© [Copyright: All Rights Reserved] Charles F. Urbanowicz/January 27, 2004} This copyrighted Web Guidebook, printed from http://www.csuchico.edu/~curban/syllabi/SYL_103-SP2004.html, is intended for use by students enrolled at California State University, Chico, in the Spring Semester of 2004 and unauthorized use / reproduction in any manner is definitely prohibited.

DESCRIPTION: Case study examination of fundamental concepts, methods, and changing theoretical orientations of cultural anthropology. (The 2003-2005 University Catalog, page 192.)

TWO REQUIRED TEXTS:
Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin).
Charles F. Urbanowicz, Spring 2004 edition, Anthropology 103 Guidebook [also available at http://www.csuchico.edu/~curban/syllabi/SYL_103-SP2004.html. 

RECOMMENDED ITEMS:
Any English Language Dictionary
William A. Strunk, Jr., 2000, The Elements of Style (4th edition).
The World Almanac and Book of Facts: 2004.
Spradley & McCurdy, 2003, Conformity And Conflict: Readings in Cultural Anthropology (11th Edition) [NOTE: This is a required text for my section of ANTH 13 in Spring 2004} it is a nice reader to have and terminology has been incorporated into this Guidebook from this reader.].  

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

Writing Assignment #1 (5%)	Thursday Feb 19, 2004 (Please see Guidebook for explanation)
EXAM I (20%)	Feb 26, 2004 (Thursday); based on readings, lectures, and discussions to 2/24/2004.
SPRING BREAK!	March 15, 2004 (Mon) -> March 19, 2004 (Fri)
Writing Assignment #2 (10%)	April 8, 2004 (Thursday)
EXAM II (25%)	April 13, 2004 (Tuesday); based on readings and lectures since 3/22/2004 to 4/8/2004.
EXAM III (30%)	May 20, 2004 (Thursday) from 12->1:50pm; based on readings and lectures since 4/15/2004 to5/13/2004 and major points.
CLASS PARTICIPATION (10%)	27 January 2004 -> 13 May 2004

THE COURSE is mediated and you will be responsible for certain information presented in this manner. Individuals will be expected to locate major land masses discussed in lectures and readings. Every examination will have a map component based on the maps in the Anthropology 103 Guidebook. Your Writing Assignment #1 should be approximately 500 words and Writing Assignment #2 should be approximately 1000 words. The Writing Assignments must be typed and/or word-processed and double-spaced. PLEASE NOTE: The web page for this course will be updated throughout the semester and various WWW addresses will be provided; at this time no examination questions are planned on these web-page updates BUT some might come from them (and you will be informed about that in class lectures). [The above paragraph contains ~124 words.]

PLEASE REMEMBER: Free public lectures, ANTHROPOLOGY FORUM (ANTH 297-01} #10181) for One Unit every Thursday from 4 -> 4:50pm in Ayres Hall 120. One unit of credit is available through Dr. Murad. (Information on previous Anthropology Forum presentations by Urbanowicz may be viewed by clicking here: ESSAY #1 at the end of this printed Guidebook. ]

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.

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

SPECIAL: Spring 2004 Certain Statements

1. WEEK 1: Beginning Tuesday January 27, 2004: INTRODUCTION & OVERVIEW TO THE COURSE.

2. WEEK 2: February 3 [Tue] & February 5 [Thu], 2004: FIELDWORK, CONTROVERSY, AND ORIGINS.

3. WEEK 3: February 10 & February 12, 2004: CULTURE, DARWIN, AND COMMUNICATION.

SPECIAL: Notes on California / Chico

SPECIAL: Notes on Charles Darwin (1809-1882)

SPECIAL: Writing Assignment Information (WA #1 AND WA #2)

4. WEEK 4: February 17 & February 19, 2004: LANGUAGE AND DISCUSSION OF READINGS / COURSE TO DATE AND WRITING ASSIGNMENT #1 (5%) DUE on Thursday February 19, 2004.

