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

http://www.thebreastcancersite.com/cgi-bin/WebObjects/CTDSites [The Breast Cancer Site: Donate Mammograms For Free]

ANTHROPOLOGY 13-01 & 13-02} SPRING 2001 Guidebook for Human Cultural Diversity	Dr. Charles F. Urbanowicz / Professor of Anthropology
ANTH 13-01} Tue & Thu} 12:30->1:45pm in Glenn Hall 212 [TRACS #10142]	California State University, Chico / Office: Butte 317
ANTH 13-02} Tue & Thu} 3:30->4:45pm in Butte Hall 319 [TRACS #10143]	Office Hours: Tue & Thu} 9->11am & 3->3:30pm Office Phone: (530) 898-6220 / Dept: (530) 898-6192
e-mail: curbanowicz@csuchico.edu	http://www.csuchico.edu/~curban/

© [Copyright: All Rights Reserved] Charles F. Urbanowicz} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_13-SP2001.html, is intended for use by students enrolled at California State University, Chico, in the Spring Semester of 2001 and unauthorized use / reproduction in any manner is definitely prohibited.

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

THREE REQUIRED TEXTS:
Spradley & McCurdy, 2000, Conformity And Conflict: Readings in Cultural Anthropology (10th Edition)
George R. Stewart, 1949, Earth Abides.
Charles F. Urbanowicz, Spring 2001 edition, Anthropology 13 Guidebook [also available at http://www.csuchico.edu/~curban/syllabi/SYL_13-SP2001.html].

RECOMMENDED ITEMS INCLUDE:
Any English Language Dictionary.
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts 2001.

ASSESSMENT: Make-up exams are only allowed IF there has been a documented emergency: likewise, your Writing Assignment is DUE on March 15, 2001 and will ONLY be accepted late IF there has been a documented and extreme emergency: NOTE} failure of your computer to print out the Writing Assignment that morning is not, REPEAT, is not an emergency! In an emergency, please contact Urbanowicz as soon as possible b.e.f.o.r.e. or after the emergency! Please note the following dates (and look at dates & requirements for your other courses):

EXAM I (Thursday)	ON February 22, 2001 (25%) at the end of Week 5; based on readings and lectures to February 20, 2001.
WRITING ASSIGNMENT (Thursday)	DUE ON March 15, 2001 (10%) at the end of Week 8.
S P R I N G ---> B R E A K!	March 19 (Mon) ---> March 23 (Fri)
EXAM II (Thursday)	ON April 5, 2001 (30%) at the end of Week 11; based on readings and lectures since February 27, 2001.
EXAM III} 13-01 TUE} May 15: 2->3:50pm EXAM III} 13-02} THU} May 17: 2->3:50pm	ON Tue or Thu } (30%); based on readings and lectures since April 10, 2001 and major points and Earth Abides.
CLASS PARTICIPATION	23 January 2001---->10 May 2001 (5%).

THE COURSE is heavily mediated and you are responsible for certain information presented in this manner. Individuals are expected to locate major land masses discussed in lectures, readings, visuals, etc. Each examination has a map component based on the maps in one of the required texts: Anthropology 13 Guidebook. You are also responsible for selected information distributed in any additional handouts that might be distributed for the course. Your Writing Assignment should be approximately 2000 words. The single Writing Assignments must be typed and/or word-processed and double-spaced. PLEASE NOTE: Various WWW addresses are provided and they will be expanded upon throughout the semester, but at this time no examination questions will be based on these WWW locations: they are shared with you for exploration on your own. [The above paragraph contains ~124 words.]

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.

---

A NOT SO BIG SECRET: #1} The information (or "meaning") that you will get out of this course will be in direct proportion to the energy you expend on assignments and requirements: readings, writing, examinations, and thinking assignments. #2} I will try to provide you with new information and ideas every class period!

SPECIAL: Spring 2001 Certain Statements

1. WEEK 1: Beginning January 23 [Tue], 2001: INTRODUCTION & OVERVIEW TO THE COURSE.

2. WEEK 2: Beginning January 30, 2001: WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING? 

3. WEEK 3: February 6 [Tue] & February 8 [Thu]: CULTURE & ETHNOGRAPHY (CONTINUED)

SPECIAL: Notes on Charles Darwin (1809-1882)

SPECIAL: Spring 2001 "Current Events"

4. WEEK 4: February 13 [Tue] & February 15 [Thu]: RESEARCH, ECOLOGY, & INTO LANGUAGE

SPECIAL: Anthropology & Cyberspace

5. WEEK 5: February 20 [Tue] & February 22 [Thu]: LANGUAGE, COMMUNICATION, & REVIEW, and EXAM I (25%) on Thursday, February 22, 2001.

