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

© [Copyright: All Rights Reserved] Charles F. Urbanowicz/December 4, 2006} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_SOSC303-FA2006.html, is intended for use by students enrolled at California State University, Chico, in the Fall Semester of 2006 and unauthorized use / reproduction in any manner is definitely prohibited.

DESCRIPTION: This is an explanation of the fundamal concepts of human biological, social, and cultural evolution. It is a comparative study of adaptation, social organization, religious and other ideological systems in contemporary non-Western societies. With a multidisciplinary approach, the course covers the biological basis of human social behavior, fossil evidence for human evolution, and relevant ethnographic and archaeological evidence of human social evolution. This course is required for Liberal Studies majors. This is an approved Non-Western course. Formerly SOSC 103. (The 2005-2007 University Catalog, page 593.)

NOTE FROM THE UPDATED HISTORY-SOCIAL SCIENCE FRAMEWORK FOR CALIFORNIA, October 11, 2000: "To develop cultural literacy, students must understand the rich, complex nature of a given culture: its history, geography, politics; literature, art, drama, music, dance, law, religion, philosophy, architecture, technology, science, education, sports, social structure, and economy. Cultural literacy includes but is not limited to knowledge of the humanities. True cultural literacy takes many years to develop, whether one is a student of a foreign country or a student of one's own society. Students should not be under the illusion that they truly know another society as a result of studying it for a few weeks or even for a year. At the very least they should learn how difficult it is to master a culture and should be encouraged to recognize that education is a lifelong process [stress added]." [See: http://score.rims.k12.ca.us/sub_standards/cal_hist_socsci_frame_stan.html for the History-Social Science Frameworks]

THREE REQUIRED TEXTS:
Spradley & McCurdy, 2006, Conformity And Conflict: Readings in Cultural Anthropology (12th Edition)
Jonathan Miller & Borin Van Loon (1982), Darwin For Beginners.
Charles F. Urbanowicz (Fall 2006 edition) Social Science 303 Guidebook [also available at http://www.csuchico.edu/~curban/syllabi/SYL_SOSC303-FA2006.html]

THREE RECOMMENDED ITEMS:
Any English Language Dictionary.
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts 2006.

ASSESSMENT: Make-up exams only allowed IF there has been a documented emergency: likewise, your Writing Assignment #1 (5%) is DUE on September 15, 2006 and will ONLY be accepted late IF there has been a documented and extreme emergency: NOTE} failure of your computer to print out the Writing Assignment that morning is not, REPEAT, is not an emergency! In an emergency, please contact Urbanowicz as soon as possible b.e.f.o.r.e. or after the emergency! Likewise, Writing Assignment #2 (10%) is DUE on Friday December 8, 2006. Please note the following important dates (and look at dates & requirements for your other courses):

WRITING ASSIGNMENT #1 (5%) Friday} 9/15/2006	Based on a classroom assignment and DUE Friday September 15, 2006
EXAM I (20%) Friday} 9/22/2006	Based on information since 8/21/2006 to 9/20/2006
EXAM II (25%) Friday} 11/3/2006	Based on information since 9/25/2006 to 11/1/2006
THANKSGIVING BREAK	November 20 [Monday] -> November 24 [Friday], 2006
WRITING ASSIGNMENT #2 (10%) Friday} 12/8/2006	Due by the end of Week 16 (Friday} 12/8/2006)
EXAM III (20%) Monday} 12/11/2006} 12->1:50pm	Based on readings and discussions since November 6, 2006 and major points and Darwin For Beginners.
CLASS PARTICIPATION / CLASS PRESENTATION (20%)	21 August 2006 -> 11 December 2006

