HDTenEightyP/NetNews huggingface dataset:
From: gil@Gilsys.DIALix.oz.au (Gil Hardwick)
Newsgroups: sci.anthropology
Subject: categories -- Repost
Distribution: world
Date: Thu, 15 Oct 92 07:18:19 GMT
Organization: STAFF STRATEGIES - Anthropologists & Training Agents


In article <1992Oct13.192118.25708@athena.mit.edu> kyee@mtl.mit.edu writes:

 > I thought I'd repost this... It was first posted a week or so after this  
 > newsgroup was created.  Perhaps we should add a category of [METH] to  
 > discuss methodology?
                                      .
                                      .
                           [Repost deleted as read]
                                      .
                                      .

Hm, fragmentation to avoid issues has plagued Anthropology from the
outset, creating bitter scandals and destroying careers even within
the same Department, without even beginning to consider any disputes
which might have emerged between sub-disciplines.

Any particular theoretical position or method of treating the data to
produce whatever conclusions has no bearing on the standard of any
given individual's work whatsoever, and neither does fragmentation
contribute to the enhancement of those standards.

Admittedly, when the thing falls apart it is awful, but when it does
work it is very excellent indeed. What we are at risk of losing is the
valuable cross-pollination Internet gives us access to on a scale we
would not have dreamed of only a few years ago.

For all that, I am aware that there are very many non-Anthropologists
both lurking and posting here. As I have already suggested, everyone
might reasonably identify themselves to the group and explain clearly
and briefly their interest in our profession, thereby assisting the
rest of us a little in managing disputes as they arise.

I vote NO to any fragmentation proposal.

--
Gil Hardwick                                      gil@Gilsys.DIALix.oz.au
Independent Consulting Ethnologist                            3:690/660.6
PERTH, Western Australia                                 (+61 9) 399 2401
   * * Sustainable Community Development & Environmental Education * *
From: rm4@st-andrews.ac.uk (Rosa Michaelson)
Newsgroups: sci.anthropology
Subject: Re: The Bible In The Context of Its Time
Date: 13 Oct 92 11:20:07 GMT
Organization: not St. Andrews University

Oh good - a nice source for that great period of sociological research called
ethnomethodology is 'Studies in Ethnomethodology' by, I think, Garfinkel.
It is a very refreshing view on how many types of social sciences can be studied
- without any irony, of course. This discussion group has some good examples
of how many view the 'doing' of anthropology which range from the 'I am just
starting out and need some tips' to the 'none of you know anything, least of
all anything about anthropology'. And has drifted away from the above topic
line very successfully as is usual....
Good areas for hints on The Bible In the Context of its Time are as have
been stated archeological writings - including the early victorian period!
And the other source would be IMHO historical liguistic studies - including
those which talk of the dead sea scrolls. Avoid any that feature words like
blood, holy grail, etc like the plague..and also try Gibbon on the decline
and fall of the Roman Empire.
Newsgroups: sci.anthropology,soc.culture.netherlands
From: lagendyk@athena.research.ptt.nl (Lagendijk M.)
Subject: Re: Sexism vs. Racism (was Re: Female breast (bosom) experience wanted!)
Keywords: femal breast bosom
Organization: PTT Research
Date: Thu, 8 Oct 1992 07:15:27 GMT

ph111-bx@violet.berkeley.edu (;;;;7202) writes:

>In article <Bvr413.Fxx@nic.umass.edu> s1006420@titan.ucc.umass.edu
>(If you want peace work for justice) writes:
>>I see a lot of sexism on USENET, such as the post above. I am not
>>in favor of sexism, racism, etc. and I also do not the like the
>>condescending (when not demeaning) way which sexist men refer to women,
>>an exact paralel of the way racist whites address people of color.
>>I think this needs to improve.

>To me it seems that since sexism has a biological component, e.g. the
>hormonal response engendered in a male when looking at an attractive
>female, it would be difficult if not impossible to eliminate through
>just education.  Whereas racism, I always thought, is entirely culturally
>based and therefore would be amenable to such treatment. Anyone know better?

So just because we have a difference in the level of all the different
hormones that it's ok to talk in a sexist way about women? Don't you
think that that is kinda wierd????? So the level of progestoron is your
blood effects what comes out of your mouth (or fingers)? Just as with
racism sexism has also a lot to do with culture. So we better start doing
something about it right!

margot
-- 
#   Name:  Margot Lagendijk                | PTT Research                 #
#   Email: M.Lagendijk@research.ptt.nl     | P.O.Box 421                  #
#   Phone: +31 70 3323887                  | 2260 AK Leidschendam         #
#   Fax:   +31 70 3329508                  | Netherlands                  #
Xref: sparky sci.anthropology:1133 soc.culture.netherlands:3351
From: eric@flab.fujitsu.co.jp (eric)
Newsgroups: sci.anthropology,soc.culture.netherlands
Subject: Re: Female breast (bosom) experience wanted!
Date: 16 Oct 92 10:20:01 GMT
Followup-To: sci.anthropology
Organization: Fujitsu Laboratories Ltd., Kawasaki, Japan.
In-reply-to: dude@losers.hacktic.nl's message of 15 Oct 92 06:53:17 GMT

