[H405.Ebook] Download The First Days of School: How to Be an Effective Teacher (Book & DVD), by Harry K. Wong, Rosemary T. Wong

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The First Days of School: How to Be an Effective Teacher (Book & DVD), by Harry K. Wong, Rosemary T. Wong

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The best-selling book ever on classroom management and teaching for student achievement with over 3.8 million copies sold. The book walks a teacher, either novice or veteran, through structuring and organizing a classroom for success that can be applied at any time of the year at any grade level, pre-K through college.

The book is used in thousands of school districts, in over 120 countries, and in over 2,114 college classrooms, and has been translated into 5 languages. It's practical, yet inspiring. But most important, it works!

The 4th edition includes updated research, photos, and more examples of "how-to" along with an implementation DVD, "Using The First Days of School" featuring Chelonnda Seroyer.

This is the most requested book for what works in the classroom for teacher and student success.

• Sales Rank: #1525 in Books
• Brand: Harry K. Wong Publications
• Model: HWPFDSW
• Published on: 2009
• Original language: English
• Number of items: 1
• Dimensions: 7.75" h x 9.75" w x .75" l, 2.14 pounds
• Binding: Paperback
• 352 pages

Features

• Satisfaction Ensured
• Design is stylish and innovative.
• Functionality that is Unbeatable.

About the Author
Harry K. Wong and Rosemary T. Wong are award-winning teachers and new teacher advocates. Harry is a native of San Francisco and is arguably the most sought-after motivational speaker in education today having given some 3000 presentations to over a million people. He has been called "Mr. Practicality" for his common sense, user-friendly, no-cost approach to managing a classroom for high-level student success. The March 2006 issue of Instructor magazine named him one of the 20 most admired people in education along with Maya Angelou, Howard Gardner, and Oprah Winfrey. He has received numerous other teaching honors.

Rosemary is from New Orleans, Louisiana. Her classroom success led to her selection as one of the first Mentor teachers in California. She has received many Silicon Valley business honors and the Southeastern Louisiana University Distinguished Alumni Award.

A portion of the profit from the sale of their book funds "The First Days of School Foundation." That foundation has built and funds the 425 student "Wong Mean Reth Learning Academy" in the jungles of Cambodia.

Most helpful customer reviews

122 of 126 people found the following review helpful.
The First Days of School
By Arthur D. Vlahon
The First Days of School, is number one on the MUST READ list for anyone who aspires to be a good teacher. I'm in my thirty-first year as a high school science teacher and for the last nine years I have used this invaluable resource as a guide. I have obtained great ideas and strategies, priceless advice, valuable insight and inspiration. Using ideas from this resource concerning classroom management, lesson mastery, professionalism, positive expectations, et cetera, a teacher can formulate his/her own style to make themselves a much better, more effective professional educator. Dr. Wong's book applies to all teachers - rookies, veterans, elementary, middle school, and high school - alike. It provides a multitude of "time-tested" practical ideas, strategies and techniques which will make your teaching more effective, fun, exciting, meaningful, relevant, enjoyable, rewarding and successful. You will be at your best everyday; your classroom will function smoothly and at top productivity; and your students will leave each day with a feeling of accomplishment and satisfaction.

248 of 274 people found the following review helpful.
Good for elementary, too naive for middle school
By A Customer
I have just finished my first year teaching and found "The First Days of School" useful for setting up a classroom but not for dealing with extreme problems.
Wong's book was an excellent resource for me when I was given a job description, a classroom, and little else. Wong will explain to you how to set up everything from your gradebook to your classroom management system. He stresses the importance of routines and procedures to classroom management, and he is indeed right. If you teach in a school where the students are used to structured classrooms and consistent discipline systems, this book will cover most of what you need to know. Buy it, implement it, call it heaven-sent.
HOWEVER: Wong fails to address the WHAT IFs of classroom management like: what if I'm doing all of these things and the kids are defiant? What if all 35 of them decide to act up? What if I totally lose it? These were the major questions at my school this year, and many of were dissatisfied by the way Wong assumed children would react.
Case in point:
In a discussion of logical consequences for a child not entering the room correctly, Wong suggests that you tell the child to do it over again until he does it correctly. I'm sure that a 2nd grader would repeat the procedure correctly and sit down. An older child at a school with a consistent discipline plan might do this as well.
At my school this year, our 7th graders (who had every 6th grade teacher walk out on them the year before and had gone through five Junior High teachers this year already) would do one of the following:
1. Scream obscenities at the teacher and leave the room (not to re-enter correctly but to ditch);
2. Re-enter incorrectly until the teacher went crazy and wrote the kid a referral*;
3. Some combination of the above choices, drawing the teacher into a time-consuming referral* while the rest of the class (35+ kids) got out of control.
*The referral would likely not be seen at the office anyway, so the kid's gotten off without a punishment and the rest of the class got away with missing 10 minutes of instruction.
Does this sound out-of-control to you? I certainly hope so. If you find yourself in a situation where students have become accustomed to these behaviors and you want to break them of these behaviors and actually - get this - teach something, BUY FRED JONES' "TOOLS FOR TEACHING" instead. Fred Jones will teach you practical solutions for these problems. He taught me how to deal with the preceding situation and many others, and I'm actually excited to go back next year.
Harry Wong seems nice, his tools are useful, but the second a kid is extremely defiant, his book flies out the window. Jones will teach you how to eliminate backtalk - and it works.

