What is New Years without some top ten lists of the previous year?

My friend and fellow SACC colleague Tad McIlwraith forwarded me the top ten
pseudoarchaeology stories for 2008, including Indiana Jones, the Queen of Sheba,
Romulus and Remus, Hebrew texts, and more.

Here's the link:
http://archaeoporn.wordpress.com/2009/01/01/top-ten-pseudo-archaeological-subjec\
ts-of-2008/

If that link doesn't work then I suppose you could google archaeoporn. Its not
real porn.

Bob

More fun stuff can be found at Neuroanthropology.net (a great blog) where they
have a great compilation of the "Best of Anthro 2008" blog posts arranged in
many categories.  Hapy New Year, all

Pam

(pamthropologist)




________________________________
From: Bob Muckle <bmuckle@...>
To: SACC-L@yahoogroups.com
Sent: Thursday, January 1, 2009 2:21:05 PM
Subject: [SACC-L] Top 10 Pseudoarchaeology stories


What is New Years without some top ten lists of the previous year?

My friend and fellow SACC colleague Tad McIlwraith forwarded me the top ten
pseudoarchaeology stories for 2008, including Indiana Jones, the Queen of Sheba,
Romulus and Remus, Hebrew texts, and more.

Here's the link: http://archaeoporn. wordpress. com/2009/ 01/01/top- ten-pseudo-
archaeological- subjects- of-2008/

If that link doesn't work then I suppose you could google archaeoporn. Its not
real porn.

Bob






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

Pam,

I visited your blog and share your perspective about the enduring
value of classroom lecturing AS WELL AS all the other methods and
techniques that are forever bandied about in educational circles.  I'm
retired now, but throughout my 32-year community college career I
listened to administrators and so-called educational development
specialists lecture for hours on how evil the "lecture" method of
teaching was and that we should replace it with whatever technological
innovation was currently fashionable.

I don't read blogs very often but am pleased to know that some lively
and intelligent discussions on teaching are taking place on the
Internet.

Lloyd Miller (Editor, Teaching Anthropology: SACC Notes)



On Jan 1, 2009, at 7:28 PM, mep1mep wrote:

> More fun stuff can be found at Neuroanthropology.net (a great blog)
> where they have a great compilation of the "Best of Anthro 2008"
> blog posts arranged in many categories.  Hapy New Year, all
>
> Pam
>
> (pamthropologist)
>
> ________________________________
> From: Bob Muckle <bmuckle@...>
> To: SACC-L@yahoogroups.com
> Sent: Thursday, January 1, 2009 2:21:05 PM
> Subject: [SACC-L] Top 10 Pseudoarchaeology stories
>
> What is New Years without some top ten lists of the previous year?
>
> My friend and fellow SACC colleague Tad McIlwraith forwarded me the
> top ten pseudoarchaeology stories for 2008, including Indiana Jones,
> the Queen of Sheba, Romulus and Remus, Hebrew texts, and more.
>
> Here's the link: http://archaeoporn. wordpress. com/2009/ 01/01/top-
> ten-pseudo- archaeological- subjects- of-2008/
>
> If that link doesn't work then I suppose you could google
> archaeoporn. Its not real porn.
>
> Bob
>
> [Non-text portions of this message have been removed]
>
>
>



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

Thank you, Lloyd.  That means a lot, particularly, since that whole exchange was
difficult--coming so early in my blogging career (hah!).  And I couldn't agree
with you more, after 20 plus years, I am a little tired of "magic bullet"
thinking, myself.

Pam




________________________________
From: Lloyd Miller <lloyd.miller@...>
To: SACC-L@yahoogroups.com
Sent: Friday, January 2, 2009 4:24:03 PM
Subject: Re: [SACC-L] Top 10 Pseudoarchaeology stories


Pam,

I visited your blog and share your perspective about the enduring
value of classroom lecturing AS WELL AS all the other methods and
techniques that are forever bandied about in educational circles. I'm
retired now, but throughout my 32-year community college career I
listened to administrators and so-called educational development
specialists lecture for hours on how evil the "lecture" method of
teaching was and that we should replace it with whatever technological
innovation was currently fashionable.

I don't read blogs very often but am pleased to know that some lively
and intelligent discussions on teaching are taking place on the
Internet.

Lloyd Miller (Editor, Teaching Anthropology: SACC Notes)

On Jan 1, 2009, at 7:28 PM, mep1mep wrote:

> More fun stuff can be found at Neuroanthropology. net (a great blog)
> where they have a great compilation of the "Best of Anthro 2008"
> blog posts arranged in many categories. Hapy New Year, all
>
> Pam
>
> (pamthropologist)
>
> ____________ _________ _________ __
> From: Bob Muckle <bmuckle@capilanou. ca>
> To: SACC-L@yahoogroups. com
> Sent: Thursday, January 1, 2009 2:21:05 PM
> Subject: [SACC-L] Top 10 Pseudoarchaeology stories
>
> What is New Years without some top ten lists of the previous year?
>
> My friend and fellow SACC colleague Tad McIlwraith forwarded me the
> top ten pseudoarchaeology stories for 2008, including Indiana Jones,
> the Queen of Sheba, Romulus and Remus, Hebrew texts, and more.
>
> Here's the link: http://archaeoporn. wordpress. com/2009/ 01/01/top-
> ten-pseudo- archaeological- subjects- of-2008/
>
> If that link doesn't work then I suppose you could google
> archaeoporn. Its not real porn.
>
> Bob
>
> [Non-text portions of this message have been removed]
>
>
>

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






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

Just a note to let you all know that the annual Physical Anthropology
Update for educators is coming to Chicago. The workshop is free and
includes registration for the AAPA meetings.

We aim this at secondary teachers, but it also serves as a good update
for folks teaching survey or 4/5-field courses at community colleges.

I'd be happy to answer questions, but you can also contact Martin
Nickels, whose email is in the attached announcement.

Anj Petto

--
Andrew J Petto, PhD
Senior Lecturer
Department of Biological Sciences
University of Wisconsin - Milwaukee
PO Box 413
Milwaukee WI 53201-0413
414.229.6784
fax: 414.229.3926
ajpetto@...
http://www.uwm.edu/~ajpetto
http://www.uwm.edu/Dept/Biology/Docs/Faculty/ajpetto.html

*************
Now Available!!! Scientists Confront Intelligent Design and Creationism.
http://www.uwm.edu/~ajpetto/scc2.htm
*************


"There is no word in the language that I revere more than teacher. None.
My heart sings when a kid refers to me as his teacher and it always has."

-- Pat Conroy
The Prince of Tides



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

Please send your nominations to kauppa@... and I will forward them to
the nominations committee. Ann




SACC Student Award for Academic Excellence



Description: This prize recognizes excellence in student research,
intellectual creativity, originality, and quality of writing. Papers
should be no longer than 25 double-spaced pages. Papers will be
evaluated by the SACC Review Committee.



