"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.

ANTHROPOLOGY 13-01 & 13-02 13-01} MWF 10->10:50am in Ayres 106 and 13-02} MWF 12->12:50pm in Butte 319	Dr. Charles F. Urbanowicz/Professor of Anthropology
FALL 1999 Guidebook / WEB SYLLABUS	California State University, Chico/Office: Butte 317
Human Cultural Diversity [TRACS #10169 & #10170]	Office Hours: Mon & Wed} 8:30->9:30am & 3->4:30pm
ANTH 13-01} 10-10:50am (AYRES 106) ANTH 13-02} 12-12:50pm (BUTTE 319)	Office Phone: (530) 898-6220 / Dept: (530) 898-6192
e-mail: curbanowicz@csuchico.edu	http://www.csuchico.edu/~curban/

© Charles F. Urbanowicz/July 12, 1999} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_13-F99.html, is intended for use by students enrolled at California State University, Chico, in the Fall Semester of 1999 and unauthorized use/publication is strictly prohibited; for a MOST IMPORTANT BRIEF DISCLAIMER ESSAY about these ANTH 13 web pages, please click here! PLEASE NOTE: when this Web Guidebook was being placed on the CSU, Chico WWW in July 1999, some campus changes were being discussed: as a result, when classes begin on August 23, 1999, this Syllabus may be located at: http://www-new.csuchico.edu/~curban/syllabi/SYL_13-F99.html.

DESCRIPTION: The course explores culture as the basis for understanding the human experience, including an examination of cross-cultural diversity. This is an approved General Education course. This is an approved Non-Western course. (The 1999-2001 University Catalog, page 193.)

THREE REQUIRED TEXTS AVAILABLE IN ASSOCIATED STUDENTS BOOKSTORE:

Elvio Angeloni, 1999, Annual Editions Anthropology 99/00.
George R. Stewart (1949) Earth Abides.
Charles F. Urbanowicz (Fall 1999 edition) Anthropology 13 Guidebook [also at http://www.csuchico.edu/~curban/syllabi/SYL_13-F99.html]

THREE RECOMMENDED ITEMS INCLUDE:

An English Language dictionary.
William A. Strunk, Jr. (1979) The Elements of Style (3rd edition).
The World Almanac and Book of Facts 1999.

ASSESSMENT: There are no make-up exams and late Writing Assignments will not be accepted. (In dire emergencies please contact Urbanowicz as soon as possible b.e.f.o.r.e. or after the emergency!) Please note the following important dates:

WRITING ASSIGNMENT #1	DUE ON 9/17/99 (5%) at the end of Week 4.
EXAM I	ON 9/24/99 (20%) Based on readings and lectures to 9/22/99 (at the end of Week 5).
EXAM II	ON 11/5/99 (25%) Based on readings and lectures since 9/27/99 to 11/3/99 (end of Week 11).
WRITING ASSIGNMENT #2	DUE ON 12/3/99 (15%) at the End of Week 15.
EXAM III} 13-01 = WED (10-11:50am) EXAM III} 13-02 = WED (12->1:50pm)	ON 12/15/99 (30%) Based on readings and lectures from 11/8/99 to 12/10/99 and major points and Earth Abides.
CLASS PARTICIPATION	8/23/99 ---> 12/10/99 (5%).

THE COURSE is heavily mediated with visuals and you are responsible for certain information presented in this manner. Individuals are expected to locate major land masses discussed in lectures, readings, visuals, etc. Each examination has a map component based on the maps in one of the required texts: Anthropology 13 Guidebook . Individuals are also responsible for selected information distributed in any additional handouts for the course. Writing Assignment #1 should be approximately 500-700 words. Writing Assignment #2 should be approximately 1500-1700 words. Both Writing Assignments should be typed and/or word-processed and double-spaced. PLEASE NOTE: Various WWW addresses are given below and will be expanded upon and explained throughout the semester, but at this time, no examination questions will be based on these WWW locations: they are being shared with you for exploration on your own. [The above paragraph contains 137 words.]

PLEASE CONSIDER: INTERNATIONAL FORUM (SOSC 100-01#14615) for One Unit every Tuesday from 4-5:20pm in Ayres Hall 120 and ANTHROPOLOGY FORUM (ANTH 297-01#10213) for One Unit every Thursday from 4-5:20pm in Ayres Hall 120.

