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Culture and Personality
(Psychological Anthropology)


 Spring 2015 Calendar
Thursday, 28 August 2014, 02:14 (02:14 AM) CDT, day 240 of 2014
Mustard seed.

Magic Eye©
Science, Optics



Culture and Personality

Daily Schedule -- Fall 1999

001 LEC 10:00 a.m. - 11:15 a.m. TTh
Cina 214

Assigned Readings Summary

Welcome Course Summary Syllabus Spring 2001 Calendar Assignments Summary CPforum
Exams

Stereogram of the Week from Magic Eye©

Day Date Class Topics and Assignments

Except for most of the video materials, actual presentation will likely vary from this schedule,
including the date for the midsemester exam.

Week 01 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
| 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
(01) Tues.

07 Sept.

1999


CPforum Assignments:

  1. At a minimum of once a week post a meaningful message on the class discussion on-line chat board located at CPforum. At least one topic of your weekly posting(s) should be related to the class topic(s) of the week. (I.e., in Week 02, for example, you should discuss a topic related to what is happening in class during Week 02.) At the very end of the semester, i.e., in Week 15, post a course evaluation of the class itself.

WorldWide Web Assignment:

  1. Log on to the course WorldWide WebHomePage
    and look over the remainder of this Daily Reading and Class Material Schedule.

    Its URL (Web Address) is:

    http://www.d.umn.edu/cla/faculty/troufs/anth4616/cpreadsc.html

    (The easiest way to get to the class HomePage from the UMD HomePage is to add a
    ~troufs and then click on "Prehistoric Cultures.")

Reading Assignment:
  1. All readings are from the textbook: Human Behavior in Global Perspective: An Introduction to Cross-Culutural Psychology, Second Edition, by Marshall H. Segall, Pierre R. Dasen, John W. Berry, and Ype H. Portinga (Boston: Allyn and Bacon, 1999).

  2. You should usually read the assignments prior to consideration of their related topics in class. If you have read the texts prior to presentation of the materials in class, you will more easily keep track of what is going on.

  3. If you have any difficulty with either the terms or with any of the various topics, stop by my office and I'll go over the materials with you. However, please do not wait day before the quiz or exam.

  4. Read "Preface," pp. ix-xi

  5. Read Ch. 1, "The Sociocultural Nature of Human Beings," pp. 1-12


(02) Thurs.

09 Sept.

1999


  • The Nature of Anthropology

    The main characteristics of anthropology include:

  1. culture: as a primary concept
  2. comparative methods: as major approaches to the study of human behavior development and structure
  3. wholism: or the study of "humankind" as a whole, as a primary goal of anthropology

    • The approach used in this class emphasizes the "wholistic" anthropological view which combines observations of "culture" and behavior with considerations of the physical and developmental aspects of humans.

  • Recommendations on studying for this course

  • "The Sociocultural Nature of Human Beings" (Brief Overvierview)

  • Film: Talk to the Animals (M 151, 14 min.)
  • Videotape: Chimp Talk (VC 3479, 14 min.)

      Linguistics:

      • phonemics (The study of basic sounds.)
      • phonetics (The study of sound units.)
      • morphemics (The study of how sound units combine to form "words.")
      • syntatics (The study of rules of sentence and phrase structures.)
      • semantics (The study of meaning.)

  • Discussion of Case Study #1
    • Topic: Current Issues in Culture and Personality Studies
    • Details below
    • Due Day 09
      (Unexcused late Case Study papers will result in a loss of 2% of the final course grade.)


    WorldWide Web Assignment:

    1. Case Study #1: Current Issues in Culture and Personality Studies

      First of all, have a look at (1) the "Other WebSites" course page for Culture and Personality studies, and (2) the Texas A & M WebSite Anthropology in the News. Scroll through the site, noting, in general, the of items that are being reported in the area of Culture and Personality.

      • "Kinds of items" includes things like people in the news, new finds, current controversies discussed, new methods explained, old things reinterpreted, unusual and / or special events noted, and things like that.

    2. After you have had a look at these sites write a paragraph or two about what you found. If one or more of the subjects sounds interesting to you, or the "headline" doesn't make sense to you, click on it and have a look. After you have had a look at these sites, write a paragraph or two about what you found. This will be the "Introduction" to your first Case Study.