THE COURSE is heavily mediated and you are responsible for certain information presented in this manner. Individuals are expected to locate major land masses discussed in lectures, readings, visuals, etc. Each examination has a map component based on the maps in one of the required texts: Social Science 303 Guidebook. You are also responsible for selected information distributed in any additional handouts that might be distributed for the course. Your Writing Assignments should be word-processed and double-spaced. WA #1 (5%) should be approximately 250-300 words; WA #2 (10%) should be approximately 500-1000 words. PLEASE NOTE: Various WWW addresses are provided and they will be expanded upon throughout the semester, but at this time no examination questions will be based on these WWW locations: they are shared with you for exploration on your own. ALSO NOTE: At various times throughout the semester, this web Guidebook will be updated and you may be responsible for some of the information provided to you in these updates. [The above paragraph contains ~163 words.]

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

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

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

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

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

DEFINITION OF LETTER GRADING SYMBOLS:

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

ON PLAGIARISM / MISREPRESENTATION:

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

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

SPECIAL: Fall 2006 Certain Statements

1. WEEK 1: Beginning Monday August 21, 2006: INTRODUCTION & OVERVIEW TO THE COURSE AND SOCIAL SCIENCE 303.

2. WEEK 2: Beginning Monday August 28, 2006: WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING? [AND WHAT IS SOCIAL SCIENCE & TEACHING?] and Writing Assignment #1 Instructions (WA #1 is DUE Friday September 15, 2006 ) [5%].

SPECIAL: Notes on California / Chico

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

3. WEEK 3: Wednesday & Friday} September 6 & 8, 2006: EVOLUTION AND LANGUAGE.

SPECIAL: Cyberspace (Including some Lesson Plan Locations).

4. WEEK 4: Beginning Monday September 11, 2006: LANGUAGE & ECOLOGY & CULTURE (CONTINUED) and WRITING ASSIGNMENT #1 (5%) DUE ON FRIDAY September 15, 2006.

SPECIAL: The Nacirema.

5. WEEK 5: Beginning Monday September 18, 2006: EVOLUTION, HUNTERS AND GATHERERS, REVIEW, and EXAM I (20%) on Friday September 22, 2006.

6. WEEK 6: Beginning Monday September 25, 2006: CHARLES DARWIN & "DARWINISM" AND CONTROVERSIES. CLASSROOM PRESENTATION INSTRUCTIONS, WRITING ASSIGNMENT #2 INSTRUCTIONS. TERMINOLOGY FOR CLASS PRESENTATIONS (that BEGIN WEEK #12, November 6, 2006). Your FINAL WRITING ASSIGNMENT is DUE December 8, 2006 [10%] - the last day of class.

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

SPECIAL: Fall 2006 "Current Information"

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

7. WEEK 7: Beginning Monday, October 2, 2006: BACK TO THE PACIFIC: TASMANIA & ....

8. WEEK 8: Beginning Monday October 9, 2006: ROLES & INEQUALITY & ECONOMICS & CHANGE.

9. WEEK 9: Beginning Monday October 17, 2006: CULTURE CHANGE CONTINUED.  

10. WEEK 10: Beginning October 23, 2006: NATIVE AMERICANS: PAST, PRESENT, AND FUTURE AND BEGINNING JANE GOODALL.

SPECIAL: Notes on Native Americans

11. WEEK 11: Beginning Monday October 30, 2006: TO THE FUTURE, CREATIVITY, AND REVIEW AND EXAM II (25%) on Friday November 3, 2006.

12. WEEK 12: Beginning Monday November 6, 2006: PRESENTATIONS BEGIN.

13. WEEK 13: Beginning Monday November 13, 2006: PRESENTATIONS CONTINUE.

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

15. WEEK 15: Beginning Monday November 27, 2006: PRESENTATIONS CONTINUE.

16. WEEK 16: Beginning Monday December 4, 2006: PRESENTATIONS CONTINUE AND CONCLUDE. WRITING ASSIGNMENT #2 (10%) IS DUE ON FRIDAY DECEMBER 9, 2006.