132 of 153 people found the following review helpful.
Don't Walk Into The Classroom Without This Book!
By Rocco B. Rubino
I won't go so far to say that this book could replace going through a teacher education program. But there is such a gap between all of the "theoretical stuff" you learn from your professors, and actual practice that this book has been literally a God-send to thousands of teachers.
Dr. Wong and his wife have put together a wonderful resource based on the experieces of hundreds of successful teachers. This book is designed to give the pre-service teacher, or relatively new teacher a handle on what can be, the overwhelming experience of managing a classroom.
This book deals in depth with what a successful teacher looks like, how to have positive expectations about student success, the sometimes elusive art of classroom management, designing lessons to foster student mastery, and the teacher as a professional educator.
Practical, sometimes funny and inspiring from beginning to end, The First Days of School will both strengthen and encourage you for the journey ahead. Buy this book today, and read it many times over. I did!

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[M451.Ebook] Ebook Download The Treatment: The Story of Those Who Died in the Cincinnati Radiation Tests, by Martha Stephens

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The Treatment is the story of one tragedy of medical research that stretched over eleven years and affected the lives of hundreds of people in an Ohio city. Thirty years ago the author, then an assistant professor of English, acquired a large set of little-known medical papers at her university. These documents told a grotesque story. Cancer patients coming to the public hospital on her campus were being swept into secret experiments for the U.S. military; they were being irradiated over their whole bodies as if they were soldiers in nuclear war. Of the ninety women and men exposed to this treatment, twenty-one died within a month of their radiations.
Martha Stephens’s report on these deaths led to the halting of the tests, but local papers did not print her charges, and for many years people in Cincinnati had no way of knowing that lethal experiments had taken place there. In 1994 other military tests were brought to light, and a yellowed copy of Stephens’s original report was delivered to a television newsroom. In Ohio, major publicity ensued—at long last—and reached around the world. Stephens uncovered the names of the victims, and a legal action was filed against thirteen researchers and their institutions. A federal judge compared the deeds of the doctors to the medical crimes of the Nazis during World War II and refused to dismiss the researchers from the suit. After many bitter disputes in court, they agreed to settle the case with the families of those they had afflicted. In 1999 a memorial plaque was raised in a yard of the hospital.
Who were these doctors and why had they done as they did? Who were the people whose lives they took? Who was the reporter who could not forget the story, the young attorney who first developed the case, the judge who issued the historic ruling against the doctors? This is Stephens’s moving account of all that transpired in these lives and her own during this epic battle between medicine and human rights.

• Sales Rank: #2074665 in eBooks
• Published on: 2002-01-02
• Released on: 2002-01-02
• Format: Kindle eBook
• Number of items: 1

From Publishers Weekly
From 1960 to 1972, a grisly and highly suspect research project was carried out in the bowels of Cincinnati General Hospital. Cancer patients, most of them in advanced stages of the disease, were exposed to massive quantities of radiation over long and continuous periods of time. Nearly all of them (over 100 altogether) died within weeks or months of the start of the irradiation "therapy." In 1971 Stephens, a professor of English at the University of Cincinnati, began to make inquiries about the Cincinnati project; despite the hospital authorities' reluctance, she eventually gained access to files documenting the treatments. They were, she says, horrifying records of misery, incompetence and medical hubris, and Stephens dedicated the next 30 years to publicizing them. Unfortunately, the story she relates here is less concerned with the patients than with herself: only about 70 pages are actually dedicated to a description and analysis of the experiments, while the rest of the book is a detailed, boring and highly self-serving account of the author's experiences with the press and the courts. While there appears to be little doubt that the Cincinnati project was a grotesque abuse of medical ethics and simple human decency, Stephens seems positively to revel in it as proof of the racism (most of the patients were black) and mendacity of the medical and political establishment. And while her dedication in bringing the case to light is admirable, her presentation of the parties involved ("She had believed the doctors, had automatically believed the doctors. I didn't feel she cared about common people but only about important people.") is as tendentious as it is simplistic. B&w photos.

