I missed the spring conference this year, but did attend in '05, and
recall that we talked at some length about various strategies to
keep SACC present to current and potential members; this Yahoogroups
discussion list is one way this can happen.  At the same time, as I
searched around for further information about SACC happenings for
the coming year etc. (including the link from the AAA website) I
found little that told me we were alive and well.  (SACC notes is,
on the other hand, a reminder that "where there is life, there is
hope"!)


One immediate question and one broader question (for my own
information but also for the broader group):

Any preliminary plans for the location of our 2007 meeting? (To find
this out early would help planning for travel etc. under generally
tight budgets.)

Any activity around breathing life into things like regional
meetings, rejuvinating an accurate database of departments by
region, producing a timely, informative, and regularly updated
website?

Brian Donohue-Lynch

I agree, it is difficult to find out what is going on unless we read
the threads coming through, however, with the recent overload of "junk
mail" I'll be honest, I've been more inclined to delete.


Renee





Renee Garcia
Department of Anthropology
Saddleback College

----- Original Message -----
From: "bdlqvcc" <blynch@...>
Date: Monday, June 19, 2006 6:47 am
Subject: [SACC-L] SACC Information question

> I missed the spring conference this year, but did attend in '05,
> and
> recall that we talked at some length about various strategies to
> keep SACC present to current and potential members; this
> Yahoogroups
> discussion list is one way this can happen.  At the same time, as
> I
> searched around for further information about SACC happenings for
> the coming year etc. (including the link from the AAA website) I
> found little that told me we were alive and well.  (SACC notes is,
> on the other hand, a reminder that "where there is life, there is
> hope"!)
>
>
> One immediate question and one broader question (for my own
> information but also for the broader group):
>
> Any preliminary plans for the location of our 2007 meeting? (To
> find
> this out early would help planning for travel etc. under generally
> tight budgets.)
>
> Any activity around breathing life into things like regional
> meetings, rejuvinating an accurate database of departments by
> region, producing a timely, informative, and regularly updated
> website?
>
> Brian Donohue-Lynch
>
>
>
>
>
> ------------------------ Yahoo! Groups Sponsor --------------------
> ~-->
> Yahoo! Groups gets a make over. See the new email design.
> http://us.click.yahoo.com/rSQhKB/lOaOAA/HwKMAA/1MXolB/TM
> -------------------------------------------------------------------
> -~->
>
> Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE
> NEW ADDRESS!!) for meeting materials, newsletters, etc.
> Yahoo! Groups Links
>
>
>
>
>
>
>

I want to share a discussion thread that I have had since our 2006 SACC meeting
with all of you SACC-ers and other interested parties.  It seems that the
AAA/Ford Foundation Race Project is going ahead with the most extensive national
effort for public educational outreach from anthropologists and anthropology in
memory.  Beginning in 2007, there will be a museum based educational display on
race and racism travelling across the country to major cities. See the AAA
website for details, but basically there will be a very large exhibit for our
largest cities, and a significant but smaller exhibit for 15 other cities.  The
principals running this for AAA are Yolande Moses and Peggy Overby of AAA and
they are interested in community college participation, though still a bit hazy
on plan details for implementation.  At this time, I am asking each of you:
Consider what your best andmost effective teaching materials are on race, and
send them to me by email or mail for inclusion on the Race Project web site and
for the data base for the Anthropology Education Committee, for which I am your
representative.  My addresses are: mark.lewine@...  Mark Lewine 2900
Community College Ave. Cleve. OH 44115.    Ann Kaupp, Leonard Lieberman, and
Cynthia Ninnavaggi I know have outstanding materials, and we need more from the
rest of you.  In the future I will share updates on how you
----- Original Message -----
From: Yolanda Moses
To: 'Peggy Overbey' ; 'Mark Lewine'
Sent: Wednesday, March 29, 2006 10:26 PM
Subject: RE: AECPANEL06ABSTRACT


This will be a great addition to the 2006 program.



Yolanda








--------------------------------------------------------------------------------

From: Peggy Overbey [mailto:poverbey@...]
Sent: Tuesday, March 28, 2006 7:36 AM
To: Yolanda T. Moses; Mark Lewine
Subject: RE: AECPANEL06ABSTRACT



Mark,



I agree. You (and SACC) have made wonderful inroads on developing this. Will the
panel at AAA be a paper session? If so and if participants agree, we have
interest in publishing the papers on the project website. Also, SACC members
will be important resources/experts for community dialogues and related
activities should we receive the NEH funding. We hope that Cleveland's Natural
History Museum is among the first to get the 5,000 sq ft exhibit; I know Bruce
has contacted the Science Museum of Minnesota about hosting the exhibit and it
looks promising.



Thank you for all you do.



Best,



Peggy


--------------------------------------------------------------------------------

From: Yolanda T. Moses [mailto:yolanda.moses@...]
Sent: Monday, March 27, 2006 9:23 PM
To: 'Mark Lewine'; Peggy Overbey
Subject: RE: AECPANEL06ABSTRACT



Mark:



That is great about the session. We will work with SACC to make sure that we get
the best of the materials on the website in both  our scholars and in our
resources section. We are in the process of developing the brochure for the
Museums. The one in Cleveland is at the top of our list.



Yolanda








--------------------------------------------------------------------------------

From: Mark Lewine [mailto:mlewine@...]
Sent: Monday, March 27, 2006 5:56 AM
To: Peggy Overbey; Yolanda.moses@...
Subject: Fw: AECPANEL06ABSTRACT



A couple of items related to the Race Project:

1.  I have organized an invited panel session at next AAA on race and class
issues at community colleges for the Anthropology Educaton Committee, of which I
am a member, with Catherine Emihovich and Kathy Borman of the AEC, Philippe
Bourgois, Cynthia Ninivaggi and myself from SACC. Laura Nader will be an
informal participant from the floor.  We were already thinking about doing this
when I got your suggestion about doing somethink about race and cc's.

2.  I reported on the Race Project at our SACC meeting in Merida.  They stand
ready to be supportive any way that we can, including educational outreach plans
at each city that we have a SACC member.

3.  Bruce Lattimer, Director of the Cleveland Museum of Natural History, emailed
me twice with continued interest in working out something for a Cleveland site
visit and selection for the Project.

----- Original Message -----

From: Mark Lewine

To: mlewine@... ; mark.lewine@...

Sent: Thursday, March 23, 2006 8:43 PM

Subject: AECPANEL06ABSTRACT






[Non-text portions of this message have been removed]

Tribal colleges filling growing need



PAWNEE, Okla. (AP) - With two small children to support, Cedric Sunray
doesn't have much time to pursue a college degree.

But a desire to learn how to teach American Indian languages and
determination to build a better life drove Sunray to be one of 90 people
enrolled at Pawnee Nation College when it started classes last fall.

"I wouldn't do it anywhere else," said Sunray, who speaks Cherokee,
Choctaw and Pawnee. "Tribal colleges offer classes that are historically
not offered anywhere and tribal colleges depend on workforce students."

Tribal colleges - schools owned and run by Indian tribes that are often
located on reservations - are growing, stemming in part from economic
clout spurred in some cases by Indian gaming and a desire by tribes to
validate their sovereign status.

There were no tribal colleges in the U.S. before 1968, but today there
are more than three dozen and one in Canada.

"It's been a slow process, but we are happy to be where we are," said
Gerald Gipp, executive director of the American Indian Higher Education
Consortium. "We're going through a real learning process of operating
our schools and reversing decades of neglect."

Tribal colleges developed along with an increase in American Indians
seeking higher education. American Indian enrollment in universities has
more than doubled in the past 25 years, according to the National Center
for Education Statistics. That included a 62% increase in enrollment at
tribal colleges in the past decade, according to the higher education
consortium.

Todd Fuller, president of Pawnee Nation College, said those numbers
should continue to grow. He said he expected enrollment at his college
to increase at least 40% this fall.

Tribal colleges may be the last chance to save some native languages,
said Quinton Roman Nose, education director of the Cheyenne-Arapaho
Tribes of Oklahoma. He is helping develop a tribal college on the campus
of Southwestern Oklahoma State University in Weatherford.

"Some tribes have their own syllabary. Others have languages that aren't
written. This is a really complicated area to try and preserve and teach
a language," Roman Nose said. "There's a great need and this is one way
of meeting it."

Course offerings reflect tribal goals. In Oklahoma, the College of the
Muscogee (Creek) Nation offers Creek classes, while Wind River Tribal
College in Wyoming teaches Arapaho.