5. WEEK 5: February 24 & February 26, 2004: REVIEW and EXAM I (25%) on Thursday, February 26, 2004.

6. WEEK 6: March 2 & March 4, 2004: ECOLOGY & SUBSISTENCE.

SPECIAL: The Nacirema.

SPECIAL: Anthropology & Cyberspace

7. WEEK 7: March 9 & March 11, 2004: HISTORY AND AMERICAN ANTHROPOLOGY.

8. WEEK 8: SPRING BREAK: MONDAY, MARCH 15, 2004 - > FRIDAY, MARCH 19, 2004!

9. WEEK 9: March 23 & March 25, 2004: HISTORY AND FIELDWORK & WORLD WAR II AND CHANGE(S).

10. WEEK 10: March 30 & April 1, 2004: HISTORY AND FIELDWORK (CONTINUED). 

11. WEEK 11: April 6 & April 8, 2004: AMERICAN ANTHROPOLOGY (CONTINUED).

12. WEEK 12: April 13 & April 20, 2004: WRITING ASSIGNMENT #2 (10%) DUE ON TUESDAY APRIL 16; DISCUSSION AND REVIEW ON THURSDAY APRIL 18, 2004.

13. WEEK 13: April 20 & April 22, 2004: EXAM II (25%) ON TUESDAY APRIL 20 AND INTO THE AMERICAS.

SPECIAL: Notes on Native Americans

14. WEEK 14: April 27 & April 29, 2004: BACK TO THE PACIFIC!

15. WEEK 15: May 4 & May 6, 2004: ALMOST OVER & WINDING DOWN.

16. WEEK 16: May 11 & May 13, 2004: HOPE AND REVIEW.

17. WEEK 17: EXAM III (30%): ANTH 103-01} Butte 319} on Thursday May 20, 2004, from Noon->1:50pm.

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

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

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

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

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

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

7. Knowledge of the history of anthropological thought.

"Supported by an extraordinarily dedicated faculty and professional staff, the Department of Anthropology maintains a number of programs, initiatives and professional activities that contribute to a high quality learning environment for undergraduate and graduate students. based on the principles of learning by doing and the value of extended and intensive faculty-student contact, the program provides educational and training opportunities in all of the disciplines sub-fields: archeology, physical and cultural anthropology, linguistics and museum studies. Student learning is enhanced through facilities such as the Physical Anthropology Human Identification Laboratory, the Archaeological Research Program, the Ethnographic Lab and the Museum of Anthropology. Anthropology also makes significant contributions to General Education. The result is a rigorous, challenging and intellectually exciting program of academic and experiential learning. The success of this program can be measured in competitions and in launching successful careers in heritage resource management, forensic investigation, local regional and national museums and allied professional fields." President Manuel A. Esteban, California State University, Chico, May 13, 2003 Memorandum to all Faculty and Staff.

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

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

"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. 

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

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

"The 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.

"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.

"The university is not engaged in making ideas safe for students. It is engaged in making students safe for ideas [stress added]." Clark Kerr, in Vance Packard, 1964, The Naked Society [1965 Cardinal paperback edition], page 99.

"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 Reflections by a Computer Contrarian (NY: Doubleday), page 183.

"PowerPoint is the world's most popular tool for presenting information. There are 400 million copies in circulation, and almost no corporate decision takes place without it . But what if PowerPoint is actually making us stupider? This year, Edward Tufte - the famous theorist of information presentation - made precisely that argument in a blistering screed called 'The Cognitive Style of powerPoint.' In his slim 28-page pamphlet, Tufte claimed that Microsoft's ubiquitous software forces people to mutilate data beyond comprehension [stress added]." Clive Thompson, 2003, Do PowerPoint presentations make you dumb? The Sacramento Bee, December 28, 2003, page E3.