Copyright 2002 Cahners Business Information, Inc.

From Library Journal
From 1960 through 1971, more than 80 cancer patients were treated with partial or total body radiation at Cincinnati General Hospital as part of an experiment conducted on behalf of the U.S. Department of Defense. A number of the patients died a short time after the radiation exposure, which was administered in an attempt to simulate the possible effects of nuclear war on soldiers. While the experiments were kept relatively quiet until 1994, the project raised serious issues relating to informed consent, the appropriateness of the treatment, and the intent of the research. These concerns eventually led to extensive investigations, a congressional hearing, and a lengthy lawsuit. A novelist and former professor of English, Stephens (Children of the World) is active in many social causes and was a member of a junior faculty organization that first attempted to raise awareness of this project in the 1970s. Based on hospital records, interviews with the victims' families, government reports, and University of Cincinnati disclosures, the book provides a shocking example of why we must remain diligent in our review of medical research. Recommended for all collections. Tina Neville, Univ. of South Florida at St. Petersburg Lib.
Copyright 2002 Cahners Business Information, Inc.

From The New England Journal of Medicine
In a research project that has come to exemplify radiation experiments in humans during the Cold War, physicians at the University of Cincinnati, led by Eugene Saenger and under contract from the Department of Defense, conducted total-body or partial-body radiation in 88 patients with cancer between 1960 and 1972. Although many particulars are disputed, the consensus is that without funding from the Department of Defense, Saenger would not have undertaken the research, that the Department of Defense was eager to learn more about the physiological effects of high levels of radiation in order to protect military forces against it, that the patients themselves had metastatic cancer but were ambulatory (and many of them were still working), and that such an intervention had been well tested to determine its therapeutic potential and had been found to be ineffective. Why, then, was Saenger conducting the research? What were patients told? Was the research unethical by the standards of the time? Should Cincinnati take its place along with Tuskegee and Willowbrook in the roll of dishonor in the history of experimentation involving humans? These questions have not been unexplored. Three committees, one external and two internal to the University of Cincinnati, examined them in the early 1970s. The 1973 hearings led by Senator Edward Kennedy (D-Mass.) on the ethics of human experimentation -- which led to the establishment of regulations for institutional review boards -- also raised such questions. The Final Report of the President's Advisory Committee on Human Radiation Experiments, issued in 1995, devoted an entire chapter to experiments in total-body irradiation, with most of it focused on the Cincinnati research. Finally, a suit in federal court, presided over by Judge Sandra Beckwith, addressed the major points under dispute. Given all this attention, a book devoted to this episode is warranted. Judge Beckwith herself found the Cincinnati case to be "a singular case in terms of having public interest," and the amount of surviving documentation, including extensive patient records, certainly justifies further analysis. Martha Stephens has many credentials that are relevant to this assignment. She was among the first faculty members at the university to become concerned about the research; she had access to some of the most important records; and she moved energetically and persistently to bring the events to public attention. Although she is not a scientist or an expert in radiation -- she is a professor of English, now retired -- the medical and scientific facts are within her grasp. Her book describes the difficulty of capturing the attention of the press, the resistance of the university to pressure from junior faculty members, the inadequacy of the ostensible process of consent for the human subjects, the long and frustrating class-action lawsuit, and most moving of all, the ways in which the research affected the lives of the subjects and their families. On the whole, however, The Treatment is a disappointing effort, failing to structure a coherent account of the events or to offer original insights into the dynamics behind them. Stephens keeps her focus very narrow, and her narrative is part autobiography, part expose, and part a settling of scores. We learn which local reporters were the first to pick up the story and which were not, but apart from the bestowal of individual compliments, no larger themes emerge. There are some heavy-handed comments about newspaper chains and about an absence of "news from the point of view of common people seeking to resist the assault on their incomes and way of life," but Stephens does not give us overarching insights into the crucial role of the press and its strengths and weaknesses in moving an expose forward. Nor does she successfully anchor the events in the history of human experimentation. She mentions, of course, Nuremberg and Tuskegee and recapitulates an article or two by well-known scholars, but she gives us little understanding of where Cincinnati fits into this grim tradition. She does supply details on the class-action proceedings but offers no overview of the advantages and disadvantages of using courts to these ends. Even more telling, Stephens does not attempt to penetrate the mindset of the investigators -- not that such knowledge would bring forgiveness, but it might enable us to understand why they did what they did and how we might prevent such practices in the future. She is apparently too angry to carry out such an exercise and is more determined to ponder whether "there is a deep grain of wrongfulness in some human creatures." When she reviews "the mysterious horror of what had taken place," she concludes, "I almost do believe in human depravity without explanation." In this spirit, Stephens is more eager to tell us that the patients were not at death's door than to help us think about the meaning that cancer and terminal illness have for physicians' clinical practices and research ethics. She notes but does not emphasize enough the fact -- fully documented in the report of the President's Advisory Committee -- that in the 1970s, total-body irradiation was already well outside the boundary of acceptable medical practice and the even more damning fact that patients were not given antiemetic drugs to alleviate the painful effects of the radiation (for fear that such a practice would reduce the value of the findings for the Department of Defense). Readers who want to grasp quickly the essentials of the Cincinnati research should consult the Advisory Committee's report. Those who want a more discursive account of what it takes to correct medical and governmental malfeasance should read Stephens's book. In either case, they will come to appreciate the plaque that was put up, as Stephens tells us, in an out-of-the-way spot behind the hospital. A result of the court settlement, it reads, in part: "The Cincinnati citizens listed below were the innocent victims of human radiation experiments in this hospital from 1960 to 1972. Their names are placed here so that all may remember their injuries and afflictions, and their unwitting sacrifice in a project sponsored by the U.S. Department of Defense and carried out by professors in the University of Cincinnati College of Medicine." David J. Rothman, Ph.D.
Copyright � 2002 Massachusetts Medical Society. All rights reserved. The New England Journal of Medicine is a registered trademark of the MMS.