Prize:  $200 and registration fee waived to attend SACC 2009 Annual
Meeting in Tucson, AZ



Level of Study: Undergraduate in a two or four year college



Submission Information: Faculty must submit on behalf of their
undergraduate students research papers that relate to one of the five
fields of anthropology (archaeology, socio-cultural, biological,
linguistics, or applied). Faculty and students need not be SACC members.
Papers must be submitted electronically.



Application Submission Deadline:  January 9, 2009



Where:  The winner will be announced at the SACC 2009 annual meeting in
Tucson, AZ.



Contact Information:  Ann Kaupp, kauppa@...







SACC Student Award for Creativity, Leadership,

or Community Service



Description: This prize recognizes an exceptional student who has made
an outstanding contribution to the academic or local community by
demonstrating creativity, leadership, or community service.



Prize:  $200 and registration fee waived to attend SACC 2009 Annual
Meeting in Tucson, AZ



Level of Study: Undergraduate in a two or four year college



Submission Information: Faculty must submit a written recommendation of
no more than five pages for an exceptional student who fits the above
criteria.  Faculty must be a member of SACC.



Application Submission Deadline:  January 9, 2009



Where:  The winner will be announced at the SACC 2009 annual meeting in
Tucson, AZ.



Contact Information:  Ann Kaupp, kauppa@...







P. Ann Kaupp, Head
Anthropology Outreach Office
Smithsonian Institution
PO Box 37012
NHB MRC 112
Washington, DC 20012-7012
(202) 633-1917
kauppa@...
http://www.nmnh.si.edu/anthro//outreach/outrch1.html



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

Many of you heard Doug Owsley and Kari Bruwelheide talk about the
forthcoming Written in Bone exhibit at our annual meeting last March in
Washington, D.C.

Written in Bone Forensic Files of the 17th-Century Chesapeake opens
February 7 and will be on exhibit at the National Museum of Natural
History through February 6, 2011. This exhibition will examine history
through 17th-century bone biographies, including those of colonists
teetering on the edge of survival at Jamestown, Virginia, and those of
wealthy and well-established individuals of St. Mary's City, Maryland.
Not until this time in our history have we had the technological
capability to help us tell this tale. Human anatomy and forensic
investigation provide intriguing information on people and events of
America's past.

The research behind this exhibit was the focus of the Spring 2007
AnthroNotes article "Written in Bone: Reading the Remains of the 17th
Century" by Kari Bruwelheide and Douglas Owsley, curators of the exhibit
(http://anthropology.si.edu/outreach/anthnote/anthronotes.html)

Check out the web comic


The Secret in the Cellar


a written in bone forensic mystery from colonial America
http://anthropology.si.edu/writteninbone/comic/
<http://anthropology.si.edu/writteninbone/comic/>










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

Hi, Dr. Petto:

I couldn't see an attachment and am interested in particpating in this workshop.
I need to know the date and time to see if I can make it. Thanks!

Sydney Hart
Anthropology and Sociology
Wilbur Wright Community College
4300 N. Narragansett Ave.
Chicago, IL 60634

>>> AJ Petto <ajpetto@...> 01/06/09 11:29 AM >>>
Just a note to let you all know that the annual Physical Anthropology
Update for educators is coming to Chicago. The workshop is free and
includes registration for the AAPA meetings.

We aim this at secondary teachers, but it also serves as a good update
for folks teaching survey or 4/5-field courses at community colleges.

I'd be happy to answer questions, but you can also contact Martin
Nickels, whose email is in the attached announcement.

Anj Petto

--
Andrew J Petto, PhD
Senior Lecturer
Department of Biological Sciences
University of Wisconsin - Milwaukee
PO Box 413
Milwaukee WI 53201-0413
414.229.6784
fax: 414.229.3926
ajpetto@...
http://www.uwm.edu/~ajpetto
http://www.uwm.edu/Dept/Biology/Docs/Faculty/ajpetto.html

*************
Now Available!!! Scientists Confront Intelligent Design and Creationism.
http://www.uwm.edu/~ajpetto/scc2.htm
*************


"There is no word in the language that I revere more than teacher. None.
My heart sings when a kid refers to me as his teacher and it always has."

-- Pat Conroy
The Prince of Tides



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

Sorry, I didn't realize that the file attachment would be stripped out.
It's a Saturday morning, April 4. However, you get free meeting
registration for attending the workshop, so if you are close by, you can
drop in on sessions that interest you, get into the exhibit areas, and
so on.

Anj

Here are the details:

You are invited to join the Education Committee of the American
Association of Physical Anthropologists (AAPA) for their annual workshop
for teachers: Fossils, Bones & Primates:  Enriching High School
Teaching.  This FREE half-day workshop on SATURDAY APRIL 4, 2009 will be
held during the AAPA annual meeting at the Chicago Sheraton Hotel and
Tower.  The workshop is intended for biology teachers, but is open to
all science teachers.  Take advantage of this free opportunity to enrich
your classes by incorporating the latest research in human evolutionary
biology, paleoanthropology, primatology and forensics.
		 For your FREE registration, contact (by Tuesday March 31):
Dr. Martin K. Nickels, Illinois State University & Illinois Wesleyan
University
mnickels@...     309.661.1909

Program schedule:
8:15 – 8:20 Registration and Welcome  (Coffee, tea, juice, pastries and
such will be available.)

8:20 – 9:00 "Primate Clues to Human Behavior" Dr. Andrew Petto, Univ. of
Wisconsin-Milwaukee.  This workshop focuses on primate behavior and the
many relationships and similarities between what we perceive to be human
behavior and that seen in other living primates.  Many of these
behaviors provide insight into our own behavioral repertoire.
Behavioral examples will be provided from each of the major groups,
especially the apes.  Information sheets and resource lists will be
provided to assist teachers in classroom preparation and discussion.

9:05 – 9:45 “Using the Fossil Record in Teaching Human Evolution” Dr.
Michael Alan Park, Central Connecticut State University.  This session
demonstrates and discusses differences and similarities between modern
apes and humans.  This establishes a "baseline" of observations for
interpreting fossils.  Participants will use a series of fossil casts to
assess the pattern of evolutionary change over time.  We will end by
considering the "answers" and what they tell us about the evidence for
and pathway of our evolution.  Additional information plus educational
resources and materials will be provided.

9:50-10:05:  Coffee Break.

10:05 – 10:45  “Human Skin Color Variation and Race” Dr. Barbara
O’Connell, Hamline University & Dr. Pamela Ashmore, University of
Missouri-St. Louis.   This hands-on workshop provides you with the
opportunity to explore skin color - - typically recognized as an
indicator of racial affiliation.  It investigates the adaptive
significance of skin color variation and globally maps skin color
distribution.  Participants will investigate the application of this
form of human variation to recognized racial categories and address
misconceptions regarding race and human variation.  Teachers
participating in this workshop will be able to demonstrate how
scientific methods can be applied to the biological study of race.  In
addition, this workshop will provide a knowledge base for teachers to
discuss the reality of using human physical characteristics as
predictors of racial assignment.

