Anthropology V02 Spring 2013
Monday & Wednesday 9:30 & 11:30
Notices
5/5
Lappé and Collins, "Why Can't People Feed Themselves?"
Sharp, "Steel Axes for Stone-Age Australians"
Interview with Naderev Saño, head of the Philippines climate delegation to annual U.N. Climate Change Summit that took place in Doha, Qatar: Climate change as a development issue. He speaks in the aftermath of Typhoon Bopha, the major typhoon that hit the southern Philippines in December. Here is an excerpt:
NADEREV SAÑO: Well, Hurricane Sandy, and now Typhoon Bopha that’s wreaking havoc in the Philippines right now, these are clear examples that we need to call for urgency and that climate change is really happening. We need not engage in the perpetual debate on whether climate change is happening or not. But what we need to come to terms is how the whole world is pursuing development. Climate change is a development issue more than an environmental issue, or maybe equally an environmental issue and development issue. So, sustainability is the key here. And all of the things that we are seeing around the world, these are manifestations of unsustainability of practices, of short-sighted practices. And we must be able to arrive at a world order that addresses all of these things.
For those concerned about climate change, the entire hour-long Dec. 4 program may be of interest.
4/28
All study questions for the remaining 3 weeks of the semester are now posted. If there are any changes, which I doubt there will be, I will note it on this Notices page.
4/26
Regarding race relations in the U.S. today, here is an interview today with two high school students in Georgia regarding their successful challenge to the policy of their school's racially segregated prom. Speaks to generation gap in racism. "Love Has No Color": Georgia High School Students Set to Hold First Integrated Prom
And another interview on the same program regarding a film coming out today about the struggles of Muhammad Ali: “The Trials of Muhammad Ali”: Boxing Champ’s Refusal to Serve in Vietnam Was the Fight of His Life
4/22
NY Times article on how family income affects whether or not the children get a college degree: The Reproduction of Privilege
Some excerpts:
"Instead of serving as a springboard to social mobility as it did for the first decades after World War II, college education today is reinforcing class stratification, with a huge majority of the 24 percent of Americans aged 25 to 29 currently holding a bachelor’s degree coming from families with earnings above the median income."
"The “income achievement gap” – differences in standard test scores and grade point averages – between children from families in the top 10 percent of the income distribution and those from families in the bottom ten percent has been growing."
“The children of the rich increasingly do better in school, relative to the children of the poor — that is, they score higher on standardized tests and they graduate from college at much higher rates. This has always been true, but is much more true now than 40 years ago, ...This means that social mobility has gotten rarer – the ‘American Dream’ is increasingly difficult to attain.”
15-minute video interview with TV and radio broadcaster Tavis Smiley, and Cornel West, professor of religion and African-American studies at Princeton University: Tavis Smiley & Cornel West on "The Rich and the Rest of Us: A Poverty Manifesto"
Corporations Tailoring Product Lines To Reflect Growing Income Inequality
Article in Vanity Fair: Of the 1%, by the 1%, for the 1%
3-minute video of comedian George Carlin on The American Dream. Warning: As they say, it "contains language."
Article in The Nation: "The Media-Lobbying Complex"
Why Race Isn't as 'Black' and 'White' as We Think
Interesting short thought experiment regarding the subtleties of racism in the 2008 presidential campaign
And more recently: Race and the 2012 election , The Obama Era, the 2012 Election, and Systemic Racism , Nine most racist moments of the 2012 election , AP Poll on racism
4/21
Article on discrimination against indigenous peoples in Mexico: Racial Discrimination: The Mexican Record
Reminder: The Mini-ethnography write-up is due Monday, 4/29. I urge you to carefully follow the guidelines. Here is a great website for help with writing: Purdue OWL
And here are links to some of the articles handed out in class:
McIntosh, "White Privilege: Unpacking the Invisible Knapsack"
If you want to see how two of the super-rich affect politics and social policy in the U.S., including attempts to re-segregate schools, see the film: Koch Brothers Exposed on vimeo.