Nebraska Indian Community College offers an associate's degree in tribal
business management. In South Dakota, Sinte Gleska University's Lakota
Studies Department has been integrating Lakota values into academics
since 1973, for example, adjusting class times to allow for tribal
obligations.

The institutions, however, sometimes face an uncertain future.
Characterized by rural isolation, limited property tax bases, and
neglect from state governments, growth of tribal colleges has been
uneven. At least seven have failed in the past 25 years.

But during that time, another 17 tribal colleges opened. They keep
appearing because there is a need, said Roman Nose, whose
great-grandfather, Henry, attended Carlisle Indian School in
Pennsylvania.

"Even our own tribal members ask 'Why do we need to do this?'" Roman
Nose said. "We have needs that can't be met any other way."

Sunray, who is learning how to teach languages to students in
kindergarten through 12th grade and how to administer an accredited
language program, said tribal colleges offer a unique challenge.

"There are no excuses at a tribal college," Sunray said. "You can't look
at a teacher and say he doesn't like me because of so-and-so."

Instead of having a white instructor, students likely will have a tribal
member as a teacher, he said. They're not there to get rich, but to make
a difference, Sunray said.

"They are going to make you work," he said.

Copyright 2006 The Associated Press. All rights reserved. This material
may not be published, broadcast, rewritten or redistributed.

Posted 6/20/2006 11:20 AM ET





[Non-text portions of this message have been removed]

Brian,

Actually, some progress has been made.  At the Merida meetings, Chuck
appointed a Website Task Force with Ann Kaupp as Chair.  She's away
for the week so I'm responding briefly in order not to keep you
hanging, since your questions are good ones and no doubt shared by
others on the listserv.

Our task is to create from scratch and operate an entirely new SACC
website.  Ann Popplestone will continue to run the listserv.  Deborah
Shepherd from MN will set up the site initially and Rob Edwards has a
student whom we could employ to maintain it on a continuing basis.
It would be accessible both through a link with the AAA website and
as a free-standing site.  The Task Force has been meeting via e-mail
since the conference, and among other things discussed various
formats and content.  When things are further along, Ann will solicit
ideas and contributions from the listserv as well.

SACC's 2007 meetings will be at Asilomar, a state park and resort in
Monterey, CA, April 4-8.  Pres-elect Rob Edwards is the coordinator
and should have the latest information, redwards@....

Lloyd



On Jun 19, 2006, at 8:47 AM, bdlqvcc wrote:

> I missed the spring conference this year, but did attend in '05, and
> recall that we talked at some length about various strategies to
> keep SACC present to current and potential members; this Yahoogroups
> discussion list is one way this can happen.  At the same time, as I
> searched around for further information about SACC happenings for
> the coming year etc. (including the link from the AAA website) I
> found little that told me we were alive and well.  (SACC notes is,
> on the other hand, a reminder that "where there is life, there is
> hope"!)
>
>
> One immediate question and one broader question (for my own
> information but also for the broader group):
>
> Any preliminary plans for the location of our 2007 meeting? (To find
> this out early would help planning for travel etc. under generally
> tight budgets.)
>
> Any activity around breathing life into things like regional
> meetings, rejuvinating an accurate database of departments by
> region, producing a timely, informative, and regularly updated
> website?
>
> Brian Donohue-Lynch
>
>
>
>
>
> ------------------------ Yahoo! Groups Sponsor --------------------
> ~-->
> Yahoo! Groups gets a make over. See the new email design.
> http://us.click.yahoo.com/rSQhKB/lOaOAA/HwKMAA/1MXolB/TM
> --------------------------------------------------------------------
> ~->
>
> Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE
> NEW ADDRESS!!) for meeting materials, newsletters, etc.
> Yahoo! Groups Links
>
>
>
>
>
>

Lloyd,

Thanks for all the details. This is all good to hear.  I will be happy to join
in the process where I can contribute my ideas and talents.

Brian


________________________________

From: SACC-L@yahoogroups.com on behalf of Lloyd Miller
Sent: Wed 6/21/2006 10:56 AM
To: SACC-L@yahoogroups.com
Subject: Re: [SACC-L] SACC Information question



Brian,

Actually, some progress has been made. At the Merida meetings, Chuck
appointed a Website Task Force with Ann Kaupp as Chair. She's away
for the week so I'm responding briefly in order not to keep you
hanging, since your questions are good ones and no doubt shared by
others on the listserv.

Our task is to create from scratch and operate an entirely new SACC
website. Ann Popplestone will continue to run the listserv. Deborah
Shepherd from MN will set up the site initially and Rob Edwards has a
student whom we could employ to maintain it on a continuing basis.
It would be accessible both through a link with the AAA website and
as a free-standing site. The Task Force has been meeting via e-mail
since the conference, and among other things discussed various
formats and content. When things are further along, Ann will solicit
ideas and contributions from the listserv as well.

SACC's 2007 meetings will be at Asilomar, a state park and resort in
Monterey, CA, April 4-8. Pres-elect Rob Edwards is the coordinator
and should have the latest information, redwards@...
<mailto:redwards%40cabrillo.edu> .

Lloyd

On Jun 19, 2006, at 8:47 AM, bdlqvcc wrote:

> I missed the spring conference this year, but did attend in '05, and
> recall that we talked at some length about various strategies to
> keep SACC present to current and potential members; this Yahoogroups
> discussion list is one way this can happen. At the same time, as I
> searched around for further information about SACC happenings for
> the coming year etc. (including the link from the AAA website) I
> found little that told me we were alive and well. (SACC notes is,
> on the other hand, a reminder that "where there is life, there is
> hope"!)
>
>
> One immediate question and one broader question (for my own
> information but also for the broader group):
>
> Any preliminary plans for the location of our 2007 meeting? (To find
> this out early would help planning for travel etc. under generally
> tight budgets.)
>
> Any activity around breathing life into things like regional
> meetings, rejuvinating an accurate database of departments by
> region, producing a timely, informative, and regularly updated
> website?
>
> Brian Donohue-Lynch
>
>
>
>
>
> ------------------------ Yahoo! Groups Sponsor --------------------
> ~-->
> Yahoo! Groups gets a make over. See the new email design.
> http://us.click.yahoo.com/rSQhKB/lOaOAA/HwKMAA/1MXolB/TM
<http://us.click.yahoo.com/rSQhKB/lOaOAA/HwKMAA/1MXolB/TM>
> ----------------------------------------------------------
> ~->
>
> Be sure to check out the SACC web page at www.anthro.cc (NOTE THE
> NEW ADDRESS!!) for meeting materials, newsletters, etc.
> Yahoo! Groups Links
>
>
>
>
>
>





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[Non-text portions of this message have been removed]

Just  thought you guys would like to know the following:
1.  We are slightly ahead of the game for the fiscal year.  Revenues so
far are $16, 605.27 and Expenses are $16, 319.65, so we have an increase
of $285.62.  The annual meeting a profit of approximately $1,100.  The
biggest deviation in expenses comes from the AAA annual meeting this
fall.  We pay for the participants and some officers registration fees,
they totaled $3, 280 which is $1200 more than I estimated.  I have to
confirm with Suzanne what the registration costs are and how many we are
paying for as this seems a little high, I will also have to more
accurately budget for next year as we have adjusted the number of people
who are eligble for registration at SACC's expense.  The AAA is not
always able to give us an accurate amount for the registration costs at
budget time.
2.  The budget process is being held up by AnthroSource.  I have been
checking with Suzanne as we were suppose to get the information during
May.  In her last transmittal she indicated that the treasurers would be
receiving information early in July, so I you have any comments about
the budget for next year let me know at majohns@... or
majohns1@....  With that I need to let you know that we have
started to get some monetary reward from AnthroSource--still nothing
like what they projected by some dollars are coming our way--May 31st we
had earned $104 from digital subscriptions and $92 from digital sales
and $100 from permission fees.
3.  Our membership is going down, this needs to be reversed--in June of
2005 we had 272 members, June 2005--267 members, May of 2006--258
members.  The number of subscribers to SACC NOTES has increased within
the year from 0 to 10--probably from the annual meeting.  Category
numbers are (May 2005 to May 2006) Regular 212 -- 206, Student 51 -- 46,
Associate 4 -- 3, and Sustaining 1-- 3.   The changes are small in each
category but I think it advisable to realize that SACC membership needs
to be stablized or increased if we are to remain a strong organization
within the AAA.  There is trememdous pressure to increase our membership
fees--this we have resisted, but the membership dues for AAA are
increasing next year, but the future holds that we will have a graduated
AAA membership fee based on income, this may help us or hinder us.
These things need to be addressed at our next annual meeting.