17. WEEK 17: EXAM III (20%): SOSC 303-03} BUTTE 505} On MONDAY December 11, 2006 from Noon -> 1:50pm.

A Short Course In Human Relations

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SEVEN GOALS OF THE DEPARTMENT OF ANTHROPOLOGY AT CSU, CHICO

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

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

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

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

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

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

7. Knowledge of the history of anthropological thought.

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CERTAIN STATEMENTS COLLECTED by Charles F. Urbanowicz for Fall 2006.

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

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

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

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

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

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

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

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

"It is our choices that show what we truly are, far more than our abilities." The character Albus Dumbledore to Harry Potter in Harry Potter And the Chamber of Secrets, 1998, by Joanne K. Rowling, page 333. "Education is experience, and the essence of experience is self-reliance." E.B. White [1899-1985], 1939, The Once And Future King (1967 G.P. Putnam edition), page 46.

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

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

Jamie Foxx stated that "What Ray [Charles] taught me is that when you rid yourself of excuses, there's nothing you can't do." (In The Sacramento Bee, November 3, 2004, page E4.)

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

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

"A state report paints a bleak portrait of California' public school finances, finding that as many as 79 districts may not be able to pay their bills in two years. One-third of the state's 982 public school districts have tapped reserves to make ends meet, with 14 expecting to run oiut of money in the next two years...." Anon., 2005, More California schools report financial problems, report finds. The Chico Enterprise-Record, July 8, 2005, page 6A.

"California won't have enough educated employees to fill available jobs in 2025, if current demographic trends continue, and it won't be producing enough to catch up....Nearly 40 percent of California jobs will require a college degree in 20 years, but only 33 percent of residents are expected to have completed that level of education." From an EDITORIAL in The Chico Enterprise-Record, June 24, 2005, page 12A.

"Statistics released Thursday [July 14, 2005] show that 9-year-olds' reading skills have risen since since 1971, and the biggest jump has come in the past five years.... 17-year-olds' skills actually declined in both math and reading...." Greg Toppo, 2005, Younger students excel in reading. USA Today, July 15-17, 2005, page 1.

"In the 1960s, 4% of kids were obese. Today [2006], 16% are overweight, according to the CDC [Centers for Disease Control and Prevention]. It can be seen in their brains. Studies indicate that children who spend lots of time outdoors have longer attention spans than kids who watch lots of television and play video games.... Children ages 8 to 10 spend an average of 6 hours a day watching television, playing video games and using computers [stress added]." Dennis Cauchon, 2005, Childhood pastimes are increasingly moving indoors. USA Today, July 12, 2005, pages 1 + 2, page 2.

"Researchers say too much TV viewing in childhood has long-term effects on learning. In one study, they found that simply having a TV set in a kid's bedroom can be linked to lower academic skills. In another, researchers in New Zealand tracked 1,037 children for nearly 30 years in the first long-term follow-up measuring childhood viewing and educational achievement. They say those who watched the most TV from ages 5 to 15 were least likely to graduate from high school or college by age 26.... [Another survey of] 386 third-graders in the San Francisco Bay area in 2000.... found that those with TVs in their rooms had much lover reading, math and writing scores on standardized tests [stress added]." Greg Toppo, 2005, Three studies suggest TV hampers kids' academic skills. USA Today, July 5, 2005, page 7D.

"Before they can even read, almost one in four children in nursery school is learning a skill that even some adults hace yet to master: using the internet. Some 23 percent of children in nursery school--kids age 3, 4 or 5--have gone online, according to the Education Department. By kindergarten, 32 percent have used the Internet, typically under adult supervision [stress added]." Anon., 2005, Young children learning Internet skills before reading. The Chico Enterprise-Record, June 5, 2005, page 12A.

AND SEE: "Are California School's Ready For the 21st Century" at: http://www2.edtrust.org/EdTrust/ETW/hs+report.htm [and: Peter Schrag, 2004, From A to G: Shaping up California's high schools. The Sacramento Bee, June 16, 2004, page B7.