"One of the Internet's inventors, Vint Cerf, gets laughs from audiences by quipping, 'Power corrupts and PowerPoint corrupts absolutely'.... Edward Tufte, a Yale University professor and author of graphic design book 'Envisioning Information,' is perhaps the most vocal PowerPoint hater. He believes Powerpoint's emphasis on format over content commercializes and trivializes subjects [stress added]." Rachel Konrad, 2003, An avant-garde look at everyday PowerPoint. The San Francisco Chronicle, December 29, 2003, page E3.

"Yet slideware -computer programs for presentations -is everywhere: in corporate America, in government bureaucracies, even in our schools. Several hundred million copies of Microsoft PowerPoint are churning out trillions of slides each year. Slideware may help speakers outline their talks, but convenience for the speaker can be punishing to both content and audience. The standard PowerPoint presentation elevates format over content, betraying an attitude of commercialism that turns everything into a sales pitch [stress added]." Edward Tufte, 2003, PowerPoint Is Evil: Power Corrupts.PowerPoint Corrupts Absolutely. Wired, September,11-09. http://www.wired.com/wired/archive/11.09/ppt2.html

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WEEK 1: BEGINNING Tuesday January 27, 2004.

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

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

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

A. Please familiarize yourself with the format in this Guidebook.
B. Please look at the Department Goals, Reading Assignments, Outline for each Day, Web Sites/Words/Terms, and Video Notes: There really are NO surprises in this course!
C. READ THE VIDEO NOTES in this Guidebook before the videos are shown in class.
D. A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF CLASS (January 27, 2004) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/ANTH103SP2004
E. 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. PLEASE FAMILIARIZE YOURSELF WITH THE READINGS in Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) as well as readings in this Guidebook.

A. What do you think of Endicott & Welsch? And note the 19 "issues" (and two articles for each issue).
B. Glance at the "Introduction" in Endicott & Welsch, pages x-xix.

III. WHAT DOES AN ANTHROPOLOGIST DO?

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

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

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

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

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

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

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

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

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

"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).

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

Please consider the following:

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

IV. CULTURE AND THE CONTEMPORARY WORLD

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

"At least once a day in this village of 2,500 people, Ravi Sham Choudhry turns on the computer in his front room and logs in to ther Web site of the Chicago Board of Trade. He has the dirt of a farmer under his fingernails and pecks slowly at the keys. But he knows what he wants: the prices for soybean commodity futures. A drop in prices on the Chicago Board, shown in red, could augur a drop in prices here, meaning that he and fellow soybean farmers should sell their crop now. An increase argues that the farmers should wait for prices to rise. 'If it goes up there, it goes up here,' Mr. Choudhry said. The correlation is rough but real. Real, too, is the link betweem farmers in rural central India and around the globe, thanks to a company's innovation. The concept is the e-choupal, taken from the Hindi word for village square, or gathering place. ... E-choupal allows the farmers to check both futures prices across the globe and local prices before going to market. ... E-choupals may offer a model for all developing countries [stress added]." Amy Waldman, 2004, Indian Soybean Farmers Join the Global Village. The New York Times, January 1, 2004, page A1 + A8, page A8.

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

"After three of the mildest flu seasons in recent memory, Americans are enduring a major outbreak of influenza that has emptied classrooms and filled hospitals from California to New York. The difference, it appears, is a new strain of the flu virus, known in laboratory circles as A/Fujian/411/2002. In the Darwinian world of virus evolution, the Fujian A strain has out-competed its older cousin, a strain known as A/Panama/2007/99, which was responsible for the last few unremarkable flu seasons--and it's all due to a tiny change in a viral gene [namely evolution!] [stress added]." Sabin Russell, 2003, New flu strain could be harbinger of a pandemic. The San Francisco Chronicle, December 22, 2003, page A4. 

"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.

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

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

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

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

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

V. THE SCOPE OF ANTHROPOLOGY / FIELD METHODS: WHAT WE DO
A. Fieldwork in the Polynesian Kingdom of Tonga and Spring 1997 sabbatical research and....
B. VIDEO: Comments on the Yanomamo of South America (and see http://www.evoyage.com/Aggression.htm as well as http://www.uwgb.edu/~galta/mrr/yano/yano7.htm).