Most helpful customer reviews

5 of 5 people found the following review helpful.
The Accurate and Compelling Book on Radiation Experiments in Cincinnati
By retired professor
The Treatment tells the story of a horrifying miscarriage of medical research in the sixties. At least ninety-nine individuals were affected. They were irradiated over their whole bodies, or sometimes half their bodies, in a huge Cobalt-60 machine in the basement of Cincinnati General Hospital, and twenty-one died within about a month of being exposed. They were patients coming to a hospital cancer clinic when they were swept into this study funded by the Department of Defense. They and their families thought they were being treated for their disease, but University of Cincinnati doctors working with the military were trying to find out what would happen to soldiers in nuclear war.
Part One of this book outlines the long struggle of Stephens and her associates to bring this project to light. In 1994 she was able to uncover, with the help of a student at the university, the full names of the subjects and to initiate a lawsuit. Part Two provides the medical facts of the research over eleven years and how it affected each victim -- and in particular a group of surviving families the writer came to know well. Part Three describes each stage of the five years of litigation in federal court, which ended in 1999 in a settlement by the doctors of five million dollars.
Stephens writes that she had come to think of the people of this drama as "an invisible army that fought by night," unaware, that is, of what was happening to them and the military role they were performing.
This book seems to be widely read and to have had many good reviews. I notice that The Journal of American History considers it "a comprehensive and powerful account of one of the most important radiation experiments performed on unsuspecting civilians in post-World War II America."

4 of 4 people found the following review helpful.
A Story That Needed to Be Told
By Randy Nissen
I first heard of the Cincinnati radiation tests when some high school students of mine chose the subject for a history project. They immediately identified Martha Stephens as the key researcher of this horrible chapter of medical ethics being sacrificed in the name of national security. This book is an exhaustively researched and compellingly told by Mrs. Stephens, whose objectivity and scholarship were not compromised in her attempt to seek justice for the victims. This should be required reading in medical ethics classes and by people in power who are weighing individual rights against national security.

3 of 3 people found the following review helpful.
Superb muck-rake!
By Gene B
Truth-dedicated & well documented, this book by Prof. Stephens reveals medical experimentation cover-ups previously unknown to me. "Settled" finally in 1999, this case deserves "best seller" status along with classics such as
"Lies My Teacher Told Me..."(-Loewen). I try to tell everyone I know about these ageless icon-breakers.

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[X945.Ebook] PDF Download Cultural Anthropology: A Global Perspective (8th Edition), by Raymond Scupin Ph.D.