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

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

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

DEFINITION OF LETTER GRADING SYMBOLS:

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

1. WEEK 1: 23 AUGUST 1999: INTRODUCTION AND OVERVIEW TO THE COURSE.

2. WEEK 2: 30 AUGUST 1999: WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING?

3. WEEK 3: DAYS OF 8 AND 10 SEPTEMBER 1999: CULTURE & ETHNOGRAPHY (CONTINUED)

4. WEEK 4: 13 SEPTEMBER 1999: RESEARCH, ECOLOGY, & INTO LANGUAGE & WA #1 DUE September 17.

5. WEEK 5: 20 SEPTEMBER 1999: LANGUAGE, COMMUNICATION & REVIEW, and EXAM I on September 24.

6. WEEK 6: 27 SEPTEMBER 1999: SUBSISTENCE AND ECOLOGY (CONTINUED)

7. WEEK 7: 4 OCTOBER 1999: ECONOMICS & KINSHIP & FAMILY & MAGIC & RELIGION & ...

8. WEEK 8: 11 OCTOBER 1999: ROLES & INEQUALITY & ECONOMICS & CHANGE

9. WEEK 9: 18 OCTOBER 1999: WEEK #8 TOPICS CONTINUED & CULTURE CHANGE

10. WEEK 10: 25 OCTOBER 1999: CULTURE CHANGE (CONTINUED)

11. WEEK 11: 1 NOVEMBER 1999: CULTURE CHANGE, REVIEW, and EXAM II on November 5.

12. WEEK 12: 8 NOVEMBER 1999: INTO THE PACIFIC AND CONTINUED CULTURE CHANGE

13. WEEK 13: 15 NOVEMBER 1999: ON RELIGION, MAGIC, AND WORLD VIEW (AGAIN)

14. WEEK 14: MONDAY November 22->FRIDAY NOVEMBER 26, 1999} THANKSGIVING VACATION WEEK!

15. WEEK 15: 29 NOVEMBER 1999: ALMOST OVER & WINDING DOWN & WA #2 DUE on December 3, 1999.

16. WEEK 16: 6 DECEMBER 1999: CULTURE CHANGE, APPLIED ANTHROPOLOGY, AND REVIEW for EXAM III NEXT WEEK on WEDNESDAY December 15, 1999, for BOTH sections: for ANTH 13-01 (the 10am Ayres 106 MWF section) EXAM III is from 10->11:50am in Ayres 106 and for ANTH 13-02 (the Noon Butte Hall MWF section) EXAM III is from 12->1:50pm in Butte Hall 319.

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.

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

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

"By viewing ourselves in a mirror which reflects reality, we can see our past as undistorted and no longer have to peer into our future as through a glass darkly." Ronald Takaki, 1993, A Different Mirror: A History of Multicultural America, page 427.

"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)

"We are heading into a century in which the old gods will certainly continue to crumble. As a nation we can no longer simply see ourselves as shades of pale. The new century will be in living color, and it may often speak in languages that are unfamiliar to our ears. Women will walk fully out of the shadows of men's dreams. If we wish to build a new world, we will have to understand the way that worlds are made and how ideas can freeze into dogma" (Caryl Rivers, 1996, Slick Spins And Fractured Facts: How Cultural Myths Distort The News, page xiv).

"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]

"Travel is fatal to prejudice, bigotry and narrow-mindness." (Samuel Langhorn Clemens, also known as Mark Twain [1835-1910], The Innocents Abroad, 1869).

"In many crucial ways, the Earth is becoming as small as it appears to orbiting astronauts and cosmonauts. Global communications, universal trends, and common aspirations are making us more alike than we are different. Despite our rich cultural diversity, we gradually are becoming nearly one world. ... We share history. World War II tore us apart. ... We share technology. Communication satellites make it possible for millions to share the information and entertainment that's on television. Satellites have also revolutionized telephone and telefax communication. We sent reporters all over the world, but rarely were they out of reach of a telephone. We share high-speed transportation. Today, it takes less than twenty-four hours to travel between virtually any two points in the world." (Allen H. Neurath [with Jack Kelley and Juan J. Walte], 1989, Nearly One World, pages 4-6)

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

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

"I say, therefore, that we think with or through ideas and what we call thinking is generally the application of preexisting ideas to a given situation or set of facts. ...When a thing is intelligible you have a sense of participation; when a thing is unintelligible you have a sense of estrangement." (F. Schumacher, 1973, Small is Beautiful: Economics as if People Mattered, page 84)

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

"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.

"Education is the acquisition of the art of the utilisation of knowledge" (Alfred North Whitehead [1861-1947], The Aims of Education, 1929: 16)

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

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

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

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

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

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

"Throughout the ages, technology has helped shape the facts we humans think about. As our knowledge has increased, so have our tools and the ways we employ them. Today, technology is so complex and pervasive that it dominates much of the environment in which human beings live and work. For this reason, I feel we need a better understanding of how technology affects the ways in which we now create and explore ideas." Arno Penzias [1978 Nobel Laureate in Physics], 1989, Ideas And Information: Managing In A High-Tech World (NY: Simon & Schuster), page 179-180.

"Since we cannot know all that there is to know about everything, we ought to know a little about everything" (Blaise Pascal [1623-1662]).

"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)

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

A. What Does An Anthropologist Do? 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].

PLEASE take a look at pages 6 & 7 for various WWW pages in one of your required texts: Elvio Angeloni, 1999, Annual Editions Anthropology 99/00.