"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.

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

"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 make 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.

"As international energy companies moves into the Amazon basin to tap some of the last untouched oil and natural gas reserves, more and more natives are fighting to keep them out. ... as Indian groups grow increasingly savvy in their cooperation with environmentalists [stress added]." Juan Forero, 2003, Seeking Balance: Growth vs. Culture in Amazon. The New York Times, December 10, 2003, pages A1 + A8, page A1.

"A new variety of soybean developed by Brazilian scientists to flourish in this punishing equatorial climate is good for farmers, too, putting South America's biggest country on the verge of supplanting the united States as the world's leading explorer. But, to the horror of environmental activists, soybeans are claiming increasingly bigger swaths of rainforest to make way for plantations, adding to the inroads by ranching. The Amazon lost some 10,000 square miles of forest cover last year alone [or approximately six percent of the State of California!]--40 percent more than the year before. ... Indians fear deforestation will dry up the rivers that run through the Xingu reservation and the chemicals used to keep lizards and termites off crops will poison their fish [stress added]." Michael Astor, 2003, Brazil's soybean boom brings more propserity: But environmental activists worry about the impact on raing forests. The Chico Enterprise-Record, December 21, 2003, page 12C.

C. Comments on "Cyberspace! [below in the electronic Guidebook] and indigenous societies.
D. And See: http://www.si.edu/ [Smithsonian Institution] and specifically the http://www.si.edu/resource/faq/nmnh/start.htm#anthro [Anthropology "button"] and http://www.wsu.edu:8001/vcwsu/commons/topics/culture/culture-index.html [Culture] as well as http://www.ncl.ac.uk/~nktg/wintro/ [Archaeology: An Introduction by Kevin Greene] and http://catal.arch.cam.ac.uk/catal/catal.html [on-going research at Çatalhöyük, Turkey].

VI. WHAT IS SCIENCE? / PERSPECTIVE(S)

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

"The Russians have a proverb: He lies like an eyewitness. Few eyewitnesses see it all, fewer still understand all the implications. And their reports are always personal. Yet what they see is essential. History begins with people caught in the moment-by-moment rush of events. The correspondent on the scene shares the jolt of joy or horror in watching the world change in an instant. Personal bias becomes part of the story, and often makes the account more vivid [stress added]." David Colbert [Editor], 1997, Eyewitness to America: 500 Years of America in the Words of Those Who Saw It Happen (NY: Pantheon Books), page xxvii.

VII. THE DARKNESS IN ELDORADO CONTROVERSY

http://www.anth.ucsb.edu/discus/html/messages/62/115.html [September 2000 Stattement by Chagnon on Darkness]
http://www.umich.edu/~urel/darkness.html [November 13, 2000 statement on Darkness]
http://www.anth.ucsb.edu/images/Aj2it.pdf [On Napoleon Chagnon} 1999 article]
http://psych.ucsb.edu/research/cep/eldorado/ [Darkness in Eldorado overview} The Center for Evolutionary Psychology]

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

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

VII. INDIVIDUALS WHO ARE MAJORING in Anthropology, remember that the Anthropology Department Chairman (Dr. William Loker, Butte Hall 311; phone 530-898-6192) does advising. Urbanowicz is the Advisor for the Minor in Anthropology.) ALL ANTHROPOLOGY MAJORS SHOULD KNOW ABOUT the International Encyclopedia of the Social Sciences (1968) [REF/H40/A2I/5] the International Encyclopedia of the Social & Behavioral Sciences (2001) [REF/H41/I58/2001] AS WELL AS the Annual Review of Anthropology [GN/1/B52] and Archaeological Method And Theory (edited by Schiefer) [CC/A242/Vol 1, 1989->], AND the Encyclopedia of Cultural Anthropology (Edited by D. Levinson and M. Ember) [ref/GN/307/E52/1996]), AS WELL AS the various miscellaneous publications and journals available in Butte 305 (Ethnographic Laboratory). Incidentally, you might find information on the Annual Review of Anthropology at this URL: http://www.jstor.org/journals/00846570.html) and in this class you will eventually learn about:

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

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

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.