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Societal Organization and Globalization in Cultural Anthropology

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Cultural Anthropology: A Global Perspective provides students with an introduction to cultural anthropology through a traditional holistic and integrative approach.�

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Organized by societal type,�this book's�primary emphasis is on applied anthropology, with a strong coverage of globalization.� Additionally, it emphasizes three unifying themes: 1) the diversity of human societies and cultural patterns the world over, 2) the similarities that make all humans fundamentally alike, and 3) the interconnections between the sciences and humanities within anthropology.

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Teaching and Learning Experience

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Personalize Learning - MyAnthroLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.

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Improve Critical Thinking - Critical Perspective boxes ask students to step into an anthropologist’s shoes and use their own reasoning and judgment to approach and analyze problems that often arise in research situations.

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Engage Students - Applying Anthropology boxes show students that anthropological research helps solve problems that are currently faced by today’s societies. �Anthropologists at Work boxes profile prominent anthropologists, providing real life examples of many issues covered in the chapters.

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Support Instructors - Teaching your course just got easier!� You can Create a Customized Text or use our Instructor’s Manual, Electronic “MyTest” Test Bank or PowerPoint Presentation Slides. Plus, this text organizes its material based on levels of societal organization and regional topics, instead of structuring the book according to specific topics in anthropology, and devotes five chapters to globalization and culture change!

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Note: MyAnthroLab does not come automatically packaged with this text. To purchase MyAnthroLab, please visit www.MyAnthroLab.com or you can purchase a valuepack of the text + MyAnthroLab (VP ISBN-10: 0205179290, VP ISBN-13: 9780205179299)

• Sales Rank: #275881 in Books
• Brand: Brand: Pearson
• Published on: 2011-07-21
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .60" w x 8.50" l, 2.00 pounds
• Binding: Paperback
• 480 pages

Features

• Used Book in Good Condition

About the Author

In This Section:

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I. Author Bio

II. Author Letter

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I. Author Bio

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Raymond Scupin is Professor of Anthropology and International Studies in Lindenwood University. He received his B.A. degree in history and Asian studies, with a minor in anthropology, from the University of California- Angeles. He completed his M.A. and Ph. D degrees in anthropology at the University of California-Santa Barbara. Dr.Scupin is truly a four-field anthropologist. During graduate school, Dr. Scupin did archaeological and ethnohistorical research on Native Americans in the Santa Barbara region. He did extensive ethnographic fieldwork in Thailand with a focus on understanding the ethnic and religious movements among the Muslin minority. In addition, he taught linguistics and conducted linguistic research while based at a Thai University.

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Dr.Scupin has been teaching undergraduate courses in anthropology for more than 30 years at a variety of academic institutions, including community colleges, research universities, and a four-year liberal arts university. Thus, he has taught a very broad spectrum of undergraduate students. Through his teaching experience, Dr.Scupin was prompted to write this textbook, which would allow a wide range of undergraduate students to understand the holistic and global perspectives of the four-field approach in anthropology. In 1999, Dr.Scupin received the Missouri Governor’s Award for Teaching Excellence.

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Dr.Scupin has published many studies on his ethnographic research in Thailand. He recently returned to Thailand and other countries of Southeast Asia to update his ethnographic data on Islamic trends in that area, an increasingly important topic in the post 9/11 world. He is a member of many professional associations, including the American Anthropological Association, the Asian Studies Association, and the Council of Thai Studies. Dr, Scupin has recently authored Religion and culture: An Anthropological Focus and Race and Ethnicity: An Anthropological Focus on the U.S. and the World, and Peoples and Cultures of Asia, all published by Prentice Hall Press.

� � II. Author Letter �

Dear colleague

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I would like to introduce some of the new features in the eighth edition of Cultural anthropology: a global perspective. This textbook was inspired by one of the first� anthropology textbooks published by prentice hall press authored by the late Eric wolf who emphasized that anthropology has always been scientific and humanistic. Wolf said that "anthropology is both the most scientific of the humanities and the most humanistic of the sciences." (1964:88). We think that this perspective is as relevant today as ever. Eric was kind enough to offer suggestions in developing the first edition of this textbook and we have continued to emphasize his holistic and global focus throughout the different editions. We emphasize what we call the "synthetic-complementary approach" that views the scientific method and the methods within the humanities as complementary and suggest that both perspectives are needed to help explain and understand human behavior and cultures.