In article <101492142504dude@losers.hacktic.nl>,
dude@losers.hacktic.nl writes:

> In article  <Bvrw41.8Es@nic.umass.edu>, 
> Vera B. writes:
> 
>  S> I once had a professor who referred to African Americans as niggers
>  S> and then he would add, "but I'm not really racist, ha-ha" - and
>  S> I would think - Really? either you don't know what you are or you
>  S> don't know what racism is. He couldn't see any racism in his 
>  S> attitude either. Funny, isn't it? 
>  
>  No it's not.
>  
>  S> I've seen these excuses before...racists and sexists will always need
>  S> to justify their lack of respect as something else other than what it is.
>  S> 
>  S> Vera B.
>  
>  So I can't make a joke about my black friends ?
>  Once, we were in walking in the dark, and I could only hear one of my
>  (black) friends, I couln't see him. So I asked him to smile so I could
>  at least see his teeth in the dark (no a great joke, but it's an example).
>  Was I being a rascist at that time ?
>  Or is there a difference between jokes *about* women/blacks/* and jokes
>  *against* women/blacks/* ?

In a perfect world, it would be okay to make this kind of joke under
any circumstance, because it wouldn't imply that you hold a
prejudice or look down on blacks. In the real world... Ah well, you
know. Of course, in this particular case, the black guy was your
friend, and one is of course always free to make jokes about one's
friends (isn't that what friends are for?). As I see it, you are even
free to make outrightly racist jokes as long as your friend doesn't
mind (whether that would be in good taste, is another matter).

If you're implying, however, that your example is comparable to the
one about the professor, I don't agree. He sounds like a racist
allright.

By the way, is there any particular reason why you've crossposted this
message to soc.culture.netherlands?
(What with all you anthropologists maligning us for posting in Dutch,
I thought I should get a dig in as well :-)

Eric.
-
--
---------------------------------------------------------------------
Eric M. Visser                         email: eric@flab.fujitsu.co.jp
Fujitsu Laboratories Ltd.              phone: 044 - 754 - 2671
Kawasaki, Japan                        fax  : 044 - 754 - 2570
From: wjohnson@tjhsst.vak12ed.edu (William K. Johnson (Bill))
Subject: Scientific Data Sets on CD ROM
Organization: Virginia's Public Education Network (Fairfax)
Date: Sat, 10 Oct 92 01:49:36 GMT

I would like to request that teachers who use scientific data
sets (like the JEdI series or any of the NASA/NOAA/USGS sets)
to please contact the Joint Education Initiative office at the
University of Maryland.  The JEI office is attempting to
establish communication between teachers using CD ROM
technology.  A periodic newsletter is being published and
graduate level courses in the use of scientific data sets are
being taught (all at no cost).  The JEI office also attempts to
provide technical support to teachers using this technology.
If you use CDs, please drop a line to:

wjohnson@earthsun.umd.edu

or (snail mail)

Joint Education Initiative
3433 A.V. Williams
University of Maryland
College Park, MD  20742-3281

(301) 405-2324
-- 
----------------------------------------------------------------------
William Johnson (Bill)                   wjohnson@earthsun.umd.edu
Teacher Coordinator
Joint Education Initiative
Newsgroups: sci.edu,misc.education,misc.kids
From: kyrsten@eos.arc.nasa.gov (Kyrsten Swazey)
Subject: Re: Year-round schooling
Organization: NASA Ames Research Center
Distribution: usa
Date: Wed, 7 Oct 1992 21:25:35 GMT