6. WEEK 6: February 27 [Tue] & March 1 [Thu]: ECOLOGY & SUBSISTENCE (CONTINUED).

SPECIAL: The Nacirema.

7. WEEK 7: March 6 [Tue] & March 8 [Thu]: ECONOMICS & KINSHIP & FAMILY & MAGIC & RELIGION.

8. WEEK 8: March 13 [Tue] & March 15 [Thu]: ROLES & INEQUALITY & ECONOMICS & CHANGE & YOUR WRITING ASSIGNMENT (10%) DUE Thursday, March 15, 2001.

9. WEEK 9: SPRING BREAK - SPRING BREAK - SPRING BREAK - SPRING BREAK!

10. WEEK 10: March 27 [Tue] & March 29 [Thu]: WEEK #8 TOPICS CONTINUED & CULTURE CHANGE.

11. WEEK 11: April 3 [Tue] & April 5 [Thu]: CULTURE CHANGE, REVIEW, and EXAM II (30%) on April 5, 2001.

12. WEEK 12: April 10 [Tue] & April 12 [Thu]: CULTURE CHANGE, APPLIED ANTHROPOLOGY, AND TECHNOLOGY.

13. WEEK 13: April 17 [Tue] & April 19 [Thu]: LAW & POLITICS & RELIGION, MAGIC, AND WORLD VIEW.

14. WEEK 14: April 24 [Tue] & April 26 [Thu]: CONTINUED CULTURE CHANGE.

SPECIAL: Notes on Native Americans

15. WEEK 15: May 1 [Tue] & May 3 [Thu]: ALMOST OVER & WINDING DOWN.

16. WEEK 16: May 8 [Tue] & May 10 [Thu]: CULTURAL DIVERSITY AND REVIEW.

17. WEEK 17: EXAM III (30%): 13-01 TUE} May 15: 2->3:50pm or 13-02} THU} May 17: 2->3:50pm

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

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

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

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

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

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

7. Knowledge of the history of anthropological thought.

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

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

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

"...I do believe something very magical can happen when you read a good book" [stress added]." Joanne K. Rowling, 1999, Harry Potter Author Reveals The Secret.... In USA Weekend, November 12-14, 1999, page 4.

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

"The unit of survival [or adaptation] is organism plus environment. We are learning by bitter experience that the organism which destroys its environment destroys itself." Gregory Bateson, Steps to an Ecology of Mind, 1972: 483.

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

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

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

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

"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.

DECEMBER 2000} "So far this month, U.S. Internet companies have cut 10,459 jobs, up 19 percent from November's record total of 8,789 cuts....That make for a total of 45,515 dot-com layoffs since last December...." The San Francisco Chronicle, December 28, 2000, page B1.

"American Airlines spends less than 10 cents to create an e-ticket compared with $12 for a paper version. In 2000, an estimated 10% of all airline tickets were sold online. In three years it will be 25% to 30% [stress added!]" USA Today, December 28, 2000, page 2.

"It is our choices that show what we truly are, far more than our abilities." The character Albus Dumbledore to Harry Potter in Harry Potter And the Chamber of Secrets, 1998, by Joanne K. Rowling, page 333.

"Three and a half years ago, no one on earth had heard of Harry Potter except J.K. Rowling, the writer who dreamed him up, and the publishers' readers who had rejected the manuscript of her first book featuring the bespectacled boy wizard. And now? Four Harry Potter novels later, translations into 42 languages later, 76 million copies sold worldwide later?" Paul Gray, 2000/2001, The Magic of Potter. Time, December 25, 2000/January 1, 2001, pages 116-120, page 116.

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

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

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

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

A. Please familiarize yourself with the format in this Guidebook.
B. Please look at the Department Goals, Reading Assignments, Outline for each Day, Web Sites/Words/Terms, and Film Notes: There really are NO surprises in this course!
C. READ THE FILM NOTES in this Guidebook before the films are shown in class.