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To achieve our holistic and global focus with coverage of both the classic and the most current research in anthropology, we have had the assistance of many anthropologists who have used and reviewed our textbook for this eighth edition. We have updated and refined all of our chapters in the textbook drawing on the most current research by anthropologists doing research throughout the world.

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I invite you to consider this new edition of cultural anthropology: a Global Perspective 8th edition to introduce your students to the most current, interesting, and exciting research in our field. You will be able to demonstrate how important anthropological research is to understanding the human condition.

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Sincerely yours,

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Raymond Scupin

Lindenwood University

rscupin@lindenwood.edu

Excerpt. � Reprinted by permission. All rights reserved.
Preface

P reface

Educational Goals and Orientation of This Text

The world has become a small place. Global communications, international trade, geopolitical events with worldwide impact, and ease of travel have brought people and cultures into more intimate contact than ever before, forcing this generation of students to become more knowledgeable about societies other than their own. This textbook is grounded in the belief that an enhanced global awareness is essential for people preparing to take their place in the fast-paced, increasingly interconnected world of the twenty-first century. Anthropology is ideally suited to introduce students to a global perspective. Through exploring the range of human diversity each of the subfields of anthropology helps liberate students from a narrow, parochial view and enables them to appreciate the full sweep of the human condition.

The anthropological perspective, which stresses critical-thinking, the evaluation of competing hypotheses, and the skills to generalize from specific data, contributes significantly to a well-rounded education. This text engages readers in anthropology by delving into both classic and current research in the field. This ItIIreflects a commitment to anthropology�s holistic and integrative approach. It spells out how the four basic subfields of anthropology�physical anthropology, archaeology, linguistics, and ethnology�together yield a comprehensive understanding of humanity. Because the subfields often overlap, insights from all of them are woven together to reveal the holistic fabric of a particular society or the threads uniting all of humanity. In examining anthropological research, this text often refers to research conducted in other fields.

CContemporary anthropologists draw on the findings of biologists, paleontologists, geologists, economists, historians, psychologists, sociologists, political scientists, religious studies specialists, philosophers, and researchers in other areas whose work sheds light on anthropological inquiry. In addition to enlarging the scope of the text, exploring interactions between anthropology and other fields sparks the critical imagination that brings the learning process to life.

The comparative approach, another cornerstone of the anthropological perspective, is also highlighted in this text. When anthropologists assess fossil evidence, artifacts, languages, or cultural beliefs and values, they weigh comparative evidence, while acknowledging the unique elements of each case, society or culture. The text casts an inquiring eye on materials from numerous geographical regions and historical eras to enrich student understanding.

A diachronic approach also characterizes this book. In evaluating human evolution, prehistoric events, language divergence, or developments in social structure, anthropologists must rely on models that reflect changes through time, so this diachronic orientation suffuses the text.

Three Unifying Themes of This Text

In the previous edition of this textbook we emphasized three unifying themes that structured the material presented. These have been retained and expanded in this seventh edition. The first two themes we introduce students to are the diversity of human societies and cultural patterns the world over and the similarities that make all humans fundamentally alike . To achieve these two objectives, we pay as much attention to universal human characteristics as we do to local cultural contexts and conditions. We emphasize the growing interconnectedness of humanity and both the positive and negative consequences of this reality.� We draw on anthropological studies to discover how people are responding to the process of globalization.

The third theme, which we emphasize more prominently in this edition, focuses on the interconnections between the sciences and humanities within anthropology. We call this the synthetic-complementary approach , which views the scientific method and the methods in the humanities as complementary and suggests that one is incomplete without the other. This theme had been mentioned in previous editions, but we make it much more of a centerpiece in this edition. This third important theme dovetails with the two other themes, demonstrating how human behavior is both unique to a specific cultures, and yet also universal.

Several decades ago, iin another anthropology textbook published by Prentice Hall (1964), the late Eric Wolf emphasized that anthropology has always had one foot in the sciences and one foot in the humanities. This observation is evermore true today. Wolf said, �Anthropology is both the most scientific of the humanities and the most humanistic of the sciences� (1964, 88). Eric was kind enough to give us suggestions in developing this textbook and we would like to carry on the tradition that Eric Wolf accentuated in his work. One of the important goals in this edition is to further highlight the fundamental importance of the synthetic-complementary approach to science and the humanities in anthropology.

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• Sales Rank: #3721396 in Books
• Published on: 1990-06-01
• Original language: English
• Number of items: 2
• Dimensions: 9.50" h x 6.50" w x 2.00" l, .0 pounds
• Binding: Hardcover
• 878 pages

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