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

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

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

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

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

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

B. Please see Create Your Own Newspaper (http://crayon.net/using/links.html) as well as http://orion.csuchico.edu and for "Anthropology In The News" please 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. PLEASE NOTE THE FOLLOWING taken from Rick Steves' Europe Through the Back Door 1999 (1998, pages 8-9):

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

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

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

"That writer does the most, who gives his [or her!] reader the most knowledge, and takes from him [or her!!] the least time." (Charles Caleb Colton [1780-1832], 1825 statement.) PS: " The palest ink is better than the best memory." (Chinese proverb) and "The ear is a less trustworthy witness than the eye." (Herodotus [c.485-426 B.C.], The Histories of Herodotus, Book 1, Chapter 8)

"Connections Matter: Our brains aren't designed to retain random bits of information. We remember things by linking them to what we already know. The process is called 'elaborative encoding.' (1) A name is easy to forget when its only point of reference is a face. Lacking links to other memories, it fades within seconds. (2) As you learn facts about a person, such as her [or his] profession, her [and his] name gets embedded in a web of thoughts and impressions. If you don't know her [or him], random associations have a similar effect. (3) As the web of associations grows, so does the number of paths leading back to the name. Well-encoded memories last a lifetime." (Geoffrey Cowley and Anne Underwood, Memory. Newsweek, June 15, 1998, page 51)

"The things taught in schools and colleges are not an education, but the means of education" and "Any time is a good time if you know what to do with it." (Ralph Waldo Emerson [1803-1882])

"Education is the foundation stone of true social justice." (Camile Paglia [1947- ], Vamps & Tramps: New Essays, page xviii)

"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)

F. Previous ANTH 13 Student Comments:

"Listen and absorb and you will learn that life is an intellectual process." (ANTH 13 Student, Spring 1999)

"What a bummer, just another G.E. course to waste your time in. ANTH 13 is anything but that; Urbanowicz gets you to think about yourself and others in a new way." (ANTH 13 Student, Spring 1998)

"If you fail to take the time to see the Earth breathe & change, then you are merely a number, statistic, or a tombstone. Live and thrive upon the vibrance of the Earth." (ANTH 13 Student, Fall 1998)

"Enjoy what is presented to you. Look @ the world around you while exploring other cultures." (ANTH 13 Student, Spring 1999)

"All I have to say about your class is thank you! It is inspiring as not only a student but as a human being to see and experience the passion and love you have for anthropology. This year for the first time in my life, right around my 21st birthday, I freaked out about my future and occupation. But seeing you twice a week, standing in front of an unethusiastic bunch of college students at 9:30 in the morning and give them intriguiging lectures with authentic enthusiasm helped me more than you will ever know. Also, thank you for encouraging me to use my passion for...in my term paper. You are an awesome professor!" (ANTH 13 Student, Spring 1998)

"There is a lot of information but it is really interesting stuff." - "Don't miss a day. Each day is a learning experience. Read... the Guidebook before each class." - "I always thought I could get away with not reading each day before class. He actually does pick very relevant material. This is not a class you can get away with by not keeping up with the reading." - "You should really study ahead for the tests; there's too much to learn from the notes to leave it for the last minute." - "Be prepared to listen quickly. Urbanowicz is a fast talker. Don't miss class. Sometimes the movies are boring, but in the long run you learn more than you realize you are learning." - "Have fun and get into discussions." - "Use this class as a tool to think about life. Use it to expand on every thought you've ever had." - "It is a perfect class to introduce you to the world of anthropology." (Various Combined Fall 1997 Student comments)

"Read the Guidebook ...before class and after. It will first give you an overview and then give you a review of the material." (ANTH 13 Student, Fall 1998)

"Your class has been the most intriguiging course I beleive I have ever taken. It has given me a chance to look humbly at myself, yet explore my genius. Your overheads & transparencies almost always brightened my day." (ANTH 13 Student, Spring 1999)

"I really liked the Guidebook because I could really watch the movies without frantically trying to take notes and missing information." (ANTH 13 Student, Spring 1999)

AND FROM another student from Spring 1999, Urbanowicz says...."ah well...."} "I really have no idea of what I lerned [sic!] in this class."

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

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

II. CULTURE AND THE CONTEMPORARY WORLD

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

"Ethnographers learn how people really use technological tools. ... Tony Salvador and John Sherry are 'design ethnographers' from Intel Corp.... Their goal: to learn enough about how people...work and use tools so that they can help Intel design more effective products [stress added]." (The San Francisco Examiner and Chronicle, December 27, 1998, page J2)

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

"Help Avoid A Failure: Learn The Culture Of A Company First. ... Just like countries, companies have unique personalities, or cultures. Someone who succeeds in one won't necessarily do well at another." The Wall Street Journal, July 14, 1998, Page B1)

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)

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

"In my first year here at Chico State I have been under almost ceaseless barrage by teachers heralding the Internet. With all the 'press' it's getting you'd think that the professors were getting paid to hype this new technology to their students. The fact of the matter is that this technology is going to play an increasingly important role in our lives. Professors realize that if their students are going to be successful, they must not be allowed to remain ignorant of this technology...." [ANTH 13 Student, Spring 1996].