    3. For this Case Study -- and all of the Case Studies -- you may also use traditional library materials, and, where appropriate, interviews and videotapes. So have a look at one or more of the daily papers to see what they're reporting.

    4. Next, pick one of those items or trends and explore it in greater depth. If you are looking at Anthropology in the News those items listed with several entries grouped together are usually the easiest ones to do.

    5. keywords: culture and personality, personality, modal personality, basic personality, psychological anthropology, cognitive anthropology, national character, ethnoscience, ethnosemantics, language and culture, cross cultural psychology, cross cultural psychiatry, cultural psychology, life history, projective tests, perception, cognition, motivation, evolutionary psychology, emic / etic, acculturation, dream analysis, cross cultural psychiatry, unobtrusive measures, abnormal behavior, abnormal psychology, altered states of conscience, spirit possession

    6. Use the PCforum to discuss your paper with others in the class.

    7. You may work on any or all Case Studies in a small group (3 - 5 people), but when you do that you need to first check with the instructor.

    8. On day (04) you will be required to find and translate at least one foreign language source AltaVista Translation Service (which is found at the top of each class WebPage). You might want to start that part of the project now.

      If you are not familiar with foreign languages, use the Language Identifier WebPage to help you figure out a WebPage's language. Language Identifier identifies more than a dozen languages: 1. English, 2. French, 3. Spanish, 4. German, 5. Italian, 6. Dutch, 7. Afrikaans, 8. Norwegian, 9. Danish, 10. Swedish, 11. Portuguese, 12. Icelandic, and 13. Latin.

      Or use Xerox's "Language Identifier."

    9. Due on or before Day (09).
      (Unexcused late Case Study papers will result in a loss of 2% of the final course grade.)

    10. Suggestion: Don't put off the Web Assignments. The web doesn't always work when you want it to.

    11. See the "Preparing the Final Draft" section of the Sociology - Anthropology -Criminology - Humanities / Classics Writing Guide to see the details of what your Case Study report should look like when you hand it in. Basically, it should look like this:

  • Case Study #1:

    [Title]

    Current Issues
    in Culture and Personality Studies:
    A Brief Review

    Introduction

    Put your paragraph(s) summarizing your list of current issues, and your analysis here.

    Put a transitional statement here about your discussion / analysis that follows.

    Body

    Describe and discuss your views on current issues in culture and personality studies. Use some form of organizational structure. The "Journalist's Questions," Who,What, When, Where, How and Why are often helpful. Or use a simple outline like, "There are ten important issues currently at the center of focus in Culture and Personality studies. First. . . . Modern-day studies seem to overlook two historically important topics. One of these. . . ."

    Use the Paradigm Online Writing Assistant if you do not have much experience writing college papers.

    Conclusions

    Put your conclusions here.

    Name

    page number

    References

    Your "References" or "Works Cited" information should go on a separate page.

    See "Citing Electronic or Internet Resources" for information on how to cite items from the web.

    Reading Assignment:

    1. Ch. 1, "The Sociocultural Nature of Human Beings," pp. 12-24


    Week 02 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (03) Tues.

    14 Sept.

    1999


    • Review of Case Study #1 Assignment

    • Videotape: "Culture and Personality," Faces of Culture Series, Part 5
      [aka "Psychological Anthropology."] (VC 146442.1)

        Terms / Concepts:
        • acculturation (H. Barnett, et al)
        • enculturation (Melville J. Herskovits)
          • education
          • habituation / imitation
        • national character (Ruth Benedict)
        • values / beliefs / attitudes
        • deviance, "normal" / "abnormal"
        • "illness"

        Individuals:
        Notes:
        • culture : society : : personality : individual


      WorldWide Web Assignment:

      1. Log on the web and continue getting materials for your paper. Use keywords from Day (02), or explore the web on your own.

      Reading Assignment:

      1. Ch. 2, "Cross-Cultural Research: Scope and Methods," pp. 25-37


    (04) Thurs.

    16 Sept.

    1999


  • Discussion of today's WWW assignment to translate a foreign-language WebSite

  • Discussion of papers (Picking a Topic)

  • Basic Terms in Culture and Personality Studies (intro.)

  • In-class work on Case Study #1


    WorldWide Web Assignment:

    1. Translate at least one foreign language web site using the AltaVista Translation Service found at the top of each class web page.