   10:50 – 11:30 “Who are you? Strategies for Presenting Forensic
Anthropology and Human Variation in the Classroom” K. Lindsay
Eaves-Johnson, M.A., University of Iowa & Dr. Nancy Tatarek, Ohio
University.  When all that remains of a person are bones, forensic
anthropology can help answer this question.  Using the tools of
anthropology and knowledge of human variation, one can determine sex,
age at death, race or biological affinity, and sometimes even
indications of a person’s occupation.  This session will present
instructors with a way to teach some of the basic techniques that
forensic anthropologists use to examine bones and unlock the secrets of
the dead. Participants will work through sample exercises that may be
passed on to their students, and will receive a list of resources,
including videos and a short bibliography.

11:30 – 12:00  Overview and Summary with a focus on teaching concerns
related to “creationism” and “intelligent design”.  Dr. Deborah
Cunningham, Florida Atlantic University.

Between-Presentation Comments by Dr. Martin Nickels

--
Andrew J Petto, PhD
Senior Lecturer
Department of Biological Sciences
University of Wisconsin - Milwaukee
PO Box 413
Milwaukee WI 53201-0413
414.229.6784
fax: 414.229.3926
ajpetto@...
http://www.uwm.edu/~ajpetto
http://www.uwm.edu/Dept/Biology/Docs/Faculty/ajpetto.html

*************
Now Available!!! Scientists Confront Intelligent Design and Creationism.
http://www.uwm.edu/~ajpetto/scc2.htm
*************


"There is no word in the language that I revere more than teacher. None.
My heart sings when a kid refers to me as his teacher and it always has."

-- Pat Conroy
The Prince of Tides

Thanks! Sadly, I'll be in DesMoines, IA at the Midwest Sociological
Society's meeting.
Sydney

>>> AJ Petto <ajpetto@...> 01/08/09 11:07 AM >>>
Sorry, I didn't realize that the file attachment would be stripped out.
It's a Saturday morning, April 4. However, you get free meeting
registration for attending the workshop, so if you are close by, you can

drop in on sessions that interest you, get into the exhibit areas, and
so on.

Anj

Here are the details:

You are invited to join the Education Committee of the American
Association of Physical Anthropologists (AAPA) for their annual workshop

for teachers: Fossils, Bones & Primates:  Enriching High School
Teaching.  This FREE half-day workshop on SATURDAY APRIL 4, 2009 will be

held during the AAPA annual meeting at the Chicago Sheraton Hotel and
Tower.  The workshop is intended for biology teachers, but is open to
all science teachers.  Take advantage of this free opportunity to enrich

your classes by incorporating the latest research in human evolutionary
biology, paleoanthropology, primatology and forensics.
		 For your FREE registration, contact (by Tuesday March
31):
Dr. Martin K. Nickels, Illinois State University & Illinois Wesleyan
University
mnickels@...     309.661.1909

Program schedule:
8:15 – 8:20 Registration and Welcome  (Coffee, tea, juice, pastries and
such will be available.)

8:20 – 9:00 "Primate Clues to Human Behavior" Dr. Andrew Petto, Univ. of

Wisconsin-Milwaukee.  This workshop focuses on primate behavior and the
many relationships and similarities between what we perceive to be human

behavior and that seen in other living primates.  Many of these
behaviors provide insight into our own behavioral repertoire.
Behavioral examples will be provided from each of the major groups,
especially the apes.  Information sheets and resource lists will be
provided to assist teachers in classroom preparation and discussion.

9:05 – 9:45 “Using the Fossil Record in Teaching Human Evolution” Dr.
Michael Alan Park, Central Connecticut State University.  This session
demonstrates and discusses differences and similarities between modern
apes and humans.  This establishes a "baseline" of observations for
interpreting fossils.  Participants will use a series of fossil casts to

assess the pattern of evolutionary change over time.  We will end by
considering the "answers" and what they tell us about the evidence for
and pathway of our evolution.  Additional information plus educational
resources and materials will be provided.

9:50-10:05:  Coffee Break.

10:05 – 10:45  “Human Skin Color Variation and Race” Dr. Barbara
O’Connell, Hamline University & Dr. Pamela Ashmore, University of
Missouri-St. Louis.   This hands-on workshop provides you with the
opportunity to explore skin color - - typically recognized as an
indicator of racial affiliation.  It investigates the adaptive
significance of skin color variation and globally maps skin color
distribution.  Participants will investigate the application of this
form of human variation to recognized racial categories and address
misconceptions regarding race and human variation.  Teachers
participating in this workshop will be able to demonstrate how
scientific methods can be applied to the biological study of race.  In
addition, this workshop will provide a knowledge base for teachers to
discuss the reality of using human physical characteristics as
predictors of racial assignment.

   10:50 – 11:30 “Who are you? Strategies for Presenting Forensic
Anthropology and Human Variation in the Classroom” K. Lindsay
Eaves-Johnson, M.A., University of Iowa & Dr. Nancy Tatarek, Ohio
University.  When all that remains of a person are bones, forensic
anthropology can help answer this question.  Using the tools of
anthropology and knowledge of human variation, one can determine sex,
age at death, race or biological affinity, and sometimes even
indications of a person’s occinstructors with a way to teach some of the basic
techniques that
forensic anthropologists use to examine bones and unlock the secrets of
the dead. Participants will work through sample exercises that may be
passed on to their students, and will receive a list of resources,
including videos and a short bibliography.

11:30 – 12:00  Overview and Summary with a focus on teaching concerns
related to “creationism” and “intelligent design”.  Dr. Deborah
Cunningham, Florida Atlantic University.

Between-Presentation Comments by Dr. Martin Nickels

--
Andrew J Petto, PhD
Senior Lecturer
Department of Biological Sciences
University of Wisconsin - Milwaukee
PO Box 413
Milwaukee WI 53201-0413
414.229.6784
fax: 414.229.3926
ajpetto@...
http://www.uwm.edu/~ajpetto
http://www.uwm.edu/Dept/Biology/Docs/Faculty/ajpetto.html

*************
Now Available!!! Scientists Confront Intelligent Design and Creationism.
http://www.uwm.edu/~ajpetto/scc2.htm
*************


"There is no word in the language that I revere more than teacher. None.

My heart sings when a kid refers to me as his teacher and it always
has."

-- Pat Conroy
The Prince of Tides


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

Find out more at our web page :http://webs.anokaramsey.edu/sacc/Yahoo!
Groups Links

Now that we've all (more or less) recovered from the holidays, it's time to
start writing those papers for the SACC conference!  The call for papers is
below. Let me know if you have any questions.  More information on the
conference itself is available on the SACC website
(http://webs.anokaramsey.edu/sacc/).



         --Becky









CALL FOR PAPER PRESENTATIONS



The Society for Anthropology in Community Colleges (SACC) is holding its
2009 annual meeting in Tucson, Arizona from April 8-12th. The themes of the
meeting are "Borders and Boundaries" and "Teaching Anthropology."


Proposals for paper presentations on any topic relating to anthropology are
welcome. Of particular interest are presentations on teaching anthropology,
borders and boundaries, research in cultural and biological anthropology,
and programs developed to reach the wider community.