For a discussion of racism and the systematic use of atrocities by the U.S. military against civilians in the Vietnam war, see the 1/15/13 interview with Nick Turse, author of "Kill Anything That Moves." The interview includes a film clip of Gen. Westmorland saying that, "Well, the Oriental doesn't put the same high price on life as does the Westerner. Life is plentiful, life is cheap in the Orient, and as the philosophy of the Orient expresses it, life is not important..." http://www.democracynow.org/2013/1/15/kill_anything_that_moves_new_book#transcript
4/16
Youtube film of modern New Guinea tribal warfare
4/14
Second Exam Curve
90-109 A
79-89 B
55-78 C
40-54 D
0-39 F
In general, most people did a bit better on this exam than on the first one. Again:
"Where do [whatever group] live" means name a geographic location, e.g. India, Kalahari, Amazon, etc.
Simply reading the directions would have helped some people. For example the directions state that "ethnographic example" means a particular society, e.g. Ju/'hoansi, Maasai, etc.
"Describe" means describe, not simply name.
10-point questions require more than 5-point ones.
It helps to make sure that you have answered all of the parts to a question if you read the question carefully, and LABEL each part. Some people lost points because they did not answer all parts.
Some people lost points that they would have gotten if they had simply referred to the key words. E.g., "exchange at marriage," "division of labor."
"-gamy" refers to MARRIAGE.
A few people overstated the abuse of women on some of the answers. Patrilineal societies don't kill or abuse all their women. Women in these societies are not totally without rights. Suicide and infanticide are not committed by a majority of the population.
--------------------------
Some articles relevant to this week's topics that may be of interest to you:
Social Networks Spread Iranian Defiance Online
Protests in Moldova Explode, With Help of Twitter
The film, We Are Legion: The Story of the Hacktivists came out on DVD a few months ago. Fascinating documentary about how the group, Anonymous, has been involved in various information-liberating activities around the world, including Wikileaks, Occupy, and the uprisings in the Middle East. From IMDb: "Through interviews with current members - some recently returned from prison, others still awaiting trial - as well as writers, academics and major players in various "raids," WE ARE LEGION traces the collective's breathtaking evolution from merry pranksters to a full-blown, global movement, one armed with new weapons of civil disobedience for an online world." (Looks like Timothy Leary may have been right when he said he wasn't worried about government control of the internet because, "our guys are smarter.")
Regarding government censorship and surveillance, an article at Slate.com: Google: Government Surveillance Requests Are Way Up—and the U.S. Is the Leader
Example of how anonymity affects informal social control: Goofy in 'Motor Mania' (1950)
Website describing Dalit conditions and issues: Dalit Freedom Network
4/7
7-minute video on PRI about how climate change is affecting the Maasai pastoralists: Among Kenya’s Maasai, Traditional Ways Falling to Climate Change
4/1
I will not show the film, Masai Women in class on Wednesday. There is a copy on reserve in the library (not the Beach). When you ask for it at the desk, tell them that it is with the reserve books, not the DVDs. You may not take the DVD home, but you may view it in the library, either with your own laptop, or the people at the desk said that they can loan you one to view it on. You may do extra credit for this film, due on or before 4/17.
3/31
Here is information regarding the second exam which will be next Monday, 4/8:
There are 3 PARTS to the exam, totaling 100 points:
PART I: Questions 1-15 Short answers worth 1-2 points each. Write the answers for Part I ON THE LINES PROVIDED FOR EACH QUESTION. Answer these questions as succinctly as possible. Sometimes one or two words may suffice.
PART II: Questions 16-25. Choose 5 of these 5-point questions. Use the lines provided for each.
PART III: Questions 26-33. Choose 5 of these 10-point questions. Use the blank lined pages (both sides) to answer Part III.
There are two optional bonus questions at the end of the exam worth 2 points and 10 points.
Read the questions carefully, answer and LABEL EACH PART of the question.
Put your name on the front of each lined page, and WRITE LEGIBLY!
If the question asks for an 'ethnographic example' it means describe a particular group, e.g. Yanomamö, Ju/’hoansi, Americans, etc. ‘Name one society’, means name a particular group.