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

III. WHAT DOES AN ANTHROPOLOGIST DO?

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

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

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

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

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

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

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

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

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

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

PLEASE NOTE that on January 23, 1973 "President Nixon announces over television and radio that Henry Kissinger and Le Duc Tho have initialed an agreement in Paris [France] 'to end the war and bring peace with honor in Vietnam and Southeast Asia." Rita Lang Kleinfelder, 1993, When We Were Young: A Baby-Boomer Yearbook (NY: Prentice Hall), page 617.

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

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

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

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

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

"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).

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

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

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

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

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

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

IV. CULTURE AND THE CONTEMPORARY WORLD

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

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

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

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

VI. WHAT IS SCIENCE? / PERSPECTIVE(S)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"In modern industrial societies, it may be that the main causes of illness are the mismatches between our Stone Age adaptations and our modern environments. .... 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. [stress added]." 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. ... The single thing most people can do to improve their health is to cut the fat content of their diets [stress added]." Randolph M. Nesse & George C. Williams, 1994, Why We Get Sick: The New Science of Darwinian Medicine, pages 148-149)

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

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

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

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

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

II. READINGS in Spradley & McCurdy, 2000, Conformity And Conflict, as well as below in this Guidebook.
"Economic Systems" [Overview], pages 152-155.
"Cultivating the Tropical Rainforest" by Richard K. Reed, pages 128-137.
"Reciprocity and the Power of Giving" by Lee Cronk, pages 157-163.
"Using Anthropology" by David W. McCurdy, pages 386-398.
"Career Advice for Anthropology Undergraduates" by John T. Omohundro, pages 399-409.

III. PLEASE THINK ABOUT finding "meaningful patterns in the data" such as:
A. Contemporary American Culture
B. "100 percent American" (please see below for this week in this Guidebook).
C. Interested in your instructor? (Home page and lengthy résumé)
D. Interested in the Department of Anthropology at CSU, Chico?

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

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

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

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

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

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

V. APPROPRIATE VISUALS

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

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

A. FILM: THE MAN HUNTERS (Please see Film Notes Below):

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

"New DNA study supports African origin of Humans." The Sacramento Bee, December 7, 2000, page B6.

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

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

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

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

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

"About half of all new teachers get out of the profession within five years [stress added]." Michael Mahoney, 2000, Credentialing Treadmill No Help In Classroom. The Sacramento Bee, December 31, 2000, pages D1 and D2, page D1.

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

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

VII. TO THE FUTURE?

"Winans [Career Placement Center at CSU, Chico] explained that it is important for students to start thinking early about their careers and not limit themselves to the major that is in the highest demand. 'All majors are in demand,' she emphasized. 'If you're alive and can breathe, you ought to be able to have choices out there [stress added]'" Joslyn Carroll, 2000, Coming Up Aces. Chico News & Review, August 17, 2000, pages 27-29, page 27.

"Real education consists in drawing the best out of yourself. What better book can there be than the book of humanity?" Mohandas K. Gandhi (1869-1948)

"Comparing the human genome with those of other organisms, from bacteria to insects to mammals, will help biologists understand how more complex species evolved from simpler ones--and even pinpoint the precise bits of genetic information that are uniquely human." Michael Lemonick, 2000/2001, Gene Mapper. Time, December 25, 2000/January 1, 2001, pages 110-113, page 112.

"Knowledge is power: 5 rules to remember when negotiating salary. 1. Recognize your value....2. Be prepared.....3. Know what you can negotiate....4. Know that you are dealing with future coworkers.....5. Focus on the goals, not winning." (USA Today May 22, 2000, page 7A.)

"E-mail might be the best way to catch the eye of those doing the hiring, according to a recent survey from Office team of Menlo Park. The administrative staffing agency recently polled 150 hiring executives about how they preferred to receive resumes [résumé]. About 48 percent said job seekers should dump the envelopes and use e-mail. What a difference a couple of years makes: In 1998, only 4 percent of hiring professionals wanted resumes by e-mail. This year, 21 percent said snail mail was preferable; followed by no preference, 19 percent; and fax 11 percent [stress added]." Anon., 2000, The San Francisco Chronicle, December 24, 2000, page J1.

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

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

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

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

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

ENDOGAMY: Marriage within a designated social unit.

EXOGAMY: Marriage outside any designated group.