Melvin Johnson, SACC Treasurer

I thought this was a good piece for almost any level of adult learner,
young to senior.


"The question remains, what conditions inhibit dialogue and what
measures can be taken to overcome them? This chapter and the next will
focus on a variety of ways to make discussion a process of continuous
discovery and mutual enlightenment. Getting students to view problems
more critically and creatively helps keep discussion fresh. How teachers
maintain the pace of the discussion, how they use questioning and
listening to engage students in probing subject matter, and how they
group students for instruction all affect how the discussion proceeds
and how motivated the students are to participate in similar discussions
in the future."



                         *          *          *          *          *

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Folks:



The posting below looks at how to promote effective discussions in class
through questioning.  It is from Chapter Five, Keeping Discussion Going
Though Questioning, Listening, and Responding, in the book Discussion as
a Way of Teaching: Tools and Techniques for Democratic Classrooms, by
Stephen D. Brookfield and Stephen Preskill. Published by Jossey-Bass. A
Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741[
www,josseybass.com]. Copyright (c) 1999, 2005 by John Wiley & Sons, Inc.
All Rights reserved. Reprinted with permission.



Regards,



Rick Reis

reis@...

UP NEXT: Preparing Future Faculty and Multiple Forms of Scholarship





                                     Tomorrow's Teaching and Learning





-----------------------------------------------

1,887 words

----------------------------------------------



                    Keeping Discussion Going Though Questioning,
Listening, and Responding



We emphasize throughout this book that democratic discussion is open and
fluid, building on the diverse experiences and interpretations of its
participants. Although teachers have some responsibility for guiding the
discussion, no one person controls its direction entirely.

Consequently, good discussions are unpredictable and surprising. They
reveal things about the discussants and the topic under examination that
are illuminating and eye-opening. At the same time, however, because
democratic discussions have a life of their own, they can falter and
even expire quite unexpectedly.



Even when discussions gets off to a good start and seem to have
momentum, a variety of circumstances can intervene to bring group talk
to a grinding halt. Sometime the teacher or one or two students assume
too dominant a role.

Sometimes the question or issue to be discussed just isn't controversial
enough. Often the pace seems too slow, or the process for exploring the
question lacks variety. In other cases, the students may not be ready to
explore a topic in a large group setting or for some reason have lost
their enthusiasm for the subject. Although it is frequently difficult to
pinpoint the reasons why attention is wandering or commitment to the
subject is waning, action needs to be taken to reinvigorate the
conversation when these things happen. Part of the secret of dealing
with these situations lies in refusing to panic or to berate oneself for
allowing things to get off track.

Fortunately, it is often possible to revive discussion and regain the
sense of "controlled spontaneity" (Welty, 1989, p.47) characteristic of
good conversation.



This is not to say, however, that we regard discussion as a panacea for
tuning bored, disinterested, or hostile students into enthusiastic
advocates for learning. Neither do we believe that simply talking about
problems leads inevitably to students' deciding to take action to
address pressing social concerns. As we argued in Chapters One and Two,
discussions, in general tend to increase motivation, promote engagement
with difficult material, and give people appreciation for what they can
learn from one another and for what can be accomplished as a group. But
we want to acknowledge that we have both been responsible for classes
where discussion failed miserably, inducing boredom, resentment, and
confusion. We have no magic formula to guarantee success, just some
ideas that have proved useful to rejuvenate conversations that seem to
be stuck.



Sometimes a discussion can be considered successful even if the original
intentions of the leader go unrealized. When participants learn that a
problem is more complex than they had thought or when their appreciation
for existing differences is deepened, these can be counted as
significant accomplishments, even though they might be different from
the teacher's anticipated outcomes. We can say unequivocally, however,
that discussion fails when participants avoid similar dialogical
encounters in the future or when they lose interest in the topics under
consideration.

If part of the point is to keep conversation going, to stimulate people
to keep talking in the future, then discussion that inhibit this desire
must be regarded as counterproductive and miseducational.



The question remains, what conditions inhibit dialogue and what measures
can be taken to overcome them? This chapter and the next will focus on a
variety of ways to make discussion a process of continuous discovery and
mutual enlightenment. Getting students to view problems more critically
and creatively helps keep discussion fresh. How teachers maintain the
pace of the discussion, how they use questioning and listening to engage
students in probing subject matter, and how they group students for
instruction all affect how the discussion proceeds and how motivated the
students are to participate in similar discussions in the future.



Questioning



To reiterate, an important focus of democratic discussion should be on
getting as many people as possible deeply engaged in the conversation.

Whatever the teacher says and does should facilitate and promote this
level of engagement.

As a number of commentators have pointed out, at the heart of sustaining
an emerging discussion are the skills of questioning, listening, and
responding (Christensen, 1991a, 1991b, Jacobson, 1984; Welty, 19898). Of
the three learning to question takes the most practice and skill
(Freire, 1993; Bateman, 1990). Although it is certainly true that the
kinds of questions one asks to begin a discussion set an important tone,
it is equally true that subsequent questions asked by both the teacher
and the students can provide a powerful impetus for sustaining
discussion. Indeed, as Palmer (1998) has noted, how we ask questions can
make the difference between a discussion that goes nowhere and one that
turns into a "complex communal dialogue that bounces all around the
room" (p. 134).



Types of Questions



Once the discussion is moving along, several

kinds of questions are particularly helpful in

maintaining momentum.



Questions That Ask for More Evidence

These questions are asked when participants state

an opinion that seems unconnected to what's

already been said or that someone else in the

group thinks is erroneous, unsupported, or

unjustified. The question should be asked as a

simple request for more information, not as a

challenge to the speaker's intelligence. Here are

some examples:



How do you know that?

What data is that claim based on?

What does the author say that supports your argument?

Where did you find that view expressed in text?

What evidence would you give to someone who doubted your interpretation?



Questions That Ask for Clarification

Clarifying questions give speakers the chance to

expand on their ideas so that they are understood

by others in the group. They should be an

invitation to convey one's meaning in the most

complete sense possible. Here are some examples:



Can you put that another way?

What's a good example of what you are talking about?

What do you mean by that?

Can you explain the term you just used?

Could you give a different illustration of your point?



Open Questions

Questions that are open-ended, particularly those

beginning with how and why, are more likely to

provoke the students; thinking and

problem-solving abilities and make the fullest

use of discussion's potential for expanding

intellectual and emotional horizons. Of course,

using open questions obliges the teacher to take

such responses seriously and to keep the

discussion genuinely unrestricted. It is neither

fair nor appropriate to ask an open-ended

question and then to hold students accountable

for failing to furnish one's preferred response.

As Van Ments (1990) says, "The experienced

teacher will accept the answer given to an open

questions and build on it" (p.78). That is, as we

all know, easier said than done.

Here are some examples of open questions:



Sauvage says that when facing moral crises,

people who agonize don't act, and people who act

don't agonize. What does he mean by this?

(Follow-up question: Can you think of an example

that is consistent with Sauvage's maxim and

another that conflicts with it?)



Racism pervaded American society throughout the

twentieth century. What are some signs that

things are as bad as ever? What are other signs

that racism has abated significantly?



Why do you think many people devoted their lives

to education despite the often low pay and poor

working conditions?



Linking or Extension Questions

An effective discussion leader tries to create a

dialogical community in which new insights emerge

from prior contributions of group members.

Linking or extension questions actively engage

students in building on one another's responses

to questions. Here are some examples of such

question:



Is there any connection between what you've just

said an d what Rajiv was saying a moment ago?

How does your comment fit in with Neng's earlier comment?

How does your observation relate to what the group decided last week?

Does your idea challenge or support what we seem to be saying?

How does that contribution add to what has already been said?



These kinds of questions tend to prompt

student-to-student conversation and help students

see that discussion is a collaborative enterprise

in which th e wisdom and experience of each

participant contributes something important to

the whole. Too often discussion degenerates into

a gathering of isolated heads, each saying things

that bear no relationship to other comments. The

circular response exercise (see Chapter Four),

which requires students to ground their comments

in the words of the previous speakers, gives

students practice in creating discussions that

are developmental and cooperative. Skillfully

employing linking questions can also help

participants practice discussion as "a connected

series of spoken ideas" (Leonard, 1991, p. 145).