Paper presentations are tentatively scheduled for 15 minutes. Abstracts
should be no longer than 125 words and must be received no later than
February 20, 2009. Make sure to include your institutional affiliation and
contact information with your abstract.

The abstracts should be sent to Rebecca Stein, preferably via email at
steinrl@... <mailto:steinrl%40lavc.edu> . Paper abstracts, if
necessary, may be sent to Rebecca Stein, Department of Anthropology, Los
Angeles Valley College, 5800 Fulton Avenue, Valley Glen, California, 91401.

Notification of acceptance or rejection of proposals will be completed by
March 8, 2009. No proposal will be accepted for final inclusion in the
program until the program chair receives confirmation from the AAA, prior to
March 15, 2009, that conference registration fees have been paid.








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

P. Ann Kaupp, Head
Anthropology Outreach Office
Smithsonian Institution
PO Box 37012
NHB MRC 112
Washington, DC 20012-7012
(202) 633-1917
kauppa@...
http://www.nmnh.si.edu/anthro//outreach/outrch1.html


________________________________

From: Rogers, Daniel
Sent: Tuesday, January 13, 2009 9:17 AM
To: NMNH-Anthro-All
Subject: Announcement of Curatorial Vacancy



Dear Colleagues:



Please see the attached summary of our curatorial vacancy in the study
of North American Indigenous Cultures.  The position is now on the SI
jobs site and on USAJobs at the link below:



http://jobsearch.usajobs.gov/getjob.asp?JobID=78580566&AVSDM=2009%2D01%2
D12+13%3A07%3A27&Logo=0&q=Research+Anthropologist&FedEmp=N&sort=rv&vw=d&
brd=3876&ss=0&FedPub=Y&SUBMIT1.x=48&SUBMIT1.y=21





We are seeking a large and diverse pool of candidates and we need your
help.  Please feel free to circulate the summary description and the
above link as widely as possible.



Best regards,



Dan



J. Daniel Rogers, Ph.D.

Chairman

Dept. of Anthropology, NHB 112

Smithsonian Institution

P. O. Box 37012

Washington, DC 20013-7012

Office: 202-633-1920

rogersd@...





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

Reviews of 2008 archaeology stories continue, leading to this little bit of a
rant. If you aren't interested in archaeology in popular culture, or what I have
to say no matter the topic, delete now.

A few weeks ago National Geographic listed the top ten 'most-viewed' archaeology
stories. It includes  reports on Inka trepanation, the apparent lost city of
Paititi in Peru, yet another Egyptian pyramid, a shield that might have belonged
to Alexander the Great, a mystery pyramid in Mexico, a warrior tomb in Egypt,
the use of Stonehenge as a burial ground, how the ancient Maya caused climate
change, how the Great pyramid of Giza may have been built, and the apparent
portal to the Maya underworld.

Not unexpectedly, as almost all lists of top discoveries in archaeology are apt
to do, they describe stories that tend to appeal to the public's imagination of
the things archaeologists do, with a clear bias towards pyramids, well-known
civilizations, historical figures, and human biological remains.

Its kind of like watching television news in my opinion. You know..., its only
news if there are good visuals. Whenever a really big archaeological news story
appears that my students want to talk about, I usually end up telling them
something like there are far more significant archaeology projects going on all
over the world, but without bodies and weapons and jewellry, and a project
director who doesn't know how or doesn't want to play the media, they just don't
get the attention outside of academia. And sometimes I can even use those
stories to launch into an example of what the scientific significance of
discovery reported in the popular media  is likely to be as compared to some of
the other under-reported projects going on almost in their own backyards.

This morning I was somewhat surprised when I happened upon a story of the six
most important archaeological discoveries in China during 2008, as reported in 
China's People's Daily Online (not that I am a regular reader of Chinese
propaganda; nor do I actually have the ability to read any Chinese language).
The story was in English. It read, in part "Focus is placed on the scientific
value and historical and cultural messages that come with the discovery, as well
as on if new concepts and methodologies of archaeological excavation were used."

"Wow, that is so unusual to be actually considering scientific significance when
reporting on archaeology in the popular media" I thought.  But when I looked at
the list of six top discoveries, I found that three of the six are burial
grounds.

Don't get me wrong. I understand that archaeologists can learn an tremendous
amount from human biological remains, and I've excavated and analyzed some
myself. I surmise, however,  that less than one percent of all archaeology field
projects involve the discovery and/or recovery of bodies.

I think that as the media itself is increasingly driving archaeological
research, especially that which focuses on things that make good television,
archaeologists are going be faced with increasing challenges connvicning people
of the value of lithic waste flakes, potsherds, and rusty bits of metal.

Bob

In a message dated 1/14/2009 2:08:54 P.M. Central Standard Time,
bmuckle@... writes:

I  think that as the media itself is increasingly driving archaeological
research, especially that which focuses on things that make good television,
archaeologists are going be faced with increasing challenges connvicning  people
of the value of lithic waste flakes, potsherds, and rusty bits of  metal.




I agree - I would further venture that it is a primary responsibility of  the
intro level instructor to teach that value.  Any one who completes a  100
level archy. course should be able to tell you why say, mesoamerican caves  with
teocinte & pod corn husks are more important , or at least equal to ,  the
temple of the Moon.
   I would like to say that many of the Nova doc.'s haved been not only  good
TV, but also good for class.  I remember one from a few years ago,  loosely
following Otzi, the Icemans discovery, that took lots of time ging over  how
C-14 dating and dates worked.  Another one dealt with early neolithic  smelting
of copper.The folks who made those really were worth their  funding; how it
would affect primary excavation funding, however, is another  matter entirely.
Mike Pavlik
**************A Good Credit Score is 700 or Above. See yours in just 2 easy
steps!
(http://pr.atwola.com/promoclk/100000075x1215855013x1201028747/aol?redir=http://\
www.freecreditreport.com/pm/default.aspx?sc=668072%26hmpgID=62%26bcd=De
cemailfooterNO62)


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

Great rant, Bob and really useful for class.

Mike, I still show that Nova on the iceman in class.  Showing my age, I have
both versions on VHS taped off the television.

I know here in Texas a few years, ago, the Texas Historical Commission spent
tons of money (millions) on building a coffer dam in Mategorda Bay to excavate
the ship known as the LaBelle.  I use it as an example in class of throwing lots
of money at "sexy" projects but not, necessarily, the most informative projects.

Bob, would you consider posting your piece on my blog?  You could be guest
blogger--using your name or not--its up to you.  I think its a great piece--just
as it is.  I can cut and paste it and add Mike's comments.  However you all want
it.  Let me know if its something you would consider.

Pam




________________________________
From: "anthropmor@..." <anthropmor@...>
To: SACC-L@yahoogroups.com
Cc: Anthro-l@...
Sent: Wednesday, January 14, 2009 9:57:16 PM
Subject: Re: [SACC-L] archaeology lists and bias



In a message dated 1/14/2009 2:08:54 P.M. Central Standard Time,
bmuckle@capilanou. ca writes:

I think that as the media itself is increasingly driving archaeological
research, especially that which focuses on things that make good television,
archaeologists are going be faced with increasing challenges connvicning people
of the value of lithic waste flakes, potsherds, and rusty bits of metal.