      If you are not familiar with foreign languages, use the Language Identifier WebPage to help you figure out a WebPage's language. Language Identifier identifies more than a dozen languages: 1. English, 2. French, 3. Spanish, 4. German, 5. Italian, 6. Dutch, 7. Afrikaans, 8. Norwegian, 9. Danish, 10. Swedish, 11. Portuguese, 12. Icelandic, and 13. Latin.

      Or use Xerox's "Language Identifier."

    2. Write a rough draft of Case Study #1.
    Reading Assignment:

    1. Ch. 2, "Cross-Cultural Research: Scope and Methods," pp. 37-52


  • Mon.
    20 Sept.
    1999
    End of second week -- last day to change grading option or cancel a course and not have it recorded on your transcripts.
    No fall registrations accepted after this date. Last day to add classes.

    Mon.
    20 Sept.
    1999
    Yom Kippur holiday, classes in session.
    Week 03 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (05) Tues.

    21 Sept.

    1999


  • Basic Terms in Culture and Personality Studies (cont.): A CP Glossary in Historical Context

  • "Cross-Cultural Research: Scope and Methods" (intro.)


    WorldWide Web Assignment:

    1. Check the web or the library one more time for information to fill in the gaps in your paper.

    2. Revise your rough draft, incorporating new materials.
    Reading Assignment:

    1. Ch. 3, "Human Development and Informal Education," 53-78
  • (06) Thurs.

    23 Sept.

    1999


    • "Cross-Cultural Research: Scope and Methods" (cont.)

    • "Human Development and Informal Education"


      WorldWide Web Assignment:

      1. Finish final draft of Dase Study #1, Current Issues in Culture and Personality Studies to hand in on or before Day (07).

      Reading Assignment:

      1. Ch. 3, "Human Development and Informal Education," 78-93

    Week 04 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (07) Tues.

    28 Sept.

    1999


  • This week we're essentially going to do historical background, and have a look at some basic terms / concepts as presented in three videotapes:

  • Videotape: "Everything is Relatives: William Rivers" (VC 1759, 52 min.)
    [From the Strangers Abroad series]

      Cultures:
      • Todas (India)
        • polyandry
          • the "bow and arrow ceremony" (pater vs. genitor)
        • cross-cousin marriage
        • infant marriage (2 - 3 years of age)
        • village exogamy
        • dairy shrines sacred (notions of "purity" dominate their lives)

      Sites:
      Terms / Concepts:
      • "The Geneological Method"
      • "informant" = "respondent"
      • moiety (composed of 15 clans)
      • "kin" / "affines"

      Individuals:
      • Sir James Frazer (The Golden Bough)
      • Alfred Cort Haddon
      • Sir Edmund Leach
      • W.H.R. Rivers
        • examined mental characteristics by examing their senses, starting with visual perception
        • Hypothesis: Differencs in color perception might run in families. This led to "The Geneological Method."
        • was one of the first anthropologists to study seriously the idea of morality ("there is no word for adultery in Toda."
      • Grafton Elliot Smith (1871-1937)
        • "heliolithic theory"

      Notes:
      • Cambridge Anthropological Expedition to the Torres Straits
      • first time a team of experts set out to study various aspects of a culture
        • attempted to understand "naked culture in its own setting"
        • wanted to study the "mental characteristics of the native," of "the lower orders of creation"
        • mental capacity of the natives was though to be inferior ("concrete" vs "abstract")
        • took some of the first anthropological cine footage ever to be shot
        • recorded audio cylender recordings
      • Book of Common Prayer, "Table of Kindred and Affinity"
      • Pidgin English

      Question:

  • You should have by now picked out an area to work on for your paper and looked at some sources of information. If you are still having trouble, page through the text, and/or the journals listed above. If that does not work, stop in and talk with me.


    WorldWide Web Assignment:

    1. Log on the web and continue getting materials for your paper. Explore the web on your own.

    Reading Assignment:

    1. Ch. 4, "Perceptual and Cognitive Processes," 94-107
  • (08) Thurs.

    30 Sept.

    1999


  • Videotape: "Coming of Age: Margaret Mead" (VC 1755, 52 min.)
    [From the Strangers Abroad series]


    WorldWide Web Assignment:

    1. Log on the web and continue getting materials for your paper. Explore the web on your own.

    Reading Assignment:

    1. Ch. 4, "Perceptual and Cognitive Processes," 107-125
  • Week 05 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (09) Tues.