Hypothetical Questions

Hypothetical questions ask students to consider

how changing the circumstances of a case might

alter the outcome. They require students to draw

on their knowledge and experience to come up with

plausible scenarios. Because such questions

encourage highly creative responses, they can

sometime cause learners to veer off into

unfamiliar and seeming tangential realms. But

with a group that is reluctant to take risks or

that typically answers in a perfunctory,

routinized manner, the hypothetical question can

provoke flights of fancy that can take a group to

a new level of engagement and understanding,

Here are some examples of hypothetical questions:



How might World War II have turned out if Hitler

had not decided to attack the Soviet Union in

1941?

What might have happened to the career of Orson

Welled, in RKO Studios had not tampered with his

second film, The Magnificent Ambersons?

In the video we just saw, how might the

discussion have been different if the leader had

refrained from lecturing the group?

If Shakespeare had intended Iago to be a tragic

or m ore sympathetic figure, how might he have

changed the narrative of Othello?



Cause-and-Effect Questions

Questions that provoke students to explore

cause-and-effect linkages are fundamental to

developing critical thought. Questions that ask

students to consider the relationship between

class size and academic achievement or to

consider why downtown parking fees double on days

when there's a game at the stadium encourage them

to investigate conventional wisdom. Asking the

class-size question might prompt other questions

concerning the discussion method itself, for

example:



What is likely to be the effect of raising the

average class size from twenty to thirty on the

ability of learners to conduct interesting and

engaging discussions?

How might halving our class affect our discussion?



Summary and Synthesis Questions

Finally, one of the most valuable types of

questions that teachers can ask invites students

to summarize or synthesize what has been thought

and said. These questions call on participations

to identify important ideas and think about them

in ways that will aid recall. For instance, the

following questions are usually appropriate and

illuminating:



What are the one or two most important ideas that emerged from this
discussion?

What remains unresolved or contentious about this topic?

What do you understand better as a result of today's discussion?

Based on our discussion today, what do we need to

talk about next time if we're to understand this

issue better?

What key word or concept best captures out discussion today?



By skillfully mixing all the different kinds of

questions outlined in this chapter, teachers can

alter the pace and direction of conversation,

keeping students alert and engaged. Although good

teachers prepare questions beforehand to ensure

variety and movement, they also readily change

their plans as the actual discussion proceeds,

abandoning prepared questions and formulating new

ones on the spot.



References



Welty, W. "Discussion Method Teaching."  Change, 1989, 21(4), 41-49.



Christensen, C. "The Discussion Leader in Action:  Questioning, Listen-

             ing, and Response."  In C. Christensen, D. Garvin, and A.
Sweet

(eds.), Education for Judgment:  The Artistry of Discussion Leadership.

Boston:  Harvard Business School Press, 1991a.



Christensen, C. "Every Student Teaches and Every Student Learns:  The

Reciprocal Gift of Discussion Teaching."  In C. Christensen,

D. Garvin, and A. Sweet (eds.) Education for

Judgment:  The Artistry of Discussion Leadership.

Boston:  Harvard Business School, 1991b.



Jacobson, R. "Asking Questions Is the Key Skill Needed for Discussion."

             Chronicle of Higher Education, July 25, 1984, p. 20.



Welty, W. "Discussion Method Teaching."  Change, 1989, 21(4), 41-49.



Ferrier, B., Marrin, M., and Seidman, J. "Student Autonomy in Learning

Medicine:  Some Participants' Experiences."  In D. Boud (ed.), Devel-

oping Student Autonomy in Learning.  New York: Nichols, 1988.



Baetman, W.L. Open to Question:  The Art of Teaching and Learning by
Inquiry.

             San Francisco:  Jossey-Bass, 1990.



Palmer, P.J. The Courage to Teach:  Exploring the

Inner Landscape of a Teacher's

Life.  San Francisco:  Jossey-Bass, 1998.



Van Ments, M. Active Talk:  The Effective Use of

Discussion in Learning.  New York:

St. Martin's Press, 1990.



Leonard, H. "With Open Ears:  Listening and the Art of Discussion Lead-

ing."  In C. Christensen, D. Garvin, and A. Sweet (eds.), Education

for Judgment:  The artistry of Discussion Leadership.  Boston:  Harvard

Business School Press, 1991.









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[Non-text portions of this message have been removed]

FREE PHONE CALLS FROM PC TO ANY WHRE IN THE WORLD..

Hi Friends,

It's unbelivable,but It's true...
Free phone calls from PC to any mobile or any landline phone...
It's amazing,but it is working Extreemly well...

What you have to do is Just download below link and register for Free...

http://tinyurl.com/ruab3

After completing your registration  you will get a phone number and
password to your mailid which u have given at registration time.By
using the phone number and password you can login and make FREE phone
calls to any where in the world..........

Dear friends of SACC--I am having trouble getting a hold of Mark Tromans in
Florida.
Does anyone have a recent email address?  If so, email me directly at
majohns@... or majohns1@....  Thanks in advance for all that
you do to
make SACC such an interesting and desireable organization to which to belong. 
Mel
Johnson, Treasurer

try
mtromans@...


>>> majohns@... 07/06/2006 02:16 PM >>>
Dear friends of SACC--I am having trouble getting a hold of Mark Tromans in
Florida.
Does anyone have a recent email address?  If so, email me directly at
majohns@... or majohns1@....  Thanks in advance for all that
you do to
make SACC such an interesting and desireable organization to which to belong. 
Mel
Johnson, Treasurer





Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE NEW
ADDRESS!!) for meeting materials, newsletters, etc.
Yahoo! Groups Links

>Recently, I received a copy of the audited financial reports for FY
2005 for the AAA. The fingures for 2004 were worrisome but in general
thingsare improving in terms of management resources. I do offer the
following

>for your edification.  I have done a partial ratio analysis of the
>financials and a horizontal and vertical analysis of the income statement
>and balance sheets.  Below are highlights of this analysis:
>2004-2005 Balance sheet comparisons (significant or notable items only):
>Cash and cash equivalents have increased by $170,000 +or-, and our
>Investments have decreased from 2004 to 2005 by approximately $500,000.
>Our Accounts Payable decreased by $110,000 between 2004 and 2005, and our
>unrestricted funds for operations have decreased by $140,000.  In contrast
>the funds for the sections have increased by $60,000 approximately.  The
>temporarily restricted funds decreased by $350,000 and the permanently
>restricted funds have increased by $16,000.
>
>2004-2005 Statement of Activities (Income Statement) comparisons
>(significant or notable items only):  Revenues from membership increased by
>$40,000, and publications revenues increased by $155,000.  In general all
>revenues increased by $500,000.  In terms of expenses, publications
>decreased by $130,000, Public education increased by $275,000 and sections
>expenses increased by $120,000.  In general our expenses for 2005 were
>about $660,000 less than 2004.  However, we still ended the year in the
>hole by $418,000, down from a minus $658,000.  So some improvement.  I
>should not that part of this reflects a removed of over $400,000 from
>temporarily restricted funds from the Mellon grant for AnthroSource
>development.
>
>2004-2005 Statement of Cash Flows (how does money come and go out)  General
>operations still does not generate enough cash to pay for itself.  We had a
>deficit of $440,000 here.  In other words other items must help pay for
>general operations.  If this were a company, in would not be in business
>very long nor would it be able to get financing from outside sources.  The
>goal should be that we generate enough cash within our normal operations to
>pay our bills.  Additions to cash flow which covered the operating deficit
>were generated from the sale of investments, to the tune of approximately
>$600,000.  Some of which was used to purchase additional equipment.  Thus
>we had a net increase in cash and cash equivalents of more than $171,000
>which beef up our checking account over last years balance of $42,000
>approximately.
>
>Ratios:  Current Ratio (comparison of current assets--can be converted to
>cash within one year--to current liabilities--must be paid within a year)
>$626,392/886,188 = .7057, or in other words we had on December 31st enough
>relative liquid assets to pay off about 70% of our bills.  For the Quick
>Ratio or sometimes called the Acid Test, the number is lower.  This
>compares highly liquid assets (converted to cash immediately) to all
>current liabilities--494,582/886,188 = .5581, or in other words on December
>31st we had enough cash and cash equivalent assets to cover about 56% of
>our current bills.  The Receivables Turnover and collection period
>calculations show very effective managment of collection of dues and monies
>from publications.  The turnover ratio is 13.375 which equates or a
>collection period of approximately 27 days.  However, our Number of Days
>Payable (how long does it take us to pay our bills) we have approximately
>62.5 days.  Our Asset Turnover ratio (or how well do our assets generate
>revenue) we have a 0.5965 or in other words approximately 60% of our assets
>generate revenue, this is very low--one would hope to see something on the
>order or 1.0 here.  Our Debt to Total Asset ratio (or how much of our total
>assets is paid for with debt) is a 0.2547 or approxiamtely 25%--this is
>good as it means we the members own approximately 75% of all our assets.
>
>Data derived from the Notes to the Financial Statements.  Our investments
>on December 31, 2005 cost the AAA a total of $7,126,067 but the fair market
>value of these investments is $7,583,900.  The most notable increase came
>from Equities.  These investments provided us with approximately $200,000
>income after removal of unrealized losses and investment fees and including
>realized gains.  The AAA's temporarily restricted assets are dominated by
>three grants:  Mellon Foundation ($294,000), The Ford Foundation
>($365,000), and the Minority Fellowship Fund ($132,000).  The permanently
>restricted assets are dominated by monies from sections which relate to
>specific section activities--total amount approximately $276,000.
>Concerning Commitments and risks there are three of note:  The rental
>expense for the offices of approximately $230,000 for 2006, commitment to
>UCP for AnthroSource and publications of approximately $314,000 for 2006
>and 2007, and the Hotel contracts for annual meetings through 2012 which
>total $678,000.  The hotel contract with Hilton in San Francisco had a
>cancellation fee of $339,366 but was negotiated down to approximately
>$200,000 which will be paid this year.
>
>Supplemental Information which relate to our section or sections in
>general:  The total expenses for all sections for 2005 was $596,539 or
>which $340,750 was for publications.  Thus the balance of $255,789 went for
>operating the sections.  Concerning section balances or changes in their
>funds from the beginning of 2005 to the end is interesting.  of the 36
>sections, 12 sections expended more than $1000 than they took in.  The
>largest deficit was the Archaeology Division with $11,000.  Most of the
>other sections exceeded their revenues between $1,000 and $4,000.  In terms
>of showing a gain there were 17 sections that had surpluses of more than
>$1,000.  The greatest surplus was the Society for Cultural Anthropology
>with an increase of $30,085.  We were number 4 with an increase of $7,704.
>In general the sections expenses were lower than their revenues by
>approximately 8%.
>
>I hope you find the above helpful.  If you have any questions, let me know,
>and if you want to share this info with the membership of other sections
>that's okay.  Mel Johnson, SACC Treasurer
>
>"Life is a banquet, and most poor suckers are starving to death."  --Mame
>Dennis