IV. WHAT IS SCIENCE? / PERSPECTIVE(S)

V. READINGS in Elvio Angeloni, 1999, Annual Editions Anthropology 99/00

Pages 8 & 9 [Overview]
"Doing Fieldwork among the Yanomano" by Napoleon Chagnon, pages 10-21.
"Doctor, Lawyer, Indian Chief" by Richard Kurin, pages 22-26.
"The Midday Sun and Other Hazards" by Douglas Raybeck, pages 27-33.

VI. SOME ADDITIONAL WORDS:

"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).

---

NOTE: an excellent Anthropology reader that I have used in the past has been Conformity And Conflict: Readings In Cultural Anthropology (1997, by J. Spradley & D. McCurdy). Although I am not using this text this semester, I have chosen to use various terms from their glossary. It is a useful book and you might wish to check out the library copy or see/check the local used bookstores to purchase your own copy.

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.

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

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

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

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

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

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

ALSO NOTE: "Anthropologists continually seek better ways to record and translate the beliefs and traditions of human cultures. The emergence of ethnographic film-making in this century has given humankind unprecedented opportunities to experience vicariously the details of life in unfamiliar, often distant and isolated places." Timothy Asch, The Ethics Of Ethnographic Film-Making. Film As Ethnography, 1992, edited by Peter Crawford and David Turton (Manchester) [CSUC: GN/347/F55/1992], pp. 196-204, page 196.

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

TRAVEL CHANGES: "...has reached its climax in our day. Formerly travel required long planning, large expense, and great investments of time. It involved risks to health or even to life. The traveler was active. Now he [or she] became passive. Instead of an athletic exercise, travel became a spectator sport. This change can be described in a word. It was the decline of the traveler and the rise of the tourist." (Daniel Boorstin, 1961, The Image or What Happened to the American Dream; 1964 edition entitled The Image: A Guide to Pseudoevents in America, pages 84-85.)

"What is the difference in the approach of a good reporter, and a good field anthropologist? They have much in common--in the obstacles they must surmount to meet the people they want to meet, in the care they must take in choosing their informants, and in their regard for accurate recording of what was said and done. ... The difference arises from the purposes for which the two accounts are intended. The reporter must be interesting. The anthropologist is obliged to record the tiresome along with the flashy. The reporter must always think of what will engage his audience, of what will be inteligible to them in terms of their life ways. The first responsibility of the anthropologist is to set down events as seen by the people he [or she] is studying" Clyde Kluckhohn, 1949, Mirror For Man: The Relation of Anthropology To Modern Life (pages 299-300).

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

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.

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

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

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

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

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

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

"The dullness of fact is the mother of fiction." (Isaac Asimov, 1962, Fact And Fancy, page 11).

"For thousands of years, the legend of a great flood has endured in the biblical story of Noah and in such Middle Eastern myths as the epic of Gilgamesh. Few beleived that such a catastrophic deluge had actually occured. But now two distinguished geophysicists have discovered an event that changed history, a sensational flood 7,600 years ago in what is today [called] the Black Sea." William Ryan and Walter Pitman, 1998, Noah's Flood: The New Scientific Discoveries About the Event That Changed History, no page #.

"Only the West produced the scientific techniques and speculative analysis of geology, paleontology, and archaeology, which have revealed and preserved the world past." (Camile Paglia [1947- ], Vamps & Tramps: New Essays, page xx.)

III. APPROPRIATE VISUALS

"Myth and rumor come first. People don't believe it until they see it with their own eyes. Then suddenly there it is, and afterward nobody even remembers we disbelieved it. It seems ridiculous to have discounted it. It's all hubris. We think ourselves as the chosen ones, the supreme beings on the whole planet. We think we own the place, but we don't know the first thing about it." John Darnton, 1996, Neanderthal [Random House], page 51.

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

A. FILM: THE MAN HUNTERS

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

Note: "In the 5 million years since we hominids separated from apes [or "ancestors" in common], our DNA has evolved less than 2%." (Time, January 11, 1999, page 43)

B. Brief Introduction to Charles Darwin (1809-1882) (and if you wish, please see: http://books.mirror.org/gb.darwin.html)

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

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

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

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

V. TO THE FUTURE? and READINGS in Elvio Angeloni, 1999, Annual Editions Anthropology 99/00:

"The Challenge of Cultural Relativism" by James Rachels, pages 52-57.
"New Women of the Ice Age" by Heather Pringle, pages 83-88.

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.

EXOGAMY: Marriage outside any designated group.

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

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

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

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

PRODUCTION: The process of making something.

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

SEXUAL INEQUALITY: Inequality based on gender.

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

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

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

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

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

"In 1856, at the very time Charles Darwin was writing The Origin of Species, 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 [CSUC: GN/285/T73/1993].

