Anthropology V02 Spring 2013
Monday & Wednesday 1:00-2:50
Notices
5/5
The format for the final exam, covering Weeks 10-14, will be the same as the first two. You can read the instructions and tips for those exams below. You are welcome to e-mail me with questions that you have, but try to take a stab at the question first in your e-mail. We may have some time in class Monday to go over questions you ar not sure about.
Extra credit for The Kayapo is due Wednesday, 5/8 at the final exam.
Sharp, "Steel Axes for Stone-Age Australians"
Failure of Green Revolution in India
Updates on Kayapo struggles:
2008 encounter (check out the Al Jazeera video report from the link on this page)
Several recent articles regarding the Belo Monte Dam controversy:
Latin American indigenous groups join forces to fight dams 4/25/2012
Brazil tribes occupy contentious dam site 6/30/12
Work to resume on Brazil's Belo Monte dam 8/28/12
Re-Occupied: Indigenous Groups Retake Brazil's Belo Monte Dam 10/9/12
Amazon Protesters Demand 10% Stake in Belo Monte Dam Profits 10/11/12
http://www.ww4report.com/node/9549 2/28/11
http://www.treehugger.com/files/2010/04/belo-monte-dam-moves-ahead-despite-indigenous-protests.php
The Brazilian tribe that played by our rules, and lost 6/3/11
Brazil's Belo Monte Hydroelectric Plant Threatens 40,000 2/12/12
Chief Raoni and the Kayapo Under Attack 2/13/12
Kayapo Take Struggle to Brasilia 3/20/12
If you Google "Kayapo" and search the last 3 months, you will find updates and action pages for their struggles.
Indigenous peoples and climate change
Some videos: Dam it: Brazil's Belo Monte stirs controversy
For those interested in indigenous rights: IWGIA and Survival International contain articles about several of the groups we've studied in this course.
5/2
More info and insight into recent Bangladesh factory collapse and the conditions that made it happen: As Bangladesh Toll Hits 400, Calls Grow to Grant Workers the Same Protections as Labels They Make you can watch the video or read the full transcript.
4/28
All study questions for the remaining 2 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
4/21
Note: Since Weeks 11 and 12 now overlap due to our being a bit behind the schedule in the syllabus, I have added questions for Week 12 regarding religion on the Study Questions page after the questions about the film, Dead Birds, under the section now labeled "Weeks 11-12".
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"
Lappé and Collins, "Why Can't People Feed Themselves?"
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
The film, Dead Birds, originally scheduled for this week, will be shown next week instead.
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.
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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 today 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
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
4/11
Some artles relevant to this week's topics that may be of interest to you:
Reuters and BBC articles regarding Nuer / Dinka rivalry and raid in 2010.
South Africa's Female Tribal Chiefs Often Rule in Fear
Tuareg Rebels in Mali Declare Independence: Part of an African Awakening for Self-Determination?
This last one is a film and transcript of an interview by Amy Goodman of Firoze Manji, editor-in-chief of the prize-winning Pambazuka News, a pan-African social justice website, and former Africa director for Amnesty International. Manji touches on many contemporary issues regarding the effects of both colonial and current multinational interventions in Africa, where ethnic groups have been denied self-determination based upon foreign economic interests. Here is an excerpt:
"As for the Tuareg, these are people who have occupied vast areas of Africa. They stretch from Morocco to Mauritania to Burkina Faso. What one has to realize, that these are cattle herders. These are people who have been traditional nomads, who move around, and who got incorporated into Mali only because the French colonial government just divided up this land according to how they wanted to exploit the resources of Mali. And remember that Mali has very substantial sources of gold, as well as oil and gas. And so, the Tuareg people are related to a large community of people who stretch right across the north of Africa and in many parts of West Africa. And they have been seeking to have their own state, which is not unreasonable, and they have had many attempts to try to form a movement to liberate their territory. This was denied to them by the international community. It was denied to them by the French government. And indeed, the United States has a military presence in that area called AFRICOM. And there is no doubt at all that they are active to prevent the liberation movement, the movement of the Azawad, as the Tuareg like to call themselves, to prevent them from achieving any form of independence.
".... [Responding to a question about recent developments in Senegal] In Senegal, the president—the former president of Senegal, Abdoulaye Wade, attempted to change the constitution for the 16th time to ensure that he could win the presidency in the elections on a mere 25 percent of the vote. And young people took to the streets, and there were massive protests. Unfortunately, about six people got killed in that protest. But that protest led to a situation where that change in the constitution was simply not possible. And that is what set the framework for the successful elections in Senegal, which led to the winning of the presidency by Macky Sall. And so, that’s a huge victory. But I think it’s part of a general phenomenon that is happening across the continent, which is driven by the fact that over the last 30 years our people have lost all the gains of independence. We used to have free healthcare. We used to have free education, access to water, our own telecommunications infrastructure, own communications infrastructure. All those things that we gained through independence have been lost, and these being lost because of the implementation of the—what I refer to as neoliberal policies, which have been imposed on many African countries by the International Monetary Fund and the World Bank. And over the last 30 years, you’ve seen people—massive unemployment, dispossession of their land, dispossession of their jobs, a decline in living standards. But worst of all, what has happened during these last 30 years has been a political dispossession, so that people feel that their governments are more accountable to the banks and to the international multinational corporations than they are to their citizens. And I think, you know, people are outraged that their governments respond more to these corporations than they do to citizens.
In Mali, for example, in exactly the area, in the northeast part of Mali, where the Azawad revolution is taking place, you have an area of something like 7,500 square miles which has been handed over to a Canadian oil company, who are also involved in gold in other parts of Mali. And so, you know—and they are making no investment into Mali itself. They just reap the oil. They have free—they have almost no taxation at all. And they are allowed to export all their profits. And so, Mali, the people of Mali, don’t benefit it. And indeed the Tuareg, whose land they are occupying, don’t benefit, either. ...And so, we have a situation in much of Africa where our rulers are deeply embedded with the multinational corporations. And I think there’s a growing discontent that people feel that they have no means for determining their own destinies. And so self-determination has become a real vital dynamic within the continent. And I think the rise of the National Movement for the Liberation of Azawad, what people refer to as the Tuaregs, that is part of that same process of feeling, you know, a loss of self-determination."
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 have postponed Exam 2 to Monday, 4/8. Bring questions with you to class on Wednesday.
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:
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/ 19
Chronology of key events in Rwanda
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
2/27
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.
2/26
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 .
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.
2/23
2/21
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 25 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 at least 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.
Here are links to the handouts for the ethnographic project: 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.
2/14
Beyond Valentines: V-Day: One billion 'rising' against women abuse
More info: Democracy Now
2/12
I will most likely finish the lecture tomorrow (Wednesday) before the end of class. So we will have some time to go over questions you may have in preparation for the exam next week. To optimize your benefit, you should finish all of the readings, go through the study questions, and be prepared to ask about concepts, terminology, or particular questions that you are not sure about. It will be a question and discussion time.
Here is some general 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.
2/10
Be sure that you have all 3 handouts: Miner (available by link below), Chagnon, and Tannen. If not, see me.
2/4
I have sent e-mails to all of those in the 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 to the study group list.
2/3
All of the study questions for weeks 1-4 are now posted.
1/29
I have added some slides to Lectures Week 1 below.
1/28
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 videos, 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. 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.
List of English words borrowed (diffused) from other languages
Adding and dropping:
Add codes will be available 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.
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 a different district.
Last Day to Drop with Refund: Feb. 4
Last Day to Add Class and to Drop without a “W”: Feb. 6
Last Day to Drop with a “W”: April 15
Final exam May 8, 1:00 – 2:50