I just got hired full time at a community college and I'm teaching
three sections of Intro. to Cultural Anthropology. I've been using my
Sociology background for a long time, so I'm a bit rusty in Anthro. I
plan on using a textbook and one or two really good ethnographies. Any
suggestions?
--Sydney

Hi Sydney,
   I'll be using Roberta Leinkeit's book, Introducing Cultural Anthropology, in
the course I'll be teaching at Pima College in Tucson this fall.  It's a fairly
succinct and readable presentation of the major areas of the discipline, and it
invites the use of supplements.
   Best of luck with the new position,
   Rebecca Cramer
   http://www.u.arizona.edu/~rcramer


sydneyhart1 <S-Hart1@...> wrote:
           I just got hired full time at a community college and I'm teaching
three sections of Intro. to Cultural Anthropology. I've been using my
Sociology background for a long time, so I'm a bit rusty in Anthro. I
plan on using a textbook and one or two really good ethnographies. Any
suggestions?
--Sydney






==============
Rebecca Cramer
missiontosonora@...
http://www.u.arizona.edu/~rcramer/
==============

---------------------------------
Do you Yahoo!?
  Everyone is raving about the  all-new Yahoo! Mail Beta.

[Non-text portions of this message have been removed]

Congratulations Sydney!

In terms of ethnographies, students in my intro cultural course enjoy reading
(and seem to learn from) Nest in the Wind (Ward, 2004, 2nd ed.) and/or Dancing
Skeletons (Dettwyler 1994).  I choose ethnographies based in part on the majors
of many of my students (nursing being a predominant one).  For the course I
teach on U.S. American culture, I'm particularly fond of Call to Home (Stack
1996).  There are many other good ethnographies, too, and I'm guessing that
other readers of this listserve will share those titles with you.  I've found it
helpful to make time early in the quarter to teach students how to read
ethnography (nonfiction) -- this eliminates a lot of headaches later in the
course when we discuss the ethnography.  ;-)

Mary


Mary L. Russell, Ph.D.
Instructor and Department Coordinator, Anthropology
Pierce College - Ft. Steilacoom
Lakewood, WA  98498
(253) 964-6466

________________________________

From: SACC-L@yahoogroups.com on behalf of sydneyhart1
Sent: Mon 7/17/2006 5:54 PM
To: SACC-L@yahoogroups.com
Subject: [SACC-L] Advice?



I just got hired full time at a community college and I'm teaching
three sections of Intro. to Cultural Anthropology. I've been using my
Sociology background for a long time, so I'm a bit rusty in Anthro. I
plan on using a textbook and one or two really good ethnographies. Any
suggestions?
--Sydney






Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE NEW
ADDRESS!!) for meeting materials, newsletters, etc.
Yahoo! Groups Links










[Non-text portions of this message have been removed]

Hello Sydney,
             If you are looking for an ethnography about contemporary America
that addresses many of the current concerns in anthropology, I would take a
look at "In Search of Respect: Selling Crack in El Barrio" by Philippe
Bourgois.


Quoting sydneyhart1 <S-Hart1@...>:

> I just got hired full time at a community college and I'm teaching
> three sections of Intro. to Cultural Anthropology. I've been using my
> Sociology background for a long time, so I'm a bit rusty in Anthro. I
> plan on using a textbook and one or two really good ethnographies. Any
> suggestions?
> --Sydney
>
>
>
>
>
> !DSPAM:44bc35a5100363879013058!
>




----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.

Also, check the archives- we've talked a numver of times about texts.

Mike


[Non-text portions of this message have been removed]

I also use Leinkeit. It works very well for my students and its not terrible
long.

   A good ethnography that students really enjoy is Fadiman's The Spirit Catches
You and You Fall Down. It's an engaging story about a Hmong family in Merced and
how cultures clash in the face of illness. I also use the video Split Horn about
a Hmong shaman in Wisconsin.

   Phil

Rebecca Cramer <missiontosonora@...> wrote:
   Hi Sydney,
I'll be using Roberta Leinkeit's book, Introducing Cultural Anthropology, in the
course I'll be teaching at Pima College in Tucson this fall. It's a fairly
succinct and readable presentation of the major areas of the discipline, and it
invites the use of supplements.
Best of luck with the new position,
Rebecca Cramer
http://www.u.arizona.edu/~rcramer


sydneyhart1 wrote:
I just got hired full time at a community college and I'm teaching
three sections of Intro. to Cultural Anthropology. I've been using my
Sociology background for a long time, so I'm a bit rusty in Anthro. I
plan on using a textbook and one or two really good ethnographies. Any
suggestions?
--Sydney






==============
Rebecca Cramer
missiontosonora@...
http://www.u.arizona.edu/~rcramer/
==============

---------------------------------
Do you Yahoo!?
Everyone is raving about the all-new Yahoo! Mail Beta.

[Non-text portions of this message have been removed]




Be sure to check out the SACC web page at www.anthro.cc (NOTE THE NEW ADDRESS!!)
for meeting materials, newsletters, etc.
Yahoo! Groups Links










[Non-text portions of this message have been removed]

I echo the suggestion from Phil, and have found that Philippe is a strong
supporter of anthro in community colleges.  If you use it, you can communicate
with him directly and have your students get updates and contact.  He is doing a
presentation at AAA on Race and Class Issues in Community Colleges for the
Anthro Education Committee this coming year.

-----Original Message-----
From: SACC-L@yahoogroups.com on behalf of naftalyp@...
Sent: Tue 7/18/2006 6:33 AM
To: SACC-L@yahoogroups.com
Subject: Re: [SACC-L] Advice?

Hello Sydney,
             If you are looking for an ethnography about contemporary America
that addresses many of the current concerns in anthropology, I would take a
look at "In Search of Respect: Selling Crack in El Barrio" by Philippe
Bourgois.