I agree - I would further venture that it is a primary responsibility of the
intro level instructor to teach that value. Any one who completes a 100
level archy. course should be able to tell you why say, mesoamerican caves with
teocinte & pod corn husks are more important , or at least equal to , the
temple of the Moon.
I would like to say that many of the Nova doc.'s haved been not only good
TV, but also good for class. I remember one from a few years ago, loosely
following Otzi, the Icemans discovery, that took lots of time ging over how
C-14 dating and dates worked. Another one dealt with early neolithic smelting
of copper.The folks who made those really were worth their funding; how it
would affect primary excavation funding, however, is another matter entirely.
Mike Pavlik
************ **A Good Credit Score is 700 or Above. See yours in just 2 easy
steps!
(http://pr.atwola. com/promoclk/ 100000075x121585 5013x1201028747/ aol?redir=
http://www. freecreditreport .com/pm/default. aspx?sc=668072% 26hmpgID=
62%26bcd= De
cemailfooterNO62)

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






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

me, too.? ( Why waste money getting the DVD, when there are new things to pick
up?)
Mike

Mike, I still show that Nova on the iceman in class.? Showing my age, I have
both versions on VHS taped off the television.




-----Original Message-----
From: mep1mep <mep1mep@...>
To: SACC-L@yahoogroups.com
Cc: Anthro-l@...
Sent: Wed, 14 Jan 2009 10:13 pm
Subject: Re: [SACC-L] archaeology lists and bias






Great rant, Bob and really useful for class.

Mike, I still show that Nova on the iceman in class.? Showing my age, I have
both versions on VHS taped off the television.

I know here in Texas a few years, ago, the Texas Historical Commission spent
tons of money (millions) on building a coffer dam in Mategorda Bay to excavate
the ship known as the LaBelle.? I use it as an example in class of throwing lots
of money at "sexy" projects but not, necessarily, the most informative projects.

Bob, would you consider posting?your piece?on my blog?? You could be guest
blogger--using your name or not--its up to you.? I think its a great piece--just
as it is.? I can cut and paste it and add Mike's comments.? However you all want
it.? Let me know if its something you would consider.

Pam

________________________________
From: "anthropmor@..." <anthropmor@...>
To: SACC-L@yahoogroups.com
Cc: Anthro-l@...
Sent: Wednesday, January 14, 2009 9:57:16 PM
Subject: Re: [SACC-L] archaeology lists and bias

In a message dated 1/14/2009 2:08:54 P.M. Central Standard Time,
bmuckle@capilanou. ca writes:

I think that as the media itself is increasingly driving archaeological
research, especially that which focuses on things that make good television,
archaeologists are going be faced with increasing challenges connvicning people
of the value of lithic waste flakes, potsherds, and rusty bits of metal.

I agree - I would further venture that it is a primary responsibility of the
intro level instructor to teach that value. Any one who completes a 100
level archy. course should be able to tell you why say, mesoamerican caves with
teocinte & pod corn husks are more important , or at least equal to , the
temple of the Moon.
I would like to say that many of the Nova doc.'s haved been not only good
TV, but also good for class. I remember one from a few years ago, loosely
following Otzi, the Icemans discovery, that took lots of time ging over how
C-14 dating and dates worked. Another one dealt with early neolithic smelting
of copper.The folks who made those really were worth their funding; how it
would affect primary excavation funding, however, is another matter entirely.
Mike Pavlik
************ **A Good Credit Score is 700 or Above. See yours in just 2 easy
steps!
(http://pr.atwola. com/promoclk/ 100000075x121585 5013x1201028747/ aol?redir=
http://www. freecreditreport .com/pm/default. aspx?sc=668072% 26hmpgID=
62%26bcd= De
cemailfooterNO62)

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

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






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

Agreed.  I may read this exchange in my upcoming cultural anthro class, as I
dash through sketches of the importance of linguistics, physical anthro and
archaeology to cultural.  There's such a large Indiana Jones influence,
especially among young people, that the even more interesting (albeit so, so
boring) aspects comprising 99% of archaeology get shorted.  In my archaeology
career, and as I continue after federal retirement, this has been one of my own
issues anyway, so thanks, Bob, for the cheat notes.
   George Thomas

   Re: archaeology lists and bias
     Posted by: "anthropmor@..." anthropmor@...
     Date: Wed Jan 14, 2009 7:57 pm ((PST))


In a message dated 1/14/2009 2:08:54 P.M. Central Standard Time,
bmuckle@... writes:

I  think that as the media itself is increasingly driving
archaeological
research, especially that which focuses on things that make good
television,
archaeologists are going be faced with increasing challenges
connvicning  people
of the value of lithic waste flakes, potsherds, and rusty bits of
   metal.




I agree - I would further venture that it is a primary responsibility
of  the
intro level instructor to teach that value.  Any one who completes a
   100
level archy. course should be able to tell you why say, mesoamerican
caves  with
teocinte & pod corn husks are more important , or at least equal to ,
   the
temple of the Moon.
   I would like to say that many of the Nova doc.'s haved been not only
   good
TV, but also good for class.  I remember one from a few years ago,
   loosely
following Otzi, the Icemans discovery, that took lots of time ging over
   how
C-14 dating and dates worked.  Another one dealt with early neolithic
   smelting
of copper.The folks who made those really were worth their  funding;
how it
would affect primary excavation funding, however, is another  matter
entirely.
Mike Pavlik
**************




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

Bob,

You are now an official Guest Ranter.  Check it out.

Mike,

I put your comment on the blog.  Was that okay?  I can remove it, if you like. 
I left off your name until I have your permission.

Any and all guest bloggers are welcome.

Pam
http://teachinganthropology.blogspot.com




________________________________
From: "anthropmor@..." <anthropmor@...>
To: SACC-L@yahoogroups.com
Sent: Thursday, January 15, 2009 8:04:01 AM
Subject: Re: [SACC-L] archaeology lists and bias


me, too.? ( Why waste money getting the DVD, when there are new things to pick
up?)
Mike

Mike, I still show that Nova on the iceman in class.? Showing my age, I have
both versions on VHS taped off the television.

-----Original Message-----
From: mep1mep <mep1mep@yahoo. com>
To: SACC-L@yahoogroups. com
Cc: Anthro-l@listserv. acsu.buffalo. edu
Sent: Wed, 14 Jan 2009 10:13 pm
Subject: Re: [SACC-L] archaeology lists and bias

Great rant, Bob and really useful for class.

Mike, I still show that Nova on the iceman in class.? Showing my age, I have
both versions on VHS taped off the television.

I know here in Texas a few years, ago, the Texas Historical Commission spent
tons of money (millions) on building a coffer dam in Mategorda Bay to excavate
the ship known as the LaBelle.? I use it as an example in class of throwing lots
of money at "sexy" projects but not, necessarily, the most informative projects.