INFORMANT: A person who teaches his or her culture to an anthropologist.

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

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

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.

TELECONDITIONING: Behavior developed from watching television that includes talking to the TV set, getting up for snacks or to go to the bathroom, simultaneously pursuing other activities such as reading, and being periodically inattentive, and is applied to other social situations such as watching films in a theater or attending lectures at a University.

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

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

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

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

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

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

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

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WEEK 2: February 3 [Tue] & February 5 [Thu], 2004

I. FIELDWORK, CONTROVERSY, AND ORIGINS.

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. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #17} Did Napoleon Chagnon and Other Researchers Harm The Yanomami Indians of Venezuela? Pages 344-369. (Tierney & Tooby aticles).
Issue #1} Did Homo Sapiens Originate Only in Africa? Pages 2-23 (Stringer / McKie & Thorne /Wolpoff articles).

Please read "Four-Field Commentary" (1992) which may be viewed by clicking here: ESSAY #2 at the end of this printed Guidebook.

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

IV. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY
A. What Is Culture?
B. Human Biological Diversity / Taxonomy and the Primate Order
C. ANY Significance to: Victoria, Mel B, Geri, Mel C?
D. ANY Significance to: Emily Robinson, Natalie Maines, Margie Maguire?
E. Jack, Kack, Lack, Mack, Nack, Ouack, Pack, and Quack?
F. 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.

"The anthropologist is a human instrument studying other human beings and their societies. Although he [and she!] has developed techniques that give him [and her] considerable objectivity, it is an illusion for him to think he can remove his [or her] personality from his work and become a faceless robot or a machinelike recorder of human events [stress added]." Hortense Powdermaker [1896-1970], 1966, Stranger And Friend: The Way Of An Anthropologist, page 19.)

"WHY STUDY THEORY? Theory is critical because, while anthropologists collect data through fieldwork, data in an of themselves are meaningless. Whether stated explicitly or assumed, theories are the tools anthropologists use to give meaning to their data. Anthropologists' understanding of the artifacts they collect or the events they record in the field is derived from their theoretical perspective." R.J. McGee & R.L. Warms, 2000, Anthropological Theory: An Introductory History, page 1.

"Some of what we claim to know about the past is true; the rest is false. The purpose of this book is to describe ways of telling the difference. [page 17] ... The question of science-versus-humanities, or natural sciences versus social science is a lively internal issue among archaeologists. ... Archaeology is like a social science in that the objects of interest are people, human culture, and artifacts created under the influence of ideas and social norms. Evidence in archaeology is often symbolic, meaningful, and intentional, and the archaeologist must be sensitive to this unnatural content. But archaeology is also like a natural science in that its focus is on the material remains of people in the past and on their relations with the natural environment. ... Located at this interface, archaeology is especially prone to disagreements over method. ... [Louis] Binford's model of good archaeological method is at the heart of what is sometimes called new Archaeology.... Objectivity is the methodological goal. [Ian] Hodder, in explicit opposition to this, claims that natural science is an inappropriate model for archaeology in that it is incorrigibly insensitive to ideas [stress added]." Peter Kosso, 2001, Knowing The Past: Philosophical Issues of History and Archaeology (NY: Humanity Books/Promethus Books), pages 59-61.

V. 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. VIDEO: 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.

"Self-centered creatures that we are, we pay the greatest amount of attention to our own evolution. Like moneys, apes, lemurs, and tarsiers, we are primates. Our closest living relative is the chimpanzee. Humans and chimpanzees are genetically very close. They share about 98.5 percent of their DNA. But we are not, of course, descended from chimpanzees or from any other living ape. The human and ape lines diverged about five million years ago. In other words, humans and apes have a common ancestor, and both have been evolving for 5 million years since the split [stress added]." Richard Morris, 2001, The Evolutionists: The Struggle for Darwin's Soul (NY: W.H. Freeman and Co.), page 34.