Quoting sydneyhart1 <S-Hart1@...>:

> I just got hired full time at a community college and I'm teaching
> three sections of Intro. to Cultural Anthropology. I've been using my
> Sociology background for a long time, so I'm a bit rusty in Anthro. I
> plan on using a textbook and one or two really good ethnographies. Any
> suggestions?
> --Sydney
>
>
>
>
>
> !DSPAM:44bc35a5100363879013058!
>




----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.



Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE NEW
ADDRESS!!) for meeting materials, newsletters, etc.
Yahoo! Groups Links










[Non-text portions of this message have been removed]

Sydney --
Congratulations!  I find, at my community college, that students don't have
the reading ability to really understand the nuances of an ethnography
(unfortunately, they're lucky if they're reading at an 8th grade level).
Lecturing on it does help, but I've found that they get much more out of
reading articles.  I use Annual Editions: Anthropology and require that they
read 15 articles over the course of the semester.  They must then summarize
the article and include their thoughts in a final paragraph.  I do this in
conjunction with 5 other writing assignments which will guide them through
(hopefully) recognizing ethnocentrism and practicing cultural relativism.  I
start them out with "Body Ritual of the Nacirema" and have them comment on
"those peoples'" behavior; we then discuss it in class.  Then on to "Where
Fat is a Mark of Beauty" where they compare ideas of beauty.  By this time
they're able to recognize and practice cultural relativism, at least in
their writing assignments.
BTW, Philippe's book is excellent...as is the Hmong ethnography.  I just
wish my students had the reading/analytical skills to read them!
Monica Bellas
Cerritos College
Norwalk, CA





>From: "Lewine, Mark" <mark.lewine@...>
>Reply-To: SACC-L@yahoogroups.com
>To: <SACC-L@yahoogroups.com>
>Subject: RE: [SACC-L] Advice?
>Date: Tue, 18 Jul 2006 17:36:33 -0400
>
>
>I echo the suggestion from Phil, and have found that Philippe is a strong
>supporter of anthro in community colleges.  If you use it, you can
>communicate with him directly and have your students get updates and
>contact.  He is doing a presentation at AAA on Race and Class Issues in
>Community Colleges for the Anthro Education Committee this coming year.
>
>-----Original Message-----
>From: SACC-L@yahoogroups.com on behalf of naftalyp@...
>Sent: Tue 7/18/2006 6:33 AM
>To: SACC-L@yahoogroups.com
>Subject: Re: [SACC-L] Advice?
>
>Hello Sydney,
>             If you are looking for an ethnography about contemporary
>America
>that addresses many of the current concerns in anthropology, I would take a
>look at "In Search of Respect: Selling Crack in El Barrio" by Philippe
>Bourgois.
>
>
>Quoting sydneyhart1 <S-Hart1@...>:
>
> > I just got hired full time at a community college and I'm teaching
> > three sections of Intro. to Cultural Anthropology. I've been using my
> > Sociology background for a long time, so I'm a bit rusty in Anthro. I
> > plan on using a textbook and one or two really good ethnographies. Any
> > suggestions?
> > --Sydney
> >
> >
> >
> >
> >
> > !DSPAM:44bc35a5100363879013058!
> >
>
>
>
>
>----------------------------------------------------------------
>This message was sent using IMP, the Internet Messaging Program.
>
>
>
>Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE NEW
>ADDRESS!!) for meeting materials, newsletters, etc.
>Yahoo! Groups Links
>
>
>
>
>
>
>
>
>
>
>[Non-text portions of this message have been removed]
>
>
>
>
>Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE NEW
>ADDRESS!!) for meeting materials, newsletters, etc.
>Yahoo! Groups Links
>
>
>
>
>
>
>

Hello all,

I sent a slightly different version of the following in response
directly to Sydney, but thought I would re-send to the whole list, as I
have been finding the exchange on this question a very interesting one.

Brian


*****************Original Message*************************
  Sydney,

  ..... I have been at a small, rural community college in northeastern
Connecticut for over 13 years, and have been the one-person anthro/soc
department for that whole period.  And I love it!  My own background is
in cultural anthro (PhD in same) but with enough undergrad and grad
sociology to be teaching 100 level (intro) and 200 level soc courses
(like social problems, soc of family, social inequality etc.).

One thing I do in all my classes is to assign a semester-long "clipping
file project " ;  for this, I ask students to pick up a newspaper (and
to make an effort to pick up one they don't normally read) every week,
to watch for things in the news that relate to what we cover in the
class over the semester. I always get puzzled looks in anthro for the
first few weeks, but when students start to get the idea, there is no
stopping the process.  They collect a set number of articles, and at the
end of the semester write a brief reflection paper on the whole
collection.  The main idea of the whole project is to help open up
awareness of where the academic discipline of anthropology (or
sociology) peeks through everyday life, when we pay attention.  (I use
the example of when I  got my first car: before I did, I couldn't tell
you much about any type of cars, but once I had my first hand-me-down
Dodge Dart, I started noticing how many Dodge Darts there were on the
road, and how many variations of Darts (Dusters, Chargers etc.)  All of
a sudden it was easy to notice!

As for ethnographies, I have tried a variety of approaches, but my
underlying assumption is that even the not-so celebrated ethnographies
(i.e. the "older" ones that now come in for much criticism) can be
"teachable moments," helping students themselves to enter into the
current dialogues about many contemporary anthropological issues.
Though my own early focus was to make the case that we need to do
ethnography about our own culture (studying up, etc.)  I also still see
the value in reading ethnographies about "others" (again, with all the
teachable moments that that may afford).

Finally, I usually give a list of potential, other selections as
examples for people to choose one other semester reading-- and that list
can be a broad selection of fiction, science fiction, biography etc.,
that in some way can be related to ethnography.  That assigned "choice"
is then a further opportunity for students to review their own personal
selection, and discuss it with the rest of the class for what they saw
as the ethographic/anthropological value.  That always generates great
discussion.

I am a "closet textbook user"-- I do usually order at least a small
textbook that has the basic outline of stuff to cover, but I always go
way beyond the basic textbook; I also try to select a book that will be
adequate as a guide, but not super expensive-- we are, after all in a
section of Connecticut  where  students are on super tight budgets.

I hope any of this offers some insight.  Good luck with your new work!
Brian Donohue-Lynch



[Non-text portions of this message have been removed]

Hi Sydney,

     Best wishes regarding your recent hiring as a full time instructor
of anthropology courses at a two-year college setting. The SACC_L
group is here to
help, so here goes:
       The textbook and two ethnographies I am currently assigning in my
"Cultural Anthropology" sections at SUNY Orange include:

1.  Textbook--Peoples and Bailey HUMANITY-AN INTRODUCTION TO CULTURAL
ANTHROPOLOGY 7ED THOMSON/WADSWORTH PUB. ( especially because eleven of
my "Images of Anthropology" photographs are published in the text. I
agree that  what you just read was a shameless plug.  Anyway the link
to my website is www.imagesofanthropology.com )  The organization,
overall appeal, chapters included, and level of writing are excellent
as well.
2.  ethnography #1: M.Ward  /NEST IN THE WIND 2ND ED.  An excellent
protrayal of an anthropologist's field experience on a tropical island
in the South Pacific. Waveland Press.
3.  ethnography #2:  M. Shostak NISA--THE LIFE AND WORDS OF A !KUNG
WOMAN Harvard U. Press.  A fascinating autobiographical account of the
life of a woman in one of the last remnant gathering-hunting societies
able to be documented anthropologically.

The above combination ( one text, two ethnographies ) have worked very
well for me over my 37 years of college teaching.  Of course there
have been many different texts and other ethnographies along the way.
  As I see it, the textbook allows for an important organization to the
course as the students follow the presentation of chapters, as well as
enabling me to call apon two other anthropologists, Peoples and
Bailey, the text authors, to assist in the teaching of anthropology to
my students.  As I always say to my students, I can't cover all of
cultural anthropology by myself in the course!  The ethnographies add
a more vivid in-depth approach to class exporation of key issues and
topics in cultural anthropology.

Sydney, any questions concerning my approach, please call 845 341-4364
(office) leave a message if you have to, I'll get back to you as soon
as I can.  Much better than plunking out lengthy e-mail messages like
this one!

Hi to all of my many (I hope, especially after the 'shameless plug'
above) friends in SACC.  Hope to see you at the next SACC conference
in California.
    Barry Kass
--- In SACC-L@yahoogroups.com, "sydneyhart1" <S-Hart1@...> wrote:
>
> I just got hired full time at a community college and I'm teaching
> three sections of Intro. to Cultural Anthropology. I've been using my
> Sociology background for a long time, so I'm a bit rusty in Anthro. I
> plan on using a textbook and one or two really good ethnographies. Any
> suggestions?
> --Sydney
>

I got a kick out of Barry's shameless plug about his
imagesofanthropology.com web site. He really does have some good images,
and since I am using two of his images in my own forthcoming book, it
can serve as a seque into my own shameless plug.