KEY TERMS:
Subsistence strategies: foraging, horticulture, pastoralism, agriculture, industrialism
Exchange (Polanyi): reciprocity (generalized, balanced, negative), redistribution, market
Division of Labor: age, gender, occupational
Descent: patrilineal, matrilineal, ambilineal, bilateral
Residence: patrilocal, matrilocal, avunculocal, neolocal, ambilocal
Forms of marriage: monogamy, polygyny, polyandry
Family structure: nuclear, extended
Exchange at marriage: bridewealth, brideservice, dowry, reciprocal
I will provide all paper required for the exam. The format is the same as exam 1. See information below (2/8) for tips about how to answer the questions. The number of points and number of lines give clues about the amount of detail expected. Obviously, a 10-point question requires more than a 5-point one. 10-point questions require at least 1/4-1/3 page. If I cannot read your writing, or your answer is vague or simply reiterates some part of the question, you will not receive points for it. Several people waste time repeating the question in their answer. Just answer it the way you would if I had asked the question verbally. If you have done what you need to do for this class, i.e. attended and taken notes during lecture, read the required materials, gone through the study questions and asked me about any that you are uncertain about, you should have no problem doing well on this exam.
Here are some more tips:
"Where do [whatever group] live" means name a geographic location, e.g. India, Kalahari, Amazon, etc.
Read the directions. "Ethnographic example" means a particular society, e.g. Ju/'hoansi, Maasai, etc.
"Describe" means describe, not simply name.
10-point questions require more than a couple of lines.
Once again, it will help you to make sure that you have answered all of the parts to a question if you read the question carefully, and LABEL each part. Some people lose points because they do not answer all parts.
The exam provides key words at the top. Referring to them will help you answer the questions. Some people lose points that they would have gotten if they had simply referred to the key words.
3/30
All Study Questions for Exam 2 are now posted.
3/26
Here is the grade sheet for the mini-ethnography project with breakdown of points: Mini-ethnography grade sheet
Example of barter system via the internet: Timebanks , and there's a Central Coast Hour Exchange
3/24
3/22
A few comments regarding the mini-ethnography project:
1. Many people have chosen to study a group that they are a part of, and therefore very familiar with, which is fine. But remember, as it says in the instructions: If you choose something familiar to you (for example: an organization you belong to, your church congregation, a sport team you are a member of, your place of work), try to look at it as if it were not something familiar to you. Step back and imagine that you don't know what's going on. Ask some new questions of the situation.
2. There is a difference between an essay, in which one writes about one’s personal opinions and experiences, and an ethnography, in which one writes a description and analysis about the views and experiences of a particular group of people. Make sure that the latter is what you do. The purpose of an ethnography is to understand the people, the phenomenon, event, etc. from the point of view of the people involved. If you already have your conclusion about them or it, then why do the study? You need to approach the subject from a neutral, objective, position. After you have done the interviews, gathered your data, and let the reader know the emic perspective of the people involved, then you can add an “objective,” etic, analysis and perhaps some of your own experience. The reader wants to learn about the people involved, not just your views.
3. Be sure to include relevant demographic information about your informants so that the reader will have an understanding about who they are (not names, but characteristics), e.g., age, gender, ethnicity, educational level, etc. - whatever would help us to understand who your informants are.
4. The more that you can focus your inquiry on a specific group or phenomenon, and specific aspects of that group or that practice or event or activity, the better. It will make the project more coherent and easier to accomplish.
5. Be sure to print out and use the Project Consent Form when you do your interviews. It will make your informants feel more comfortable to know how the information will be used.
6. Do refer to the instructions frequently, and make sure that you follow them. Sloppy work, incorrect grammar, spelling, and usage will count against you. Get help with writing if you need it.
In addition to the Tutoring Center, the Reading/Writing Center is available to help students with their reading and writing skills. Instructors and tutors will be available to help students during the following days and times:
Tuesdays 11:00 - 5:00
Wednesdays 12:00 - 6:00
Thursdays 7:30 - 1:00
The Writing Center is located on the first floor of the LRC, across the hall from the Tutoring Center.