I would like to add to this on-going saga... I myself spent eight years
in parochial schooling, yet i never experienced nightly homework which
kept me away from pursuing other activities.  I did, however (and still
do), procrastinate horrendously on long-term projects and was introduced
early in elementary school to the all-nighter.  I *never* had class-work
which needed to be completed at home, but there was alsways a fair
amount of homework which needed to be completed.  Perhaps the woman who
is having difficulties with the course load should go to her children's
teachers and explain the situation; the case may be that the work is
being completed in an unproductive manner, or perhaps *she* is over-
emphasizing the relative importance of this homework.  For myself, i had
an almost intrinsic desire to learn and to read; my mother never checked
to insure that my homework was done or even being attempted.  I learned
quickly what was necessary and what was not.  It seems to me that
pointless busy-work, when the child already has a firm grasp of the
subject matter, is ludicrous.  Perhaps Jan should evaluate the relative
importance of the work which is keeping her children awake until 10 at
night.
It is vital to realize that education is an integral part of our
technological society.  I certainly wich that i could spend my days and
weekends on nature hikes at the beach and in the mountains, yet i also
need to guarantee my future.  And, in America today, that means twelve
years of hard learning in order to qualify for menial, often minimum-
wage labor.  Children need to work hard, but this does not mean that
they should never enjoy themselves.  Rather, they should learn to
P
evaluate their options; if they *know* what they are doing, then it o
may be an option to face the teacher and let him/her know that they
didn't do the assignment.  Let me rephrase that.  If Jane says "no, i
don't have page 57 done" and page 57 is comprised of endless
times-tables, yet she already has these committed to heart, then she
will be able to perform on the exam.  The difficulty here is the fact
that all students learn at different paces, yet we do not wish to hurt a
child's "self-esteem" by holding them back or skipping grades.  So any
school, year-round or otherwise, necessarily attempts to cater to the
needs of the "median".
I would suggest that Jan ask if other children in her children's classes
are also toiling endlessly.  If so, then this should *definitely* be
brought to the attention of the teacher.  And, if not, then she should
try to discover *how* other students are going about doing their work.

This was typed very quickly, so i apologize for the general incoherency.
If anyone has any questions re. clarifications or otherwise, please let
me know.
From: jacek@edstar.ucsb.edu (Jacek Smits)
Newsgroups: sci.edu
Subject: Position announcement at UCSB
Keywords: position announcement
Date: 9 Oct 92 20:21:14 GMT
Distribution: usa
Organization: UCSB Graduate School of Education


             POSITION ANNOUNCEMENT:  SCIENCE EDUCATION
                                 
                                 
 
 The Department of Education at the University of California,
 Santa Barbara seeks an Assistant Professor for a tenure track
 appointment effective July 1, 1993.  Applicants must have a
 background in science, a relevant doctorate, and an interest in
 precollege science teaching.  Interests might include research on
 cognitive theories of learning and instruction in the natural
 sciences, teacher education in science, student acquisition of
 scientific concepts, and/or assessment of scientific
 understanding.  The successful applicant will teach courses and
 advise students in research oriented graduate degree granting
 programs and provide instructional support for the fifth year
 credential programs in Science Education.
 
 Applicants should send a letter of application, current resume,
 two representative publications and three letters of
 recommendation to:  Professor Jules Zimmer, Chair, Search
 Committee, Department of Education, University of California,
 Santa Barbara, CA  93106.  The application deadline for initial
 consideration is February 1, 1993; however, applications will be
 accepted until the position is filled.  For further information
 contact Dr. Zimmer by phone at (805) 893-3835; or by electronic
 mail at jules@edstar.gse.ucsb.edu
 
 UCSB is an EO/AA employer.  Proof of U.S. citizenship or
 eligibility for U.S. employment will be required prior to
 employment (IRCA 1986).
 

Xref: sparky sci.edu:1073 misc.education:3614 misc.kids:25380
Organization: SAS Institute Inc.
Date: Wednesday, 7 Oct 1992 10:37:28 EDT
From: Sandra Webb <SASSGK@vm.sas.com>
Newsgroups: sci.edu,misc.education,misc.kids
Subject: Re: Year-round schooling
 <1992Sep28.164440.14504@telebit.com>
 <1992Sep28.194450.19983@oakhill.sps.mot.com>
 <1992Oct2.184423.25004@ulysses.att.com> <bfsJ02Tu24p101@JUTS.ccc.amdahl.com>

My son is in his second year attending a year-round elementary school.  This
was by choice, as the year-round schools in our district are entirely
voluntary.  Initially, when the district proposed year-round schools a several
years ago, when my son was a baby, they had to beg people to try it for a year;
but after that, they're turning people away at the elementary level.

I must admit that our initial reason for looking at year-round schooling was
selfish.  We have always taken our vacations in the off-seasons (non-summer),
and the idea of having four 3-week breaks throughout the year was very
appealing.  And although the breaks have been wonderful, we're sold on the
concept of year-round schooling.

There has been an almost non-existent turnover rate of teachers at the
school; those that I have spoken with say that there is less burn-out than
on a traditional calendar.

Instead of having summer school, the first few days of a "track out" (break)
are used for intercession.  This allows the teacher to deal with problems
students might be having more immediately.

The transition between grade levels was amazingly smooth.  The children
were out for a week and started back to school in a different grade with
a different teacher, and it wasn't a worrisome experience.

We were fortunate that the YMCA in the area worked closely with the schools
to provide after-school and track-out programs for the children.  This did
much to make the program a success.  Since the initial upstart, many other
day cares now provide the same services.