    05 Oct.

    1999


  • Videotape: Margaret Mead in Samoa
    Margaret Mead / Derek Freeman controversy (VC 1314, 51 min.)

  • Discussion of Case Study #2, on a figure in Culture and Personality studies
    • Topic: a figure in Culture and Personality studies
    • Details below
    • Due Day 17
      (Unexcused late Case Study papers will result in a loss of 2% of the final course grade.)

    Pick one or two writers in the area of culture and personality and write a paper summarizing and discussing their contributions to the field. You may pick your own individual(s). Suggestions include, but are not limited to, the following:


    WorldWide Web Assignment:

    1. Due: Case Study #1 (Web Assignment #1)

    2. Start thinking about Case Study #2, on a figure in Culture and Personality studies.
    Reading Assignment:

    1. Ch. 5, "Alternative Views on Human Competence: General Intelligence and Genetic Epistemology," 126-145

  • (10) Thurs.

    07 Oct.

    1999


  • "Perceptual and Cognitive Processes"

  • For your paper narrow and state subject area in terms of a problem or assertion if possible. Prepare a bibliography of at least four items, and state problem in one or two sentences. Have bibliography and problem statement okayed.

  • Discussion of Case Study #2


    WorldWide Web Assignment:

    1. TBA
    2. Research Case Study #2

    Reading Assignment:

    1. Ch. 5, "Alternative Views on Human Competence: General Intelligence and Genetic Epistemology," 145-170
  • Week 06 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (11) Tues.

    12 Oct.

    1999


    • Discussion of Midsemester Examination

    • Discussion of papers (Narrowing subject area)

    • For your paper hand in a one- or two-sentence statement of what you have found out so far, and five reasons (bits of evidence) why you think the statement is credible.

    • Discussion of Case Study #2


      WorldWide Web Assignment:

      1. Check the web or the library one more time for information to fill in the gaps in your paper.

      2. Revise your rough draft, incorporating new materials.

      Reading Assignment:

      1. Ch. 6, "Everyday Cognition," pp. 171-184

    (12) Thurs.

    14 Oct.

    1999


    • Videotape: Stranger in the Mirror: An Examination of Visual Agnosia (VC 2464, 60 min.) [From NOVA. ]

        Cultures:
        • English
        • American

        Sites:

        Terms / Concepts:
        • primary visual cortex
        • visual association cortex
        • conscious and unconscious "levels"
        • the film uses "knowledge" (what does that mean?)

        Individuals:
        Publications:
        • The Man Who Mistook His Wife for a Hat : And Other Clinical Tales -- Oliver W. Sacks

        Notes:
        • context gives meaning to visual detail
        • recognizing pattern is important
        • We attach names to things. "When something has a name, it means that one has a perception category for the item, and that gives it meaning. . . . The name gives structure and order to the [perceptual] world."
        • 19th century brain injury to Phineas P. Gage led to personality change ("no longer Gage")
        • The English man could recognize individual letters [on signs], but couldn't read the words.
        • The Birmingham analysis sought (1) to check "recognition" (but the Englishman could see and could even copy by drawing the picture of the bird); their (2) second question was could the patient find a name for the item (but the Englishman knew the names and the definitions).
        • Larry does not have recognition at a conscious level, but he does have recognition at an unconscious level. There is a difference between having conscious knowledge of something, and having unconscious knowledge of something.


      cognition perception sensory vision
      hearing
      touch
      taste
      smell
      extra - sensory ?
      conception

      Cf., "Foundations of Cultural Knowledge," in Culture and Cognition: Rules, Maps, and Plans (San Francisco, CA: Chandler, 1972), pp. 3-38.


    Questions:


    WorldWide Web Assignment:

    1. Finish final draft of Case Study #2 on a figure in Culture and Personality studies

    Reading Assignment:

    1. Ch. 6, "Everyday Cognition," pp. 185-197

      Week 07 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16

      Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
      | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
      (13) Tues.

      19 Oct.

      1999


    2. "Everyday Cognition" perception . . .

    3. "Everyday Cognition" conception . . .