No referral forms or appointments are needed; students can just drop in. I strongly advise students who struggle with writing to use this facility for help with extra credit papers and especially the final write-up of the mini-ethnography.
7. Consult with me any time in the process, and... have fun with it!
An extra credit opportunity available on Vimeo: The Other Side of Outsourcing. Be sure to relate it to course lectures and materials.
3/17
Happy St. Patrick's Day. Hope you all had a nice Spring break.
3/9
Don't forget, the worksheet, and ONLY the worksheet, for the ethnographic project is due Monday, March 18. Here again are links to the handouts: Project guidelines, Project Worksheet. Project Consent Form. If you are starting your interviews, be sure to print out some consent forms and have each of your interviewees sign one.
3/3
2/26
Talk by scientist, ecologist and author, Vandana Shiva, about the future of food and seed. Also, an interview with her by Bill Moyers Vandana Shiva on the Problem with Genetically Modified Seeds.
2/21
For an excellent explanation of events, details, and background for the N!ai film, see N!ai Film Guide from Documentary Educational Resources. Note that some of the transcript is a bit mixed up toward the end of the article. This was written in the 1980s, so more up-to-date information on the !Kung is available at the links I've provided below.
2/17
I will be providing some handouts for the ethnographic project. Here are links to these handouts: Project guidelines, Project Worksheet. Project Consent Form. The Worksheet is due March 18. I will discuss the project in class, but please also consult with me if you are unsure about how to proceed. Here is an example of how to fill out the worksheet.
For a classic documentary of Inuit life filmed in 1921, you can watch "Nanook of the North" on Youtube. Some of it was allegedly staged, but it will give you some idea of traditional Inuit life. It shows things like building an igloo (starting at about 36 minutes into the film) and catching a seal (at about 56 minutes in). If you want to see an excellent, award-winning feature film made in 2001 produced by and starring Inuit people, and based on one of their legends, I highly recommend Atanarjuat: The Fast Runner. It is a gripping story, stunningly filmed.
Short a rticle on Survival International website outlining the struggles of "Bushmen" (San) peoples for their land and water rights. Survival International is a good resource for information about indigenous people's struggles in various parts of the world.
In 1998 the Nyae Nyae Conservancy was created. Article about how the Ju/'hoansi left the Tsumkwe reservation (seen in the N!ai film) to return to their home territories and fight for land rights and self determination: Controlling Their Destiny: Ju/'hoansi of Nyae Nyae .
List of articles in Cultural Survival (another good organization advocating for indigenous peoples) about the struggles of the San: The Kalahari San.
Several articles regarding San peoples' struggle for land rights. Note that they are referred to in these articles as "Bushmen." This is what the Whites called them originally, not a term the !Kung themselves prefer. However, you still find them referred to by this term. "San" is a bit more acceptable cover term for the various groups in the Kalahari area including the !Kung. These articles center on two other groups, the Gana and the Gwi. Their cultures are similar to that of the Ju/'hoansi.
Youtube video of an San elder in 2004 describing how three groups of San in Botswana, the Gwi, Gana, and Bakgalagadi, were harassed and forced to leave their lands: San people removed from their land (Roy Sesana), Botswana. Click "Show more" under the video for a brief summary and 2011 update.
AlJazeera Youtube multi-part video on struggles of the San to retain their ancestral lands and way of life: People & Power - San Bushmen of Kalahari- 12 Aug 07 - Part 1. There are many other short videos about the San available on Youtube.
An article about government and corporate confiscation of Maasai communal lands: Tanzanian Pastoralists Struggle for their Rights.
3-minute BBC video on attempts to protect Amazonian group: Jungle tribes untouched by modern civilisation
Article by Dr. Vandana Siva The seed emergency: The threat to food and democracy
For a great film about what Monsanto is doing to family farms in the U.S., see "The Future of Food." You may do extra credit for this film. There are several films with similar titles. Be sure that it is the one by Deborah Koons.