My own 'Introducing Archaeology' is going to the printers in late July
and, my publisher assures me, will be available for classes beginning in
early September.
You can see the publisher's blurb at
www.broadviewpress.com/bvbooks.asp?BookID=785. If that link doesn't work
you can just go to Broadview's web site (www.broadviewpress.com) and
follow the anthropogy links.
The book runs about 250 pages in a 6" x 9" format, has about 40 photos,
and a suggested list price of $39.95 (USD).

For those interested in Native studies, I also have a second edition of
'The First Nations of British Columbia: An Anthropological Survey' (UBC
Press, distributed by U. of Washington in the U.S., I think)coming out
this Fall.

I would like to see this thread be filled with shameless plugs. Over to
you Phil Stein, Becky Stein, Rebecca Cramer....

Bob

To continue the thread of shameless plug:. Bruce and I are working on the 10th
edition of Physical Anthropology. It's like the pink rabbit--it keeps going and
going. It will out for Fall 2007. And Becky and I are working on the second
edition of Anthropology of Religion, Magic, and Witchcraft, which will also be
out in Fall. (I dare anyone to ask me what I'm doing in my spare time.)

   It looks like SACC is a very active group!!!

   Phil

Bob Muckle <bmuckle@...> wrote:
   I got a kick out of Barry's shameless plug about his
imagesofanthropology.com web site. He really does have some good images,
and since I am using two of his images in my own forthcoming book, it
can serve as a seque into my own shameless plug.

My own 'Introducing Archaeology' is going to the printers in late July
and, my publisher assures me, will be available for classes beginning in
early September.
You can see the publisher's blurb at
www.broadviewpress.com/bvbooks.asp?BookID=785. If that link doesn't work
you can just go to Broadview's web site (www.broadviewpress.com) and
follow the anthropogy links.
The book runs about 250 pages in a 6" x 9" format, has about 40 photos,
and a suggested list price of $39.95 (USD).

For those interested in Native studies, I also have a second edition of
'The First Nations of British Columbia: An Anthropological Survey' (UBC
Press, distributed by U. of Washington in the U.S., I think)coming out
this Fall.

I would like to see this thread be filled with shameless plugs. Over to
you Phil Stein, Becky Stein, Rebecca Cramer....

Bob





Be sure to check out the SACC web page at www.anthro.cc (NOTE THE NEW ADDRESS!!)
for meeting materials, newsletters, etc.
Yahoo! Groups Links










[Non-text portions of this message have been removed]

Dear Colleagues,

I'm forwarding AN Editor Stacy Lathrop's memo to contributing editors
for your general information and especially to call your attention to
her item #3: to develop an ongoing discussion in the AN on teaching
anthropology.  SACC members ought to have plenty to say about this.
Send your comments and ideas directly to Stacy or to me if you want
me to forward them.

Lloyd Miller (Editor, Teaching Anthropology: SACC Notes)


Begin forwarded message:

> From: "Stacy Lathrop" <slathrop@...>
> Date: July 19, 2006 2:42:04 PM CDT
> To: "Stacy Lathrop" <slathrop@...>
> Cc: "Sarah Walker" <swalker@...>
> Subject: Anthropology News
>
>
>
>
>
> Dear Contributing Editors,
>
>
>
> I hope this meets you all well, and that you are enjoying your
> summer.   That said, I write to remind you to start thinking about
> the upcoming AN publication cycle.  The first section news deadline
> will be August 15 for the October issue, and September 15 is the
> deadline for the November issue.
>
>
>
> If you have announcements for E-news, you can send me the short
> header announcing the news with a link to where more information
> might be found by July 25 for the August issue or by August 15 for
> the Sept one.
>
>
>
> Also, please let me know as soon as possible about any changes in
> column editorship so that I can update my roster and email list.
>
>
>
> Lastly, a few other items:
>
>
>
> 1)       A reminder that we are continuing the AN series on
> Globalization/Neoliberalism into this fall.  I welcome submissions
> from members.  Let me know if you’d like a copy of the call for
> papers again.
>
>
>
> 2)       At the suggestion of the Society for the Anthropology of
> Work, the AN will publish a special issue this fall on “Class” as
> part of the Globalization/Neoliberalism series.   The draft call
> for papers is pasted at the bottom of this message.  I welcome any
> comments and suggestions from you.  I will circulate the call in
> the Aug E-News, so please send any suggestions for revision of the
> draft by July 27.
>
>
>
> 3)       We would like to try and develop an ongoing column or
> discussion in AN on teaching anthropology, as you all suggested
> during our contributing editor’s meeting last year in DC.  Please
> send your suggestions of how we might focus and develop such
> discussion, as well as story ideas.
>
>
>
> (As an aside, and as fyi, the AAA is currently undergoing problems
> with the AAA website as a result of problem with where the site is
> hosted.  Our technical staff are working on recovering the site.)
>
>
>
> With thanks and all best wishes,
>
>
>
> Stacy
>
>
>
> Stacy Lathrop
>
> Anthropology News
>
> 703/528-1902 x 3005
>
> slathrop@...
>
>
>
>
>
>
>
>
>
> Anthropology News Special Issue: CLASS
>
>
>
> Anthropology News invites readers to contribute to a special issue
> on Class as part of an ongoing series on Seeing Humans, Society and
> Culture in Globalization.  For this ongoing AN series, which asks
> readers to contribute their latest research on how neoliberal
> policies impact humans and how identity is framed within contexts
> of globalization, it seems appropriate to revisit this topic.
> During Europe's Industrial Revolution, Karl Marx defined class in
> its relationship to land, labor and capital. Other social
> scientists, from Weber to Bourdieu, have studied class using
> different measures and emphases, focusing on inequality and facets
> such as identity, socialization and relationships of power.  This
> forthcoming issue AN, which is organized in collaboration with the
> board of the Society for the Anthropology of Work, will turn toward
> anthropological interpretations. For it, we ask readers to submit
> comments and research reports addressing the following questions:
>
>
>
> Is class a useful category for understanding human relations?   If
> so, how should it be defined?
>
>
>
> Is class an under-acknowledged topic for anthropology?
>
>
>
> How do anthropological approaches to class differ from the analytic
> and empirical approaches of other disciplines?
>
>
>
> How do people recognize class, and how do they make it invisible in
> their everyday lives?
>
>
>
> How have globalization and the Cold War's end challenged
> conceptualizations of class?
>
>
>
> How does class relate to political worldview?
>
>
>
> How is the relationship between class, gender, race/ethnicity and
> other forms of categorizing and recognizing social identity changing?
>
>
>
> What teaching and learning strategies do anthropologists use when
> discussing class?
>
>
>
> Should universities improve support for working-class and poverty-
> class students, and if so, how?
>
>
>
> What is the relationship between scholarly and engaged research on
> the topic of class?
>
>
>
> Submit contributions of no more than 800-1000 words to
> slathrop@... by September 15, 2006.
>
>
>
>
>
>
>
>



[Non-text portions of this message have been removed]

I have read Bob's manuscript and it is really good!  If I was teaching an
intro level course this fall I would use it in a heartbeat. LFS

Dr. Linda France Stine, RPA
Department of Anthropology
(336)-256-1098  lfstine@...



SACC-L@yahoogroups.com
07/22/2006 05:57 PM
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"No Reply"<notify-dg-SACC-L@yahoogroups.com>


To
SACC-L@yahoogroups.com
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Subject
[SACC-L] Digest Number 1204






A news and discussion forum for members and friends of the Society for
Anthropology in Community Colleges.
Messages In This Digest (2 Messages)
1a.
shameless plugs From: Bob Muckle
1b.
Re: shameless plugs From: Philip Stein
View All Topics | Create New Topic
Messages
1a.
shameless plugs
Posted by: "Bob Muckle" bmuckle@...   canadianarchprof
Fri Jul 21, 2006 8:03 pm (PST)
I got a kick out of Barry's shameless plug about his
imagesofanthropology.com web site. He really does have some good images,
and since I am using two of his images in my own forthcoming book, it
can serve as a seque into my own shameless plug.