      WorldWide Web Assignment:

      1. TBA

        • keywords: TBA
      Reading Assignment:

      1. Review Ch. 4, "Perceptual and Cognitive Processes," 94-125

    4. (14) Thurs.

      21 Oct.

      1999


    5. Catch up

    6. Review


      WorldWide Web Assignment and Reading Assignment:

      1. Review Materials for Midsemester Exam


    7. Day Date Class Topics and Assignments Week 08 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
      Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
      | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
      (15) Tues.

      26 Oct.

      1999



      The Midsemester Examination

    8. You will have the choice of 4 of 8 - 12 questions. Each question counts 05% of the final course grade, for a total of 20% (up to 40 of 200 total points).

    9. Sample Exam Questions

    10. The exam will cover materials up to and including day (14): text materials, in-class videos, lectures, and important E-mails.

    11. Major class-related materials that you may have received on E-mail may be included on the exam.


      WorldWide Web Assignment:

      1. Log on the web and continue getting materials for your paper. Use keywords from Day (14), or explore the web on your own.

      Reading Assignment:

      1. Ch. 7, "Motives, Beliefs, and Values," pp. 198-214

    12. (16) Thurs.

      28 Oct.

      1999


    13. Return Midsemester Exams

    14. "Everyday Cognition" (discussion)
      (Total discussion includes Altered States of Consciousness [ASCs], ESP [including short video clip], dreaming, color . . . Anthropac. . . .)

    15. Work on drafts of your paper. Write the first draft quickly. Do not worry about any technical details at this point. Aim to spend half or more of your writing time revising your drafts.


      WorldWide Web Assignment:

      1. TBA
      Reading Assignment:

      1. Ch. 7, "Motives, Beliefs, and Values," pp. 214-226


    16. Mon.
      01 Nov.
      1999 End of eighth week -- cancellation of courses after this date will not be permitted. Week 09 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
      Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
      | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
      (17) Tues.

      02 Nov.

      1999


    17. "Everyday Cognition" (discussion continued)

    18. Discussion of Case Study #3: National Character Study

    19. Due Day 23


      WorldWide Web Assignment:

      1. Due: Case Study #2 (Web Assignment #2)
        (Unexcused late Case Study papers will result in a loss of 2% of the final course grade.)

      2. Check the web or the library one more time for information to fill in the gaps in your paper.

      3. Revise your rough draft, incorporating new materials.
      Reading Assignment:

      1. Ch. 8, "Males and Females and the Relations between Them," pp. 227-237

    20. (18) Thurs.

      04 Nov.

      1999


    21. Videotapes:
      • Magical Death (VC 1338, 29 min.)
      • Children's Magical Death (VC 1337, 8 min.)


          WorldWide Web Assignment:

          1. Finish final draft of Case Study #3 to hand in on or before Day 23
          Reading Assignment:

          1. Ch. 8, "Males and Females and the Relations between Them," pp. 237-244
    22. Week 10 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
      Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
      | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
      (19) Tues.

      09 Nov.

      1999


    23. Videotape: "Alejandro Mamani: A Case study in Culture and Personality," (VC 2466, ca. 30 min.)
      [From the Faces of Culture Series, Part 6]


      WorldWide Web Assignment:

      1. TBA

        • keywords: TBA
      Reading Assignment:

      1. Ch. 8, "Males and Females and the Relations between Them," pp. 244-249

    24. (20) Thurs.

      11 Nov.

      1999


    25. Discussion of papers (Review of problems)

    26. "Males and Females and the Relations between Them"
    27. xxx READINGS: Paul Buffalo paper: "Concept of Power among Mississippi and Lake Superior Ojibwa"


      WorldWide Web Assignment:

      1. Log on the web and continue getting materials for your paper. Use keywords from Day (19), or explore the web on your own.

      Reading Assignment:

      1. Ch. 9, "Culture and Aggression," pp. 250-259

    Week 11 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (21) Tues.

    16 Nov.

    1999


  • Audiotape: The Work of Brazilian Healer, Arigo, Dr. Henry Puharich (PC 287, 45 min.)


    WorldWide Web Assignment:

    1. TBA
    Reading Assignment:

    1. Ch. 9, "Culture and Aggression," pp. 259-272

  • (22) Thurs.