"This message is for Mrs. Bailey, my second-grade teacher. When I saw you the other day in Costco the memories came flooding back. It's been more than 35 years since you were my teacher and still you remembered my name. I will never forget your love and kindness and skill as a teacher. Growing up in my house was no fun, being abused in more ways that I care to remember. Going to school was my escape. I would get there before your little blue station wagon so I could see your smile first thing. Your confidence and belief in me gave me hope and let me know life was good. I have a wonderful family of my own now and a great nursing career. I just want to say thank you for showing me the way to happiness [stress added]." Anon., 2004, The Chico Enterprise-Record, October 9, 2004, page 2A.

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

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

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

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

About J. K. Rowling: "Barry Cunningham, her first edtor at Bloomsbury Publishing in London remembers giving her 'terrible advice' when they met in the 1990s. Rowling was a divorced woman without much money. 'She was telling me about her circumstances. I was worried she was really relying on Harry [Potter!] to be the future for her and her daughter.' Cunningham says. 'I told her she wouldn't make any money at children's books, and she should get a day job [stress added].'" Jacqueline Blais, Like magic, she's wealthy. USA Today, July 7, 2005, page 4D.

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

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

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

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WEEK 1: BEGINNING Tuesday August 21, 2006

I. INTRODUCTION AND OVERVIEW TO THE COURSE AND SOCIAL SCIENCE 303: COURSE ORGANIZATION & PLANNING.

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

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

A. PLEASE familiarize yourself with the format of this Guidebook; please glance at Darwin For Beginners.
B. PLEASE look at the Goals, Reading Assignments, Outline for each Day, Web Sites/Words/Terms, and Film Notes: There really are NO surprises in this course!

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

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

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

"The consequences of our actions are always so complicated, so diverse, that predicting the future is a very difficult business indeed." (The Character Albus Dumbledore, In Harry Potter And The Prisoner of Azkaban, 1999, by Joanne K. Rowling, page 426. "To teach is to help someone learn something more quickly than he [or she!] would learn it by trial and error." (Anon.)

D. YOU WILL BE using this Guidebook throughout the Semester: you will be reading Spradely & McCurdy (S&M) throughout the Semester; you will be reading Darwin For Beginners for the first seven weeks of the course (to be completed by EXAM II: November 3, 2006).
E. Information in the Guidebook, as well as Darwin For Beginners and well as some Spradley & McCurdy articles and terminology WILL be on the final exam on Monday December 11, 2006. PLEASE TAKE NOTES IN THIS Guidebook: IT WILL NOT BE RE-PURCHASED BY THE BOOKSTORE.
F. Urbanowicz on "Teaching" might be of interest and may be found by clicking here: ESSAY #1 & ESSAY #2 at the end of this printed Guidebook.
E. A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF CLASS (August 21, 2006 ) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/SOSC303FA2006
F. ALSO, please think about the following for this class (and ALL of your classes):

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

II. READINGS in Spradley & McCurdy, 2006, Conformity And Conflict, as well as below in this Guidebook.
"Culture and Ethnography" by S&M [Overview], pages 1-5.
"Ethnography and Culture" by James P. Spradley, pages 7-14.
"Kinship and Family" [Overview], pages 212-215.
"Law and Politics" [Overview] by S&M, pages 300-303.

III. WHAT DOES A SOCIAL SCIENTIST OR AN ANTHROPOLOGIST DO?

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

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

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

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

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

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

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

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

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

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

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

"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.

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

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

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

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

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

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

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

"George Lucas may be a pioneer in film and digital teachnology, but how he's turning to an old medium--magazines--to promote his passion, education.... http://www.edutopia.org to see if they qualify for a subscription." Dan Fost, 2004, Lucas Starts New Educational Crusade. The San Francisco Chroniocle, 17 October 2004, pages J1 + J5.

