S., which has not endorsed the pact [stress added]." Anon., 2002, Time, October 11, 2004, page 25.

FROM TELL IT TO THE E-R of Saturday October 9, 2004 (page 2A): "This message is for Mrs. Bailey, my second-grade teacher. When I saw you the other day in Costco the memories came flooding back. It's been more than 35 years since you were my teacher and still you remembered my name. I will never forget your love and kindness and skill as a teacher. Growing up in my house was no fun, being abused in more ways that I care to remember. Going to school was my escape. I would get there before your little blue station wagon so I could see your smile first thing. Your confidence and belief in me gave me hope and let me know life was good. I have a wonderful family of my own now and a great nursing career. I just want to say thank you for showing me the way to happiness." Anon., 2004, The Chico Enterprise-Record, October 9, 2004, page 2A.

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

LISTING OF CLASS PRESENTATIONS BEGINNING Monday, November 8, 2004:

Monday November 8, 2004:

ARCHAEOLOGY = Presentation by Marissa Cmaylo
PREHISTORY = Presentation by Jennifer Mahlman
PHYSICAL ANTHROPOLOGY = Presentation by Janie López
PALEOANTHROPOLOGY = Presentation by Kelly Bay  

Wednesday November 10, 2004:

PRIMATOLOGIST = Presentation by Kelly Nielson
ETHNOGRAPHY = Presentation by Brianne Payne
LANGUAGE = Presentation by Kelly Jacobson
MYTHOLOGY = Presentation by Debbie Boyes

Friday November 12, 2004:

DNA = Presentation by Rachel Salamida
MENDELIAN GENETICS = Presentation by Carol Avalos
EVOLUTION = Presentation by Katie Bess
CULTURAL ECOLOGY =Presentation by Erin Shimizu

 

Monday November 15, 2004:

COSMOLOGY = Presentation by Brienna Billet
WORLDVIEW = Presentation by John Hillyer
PRAYER = Presentation by Bridget Bannister
RELIGION = Presentation by Kiralyn White  

Wednesday November 17, 2004:

MAGIC = Presentation by Jamie L. Green
MANA = Presentation by Juan Meza
PRIEST = Presentation by Keith Rollins
SHAMAN = Presentation by Andrea May

Friday November 19, 2004:

SUPERNATURAL = Presentation by Meagan Hunt
TABOO = Presentation by Christina Taylor
ENDOGAMY = Presentation Jennifer Dees
EXOGAMY = Presentation by Katie Lippert

---

November 22 -> November 26, 2004: Thanksgiving Break!

Monday, November 29, 2004:

HUNTING AND GATHERING = Presentation by Amando Huaste
HORTICULTURE = Presentation by Randy Russell
AGRICULTURE = Presentation by Jessica Herrera
SLASH-AND-BURN AGRICULTURE = Presentation by Tim Howell

Wednesday, December 1, 2004:

PASTORALISM: Presentation by Travis Mayer
DIVISION OF LABOR = Presentation by Morgan Mansuetti
ECOLOGY = Presentation by James Palmer
ETHNOLOGY = Presentation by Michael Ehrhorn

Friday, December 3, 2004:

POLITICAL SYSTEM = Presentation by Lindsay Young
CLAN = Presentation by Corinne Stiles
CLASS = Presentation by Kelly Schmidt
CASTE = Presentation by Carrie Damask

 

Monday, December 6, 2004:

CULTURE= Presentation by Jennifer Lomanto
CULTURE SHOCK = Presentation by Jessica Stratton
CULTURAL CONTACT = Presentation by Lisa Mallicoat
ACCULTURATION = Presentation by Kristina Voboril  

Wednesday, December 8, 2004:

REVITALIZATION MOVEMENT = Presentation by Brandon Hill
APPLIED ANTHROPOLOGY = Presentation by Kimberly Lea
ETHNOCENTRISM = Presentation by Dominick Jakubek
INNOVATION = Presentation by April Dubner  

Friday, December 10, 2004 [last day of class]:

STATUS = Presentation by Katelyn Boals
TACIT CULTURE = Presentation by Kelly McLure
SOCIAL DARWINISM = Presentation by __________
INTERNET = Presentation by ________
WWW: Presentation by ________

TO ASSIST YOU in your research for your term paper presentations (beginning Monday November 8, 2004), please consult http://www.csuchico.edu/~curban/syllabi/SYL_SOSC103-FA2003.html and go to the "final" update of January 9, 2004 which will provide you with references for the various concepts for the four weeks.

BELOW you have information on the Darwin videos and four Darwin-self tests available on the web:

The Four Darwin Videos:

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

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

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

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

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

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

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

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

Urbanowicz-Generated Darwin Self-Tests:

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

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

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

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

A "sample" self-paced exam is be available at: http://www.csuchico.edu/~curban/SelfTesting/SOSC103FA2004TESTOne.htm to assist you in the examination next FRIDAY September 24, 2004. (Incidentally, I am well aware that "older" versions of my SOSC 103 Exams may exist "out there" - I return them to you so you can learn from any mistakes; by all means, if you have access to "old" exams, do look at them; but r.e.m.e.m.b.e.r to read and study for EXAM I (and eventually EXAM II and EXAM III) as if you might be faced with BRAND NEW EXAMINATION QUESTIONS - which could well be the case!)! ALSO, please remember the "sample" test questions and maps in your printed SOSC 103 Guidebook: pages 46-47. EXAM I will have a map component, multiple choice, and true-false questions. Remember, a repeat of some of the PowerPoint slides used on day 1 (August 23, 2004) is available at: http://www.csuchico.edu/~curban/PowerPoint/SOSC103FA2004.