My own 'Introducing Archaeology' is going to the printers in late July
and, my publisher assures me, will be available for classes beginning in
early September.
You can see the publisher's blurb at
www.broadviewpress.com/bvbooks.asp?BookID=785. If that link doesn't work
you can just go to Broadview's web site (www.broadviewpress.com) and
follow the anthropogy links.
The book runs about 250 pages in a 6" x 9" format, has about 40 photos,
and a suggested list price of $39.95 (USD).

For those interested in Native studies, I also have a second edition of
'The First Nations of British Columbia: An Anthropological Survey' (UBC
Press, distributed by U. of Washington in the U.S., I think)coming out
this Fall.

I would like to see this thread be filled with shameless plugs. Over to
you Phil Stein, Becky Stein, Rebecca Cramer....

Bob

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Messages in this topic (2)
1b.
Re: shameless plugs
Posted by: "Philip Stein" stein2@...
Fri Jul 21, 2006 10:15 pm (PST)
To continue the thread of shameless plug:. Bruce and I are working on the
10th edition of Physical Anthropology. It's like the pink rabbit--it keeps
going and going. It will out for Fall 2007. And Becky and I are working on
the second edition of Anthropology of Religion, Magic, and Witchcraft,
which will also be out in Fall. (I dare anyone to ask me what I'm doing in
my spare time.)

It looks like SACC is a very active group!!!

Phil

Bob Muckle <bmuckle@...> wrote:
I got a kick out of Barry's shameless plug about his
imagesofanthropology.com web site. He really does have some good images,
and since I am using two of his images in my own forthcoming book, it
can serve as a seque into my own shameless plug.

My own 'Introducing Archaeology' is going to the printers in late July
and, my publisher assures me, will be available for classes beginning in
early September.
You can see the publisher's blurb at
www.broadviewpress.com/bvbooks.asp?BookID=785. If that link doesn't work
you can just go to Broadview's web site (www.broadviewpress.com) and
follow the anthropogy links.
The book runs about 250 pages in a 6" x 9" format, has about 40 photos,
and a suggested list price of $39.95 (USD).

For those interested in Native studies, I also have a second edition of
'The First Nations of British Columbia: An Anthropological Survey' (UBC
Press, distributed by U. of Washington in the U.S., I think)coming out
this Fall.

I would like to see this thread be filled with shameless plugs. Over to
you Phil Stein, Becky Stein, Rebecca Cramer....

Bob

Be sure to check out the SACC web page at www.anthro.cc (NOTE THE NEW
ADDRESS!!) for meeting materials, newsletters, etc.
Yahoo! Groups Links

[Non-text portions of this message have been removed]

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[Non-text portions of this message have been removed]

Hi everyone.

This looked interesting. I am a grad student in physical anthropology
and also teach a variety of classes currently at Lake Tahoe Community
College part time.

I was looking for a way to join the society itself and just did not
notice anything other than the Yahoo group. If there is anything else
I need to do or should do, please let me know.

Thanks and I am looking forward to being a part of the community.

Daryl Frazetti

Greetings Daryl, okay there are two formal ways to become involved with
SACC, both of which involve money, sorry about that.  One is to be a
member of AAA and also a student member of SACC at a student rate of $15
per year.  Or if you do not want to belong to AAA at this time, you may
become a subscriber (the official term) to SACC NOTES/Teaching
Anthropology for $15 (get two fabulous issues a year).  If you do the
later send the money to me at P.O. Box 194, Crete, Nebraska 68333 and
make your check out to AAA/SACC, memo SACC NOTES subscription.  Or you
can spend no money on membership and just be involved through the
listserve and also perhaps with the California consitutency, I am sure
Phil Stein and company will contact you.  Again welcome, and hopefully
we will get to meet you at the AAA annual meeting in San Jose (where we
will have two meetings plus two paper sessions) or at Asilomar for
SACC's annual meeting in April 2007.

Melvin Johnson, Treasurer

Daryl G. Frazetti wrote:

> Hi everyone.
>
> This looked interesting. I am a grad student in physical anthropology
> and also teach a variety of classes currently at Lake Tahoe Community
> College part time.
>
> I was looking for a way to join the society itself and just did not
> notice anything other than the Yahoo group. If there is anything else
> I need to do or should do, please let me know.
>
> Thanks and I am looking forward to being a part of the community.
>
> Daryl Frazetti
>
>
>
>------------------------------------------------------------------------
>
>No virus found in this incoming message.
>Checked by AVG Free Edition.
>Version: 7.1.394 / Virus Database: 268.10.4/399 - Release Date: 7/25/2006
>
>



[Non-text portions of this message have been removed]

Daryl,

   Welcome to the California community college system! And hopefully welcome to
SACC. It's a great group.

   The California community college instructors get together every January on
Martin Luther King Jr's Birthday weekend in San Luis Obispo. It's a terrific get
together. Strangely enough, both the AAA and SACC meetings are in California
this year. (Not quite as exotic as our SACC meeting last March in Merida,
Yucatan.) So you have many opportunities to meet the gang.

   Let me know if I can help you in any way.

   Phil

"Daryl G. Frazetti" <frazetti@...> wrote:
   Hi everyone.

This looked interesting. I am a grad student in physical anthropology
and also teach a variety of classes currently at Lake Tahoe Community
College part time.

I was looking for a way to join the society itself and just did not
notice anything other than the Yahoo group. If there is anything else
I need to do or should do, please let me know.

Thanks and I am looking forward to being a part of the community.

Daryl Frazetti






Be sure to check out the SACC web page at www.anthro.cc (NOTE THE NEW ADDRESS!!)
for meeting materials, newsletters, etc.
Yahoo! Groups Links










[Non-text portions of this message have been removed]

Barry,
These look great.  Congratulations on getting them posted for everyone to see. 
Actually, I was looking for the ones from Seattle and couldn't find them! 
Ha-ha.  Hope things are going well.
Regards,
Tony Balzano

>>> bkass@... 07/21/2006 03:59 PM >>>
Hi Sydney,

     Best wishes regarding your recent hiring as a full time instructor
of anthropology courses at a two-year college setting. The SACC_L
group is here to
help, so here goes:
       The textbook and two ethnographies I am currently assigning in my
"Cultural Anthropology" sections at SUNY Orange include:

1.  Textbook--Peoples and Bailey HUMANITY-AN INTRODUCTION TO CULTURAL
ANTHROPOLOGY 7ED THOMSON/WADSWORTH PUB. ( especially because eleven of
my "Images of Anthropology" photographs are published in the text. I
agree that  what you just read was a shameless plug.  Anyway the link
to my website is www.imagesofanthropology.com )  The organization,
overall appeal, chapters included, and level of writing are excellent
as well.
2.  ethnography #1: M.Ward  /NEST IN THE WIND 2ND ED.  An excellent
protrayal of an anthropologist's field experience on a tropical island
in the South Pacific. Waveland Press.
3.  ethnography #2:  M. Shostak NISA--THE LIFE AND WORDS OF A !KUNG
WOMAN Harvard U. Press.  A fascinating autobiographical account of the
life of a woman in one of the last remnant gathering-hunting societies
able to be documented anthropologically.

The above combination ( one text, two ethnographies ) have worked very
well for me over my 37 years of college teaching.  Of course there
have been many different texts and other ethnographies along the way.
  As I see it, the textbook allows for an important organization to the
course as the students follow the presentation of chapters, as well as
enabling me to call apon two other anthropologists, Peoples and
Bailey, the text authors, to assist in the teaching of anthropology to
my students.  As I always say to my students, I can't cover all of
cultural anthropology by myself in the course!  The ethnographies add
a more vivid in-depth approach to class exporation of key issues and
topics in cultural anthropology.

Sydney, any questions concerning my approach, please call 845 341-4364
(office) leave a message if you have to, I'll get back to you as soon
as I can.  Much better than plunking out lengthy e-mail messages like
this one!

Hi to all of my many (I hope, especially after the 'shameless plug'
above) friends in SACC.  Hope to see you at the next SACC conference
in California.
    Barry Kass
--- In SACC-L@yahoogroups.com, "sydneyhart1" <S-Hart1@...> wrote:
>
> I just got hired full time at a community college and I'm teaching
> three sections of Intro. to Cultural Anthropology. I've been using my
> Sociology background for a long time, so I'm a bit rusty in Anthro. I
> plan on using a textbook and one or two really good ethnographies. Any
> suggestions?
> --Sydney
>







Be sure to check out the SACC web page at www.anthro.cc  (NOTE THE NEW
ADDRESS!!) for meeting materials, newsletters, etc.
Yahoo! Groups Links