"Promising results from monkey experiments raise hopes for vaccine. ... For 600 days and counting, monkeys given an experimental new AIDS vaccine have survived with no signs of illness despite exposure to lethal does of the virus, raising hopes that scientists may be headed at last toward an effective vaccine for people." Daniel Q. Haney, 2001, The Chico Enterprise-Record, September 7, 2001.

"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 aomng children breast-fed by African American mothers. Dark-skinned people absorb less sunlight." Associated Press. The San Francisco Chronicle, Friday March 30, 2001

"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

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.

C. Just for fun, you might be interested in some of the following: http://www.primate.wisc.edu/pin/ (Wisconsin) or the University of California, Davis at http://www.crprc.ucdavis.edu/crprc/homepage.html, and http://www.gorilla.org/index.html [The Gorilla Foundation], or http://www.selu.com/~bio/PrimateGallery/main.html [The Primate Gallery], and http://www.janegoodall.org/ [Jane Goodall]; (and have a look at Professor Turhon Murad, CSU, Chico, and his "Skull Module" located at http://www.csuchico.edu/anth/Module/skull.html).

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

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

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

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

ENDOGAMY: Marriage within a designated social unit.

EXOGAMY: Marriage outside any designated group.

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

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

SEXUAL INEQUALITY: Inequality based on gender.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

PLEASE NOTE:

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

"At between 6 and 7 million years old, this skull is the earliest known record of the human family. Discovered in Chad in Central Africa, the new find, nicknamed 'Toumaï', comes from the crucial yet little-known interval when the human lineage was becoming distinct from that of chimpanzees. Because of this, the new find will galvanize the field of human origins like no other in living memory &emdash; perhaps not since 1925, when Raymond Dart described the first 'ape-man', Australopithecus africanus, transforming our ideas about human origins forever. A lifetime later, Toumaï raises the stakes once again and the consequences cannot yet be guessed. Dart's classic paper was published in Nature, as have most of the milestones in human origins and evolution. To celebrate the new find, we are proud to offer a selection of ten of the very best from Nature's archives, including Dart's classic paper [stress added]." FROM: http://www.nature.com/nature/ancestor/ and see http://www.sciam.com/article.cfm?articleID=000B16B6-AA5E-1D2C-97CA809EC588EEDF [Scientific American July 11, 2002 and in http://www.sciam.com/, December 26, 2002]

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

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

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

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

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

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

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

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

---

WEEK 3: February 10 & February 12, 2004

I. CULTURE, DARWIN, AND COMMUNICATION

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

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

NOTE: Although you will be receiving some information about "Charles Darwin" this week in class, you might be interested in the Anthropology Forum this week (February 12, 2004) and next week (February 19, 2004): I will be presenting all four Darwin videos in AYRES 120 on both days from 4 -> 4:50pm. On February 12: Video #1 (in England) & Video #2 (to South America). On February 19: Video #3 (South America and back to England) and Video #4 (back in England).

II. PLEASE READ in Kirk M. Endicott & Robert Welsch [Editors], 2003, Taking Sides: Clashing Views on Controversial Issues in Anthropology, Second Edition (McGraw-Hill/Dushkin) the following:

Issue #2} Did Neanderthals Interbreed With Modern Humans? Pages 24-41 (Zilhão Hublin articles).
Issue #3} Are Humans Inherently Violent? Pages 42-63. (Wrangham / Dale & Sussman articles)

III. WRITING ASSIGNMENT} INSTRUCTIONS FOR CRITIQUES AT THE END OF THIS SECTION (JUST PRIOR TO WEEK 4 INFORMATION)

IV. CULTURE & DARWIN

A: BACKGROUND

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

"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.