Here's a link to a short piece and 13-minute film on Frontline about farmer suicides in India as a result of GM seeds. Seeds of Suicide And a 5-minute film by Vandana Siva on Youtube: Monsanto Indian Farmer Suicide.
Here are a couple of more recent articles in Counterpunch, "Neo-Liberal Terrorism in India: The Largest Wave of Suicides in History", and in MailOnline: The GM genocide: Thousands of Indian farmers are committing suicide after using genetically modified crops .
2/16
First Exam Curve
90-100 A
70-89 B
50-69 C
30-49 D
0-29 F
This exam may serve as a wake-up call for some students. It can also be viewed as an exercise that lets you know what is expected in order to do well or at least pass the course. I realize that the theory section of the course may be difficult for some, but I was as generous as possible in giving points, and a minimum of studying should have enabled at least a C. For those who did not do well, there are a couple of options. You can start taking the class seriously, i.e., do the reading, go through the study questions each week and get your doubts answered by me and/or fellow classmates in a study group. Print out the study questions and slides each week and bring them to class so that you can take advantage of the fact that I answer many of the questions during lecture. And very importantly, do more than just warm the seat - i.e., TAKE NOTES during lecture, and ask questions if something is unclear. You can also do extra credit papers for the films (see instructions in syllabus). The extra 20 points can make a difference in your grade. If you scored in the very low F range and are not prepared to do these things to bring your grade up sufficiently, you may want to consider withdrawal from the class. I do not want to fail anyone, but I do not give passing grades to students for just showing up. As I said at the beginning of the course, Anthropology is not necessarily an easy subject, and it takes some amount of effort to grasp the concepts. I encourage you to speak with me if you are having difficulties. If you are having problems in general with studying or writing skills, there are places on campus where you can get help. Some people may not realize that they actually have a learning disability. At the EAC, you can get tested and get help. There is also a writing center and tutoring available through the LRC that may be of help, as well as a half-unit study course that people can take. I am also available before and after class and by e-mail for any help that you need in understanding the material.
For those who scored very low, but decide to continue on in the course and try to improve, you may count this first exam as a missed exam. That means that your score on this exam will be 20 points lower than the lowest score you receive on the other 2 exams. But if you miss one of the 2 remaining exams, then the points you scored on this first exam will be what you get, and you will still get 20 points less on the actual missed exam. So basically, you will have the option to take either the score you actually got on this exam, or 20 points less than the lowest of your other exams. This means that if you do very well on the other exams and on the project, plus do 20 points of extra credit, you could still receive a passing grade or better. But again, this is only if you put in the effort and seek help when you need it. Students in the past who have scored in the single digits on the first exam, but who sought help and made a diligent effort, were still able to pass.
And one last note to those who attempt to use their cell phones for answers on the exam: Even though they are of little or no help with this type of exam, if I see a cell phone on the next exam, it will mean an automatic F.
2/15
2/14
Beyond Valentines: V-Day: One billion 'rising' against women abuse
More info: Democracy Now
2/12
Study questions for Weeks 5-7 are now posted.
2/10
2/8
Here is some information about the exam.
There are 3 PARTS to the exam, totaling 100 points:
PART I: Questions 1-10. Short answers worth 1-3 points each. Write the answers for Part I on the lines provided under each question. Answer all questions as succinctly as possible. Sometimes one or two words may suffice.
PART II: Questions 11-19. Choose 6 of these 5-point questions. Use the lines provided under each.
PART III: Questions 20-26. Choose 5 of these 10-point questions.
Do NOT write answers for Part III under the questions.
USE THE LINED PAGES that I will provide to answer these.
Read the questions carefully, ANSWER and LABEL EACH PART of the question (A, B, C, etc.).
Put your name on the front of each page, and WRITE LEGIBLY!
You will not need scantrons or blue books. For Parts I and II, you will answer questions 1-19 on the exam itself. For Part III you will answer on the lined paper that I will provide.
Some questions may be slightly re-worded or combined from the Study Questions. Otherwise, they are more or less verbatim.
Answer questions directly and briefly. Don't waste time repeating the question in your answer. Here are some examples:
Question: What are the 2 mechanisms or processes by which cultures change?