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

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

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

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

PRODUCTION: The process of making something.

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

SEXUAL INEQUALITY: Inequality based on gender.

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

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

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

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

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

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

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

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

"Neanderthals and modern humans not only coexisted for thousands of years along ago, as anthropologists have established, but now their little secret is out: they also cohabited. At least that is the interpretation being made by paleontologists who have examined the 24,500-year-old skeleton of a young boy recently in a shallow grave in Portugal. Bred in the boy's bones seemed to be a genetic heritage part Neanderthal, part early Homo sapiens. He was a hybrid, they concluded, and the first strong physical evidence of interbreeding between the groups in Europe." John N. Wilford, 1999, Homo Sapiens May Be Related to Neanderthals. San Francisco Chronicle, April 25, 1999, page A4. 

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

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

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

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

PLEASE NOTE:

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

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

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

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

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

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

III. PRIMATES
A. MODERN HUMANS

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

"Just six months into a collaboration between two biotechnology companies to examine DNA samples gathered from twins, scientists at the companies said they have uncovered a pair of previously unknown genes that may play an important role in heart disease." Scott Hensley, November 29, 2000, The Wall Street Journal, page B2.

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

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

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

"Research shows that kids these days are growing up faster and earlier than the Leave It To Beaver bunch. They're techno-wizard multi-taskers with more computing power at their fingertips than was used to get Apollo 11 [July 1969] to the moon. And they're media-savvy, with cable in their bedrooms, cellphones in their backpacks and 15 PC windows open at a time for instant messaging [ added]." Ann Oldenburg, 2000, Kid-Fluence. USA Today, December 29, 2000, pages E1 and E2, page E1.

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

"For the first time, a vaccine protected monkeys against the lethal Ebola virus, raising doctors' hopes of developing a means of innoculating people against the terrifying disease." November 30, 2000, The San Francisco Chronicle, page A3.

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

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

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

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

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

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

"The farther backward you can look, the farther forward you are likely to see." Sir Winston Churchill [1874-1965], 1953 Nobel Prize Winner in Literature and "In the field of observation, chance only favors those who are prepared." Louis Pasteur [1822-1895]

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

"The entertainment industry took another hit Tuesday [December 12, 2000]--this time from a group of health care professionals who concluded in a study that television shows, movies, music, video games and the Internet are contributing to youth violence in America [stress added]." Marlene Cimons, Hollywood violence blasted: Health care professionals see link to youth destructiveness. The Sacramento Bee, December 13, 2000, page A8.

V. REMINDER:
A. EXAM I (20%) IS ON THURSDAY FEBRUARY 22, 2001.

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

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

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

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

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

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.)

DECEMBER 29, 2000} "The Census Bureau announced Thursday that the resident population of the United States was 281,421,906 on April 1, 2000, the date for counting the numbers that will serve for a decade as the basis for representation in the House and as the formula for allocating many federal benefits." The Sacramento Bee, December 29, 2000, page 1.

PLEASE NOTE: According to the U.S. Bureau of the Census, the resident population of the United States, projected to 10:23am Pacific Standard Time on January 3, 2001 was 283,404,650 [http://www.census.gov/cgi-bin/popclock]. This means there is one birth every 8 seconds, one death every 11 seconds, one international migrant (net) every 40 seconds, one Federal U.S. citizen (net) every 3,125 seconds, for a net gain of one person every 17 seconds.

DECEMBER 29, 2000} "Once again, California emerged as the most populous state in the country with 33,871,648 residents [~12.05% of the USA]" The Sacramento Bee, December 29, 2000, page 1.

NOTE: According to The World Almanac and Book of Facts 2001 (page 415), the estimated population for California on July 1, 1999 was 33,145,121; 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).

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

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

NOTE THE FOLLOWING FROM December 24, 2000: "The U.S. Department of Agriculture [USDA] has estimated that 96 billion pounds of food--about 27 percent of the total produced annually in this country--is wasted each year, most of it fresh produce, grain and dairy-products. Most of it is thrown away by consumers and food service outlets, such as restaurants. That's enough to feed more than 80 million people for a year. If only a third of that could be saved, it would be enough to feed all the 31 million Americans, 12 million of them children, who the USDA has estimated are threatened by hunger at least part of the year [stress added]." Steve Wiegand, 2000, Gleaners Fights Waste, Want And Worries. The Sacramento Bee, December 24, 2000, page 1 and page A8, page A8.