"Neanderthals and modern humans not only coexisted for thousands of years along ago, as anthropologists have established, but now their little secret is out: they also cohabited. At least that is the interpretation being made by paleontologists who have examined the 24,5000-year-old skeleton of a young boy recently in a shallow grave in Portugal. Bred in the boy's bones seemed to be a genetic heritage part Neanderthal, part early Homo sapiens. He was a hybrid, they concluded, and the first strong physical evidence of interbreeding between the groups in Europe." (John N. Wilford, Home Sapiens May Be Related to Neanderthals. San Francisco Chronicle, April 25, 1999, page A4.)

PALEOANTHROPOLOGY = the science of placing the "chain" or "tree" of the pieces together. It "has been one of the most argumentative of sciences since its beginning. Experts who agree [on the exact sequence of fossils] are rare." = "Close to three million years ago on a campsite near the east shore of Kenya's spectacular Lake Turkana, formerly Lake Rudolf, a primitive hand picked up a water-smoothed stone, and with a few skillful strikes transformed it into an implement. What was once an accident of nature was now a piece of deliberate technology, to be used to fashion a stick for digging up roots, or to slice the flesh off a dead animal. Soon discarded by its maker, the stone tool still exists, an unbreakable link with our ancestors; together with many others, that tool is preserved in the National Museum of Kenya in Nairobi. It is a heart-quickening thought that we share the same genetic heritage with the hands that shaped the tool that we can now hold in our own hands, and with the mind that decided to make the tool that our minds can now contemplate" [stress added]. (Richard Leakey and Roger Lewin, Origins, 1977 [CSUChico GN/31.2/L43/1977]), page 8.

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

"Apart from several Neanderthals unearthed in Europe, the earliest discoveries of human fossils were made in Java toward the close of the last century. After finding a skullcap and later a femur at Trinil, Eugene Dubois named Pithecanthropus (now Homo) erectus in 1894. Since then, many more bones have come to light, in Africa as well as Asia. ... Assemblages from Olduvai Gorge and the Turkana basin provide much information about the morphology and behavior of populations inhabiting East Africa more than 1.6 million years ago. These people are similar to Homo erectus from China and Indonesia, and all the fossils can be grouped in one species." (G.P. Rightmire, "Homo erectus and Later Middle Pleistocene Humans" in 1988 Annual Review of Anthropology, pp. 239-256) [CSUChico GN/1/B52/1988]).

"Human ancestors appear to have been clever toolmakers as far back as 2.3 million years ago, based on evidence discovered at what appears to be an early tool factory....'We can see the sequential approach and the strategy involved....We can't say how smart they were, but it's an awful lot more than a chimpanzee....' French archaeologist Anne Deagnes performed the task of piecing the stones back together from about 2,000 flakes." (Tim Friend, 1999, Decoding Chips Off Old Block. USAToday, May 6, 1999, page 7D).

PLEASE NOTE:

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

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

AND ALSO NOTE: "What C.S. Lewis [1898-1963] called the 'snobbery of chronology' encourages us to presume that just because we happen to have lived after our ancestors and can read books which give us some account of what happened to them, we must also know better than them. We certainly have more facts at our disposal. We have more wealth, both personal and national, better technology, and infinitely more skilful ways of preserving and extending our lives. But whether we today display more wisdom or common humanity is an open question, and as we look back to discover how people coped with the daily difficulties of existence a thousand [or more!] years ago, we might also consider whether, in all our sophistication, we could meet the challenges of their world with the same fortitude, good humour, and philosophy" [stress added]." (Robert Lacey & Danny Danziger, 1999, The Year 1000: What Life Was Like At The Turn of the First Millennium - And Englishman's World, page 201.)

I. CULTURE & ETHNOGRAPHY (CONT.) & Monkeys, Apes, and Man VTAPE (and see the Wisconsin Primate research site at http://www.primate.wisc.edu/pin/) or the University of California, Davis at http://www.crprc.ucdavis.edu/crprc/homepage.html, and http://www.gorilla.org/index.html [The Gorilla Foundation], or http://www.selu.com/~bio/PrimateGallery/main.html [The Primate Gallery].

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

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

II. PRIMATES

Note: Chimpanzees share up to 98% of their DNA with us (M.C. King and A.C. Wilson, Science 188: 107-16).

Note: Modern humans, the "pinnacle" of primate evolution, are actually physically very weak as a group. We suffer from hernias, hemorrhoids, birthing difficulties, back pain, a lack of speed and a generally a lower level of muscle development. Why would such a physically inferior species advance so far? How could we?

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

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.)

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

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

"The farther backward you can look, the farther forward you are likely to see." Sir Winston Churchill [1874-1965], 1953 Nobel Prize Winner in Literature

"When the sum total of our knowledge of a particular nationality or ethnic group comes from TV programs, we may think we know all about this group when in fact we know only what a few producers have chosen to show us" (Ester Baruch, "TV: Out With It" from Parent's Journal, June-July 1996, p 24).