Answer: Innovation and diffusion
Answer that wastes time repeating the question: The 2 mechanisms or processes by which cultures change are innovation and diffusion.
Question: Why is it difficult to determine whether differences in behavior between human male and female babies are biologically based?
Answer: Socialization begins at birth. Newborn babies are treated differently depending upon whether they are girls or boys.
Answer that wastes time repeating the question: It is difficult to determine whether differences in behavior between human male and female babies are biologically based because socialization begins at birth.
Question: A) Who are the Nacirema? B)What is the point the author is making?
Answer: A) Americans. B) That our customs are just as peculiar from an outsider's view as we may think of some other cultures' customs. It is a lesson in cultural relativism.
Question: What is meant by 'heteronormative'?
Answer: That there are 2 sexes (male and female) that correspond to 2 genders, and heterosexuality is the norm.
For this exam, you need to be prepared by having gone through the study questions. You need to know the answers and be able to go through the Part I short answers quickly. You cannot sit and ponder, or you will not have sufficient time to complete the longer questions. So pace yourself. You should be able to go through the first 10 short-answer questions quickly - in 10 minutes or less. Part II should take about 15-20 minutes. Leave ample time for the 10-point questions. Note what the question is asking - whether it says "name", "describe", "define," or "explain." Some parts of questions may be one-word answers. Don't answer something the question does not ask. You should answer all questions as clearly and as economically as possible, labeling the parts of the question in your answers, A, B, C, etc.
The number of points and number of lines give clues about the amount of detail expected. Obviously, a 10-point question requires more than a 5-point one. 10-point questions require at least 1/4-1/3 page. If I cannot read your writing, or your answer is vague or simply reiterates some part of the question, you will not receive points for it. Some people waste time repeating the question in their answer. Just answer it the way you would if I had asked the question verbally. If you have done what you need to do for this class, i.e. attended and taken notes during lecture, read the required materials, gone through the study questions and asked me about any that you are uncertain about, you should have no problem doing well on this exam.
2/5
Lecture slide #27 for Week 4 has been changed slightly.
2/4
Those in the 9:30 class who signed the study group list today should now have received an e-mail from me with the addresses of all of the others. If you signed onto the list but did not receive an e-mail, it is because I could not read your e-mail address properly. You can e-mail me at my vcccd address: ptaber@vcccd.edu of you wish to be added.
2/2
All of the study questions for weeks 1-4 are now posted. Note that I have moved the last 6 questions from Week 3 to Week 4. Go over the questions and see me before or after class, or e-mail me if you have difficulty with any of them. The questions for the exam will be taken directly from these questions.
I have sent e-mails to all of those in the 11:30 class who signed up to form study groups. If you signed and did not receive the e-mail, it is because I could not read your e-mail address properly. You can e-mail me at my vcccd address: ptaber@vcccd.edu of you wish to be added. For the 9:30 class, I will pass around a sign-up sheet on Monday.
1/29
If you missed the add deadline on Friday but have been attending and still need to add, you need to bring to class a Late Enrollment Petition available at Admissions and Records, which I will sign. No add code necessary, just the petition.
1/27
1/25
Today is the last day to add, and to drop with a refund. Those who need add codes should e-mail me at ptaber@vcccd.edu. If you have been dropped due to failure to pay fees on time, you must also use an add code to re-register for the class.
1/24
All fees must be paid on the day of registration! Registrations are not complete until fees are paid, and unpaid fees will result in the cancellation of registrations overnight. This applies to registrations that are processed online anytime, or in person. Students moved from waitlists into open seats will have a 7-day grace period for payment, to allow adequate time for email notification of their registration. Online registrations and fee payments should be completed by 9 p.m. to insure that they are done before the system logs off for maintenance.
BBC article: English language 'originated in Turkey'
I encourage those who are struggling with various aspects of this or other courses to avail themselves of Learning Center services.
The Learning Center Computer Lab, “The BEACH” is the place to go to:
BEACH HOURS
MONDAY-THURSDAY 7:30 A.M.—8:00 P.M.