Bob, would you consider posting?your piece?on my blog?? You could be guest
blogger--using your name or not--its up to you.? I think its a great piece--just
as it is.? I can cut and paste it and add Mike's comments.? However you all want
it.? Let me know if its something you would consider.

Pam

____________ _________ _________ __
From: "anthropmor@AOL. COM" <anthropmor@AOL. COM>
To: SACC-L@yahoogroups. com
Cc: Anthro-l@listserv. acsu.buffalo. edu
Sent: Wednesday, January 14, 2009 9:57:16 PM
Subject: Re: [SACC-L] archaeology lists and bias

In a message dated 1/14/2009 2:08:54 P.M. Central Standard Time,
bmuckle@capilanou. ca writes:

I think that as the media itself is increasingly driving archaeological
research, especially that which focuses on things that make good television,
archaeologists are going be faced with increasing challenges connvicning people
of the value of lithic waste flakes, potsherds, and rusty bits of metal.

I agree - I would further venture that it is a primary responsibility of the
intro level instructor to teach that value. Any one who completes a 100
level archy. course should be able to tell you why say, mesoamerican caves with
teocinte & pod corn husks are more important , or at least equal to , the
temple of the Moon.
I would like to say that many of the Nova doc.'s haved been not only good
TV, but also good for class. I remember one from a few years ago, loosely
following Otzi, the Icemans discovery, that took lots of time ging over how
C-14 dating and dates worked. Another one dealt with early neolithic smelting
of copper.The folks who made those really were worth their funding; how it
would affect primary excavation funding, however, is another matter entirely.
Mike Pavlik
************ **A Good Credit Score is 700 or Above. See yours in just 2 easy
steps!
(http://pr.atwola. com/promoclk/ 100000075x121585 5013x1201028747/ aol?redir=
http://www. freecreditreport .com/pm/default. aspx?sc=668072% 26hmpgID=
62%26bcd= De
cemailfooterNO62)

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

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

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






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

I love hearing student excuses when they are unusual or creative. I got a new
one today. At least it is new to me. A student comes into class about 15 minutes
late. I don't normally ask for excuses, but today I did.  He claimed that
somebody must have entered his car and changed the clock, setting it 15 minutes
behind. Because according to his car clock, he wasn't late at all. And
apparently his car clock is very trustworthy. I thought that was pretty funny.
But he was serious.

  I know most people younger than me don't wear watches anymore but why he didn't
just check his phone to see what time it was I don't know.

Later in the class, to illustrate a point about how fast some aspects of culture
can change, I asked the entire group (about 30) how many owned and had with them
right now a cell phone. Every single one did. I then asked how many had a
cellphone that could not take a photo. Only one did and he explained that it was
his back-up phone that he had this day. His primary phone could take photos. I
told them that way back in the early part of this century, in 2001, I asked a
group of 16 students how many had a cellphone. One did.

I told the students that I think cell phones have changed the way students
interact quite a bit. When I used to teach long classes (ie. three or four
hours) during a break and immediately after class most students would start
talking with each other. Now it seems more common that students largely ignore
each other and immediately take out their cell phones to presumably call
someone. I also told them that I thought some anthropologist somewhere had
published some research on how cellphone use is triggering or responding to
changing social systems, but I can't recall the particulars of the research, who
did it, or where it was published. If anybody is familiar with this or similar
research, please let me know where I can find it.

Thanks.

Bob

I believe the guy you are talking about is Michael Wesch. He has an interesting
talk about YouTube. His first online piece was the Machine is US/ing US.

We just had an example of the impact of this communication that had the opposite
impact - not alienating, but bringing people together. Late New Years Eve, a
BART (our rapid transit system), there had been some sort of altercation, the
cops were called and the train was held at a station. One young guy was forced
to the platform and a cop shot and killed him.  The incident was captured on
cellphone and possibly other recording devices by riders on the train. Some
managed to not have their phones confiscated and by the next day it was one of
the top viewed YouTube videos. The television picked it up and replayed various
videos. And, amidst the silence of every public official, the reality was
evident for all to see, leading to demonstrations and finally, after 2 weeks the
arrest of the main officer involved.

So, in our classrooms and many other areas we observe a certain level of
alienation. But, oddly enough the 100th monkey sort of effect operates through
this Web 2.0 sort of networking.

kip waldo

>>> "Bob Muckle" <bmuckle@...> 01/15/09 3:47 PM >>>
I love hearing student excuses when they are unusual or creative. I got a new
one today. At least it is new to me. A student comes into class about 15 minutes
late. I don't normally ask for excuses, but today I did.  He claimed that
somebody must have entered his car and changed the clock, setting it 15 minutes
behind. Because according to his car clock, he wasn't late at all. And
apparently his car clock is very trustworthy. I thought that was pretty funny.
But he was serious.

  I know most people younger than me don't wear watches anymore but why he didn't
just check his phone to see what time it was I don't know.

Later in the class, to illustrate a point about how fast some aspects of culture
can change, I asked the entire group (about 30) how many owned and had with them
right now a cell phone. Every single one did. I then asked how many had a
cellphone that could not take a photo. Only one did and he explained that it was
his back-up phone that he had this day. His primary phone could take photos. I
told them that way back in the early part of this century, in 2001, I asked a
group of 16 students how many had a cellphone. One did.

I told the students that I think cell phones have changed the way students
interact quite a bit. When I used to teach long classes (ie. three or four
hours) during a break and immediately after class most students would start
talking with each other. Now it seems more common that students largely ignore
each other and immediately take out their cell phones to presumably call
someone. I also told them that I thought some anthropologist somewhere had
published some research on how cellphone use is triggering or responding to
changing social systems, but I can't recall the particulars of the research, who
did it, or where it was published. If anybody is familiar with this or similar
research, please let me know where I can find it.

Thanks.

Bob

Thanks to Kip and others who replied off-list to my query on cell phone
research.

Michael Wesch, the guy mentioned by Kip, is apparently the guru of digital
communication and digital ethnography. He has some amazing stuff on line,
including youtube. He is a very young (by my standards) assistant professor in
Anthropology at...I think Kansas State. It isn't related to cell phones, but I
highly recommend checking out his video "A Vision of Students Today" on youtube.
It focuses on the thoughts of students in an intro to anthropology class. I
recall the video is only about four minutes long.

And one of the apparent gurus on cell phone research is Jan Chipchase. He is an
anthropologist working for Nokia in Japan. You can find quite a bit of his stuff
on-line including a video. In one video he mentions that of the 6.3 billion
people in the world, three billion have cellular access, and another million was
expected to gain access within a year (I don't know when that particular video
was made). And elsewhere he examines why people carry and use cell phones.

I don't recall the links to any of this stuff, but I'm pretty sure you could get
to it pretty easy through google.