    18 Nov.

    1999


  • Traditional Curing: An Anishinabe example
    (Including Paul Buffalo and Jimmy Jackson materials.)


    WorldWide Web Assignment:

    1. TBA
    Reading Assignment:

    1. Ch. 10, "Intercultural Relations in a Shrinking World," 273-290

  • Week 12 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (23) Tues.

    23 Nov.

    1999


  • "Culture and Aggression"


    WorldWide Web Assignment:

    1. Due: Case Study #3 (Web Assignment #3)
      (Unexcused late Case Study papers will result in a loss of 2% of the final course grade.)
    Reading Assignment:

    1. Ch. 10, "Intercultural Relations in a Shrinking World," 290-298

  • Tues. - Fri.
    26 - 27 Nov.
    1999 Thanksgiving holiday, offices closed (24) Tues.

    30 Nov.

    1999


  • Discussion of paper

  • Time permitting: TBA


    WorldWide Web Assignment:

    1. TBA
    Reading Assignment:

    1. Ch. 11, "Acculturation," pp. 299-305

  • Week 13 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (25) Thurs.

    02 Dec.

    1999


  • "Intercultural Relations in a Shrinking World"

  • "Acculturation"

  • Videotape: The Amish: People of Preservation (VC 3244, 28 min.)


    WorldWide Web Assignment:

    1. TBA
    Reading Assignment:

    1. Ch. 11, "Acculturation," pp. 305-310

  • (26) Tues.

    07 Dec.

    1999


  • "Acculturation"

  • Videotape: Ocamo is My Town (VC 1339, 23 min.)


    WorldWide Web Assignment:

    1. TBA

    Reading Assignment:

    1. Ch. 11, "Acculturation," pp. 310-323
  • Week 14 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (27) Thurs.

    09 Dec.

    1999


  • Discussion of final examination

  • Student Research Papers, Session #1


    WorldWide Web Assignment:

    1. TBA
    Reading Assignment:

    1. Ch. 12, "Conclusions," pp. 324-329

  • (28) Tues.

    14 Dec.

    1999


  • Student Research Papers, Session #2


    WorldWide Web Assignment:

    1. TBA
    Reading Assignment:

    1. Ch. 12, "Conclusions," pp. 330-333

  • Week 15 Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |
    (29) Thurs.

    16 Dec.

    1999


  • Distribution and discussion of final examination

  • Course Evaluation


  • Student Research Papers, Session #3

  • "Conclusions"

  • xxxPapers Due. TURN IN TWO COPIES, AND ALL OF YOUR DRAFTS. NO CREDIT WILL BE GIVEN WITHOUT DRAFTS.xxx


    WorldWide Web Assignment:

    1. TBA
    Reading Assignment:

    1. Review, with emphasis on materials since the midsemester exam.


  • xxxEXTRA CREDIT PAPERS WILL NOT BE ACCEPTED AFTER THIS DATE.
    TURN IN TWO COPIES, AND ALL OF YOUR DRAFTS.
    NO EXTRA CREDIT WILL BE GIVEN WITHOUT DRAFTS.

    All extra credit papers must be word-processed or typed.

    See "Extra Credit Options, Handing in Extra Credit Papers" for instructions.

    (30) Wed.

    Dec. 22

    1999

    12:00 -
    01:55 p.m.

    Cina 214


    The Final Examination


    WorldWide Web Assignment:

    1. Keep up-to-date on discoveries and stories.
    Reading Assignment:

    1. Review, with emphasis on materials since the midsemester exam.

    2. Reading Assignment TBA
    (31) Thurs.

    23 Dec.

    1999


  • Pick up xxx extra credit papers and results of final exam (215 Cina)
  • Week: 01 . 02 . 03 . 04 . 05 . 06 . 07 . 08 . 09 . 10 . 11 . 12 . 13 . 14 . 15 . 16
    Day: | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 | 11 | 12 | 13 | 14 | 15 | Midsemester Exam |
    | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | Final Exam |

    Footnote to the Quarter

    "The mark of the new evolution which sweeps us along is that unlearning and learning anew have already become as important to survival as learning used to be. What people know is far less important than their capacity for modifying or discarding what they think they know."

    (John E. Pfeiffer, The Emergence of Humankind, 4th ed. NY: Harper and Row, 1985, p. 358.)

    Have a good break.

    -- Tim Roufs


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