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

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

"Prime time doesn't look much like life. Imagine a world where men outnumber women 2-to-1 and women start to vanish after age 30. Where people over age 60, some minority groups and the poor are virtually never seen. Where the worst villains are mentally ill or foreign born. That's prime-time network TV, according to a Screen Actors Guild (SAG) report out Monday [stress added]." (USA Today, December 22, 1998, page 1D).

IN THE UNITED STATES OF AMERICA: "More kids know the Budweiser frogs, Joe Camel, the Simpsons and Dennis Rodman than know the name of the vice president of the United States, says a study out today. ...Children face an increasingly complex media environment... The center found that kids spend 4.4 hours in front of some kind of screen each day. TV dominates, with 3.3 hours a day. ... The national survey of 1,269 parents and 303 of their children ages 10 to 17 has a margin of error of 2.9% for parents, 5.7% for children." (Ann Oldenburg, TV, not VP, Rules For Kids. USA Today, June 28, 1999, page 3D.)

AND ELSEWHERE IN THE WORLD: "Television has become the proverbial babysitter in Costa Rica [with a 1999 estimated population of 3,604,642 people - and 33% below the age of 15]. A survey conducted by the daily Al Diá at 45 educational institutions around the country revealed that more than half the directors of educational institutions cited TV as the factor most interfering with students' academic development. ... A University of Costa Rica study last year found that the average child spends some six hours per day watching television, longer than they spend in school." (Anon., 1999, The Tico Times, San José, Costa Rica, June 4, 1999, page 5.)

IV. REMINDERS:
A. WRITING ASSIGNMENT #1 (5%) DUE FRIDAY 17 SEPTEMBER 1999 and do you know about: http://www.csuchico.edu/engl/owl/ [CSU, Chico On-Line Writing Center]
B. EXAM I (20%) IS ON FRIDAY 24 SEPTEMBER 1999.

V. READINGS in Elvio Angeloni, 1999, Annual Editions Anthropology 99/00:

"Teaching in the Postmodern Classroom" by Konrad Kottak, pages 70-72..
"Our Babies, Ourselves" by Meredith F. Small, pages 128-133.
"Baseball Magic" by George Gmelch, pages 187-191.

WHY STUDY PRIMATES? = PRIMATES = taxonomic term which is always capitalized and is a fixed plural. "A decade-long baboon study indicates that lecithin, a soybean extract used in many processed foods, can delay and perhaps even prevent alcohol cirrhosis of the liver." R. Cowen, Science News, December 1, 1990: 340; also, "A weakened, but still living virus may be the most powerful and protective AIDS-type vaccine yet tested in monkeys, but researchers say it could take years to determine if such a vaccine is safe for humans" (The Chico Enterprise-Record, 18 December 1992, page 3B). In January 1996, we read the following: "...three weeks after receiving a risky infusion of baboon marrow that doctors hope will save his life" an AIDS patient left a hospital; his body "has adopted the baboon cells, which are naturally resistant to the AIDS virus" (Reno Gazette-Journal, January 5, 1996, page 8A).

"Scientists have developed the first DNA vaccine found to prevent rabies in tests on monkeys. If it turns out to work in humans, it could help prevent some of the more than 40,000 deaths from rabies worldwide each year [or ~109 per day!]...." (USA Today, August 4, 1998, page 8D)

"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." (Robert Cooke, Better to Hug Than Sulk, Apes Find. The Sacramento Bee, February 19, 1999, page A13.)

"So what goes on inside the California Regional Primate Research Center at UC Davis, the site of numerous protests over the years? Is the research necessary? What has it taught us? ... The center is considered a leader in animal studies on AIDS, toxic chemicals, reproductive biology, birth defects, respiratory disease, social behavior and aging. Some specific developments include: Developing in utero surgical techniques....Developing treatment for HIV-infected, pregnant women to prevent the transmision of the AIDS virus to babies during birth. Discovering the potential of gene therapy to combat the effects of neurodegenerative diseases such as Alzheimer's. ... The Center also tests potential new drugs, finding out if they cause birth defects or fetal deaths before human trials. ... 'Yes, it's hard to see monkeys suffering,' he said. 'But then you go to an AIDS pediatric ward and do you think that's any less difficult to see?' Worldwide, 2.7 million children have died of AIDS." (Diana Griego Erwin, 1999, Primate Research Can Be Lifesaver. The Sacramento Bee, June 29, 1999, page B1.)

NOTE: In Atlanta, Georgia: "The nation's largest primate research center is bringing together neuroscientists, geneticists and behavior experts [Anthropologists!] to shed new light on human evolution: Using our closest living relatives - the apes - to explain how human cognition and behavior evolved." (The Chico Enterprise Record, May 11, 1998, page 1)

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

CONSIDER THE FOLLOWING: "Evidence gleaned from twin and adoption studies over the past 20 years has led scientists to theorize that inheritance shapes various broad aspects of individual personality. Now, researchers assert that they have cornered for the first time a gene that participates in shaping a specific personality trait" (Science News, January 6, 1996, page 4). PLEASE CONSIDER A FOLLOWING INTERPRETATION ON GENETIC RESEARCH: "The use of genetic information to exclude high-risk people from health care by denying coverage or charging prohibitive rates will limit or nullify the anticipated benefits of genetic research" (Chico Enterprise-Record, January 1996, page 5C); and from December 27, 1998: "Will cloned humans have souls?--Such Ethical Debates Grow." (The Sacramento Bee, December 27, 1998, page A16)

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

NOTE: There are approximately 5.75 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. (See Chico Enterprise-Record, June 27, 1999, page 1 and page 12) Also see http://www.popexpo.net/eMain.html [6 Billion Human Beings].