Bob

Wow. I found a wealth of links here. I had seen Wesch's "A Vision of Students
Today," but I especially liked his "The Machine is Us/ing Us (Final
Version)"--especially since I made a living briefly in the 1970s as a
bibliographic searcher for Harvard libraries (pre-digital!)--it was a very
complicated job, not only to find information in a library but simply to verify
whether or not a library system of 10 million books owned a particular work in
some form and some language. Wesch has two hour-long lectures on youtube, too.

Jan Chipchase's 16 minutes on cell phones and communication was another
excellent ethnography-like piece. Then I noticed that it is part of a series of
TEDTalks in a variety of fields: "Inspired talks by the world's leading thinkers
and doers" including people like Stephen Hawking. There are categories on
culture and global issues found at www.ted.com

Deborah

>>>
From:  "Bob Muckle" <bmuckle@...>
To: <SACC-L@yahoogroups.com>
Date:  1/16/2009 11:08 AM
Subject:  [SACC-L] phones, students, and new media

Thanks to Kip and others who replied off-list to my query on cell phone
research.

Michael Wesch, the guy mentioned by Kip, is apparently the guru of digital
communication and digital ethnography. He has some amazing stuff on line,
including youtube. He is a very young (by my standards) assistant professor in
Anthropology at...I think Kansas State. It isn't related to cell phones, but I
highly recommend checking out his video "A Vision of Students Today" on youtube.
It focuses on the thoughts of students in an intro to anthropology class. I
recall the video is only about four minutes long.

And one of the apparent gurus on cell phone research is Jan Chipchase. He is an
anthropologist working for Nokia in Japan. You can find quite a bit of his stuff
on-line including a video. In one video he mentions that of the 6.3 billion
people in the world, three billion have cellular access, and another million was
expected to gain access within a year (I don't know when that particular video
was made). And elsewhere he examines why people carry and use cell phones.

I don't recall the links to any of this stuff, but I'm pretty sure you could get
to it pretty easy through google.

Bob

Begin forwarded message:

> From: Dinah Winnick <dwinnick@...>
> Date: January 15, 2009 3:49:43 PM CST
> To: Dinah Winnick <dwinnick@...>
> Subject: AN Call for Proposals: Veterans of Military Conflicts
>
>
> Anthropology News has extended the deadline for proposals for our
> upcoming issue on veterans of military conflicts to January 28.
> Early submissions are encouraged. For information on this theme and
> submission guidelines, seewww.aaanet.org/issues/anthronews/CFP-
> Veterans.cfm. Please circulate this announcement among your
> colleagues and students.
>
> Best regards,
> Dinah Winnick
>
> Dinah Winnick
> Associate Managing Editor, Anthropology News
> American Anthropological Association
> 2200 Wilson Blvd, Suite 600
> Arlington, VA 22201
> 703.528.1902 ext. 1184
> dwinnick@...
>
> ** Please note that all AAA staff have new phone extensions. **
>



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

FW: [OLN-MULTI] Dr. Michael Wesch to Give Keynote at LLT 2009Everything is
coming up Wesch today!  Thanks Bob and company, I think I will go to this! 
Colleen Popson, web anthro guru on Anth Educa Comm brought him into our 2008
work on digital anthro. He is da man!
----- Original Message -----
From: Lewine, Mark
To: mlewine@...
Sent: Friday, January 16, 2009 3:16 PM
Subject: FW: [OLN-MULTI] Dr. Michael Wesch to Give Keynote at LLT 2009





Mark Lewine



-----Original Message-----
From: Bernatowicz, David
Sent: Fri 1/16/2009 9:21 AM
To: Lewine, Mark
Subject: FW: [OLN-MULTI] Dr. Michael Wesch to Give Keynote at LLT 2009

Mark:

Thought this may be of interest to you

Dave



From: Mailing to Multiple OLN Lists [mailto:SUPERLIST@...] On Behalf
Of Nancy Ragias
Sent: Friday, January 16, 2009 9:04 AM
To: SUPERLIST@...
Subject: [OLN-MULTI] Dr. Michael Wesch to Give Keynote at LLT 2009



Dr. Michael Wesch to Give Keynote at LLT 2009



Dr. Michael Wesch, a cultural anthropologist dubbed "the explainer" by Wired
magazine, will give the keynote address "Mediated Culture: Tales from New
Guinea, New Media and New Experiments in Learning" on Monday, March 2, at the
University System of Ohio's Learning, Libraries & Technology Conference 2009.



Using examples from fieldwork in Papua New Guinea, YouTube and "the future,"
this presentation will demonstrate the profound ways in which media are
pervasive in our lives, mediating our relationships in ways we often do not
recognize. Dr. Wesch will showcase and discuss his own attempts to leverage new
media to create new forms of community and conversation to enhance learning and
create a rich virtual learning environment. Visit the conference Web site at
http://www.oln.org/conferences/LLT2009
<http://www.oln.org/conferences/LLT2009/LLT2009.php>  for more information about
Dr. Wesch, Assistant Professor of Cultural Anthropology and Digital Ethnography
at Kansas State University, and his presentation.



Learning, Libraries & Technology 2009 will be the tenth anniversary of Ohio's
premier higher education conference, previously known as the Ohio Digital
Commons for Education Conference. This year's conference will deliver all the
same great professional development and networking opportunities you've come to
expect from past conferences, including 45 general sessions, five pre-conference
workshops that cost just $100 each, keynote presentations, poster sessions,
vendor exhibits, a reception and more.



Learning, Libraries & Technology 2009 will be held March 1-3, 2009, at the
Columbus Hilton at Easton Town Center in Columbus, Ohio. View the preliminary
program and register online now at http://www.oln.org/conferences/LLT2009
<http://www.oln.org/conferences/LLT2009/LLT2009.php> . Registration fees for LLT
2009 have been reduced to just $195 ($95 for students) for the full two days,
and $95 ($55 for students) for one day.



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

Candi Clevenger, Communications Manager

OhioLINK

2455 North Star Road, Suite 300

Columbus, OH  43221

(614) 728-3600 ext. 329

candi@...



OhioLINK News: http://olc7.ohiolink.edu/whatsnew







This message was sent to the following lists: INSTDSGN, PODCASTING, ONLINE-TL,
SECOND-LIFE, DL-ADMINS, TECPD, OLN-NEWS, ADJUNCT-SUPPORT, OPEN-SOURCE,
OLN-IUCCIO, RAINMAKERS, LC-INITIATIVE-06-07, LC-INITIATIVE-07-08, OLN-RDPP,
LC-INITIATIVE, LC-ALL-FACILITATORS, REDESIGN, OLN-CATCOORDS, OLN-INNOVATE,
OLN-RC-STARS, E-PORTFOLIOS, OLN-DLDIRECTORS, E4MEINSTRUCTORS, ODCE-2007-ATTEND,
ODCE2008ATTEND, OLN-OUTREACH, OLN-AICUOCIO, OLN-OACCCAOS, OLN-OACCCIO



________________________________

To signoff from this list, click here
<mailto:OLN-TEST1-signoff-request@...>  and send email.
For more information, see our FAQ <http://www.oln.org/faq> . This message is
being sent to several of the OLN lists including one or more to which you are
subscribed. By using the OLN-MULTI List, we are able to prevent subscribers of
multiple lists from receiving duplicates. You don't have a subscription to the
OLN-MULTI list.