Questions To Consider: What will the population of the USA or California or Chico be by 2040? Or 2020? or next year?! What is the "carrying capacity" of any given environment? What changes have to be made in any given environment? What will be the impact of an increasingly older American population on this country? On you?

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

"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.

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)

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: "Turmoil in Paradise: Galapagos fishermen revolt...." Jim Wyss, The San Francisco Chronicle, December 10, 2000, page A27 and A34.

wysiwyg://5/http://www.iexplore.com/multimedia/galapagos.jhtml [The Galápagos Islands!]
http://www.csuchico.edu/~curban/SoAmGIslands.html [Urbanowicz July 2000 Galápagos Islands Trip]

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

http://www.natcenscied.org [The National Center for Science Education]
http://www.darwinawards.com/ [Official Darwin Awards} "...showing us just how uncommon common sense can be." Wendy Northcutt, 2000, The Darwin Awards: Evolution in Action (Dutton)

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

"Soon Diagnostic Tools May Include Cameras Swallowed Like A Pill. Researchers are finding a less invasive way to look inside a patient's body. ... The new procedure, undergoing clinical trials, instead uses tiny cameras encased in small capsules that the patient swallows as easily as a large vitamin. The cameras travel into the small intestine, flashing two pictures every second. About 50,000 photos are transmitted to a special belt worn by the patient, and the information is later downloaded into a computer. After their journey, the cameras are passed unnoticed by the patient and can be flushed down the toilet. The cameras cost about $300 [stress added]." Tara Parker-Pope, The Wall Street Journal, December 8, 2000, page B1.

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

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

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

"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)

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

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

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

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

"With more than 100 million cell phones in everyday use, questions are being raised about whether these handy devices might boost the risk of brain cancer or increase the chances of having an automobile accident." Tom Abate, 2000, Cell Phones Probed For Double Trouble. San Francisco Chronicle, October 23, 2000, page C6.

"Britain First Country to Warn Cell Phone Users of Risks." Emma Ross, The San Francisco Chronicle, December 9, 2000, page 2.

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

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

"No one tastes it, smells it or even knows how much to fear it, but a toxic chemical recently featured in a popular movie has the San Fernando Valley racked with worry that its tap water is the latest victim of Southern California's endless battle with pollution. Chromium 6 is turning up in wells supplying water...." Rene Sanchez, The Sacramento Bee, December 9, 2000, page A6.

"India's highway network is notoriously bad, with barely 300 miles of four-lane roads for a nation of one billion people." Daniel Pearl, 2001, In India, Roads Become All The Rage. The Wall Street Journal, January 3, 2001, page A10.

"Southern California's human waste makes marginal San Joaquin Valley soils fertile." Anon. Enterprise-Record, December 31, 2000, page B1.

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

"Preventable errors in the nation's hospitals kill 44,000 to 98,000 Americans a year and injure millions...." Janet Wells, 2000, Hospitals Must Disclose Doctor Errors. The San Francisco Chronicle, December 24, 2000, pages 1-14, page 1.

"To produce a ton of aluminum from scratch requires 5 tons of bauxite and 16,000 kilowatt hours of electricity. With recycling, you need a ton of old cans and just 750 kilowatt-hours of electricity, a boon for a country straining to meet electricity demand." Michael Astro, 2001, Brazil Takes Can-Do Tack on Recycling. San Francisco Chronicle, January 3, 2001, page C3.

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

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

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

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

Knowledge of the history of anthropological thought.

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

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

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

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

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

http://www.pbs.org/wnet/nature/koko/ [A Conversation With Koko the Gorilla]

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

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

V. REMINDERS:
A. EXAM I (25%) on THURSDAY FEBRUARY 22, 2001 (Map, Multiple Choice, & True/False)
B. Potential EXAM I Questions below in this Guidebook
C. Map for Exam 1 (below)
D. And in addition to printed maps, see: http://www.lib.utexas.edu/Libs/PCL/Map_collection/africa.html as well as: http://www.cia.gov/cia/ciakids/geography/africa.html

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

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

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

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

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

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

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

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

VIDEOTAPE = Richard Leakey, son of the Drs. Louis and Mary Leakey, as the "organizing genius of m