"Mother Earth Soon To Give Birth To Her 6 Billionth Human: ... October 12 [1999] is the best guess - a child's birth will push the world's [population to 6 billion. ... The United Nations will mark the birth of the 6 billionth child of October 12 [1999]. There are no plans to pinpoint who the child will be or where he or she will be born, but chances are the 6 billionth world citizen will be born a boy in the Third World. About 105 males are born for every 100 females worldwide. ... Worldwide, population now is increasing at 1.4 percent a year." (San Francisco Chronicle, May 27, 1999, page A3).

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

PLEASE NOTE: "According to the U.S. Bureau of the Census, the resident population of the United States, projected to 7/8/99 @ 10:51:21 AM PDT was 272,939,168 [http://www.census.gov/cgi-bin/popclock]: One birth every 8 seconds; one death every 15 seconds; one international migrant (net) every 30 seconds; one Federal U.S. citizen (net) returning every 4,781 seconds: Net fain of one person every 11 seconds.

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

NOTE on the San Francisco Bay Area: "Today, more than 280,000 people travel across the [Bay] bridge each weekday, most of them driving alone. And by the time the new eastern span opens in 2003, traffic is expected to be much worse. The amount of time people waste sitting in backups is expected to increase by 250 percent by 2020, according to the Metropolitan Transportation Commission regional forecast. 'That means if you spend 20 minutes a day in traffic jams now, it'll be an hour and 10 minutes by 2020,' said Stuart Cohen, associate director of the Bay Area Transportation Choices Forum [stress added]. (San Francisco Chronicle, August 10, 1998, page A10)

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

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

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

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

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

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

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

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

In the 2nd edition of 1860 Darwin also wrote the following:

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

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

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

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

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

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

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

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

AND SEE:

http://www.pbs.org/cgi-bin/saf/gi.pl [December 6-13, 1998 "field trip" to the Galapagos Islands]
http://www.wwf.org/galapagos [Gálapagos Islands]
http://www.cdl.edu/EvolveIt/ [Gálapagos Islands Evolution Simulation]

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

"1997 was warmest year yet. Scientists say people are partly to blame." (San Francisco Chronicle, January 9, 1998, page A3)

"The warming of the Earth in this century is without precedent in at least 1,200 years and cannot be fully explained by any known combination of natural forces... New research is strengthening the argument that humans are partly responsible for the rising temperatures...." (Reno Gazette-Journal, December 9, 1998, page 11A).

"The Earth's average surface temperature in 1998 is the highest by far since people first began to measure it with thermometers in the mid-19th century...." (San Francisco Chronicle, December 18, 1998, page A3).

"The rate of global warming and sea level rise may be slightly higher than predicted during the next century based on new information gathered by the Intergovernmental Panel on Climate Change.... The findings are likely to add to the controversy over the impact of heat-trapping ppollution in the atmosphere and to what extent it will affect climate and sea levels worldwide in the decades to come." (Chico Enterprise-Record, June 30, 1999, page 6A.)

"Some of the most polluted air you can breathe isn't downtown but inside your own home. Surprised? Studies from the Environmental Protection Agency show typical airborne pollutants now run two to five times higher indoors than out, especially now that auto emissions and industrial soke have been curbed. Blame it on household chemicals and appliance vapors, along with molds accumulating inside tightly sealed houses." (The Wall Street Journal, December 7, 1998, page B1)

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

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

"Scientists are taking the first steps to see if organs like hearts or livers can be grown inside the human body using a new tissue replacement technique, a bioengineering company said yesterday. ... The company said the technology has already been used to grown new livers in rats and dogs and also to generate heart muscles in animals with diseased hearts." (The San Francisco Chronicle, June 24, 1998, page A17).

"The numbers defy the imagination: 1 million children killed every year, 200 million people afflicted. Malaria is steadily gaining resistance to medicine's scant arsenal of drugs. Although Americans think of malaria as a Third World disease, the mosquitoes that carry it are found in North America and could easily become infected with drug-resistant strains." (Business Week, June 2, 1997)

Washington, D.C., December 18, 1998: "Local doctors and hospitals are being urged to reduce their use of a potent antibiotic because bacteria are developing resistance to it. At many area hospitals, patients whose infections once would have been treated immediately with the drug vanomycin now are being given less powerful medications. Pharmacies are questioning prescriptions for vanomycin and are asking doctors to consider other drugs. One hospital stopped stocking the drug [stress added]." (USA Today, December 28, 1998, page 8A).