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

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

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

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

C. RECENT CONTROVERSIES:

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

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

October 27,2003} "Should evolution be taught in high school science classes? RICHARD ANDERSON Editor's note: Ted Dickason, a candidate for Modesto City Schools board of trustees, has stated that he believes evolution and creationism should be taught side by side in high school science classes. This position has generated substantial debate in the community, including this article opposing the teaching of creationism in schools and the two letters to the editor to the right supporting creationism and/or Dickason.At the recent League of Women Voters' forum for the Modesto City Schools board, a candidate advocated teaching intelligent design (ID) in science classes. Intelligent design is the belief that life is too complex to have developed without an intelligent designer.While this claim may be true, it is a religious or philosophical belief because it invokes causes not investigable by science. Any voter wanting to avoid imposing more economic hardship on the Modesto City Schools should avoid candidates espousing ID in science classes. The California Science Content Standards (http://www.cde.ca.gov/standards/science/biology.html) make it clear that evolution is to be taught in ninth through 12th grades, but not creationism. Any California school board that recommends teaching creationism in science classes invites lawsuits by concerned parents and science education groups. Why can't we balance science classes by teaching intelligent design and evolution 'side by side,' as one candidate suggested? When U.S. school boards have tried to teach scientific creationism, courts have struck them down.For example, in the 1987 Edwards vs. Aguillard case, the U.S. Supreme Court found it illegal for Louisiana to require equal time for creationism whenever evolution is taught in science classrooms. For more cases, see 'Eight Significant Court Decisions' at http://www.ncseweb.org/article.asp The problem is that biblical creationism is not science, no matter what it is called. Furthermore, it is not the only nonscientific alternative to evolution. For true balance, one would need to give equal time to the Mewuk story of how Coyote created man, plus more than a hundred other creation stories. (See, for example, Raymond Van Over, 'Sun Songs: Creation Myths From Around the World.') These stories are delicious reading, but they must compete for time in social studies classes, not science classes. Most mainstream American churches are not threatened by the concepts of biological evolution. M. Matsumura's 'Voices for Evolution' has reprinted excerpts from Jewish, Episcopal, Lutheran, Roman Catholic, Unitarian, Methodist and Presbyterian official documents that view evolution as compatible with their religions. Concerned parents should examine the issue broadly before voting for a candidate who espouses creationism or intelligent design in science classes. There is a truly vast literature on the subject; a good place to start is the National Center for Science Education (www.natcenscied.org). The spiritual needs of our students are very important, as several candidates have pointed out. A student certainly has a free speech right to be respected if they express their belief that biological evolution does not occur. But it should be made clear that such belief is religion, not science. Let us keep religious education in Modesto's synagogues, churches, temples, mosques and private schools, and out of public school science classes. Anderson is a professor of biology at Modesto Junior College [stress added]." [from: http://www.modbee.com/opinion/letters/story/7652165p-8557964c.html]

V. NON-VERBAL COMMUNICATION [video] [and see http://www.careersonline.com.au/easyway/int/nvcomm.html]. AND COMUNICATION

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

VI. EVER SEE, OR REMEMBER:

VII. AND CONSIDER THE FOLLOWING:

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

VIII. THE GROWTH OF ANTHROPOLOGY and Darwin Cont. (1809-1882) (and please see: http://www.stg.brown.edu/projects/hypertext/landow/victorian/darwin/darwinov.html (Overview), http://www.wonderland.org/Works/Charles-Darwin/ as well as Darwin's Home: http://www.nhm.ac.uk/museum/Downhse/.

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

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

"The nineteenth century was probably the most revolutionary in all history, not because of its numerous political upheavals, but because of the rise of industrialism. ...There was an accompanying revolution in the physical, natural and political sciences. The new order called for new inquiries into man's relation to his natural and social environment. Two explosive theories, Marxism and Darwinism, revolutionized the thinking of mankind, as the machine had revolutionized his mode of life. (Freudianism was to play its part, too, but that came later.) [stress added]." Elmer Rice (1892-1967), 1963, Minority Report: An Autobiography (NY: Simon & Schuster), pages 142-143.