IV. CULTURE AND THE CONTEMPORARY WORLD

"The palest ink is better than the best memory." (Chinese proverb) and "The ear is a less trustworthy witness than the eye." (Herodotus [c.485-426 B.C.], The Histories of Herodotus, Book 1, Chapter 8).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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WEEK 2: BEGINNING Monday August 28, 2006

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

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

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

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

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

III. WRITING ASSIGNMENT #1 INSTRUCTIONS (WA #1 is DUE Friday September 15, 2006) [5%], and:

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

IV. PLEASE glance at Darwin For Beginners.

V. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY

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

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

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

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

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

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

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

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

VII. APPROPRIATE VISUALS

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"When Darwin [1809-1882], one of the most honest of scientific thinkers, was speculating about the origin of species, he used to keep special notebooks in which he would immediately write down any objection to his theories which occured to him. He found that, if he did not do this, his mind had a habit of forgetting all the objections. For the objections introduced disharmony into his mind; and his mind pushed them out again as quickly as possible [stress added]." B. A. Howard. In Edgard Dale [Compiler], 1984, The Educator's Quotebook (Phi Delta Kappa: Bloomington, Indiana), page 85.

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

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

VIII. ON TEACHING AND LEARNING

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

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

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

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

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

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

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

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

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

ENDOGAMY: Marriage within a designated social unit.

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

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

EXOGAMY: Marriage outside any designated group.

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

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

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

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

PRODUCTION: The process of making something.

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

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

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

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

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

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

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

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

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

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

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

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

PLEASE NOTE:

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

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

"A giant ape unlike any previously seen has been found in a remote area of central Africa, ascording to a report in the journal New Scientist. Wildlife experts believe the ape, which stands over 6 feet tall and has similaritites to both chimpanzees andgorillas, may be a new species of primate. Villagers in the far north of the emocratice Republic of Congo say the apes can be ferocious and are capable of killing lions. But unlike gorillas, which charge upon seeing a threat, the new apes turn around and silently slip away into the forest when encountered. The apes live hundred of miles from kn own gorilla populations, and have a diest similar to that of chimpanzees. Scientists are trying to determine if it is a formerly unknown species, or if it is possibly a giant chimpanzee with the behavior of a gorilla [stress added]." Earthweek: A Diary of the Planet, by Steve Newman, The San Francisco Chronicle, October 16, 2004.

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

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

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

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

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

"The United Nations' latest forecast of the world's population in 2050 [44 years from fall 2006!]....are down from 9.4 billion to 8.9 billion [stress added]." Elizabeth Weise, World population to level off. USA Today, December 9, 2003.

NOTE: There are more than 6 billion people on the planet and population is increasing by approximately 78,000,000 people per year; given that 1 year = 365.25 days = 8,766 hours = 525,960 minutes, therefore 78,000,000/525,960 = means that the population of the planet is increasing by approximately 148 people a minute. For this 50 minute class, please note that this means that the world will have had a NET INCREASE (births-minus-deaths) of ~7,400 individuals (roughly speaking).

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

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

CHICO: "The city's general plan targets an urban-area population of approximately 134,000 by the year 2012 [stress added]." Dan Nguyen-Tan, 2002, Growth: Land is our most valuable and limited resource. The Chico Enterprise-Record, February 26, 2002, Section AA, page 3AA. [NOTE: Urbanowicz would also add that time can also be considered to be the most valuable and limited resource.]"

"Fortune continues to smile on this city at the dawn of the 23rd Century, Chico Grande, at 500,000 people, is the unofficial capital of Upper California [stress added!]" Steve Brown, 2001, In the year 2202, fortune continues to smile on this city. The Chico Enterprise-Record, December 31, 2001, page 3A.

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

"California builders on Monday reported starting 191,866 homes and apartments in 2003 [or ~526/day!], and predict slightly more next year before rising interests rates force a slowdown in 2005. ... State offic