"Most of the 8,500 people infected with the AIDS virus worldwide each day have little hope of getting the costly new treatments causing so much excitement in the industrialized world, top AIDS experts said Sunday [July 7, 1996]" (Kim Painter, "8,500 New HIV Cases Occur Daily" in USA Today, July 8, 1996, page 1).

"As AIDS exploded into new regions, here are the latest U.N. estimates of new cases of infection and disease in 1997....44,000 North America...47,000 Carribean...180,000 Latin America...4,000,000 Sub-Saharan Africa...19,000 North Afirca and Middle East...30,000 Western Europe...100,000 Eastern Europe amd Central Asia...1,300,000 South and Southeast Asia...180,000 East Asia and The Pacific...and 600 Australia and New Zealand." [Or approximately 16,155/day] (David Perlman, 1998, "Poor Nations Losing Battle Against Aids" in The San Francisco Chronicle, June 24, 1998, page 1 and page A13).

"Scientists for the first time have mapped the entire gene pattern of an animal, a tiny worm that already is providing clues to human problems such as cancer, aging and Alzheimer's disease. ... The worm, a type of nematode called Caenorhabditis elegans, is as common as dirt. A handful of garden soil contains thousands. But the animal provides a crucial keyhole view of the vast world of genetics.... By studying genes shared by worm and human, researchers will learn at a molecular level what can go wrong and how to fix it. ... [People] worked together for eight years to identify the worm's 20,000 genes. To do this, they had to find and sequence about 97 million DNA base pairs, a task that required labs to work around the clock." (Reno Gazette-Journal, December 11, 1998, page 12A)

"Indeed, the almost daily advances in our ability to forecast any of the 4,000 inherited diseases our genes might bequeath us have created such a throny knot of private, ethical and social issues that the new genetic procedures are the subject of some 20 bills before Congress." (Time, January 11, 1999, page 56)

"A key British government report on the effects of growing genetically modified crops has been suppressed because of its controversial warning of serious environmental risks. The report says there are serious dangers to Britain's birds and indigenous plants from growing genetically modified crops on a commercial scale." (The San Francisco Examiner/Chronicle, December 13, 1998, page A22)

"Genetically engineered corn can lead to a bountiful harvest, but its pollen kills the caterpillars that turn into beautiful monarch butterflies...." (Kathleen Fackelmann, 1999, Engineered Corn Kills Butterflies, Study Says. USA Today, May 20, 1999, page 1); and see Time May 31, 1999, pages 80-81.

"Scientists have discovered that pollen from genetically altered corn could be killing monarch butterflies in the American Midwest. Researchers at Cornell University found that windborne pollen from corn infused with the bacterium Bacillus thuringiensis (Bt) kills butterflies and caterpillars. The so-called Bt corn was genetically engineered to protect itself against pests. Caterpillars that were fed the Bt pollen in the laboratory studies died within four days, while those who were fed normal pollen did not. The corn's gene was designed to produce a toxin in its tissues to fight pests that try to eat the plant. Bt toxin may affect more insects than buterflies, particularly those that live on plants found around cornfields that are dusted with the Bt pollen." (San Francisco Chronicle, May 29, 1999, page A4).

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

"USA Today published the first issue, Volume 1, Number 1 on September 15, 1982; in 1984, "it was losing more than $10 million a month. Put another way, the newspaper was losing $339,726 every day, $14,155 every hour, $236 every minute, $3.93 every second. ... [finally] USA Today broke into the black with profit of $1,093,756 for month of May [1987], six months ahead of schedule" (Peter S. Prichard, 1987, The Making Of McPaper: The Inside Story of USA Today, pages 305 and 378].

NOTE: As of September 30, 1997, according to The World Almanac And Book Of Facts 1999, page 185:

Wall Street Journal with a circulation of 1,774,880 [1,783,532 in the previous year]
USA Today with a circulation of 1,629,665 [1,591,629 in the previous year ]
New York Times with a circulation of 1,074,071 [1,071,120 in the previous year ]
Los Angeles Times with a circulation of 1,050,176 [1,029,073 in the previous year ]
Washington Post with a circulation of 775,894 [789,198 in the previous year ]

"The world is headed for an unprecedented food shortage that neither science nor current farming practises will be able to meet, a summit of leading agriculture scientists has concluded. ...the Third World's population is expected to grow by 2 billion people by 2025, developing countries will need at least 75 percent more food than currently consumed.... 'A global wake-up call is needed'.... The world must also cope with an unprecedented increase in population, with projected growth averaging 90 million people annually." (World Food Shortage Is In Store, Agriculture Scientists Warn. The Sacramento Bee, July 13, 1996, page A14)

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

"Scientific evidence is mounting that...music may be as powerful a food for the brain as for the soul. Not only does it pluck at emotional heart strings, but scientists say that it also turns on brain circuits that aid recognition of patterns and structures critical to development of mathematics