IX. REMINDER:
A. EXAM I (20%) IS ON Thursday FEBRUARY 26, 2004.
B. REMEMBER WRITING ASSIGNMENT INSTRUCTIONS BELOW.

"The United Nations' latest forecast of the world's population in 2050 [46 years from spring 2004!]....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 75 minute class, please note that this means that the world will have had a NET INCREASE (births-minus-deaths) of ~11,100 individuals (roughly speaking).

"The U.S. population grew by 2.8 million in the past year and is edging towards 300 million, a threshold that should be reached in four years. ... California remained the most populous state with 35.5 million people in 2003. Next came Texas (22.1 million) and New York (19.2 million). Anon., 2003, The Sacramento Bee, December 19, 2003, page A20.

PLEASE NOTE: According to the U.S. Bureau of the Census, the resident population of the United States, projected to January 5, 2004 at 8:14am [Pacific Standard Time] was 292,317,287 [http://www.census.gov/cgi-bin/popclock]. This means there is one birth every 8 seconds, one death every 13 seconds, one international migrant (net) every 25 seconds, for a net gain of one person every 12 seconds. WHAT IS THE NUMBER WHEN YOU ARE READING THIS PAGE: That has been the increase since the January 2004 printing of this page!

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

THE POPULATION of the Chico area is 99,375. There are 66,800 individuals within the City Limits of Chico. (January 1, 2002 estimates by the California Department of Finance.) Anon. 2002,The Chico Enterprise-Record, June 29, 2002 Special Section, Discover: Your Complete Guide, page 10.

"We're still growing: Chico breaches 100,000 population" by Laura Urseny (Business Editor), The Chico Enterprise-Record (May 8, 2003), page 1: On January 1, 2002, the estimated "Chico urban area" population was 99,375 and on January 1, 2003 it was 100,500 (page 2).

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.]

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

"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.

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

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

"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 official have said the state needs to build more than 220,000 new residences a year until 2020 to handle annual population growth of 600,000 and overcome a 1990s construction slowdown [stress added]." Anon., 2004, California builders report most new houses since 1989. The Chico Enterprise-Record, January 4, 2004, page 3D.

Saying California grows by one new person every minute, a major land developer is recommending significant state governments reforms to prevent California from becoming unlivable within 20 to 40 years. Amid projections of 58 million residents by 2040.... [stress added]." The Sacramento Bee, October 5, 2002. Jim Wasserman, Rapid Growth Called a Threat; AND FROM The San Francisco Chronicle (October 6, 2002): "...predicts there will be 48 million people in California by the year 2025, up from about 34 million in 2000. By 2040, the number could rise to 58 million [stress added]."

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

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

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

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

QUESTIONS TO CONSIDER: What will the population of the USA or California or Chico be by 2042? Or 2022? or next year?! What is the "carrying capacity" of any given environment? What changes have to be made in any given environment? What will be the impact of an increasingly older American population on this country? On you?

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

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

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

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

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

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

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

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

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

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

http://darwin.ws/day/ [Darwin Day Home Page]
http://www.galapagos.org/cdf.htm [Charles Darwin Foundation, Inc.]
http://www.aboutdarwin.com/ [About Darwin.com]
http://www.gruts.demon.co.uk/darwin/index.htm [The Friends of Charles Darwin Home Page]
wysiwyg://5/http://www.iexplore.com/multimedia/galapagos.jhtml [The Galápagos Islands!]
http://www.natcenscied.org [The National Center for Science Education]
http://www.pbs.org/wgbh/evolution/ [September 2001 PBS Television Series on "Evolution"]
http://www.darwinawards.com/ [Official Darwin Awards} "...showing us just how uncommon common sense can be." Wendy Northcutt, 2000, The Darwin Awards: Evolution in Action (Dutton).

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.

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

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

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

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

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

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

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

NOTE: "Why do men and women communicate so differently? It may be something in our genes. A new study has found evidence of a gene that may explain why women tend to be more adept in social situations than men - contradicting the