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



No virus found in this incoming message.
Checked by AVG - http://www.avg.com
Version: 8.0.176 / Virus Database: 270.10.8/1898 - Release Date: 1/16/2009 3:09
PM


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

Speaking of Wesch… I show "A Vision of Students Today" the first day of
Cultural Anthro class, introducing ethnography to students in a format
familiar to them (You Tube). We take some time to talk about the
university students' perspective portrayed in the web video and discuss
how the community college experience may be different. Most of my
students call the students in the video "whiners" and tell them to "get
a life!" This semester I'm including an assignment early in the course
in which I will ask my students to respond to the video – either in a
written or digital medium. I'll let you know how it goes…

I wrote to him before the AAAs, asking if he was going to be
presenting. He did, but on Wednesday - can you believe they gave this
guy Wednesday?? Did anyone go to his talk?

Laura

I really love the idea of your using the video as an assignment. I guess I am
the only one who has issues with Wesch's work.  I don't know of any ethnography
that would be considered valid if the researcher collected group data in a group
setting which the researcher controls.  Nor do I like the notion that all
students are alike.  That is the kind of method--creating an "ethnic" identity
which you then shoe-horn individuals into--that most anthropologists argue
against.  "A Vision of Students Today" seems to an opportunity for Wesch to set
up his own straw-man rather than deal with the central problem he is
facing--classes which are too large.  I think its great that your students
recognize that.

I teach one adjunct class at the local four year university.  It has 125
students.  There is a lot more learning going on in my 25 student community
college classes.  Let's not blame students or talk them into constructing their
reality for them.  Address the large class size at the university level.

Pam




________________________________
From: lauratgonzalez <ltgonzalez@...>
To: SACC-L@yahoogroups.com
Sent: Friday, January 16, 2009 7:07:14 PM
Subject: [SACC-L] More Wesch...


Speaking of Wesch… I show "A Vision of Students Today" the first day of
Cultural Anthro class, introducing ethnography to students in a format
familiar to them (You Tube). We take some time to talk about the
university students' perspective portrayed in the web video and discuss
how the community college experience may be different. Most of my
students call the students in the video "whiners" and tell them to "get
a life!" This semester I'm including an assignment early in the course
in which I will ask my students to respond to the video – either in a
written or digital medium. I'll let you know how it goes…

I wrote to him before the AAAs, asking if he was going to be
presenting. He did, but on Wednesday - can you believe they gave this
guy Wednesday?? Did anyone go to his talk?

Laura






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

I like some of Wesch's video work, too, as I posted yesterday, but Pam
is right. Vision doesn't describe at least half of my students. Even
traditional students just out of high school don't necessarily feel
comfortable with a computer (nor do they have access to one at home),
and many of them have trouble accessing their school email accounts
because they can't figure out the program (it isn't hard, but it isn't
hotmail, either). This year, I've started requiring my students do group
presentations in PowerPoint just so that they might learn some more
computer skills. I do like PowerPoint because it forces students to
organize their thoughts into topics and significant points, and it
forces them to minimize their language down to what they really need to
say. For most of them, that would be a more important verbal skill than
term paper writing.

Then there are the non-traditional students, some of whom are even
further behind in digital literacy.

Deborah

Deborah J. Shepherd, Ph.D.
Anthropology
Anoka-Ramsey Community College
Coon Rapids Campus
email: deborah.shepherd@...
http://webs.anokaramsey.edu/shepherd/
new phone number: 763-433-1195
>>> mep1mep <mep1mep@...> 01/16/09 7:31 PM >>>
I really love the idea of your using the video as an assignment. I guess
I am the only one who has issues with Wesch's work.  I don't know of any
ethnography that would be considered valid if the researcher collected
group data in a group setting which the researcher controls.  Nor do I
like the notion that all students are alike.  That is the kind of
method--creating an "ethnic" identity which you then shoe-horn
individuals into--that most anthropologists argue against.  "A Vision of
Students Today" seems to an opportunity for Wesch to set up his own
straw-man rather than deal with the central problem he is
facing--classes which are too large.  I think its great that your
students recognize that.

I teach one adjunct class at the local four year university.  It has 125
students.  There is a lot more learning going on in my 25 student
community college classes.  Let's not blame students or talk them into
constructing their reality for them.  Address the large class size at
the university level.

Pam




________________________________
From: lauratgonzalez <ltgonzalez@...>
To: SACC-L@yahoogroups.com
Sent: Friday, January 16, 2009 7:07:14 PM
Subject: [SACC-L] More Wesch...


Speaking of Wesch… I show "A Vision of Students Today" the first day of
Cultural Anthro class, introducing ethnography to students in a format
familiar to them (You Tube). We take some time to talk about the
university students' perspective portrayed in the web video and discuss
how the community college experience may be different. Most of my
students call the students in the video "whiners" and tell them to "get
a life!" This semester I'm including an assignment early in the course
in which I will ask my students to respond to the video – either in a
written or digital medium. I'll let you know how it goes…

I wrote to him before the AAAs, asking if he was going to be
presenting. He did, but on Wednesday - can you believe they gave this
guy Wednesday?? Did anyone go to his talk?

Laura






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


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

Find out more at our web page :http://webs.anokaramsey.edu/sacc/Yahoo!
Groups Links

of course you have permission to add my comments.
Mike Pavlik
**************A Good Credit Score is 700 or Above. See yours in just 2 easy
steps!
(http://pr.atwola.com/promoclk/100000075x1215855013x1201028747/aol?redir=http://\
www.freecreditreport.com/pm/default.aspx?sc=668072%26hmpgID=62%26bcd=De
cemailfooterNO62)


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

We are resurrecting a course on " belief and value systems". Unfortunately
that is the present title of the course. Are any of you using a more
attention grabbing title for a course like this?


Dorothy Davis
Anthropology Department
UNCG
Tel- 256-1099

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

Dorothy,
 
I don't know your audience. But over 90 percent of our students are general ed
students who have no idea what anthropology is. In the 1970s we went to
descriptive titles for all of the courses. So Physical Anthropology became Human
Biological Evolution. Remember, few students read catalog desriptions. They look
at a list of courses on a sheet their counselor gave them to fulfill their gen
ed requirements and check the schedule for time, day, and title. With the short
attention spans many of our students have, let's be thankful our field starts
with an A.
 
Phil

--- On Mon, 1/19/09, Dorothy Davis DDBRUNER <ddbruner@...> wrote:

From: Dorothy Davis DDBRUNER <ddbruner@...>
Subject: [SACC-L] Re: Course Titles
To: SACC-L@yahoogroups.com
Date: Monday, January 19, 2009, 2:27 PM






We are resurrecting a course on " belief and value systems". Unfortunately
that is the present title of the course. Are any of you using a more
attention grabbing title for a course like this?

Dorothy Davis
Anthropology Department
UNCG
Tel- 256-1099

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















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