You also might be interested in the following site: www.enchantedlearning.com and then go to http://www.EnchantedLearning.com/label/geography.shtml.

NOTE: I will not create any questions from "Additional Facts" and "Anthropology & Cyberspace" (pages 30-40) [but did you see the "Lesson Plan" web sites on pages 39-40 in the Guidebook?]; likewise, I will not create any questions from the assigned Essays to date (see page 90 in the Guidebook), but if you've read Essays 1-4, things should sound somewhat familiar to you.

http://www.environmentalintegrity.org [Environmental Integrity project} Washington, D.C. = from the San Francisco Chronicle article entitled "The upsetting truth about air pollution in the Bay area." Tuesday September 7, 2004, page B9.

You might be interested in http://www.newsreview.com/issues/chico/2004-09-16/cover.asp [Did You Miss These? The Chico News & Review, September 16, 2004.] YOU MIGHT ALSO WISH TO CHECK OUT http://www.projectcensored.org/index.html which is the "Project Censored" Home page at Sonoma State University.

AND FINALLY, as the CN&R of September 16'04 pointed out: "Only 32 percent of 18-to-24-years-olds voted in the last election. For more information, got to http://www.newvotersproject.org/.

NOTE: On Wednesday, September 22, 2004, from 7 to 9 p.m. the Center For Applied Professional Ethics at California State University, Chico (CSUC) will host a Genetic Engineering debate at PAC 134. Debaters will discuss "Are Genetically Modified Organisms a Good Thing or Bad Thing?" Speakers include: Andrew Flescher, Director of  CAPE (moderating); Jim Pushnik, Dept. of Biology; Cindy Daley, Dept. of Agriculture; Alan McHughen, Coop Extension Specialist Biotech, UC Riverside; and Mark Stemen, Dept. of Geography & Planning.

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

"Does language sometimes define the content of thought? Are there people who cannot entertain certain ideas because their language does not have the words to express them? Are there concepts that cannot be translated into some languages? These questions have vexed linguists and neuroscientists for years. The general feeling has been that language does not limit cognition. However, a new study in the online version of Science suggests that the prevailing notion might not be correct [stress added]." Anon., 2004, The San Francisco Chronicle, August 30, 2004, page A4.

"Three out of four California 10-th graders have passed the high school graduation test they need to earn a diploma--but tens of thousands failed and will have to try again.... [stress added]." Nanette Asimov, 2004, 75% of 10th-graders past graduation test. The San Francisco Chronicle, August 17, 2004, page A11.

"The first national comparison of test scores among children in charter schools and regular public schools shows charter school students often doing worse than comparable students in regular schools." Diana Jean Schemo, 2004, Education study findfsd weakened charter results. The San Francisco Chronicle, August 27, 2004, page A4.

Washington, D.C. - "A national survey released today shows that America's public school  teachers spend much of their own time expanding their knowledge and skills, and hundreds of their own dollars purchasing classroom supplies, books, and materials for their students.  And not surprisingly, in spite of the long hours and low pay, a majority would return to the classroom if they had it all to do again. These findings are among the thousands of fascinating facts about the professional and personal lives of today's teachers contained in Status of the American Public School Teacher.  (PDF, 1.2M, 384 pages) The survey, conducted by the National Education Association (NEA), represents the most comprehensive look at today's public school teaching force.  'This survey takes you inside some typical public school classrooms and introduces you to the dedicated professionals who are working there,' said NEA President Reg Weaver.  "I'm proud to say that children attending public schools today are being taught by the best educated, most experienced teachers ever.  And that's just the start of the good news within this report [stress added] ...." [from: http://www.nea.org/newsreleases/2003/nr030827.html - and more information is available on that page.]

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

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

"Last year, 1.6 million American households filed for personal bankruptcy, up 33 percent from 2000, according to figures kept by federal bankruptcy course [and note, this works out to: 1,600,000/365 or ~4,384 bankruptcies per day!]." Timothy Egan, Economic Squeeze Plaguing Middle-Class Families. The New York Times, August 28, 2004, page A11.

"A scientific study released on Monday [August 16, 2004] presents an alarming view of climate changes in Caliornia...." Dean E. Murphy, 2004, Study Finds Climate Shift Threatens California, The New York Times, August 17, 2004, page A19.

AUGUST 28, 2004: "The World Health Organization warned that the discovery of a lethal strain of bird flu in Chinese pigs has significantly increased the threat that the disaster could spread into a global pandemic, threatening the human population. Dspite earlier denials, China admitted that the H5N1 strain of avian influenze was detected in a small number of the country's swine population as early as 2002. The announcement came after a leading Chinese scientist told reporters that the potentially lethal virus had been found in pigs during 2003 and 2004. The virus has killed 27 people across Asia this year. Meanwhile, Australian scientists announced they might soon have a vaccine for bird flu. Researcher Chris Prideaux said his team at the Commonwealth Scientific and Industrial Research Organization had developed a vaccine that delivers part of the virus' genetic material [stress added]." Steve Newman, Bird flu threat. The San Francisco Chronicle, August 28, 2004, page B10.

"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.

"Plagiarism policy get passing grade, next project making students aware" by Kelly Parker. The Orion, August 25, 2004, page A2. [And see: http://www.orion-online.net/vnews/display.v/ART/2004/08/25/412c230f72e18]

"It's the first week of school, and I'm already stressed out. ...if I can't control my surroundings, I might as well embrace them." Stephanie Teague, Features Editor. The Orion, August 25, 2004, page D1. [And see: http://www.orion-online.net/vnews/display.v/ART/2004/08/25/412bf6b4bc6dd?in_archive=1]

[~61,339 Words} 23 August 2004)

[~69,209 Words} 1 December 2004]