FRIDAY 7:30 A.M .- 3:30 P.M.
SATURDAY 8:30 A.M.—4:30 P.M.
CLOSED HOLIDAYS AND DURING BREAKS
Turoring services are offered throughout the day. Students may use tutoring services to:
TUTORING CENTER HOURS
MONDAY-THURSDAY 9:00 A.M.—7:00 P.M.
FRIDAY 9:00 A.M .– 1:00 P.M.
READING WRITING CENTER HOURS
TUESDAY-THURSDAY 9:00 A.M.-4:00 P.M.
CLOSED HOLIDAYS AND DURING BREAKS
In addition to the Tutoring Center, the Reading/Writing Center is once again open to help students in any class or discipline with their reading and writing skills. Instructors and tutors will be available to help students during the following days and times:
Tuesdays 11:00 - 5:00
Wednesdays 12:00 - 6:00
Thursdays 7:30 - 1:00
The Writing Center is located on the first floor of the LRC, across the hall from the Tutoring Center.
No referral forms or appointments are needed; students can just drop in.
I strongly advise students who struggle with writing to use this facility for help with extra credit papers and especially the final write-up of the mini-ethnography project later in the course. Grammar, spelling and usage will be taken into consideration in your grade.
1/20
1/18
The Study Questions for Weeks 2 and 3 are now posted. If I make any changes, I will note them on this, Notices page.
1/17
Monday 1/21 is Martin Luther King Jr. Day - NO CLASS
I have moved the question regarding "armchair anthropologist" from Week 1 to Week 2 on the Study Questions page. Week 2 questions will be posted in the next day or two. Be aware that study questions may sometimes overlap two or three weeks, but they will all eventually be covered in lecture if they are not covered in the readings.
Adding and dropping:
Add codes will be available on Wednesday next week
Students on the waitlist next week will also need add codes, and you must drop yourself from the waitlist before adding the class
Fees must be paid soon after registering for the class
See schedule below for deadlines
D, F, NP, or W all count as enrollment attempts, 3 attempts to pass the course are allowed. If you do not pass with 3 attempts, you must take the course in different district.
| January 14 - 18 * | Late registration & program adjustment - No add authorization needed if class is open - Online adds may be processed through Sunday, Jan. 20 |
| January 21 | Martin Luther King Jr. Holiday: campus closed |
| January 22 - 25 * | Late registration & program adjustment - Add authorization number may be required for all full semester length classes - Online adds may be processed through Sunday, Jan. 27 |
| January 25 * | Last day to drop with full refund or credit (All Students/Full semester only) |
| January 25 * | Last day to drop a semester-length class without a "W" |
| February 8 * | Last day to apply for pass/no pass for a semester-length class (Formerly called the credit/no credit option) |
| February 12 | Presidents' Day Holiday: campus closed |
| February 16 - 18 | Presidents' Day Holiday: campus closed (no Sat. classes 2/16) |
| March 11 - 17 | Spring Break: no classes |
| March 21 @ 3:00pm | Last day to apply for Graduation & Certificates of Achievement |
| April 19 * | Last day to drop a semester-length class with a "W" |
| May 15 - 21 | Final exams |
| May 22 |
Graduation Ceremony for Ventura College (contact campus for ceremony time) |
1/16
The film clip today in class was a glimpse of anthropologist Steve Lansing's film about rice farming in Bali, Indonesia. Here is a little bit longer talk that Lansing gave more recently regarding the water temple system and the failure of the Green Revolution in Bali: Bali's water temples. If you would like to write an extra credit paper for this talk, you may do so and turn it in on Wednesday 1/23. Be sure to read the directions for extra credit papers in the syllabus. You must use concepts and terminologies from lecture and readings to talk about the film.
1/14
Welcome to the AN VO2 Notices page. Here you will find not only links to lecture slides before class, but also helpful information, interesting articles, and exam curves. You should check this Notices page a minimum of once or twice each week. If you print out both the study questions (see Study Questions page) and the lecture slides before each class, it will make taking notes and answering the questions much easier.
List of English words borrowed (diffused) from other languages