All in all, I'm very satisfied with year-round schooling.  Contrary to
comments from people who are vehemently opposed to it, I'm not looking for
a way to "imprison" my children.  They still have break times; it's just
not for 3 months straight.  I do not believe that year-round schooling is
for everyone; there are perfectly legitimate reasons for not using it, the
most obvious is the case of divorced parents (particularly in different
states) whose custody agreements require that one parent has the children
for the summer vacation.  But for those of us who do like it and who believe
that it is best for our children and our families, please don't be so
critical of us.  We are as concerned about our children as everyone else
and are only doing what we believe is in their best interests.
Newsgroups: sci.edu,alt.politics.org.misc,k12.ed.business,talk.politics.theory
From: nelson_p@apollo.hp.com (Peter Nelson)
Subject: Re: Etzioni, Amitai
Date: Fri, 9 Oct 1992 20:10:57 GMT
Organization: Hewlett-Packard Corporation, Chelmsford, MA

In article <1992Oct8.133123.15172@news.columbia.edu> jsl7@cunixa.cc.columbia.edu (J. Shawn Landres) writes:
>In article <1b0qs6INNot3@uwm.edu> industry@convex.csd.uwm.edu (Mark A Bialik) writes:
>>I am in desperate need of help.  As a graduate student in Political Science,
>
>Amitai Etzioni is currently a professor at George Washington University. He is
>a leader in the new communitarian movement, and is the editor-in-chief of the
>journal "The Responsive Community", which is the main journal of communitarian-
>ism. He also serves on the board of the American Alliance for Rights and 
>Responsibilities. 
>
>For an excellent introduction to communitarians, check out his article, "The
>Communitarian Platform," in the magazine "The New Democrat", published by the
>Democratic Leadership Council. The DLC can be reached at (202) 546-0007.

   I read several articles on communitariansism in a recent Utne Reader
   and as far as I could tell it was just socialism/social democraticism
   dressed up in new clothes.   If this perception is wrong perhaps you
   could enlighten us.


---peter

Xref: sparky sci.edu:1078 misc.education:3627 misc.kids:25450
From: tuff@ellis.uchicago.edu (Geoff Tuffli)
Newsgroups: sci.edu,misc.education,misc.kids
Subject: Re: Year-round schooling
Date: 7 Oct 92 20:57:04 GMT
Reply-To: tuff@midway.uchicago.edu
Organization: University of Chicago Computing Organizations

In article <1992Oct7.184258.9803@chpc.utexas.edu> jbyrd@chpc.utexas.edu (Jan Byrd) writes:
>Does year-round schooling actually result in more time (more days) in the 
>classroom than a September through May schedule?  If so, then they should
>surely be able to get it all finished during class times.  I have several
>friends who home-school their children, and there is no such thing as
>"homework".  All school work is done "in class", and the rest of the time 
>they are free for fields trips and other non-academic pursuits.
>
>Jan

From my understanding of the various proposed models for year-around
schooling, it can go both ways; i.e., either more or less days of school
(or in most cases, actually the same number of days.)

I have to be somewhat sceptical of the use of enforced homework in the
first place, mostly because I suspect it grew out of a desire to "keep
the children out of trouble", at least in some part. In some cases, it
is certainly necessary, but I seriously doubt the value of either excessive
or forced homework. From my reading and understanding of the process of
learning, both in children and adults, it seems fairly clear that people
learn and memorize by repeated exposure over an extended period of time,
_not_ from forcing huge blocks of study down people's throats in as short
a time as humanly possible.

For this reason, I believe that the idea of year-around schooling, coupledd
with an alteration of methodology towards a more long-term approach to
learning than cramming and a change in philosophy towards nurturing and
encouraging children's curiosity in what directions _they_ are interested
in, with, of course, guidance where necessary, will in itself affect more
positive change in the educational system than anything else.


	Geoff Tuffli
Xref: sparky sci.edu:1081 alt.politics.org.misc:9 k12.ed.business:288 talk.politics.theory:4467
From: jsl7@cunixa.cc.columbia.edu (J. Shawn Landres)
Newsgroups: sci.edu,alt.politics.org.misc,k12.ed.business,talk.politics.theory
Subject: Re: Etzioni, Amitai
Date: 8 Oct 92 13:31:23 GMT
Reply-To: jsl7@cunixa.cc.columbia.edu (J. Shawn Landres)
Organization: Columbia University

In article <1b0qs6INNot3@uwm.edu> industry@convex.csd.uwm.edu (Mark A Bialik) writes:
>I am in desperate need of help.  As a graduate student in Political Science,
>I am currently researching a book by Amitai Etzioni called "Complex
>Organizations."  Very little information can be found in the Metro Milwaukee
>area by this author.  If anyone has any info. regarding this book or
>autohor, please email me at your convenience.  Thanks in advance.  Any help
>is greatly appreciated.
>
>----Mark A. Bialik
>----industry@convex.csd.uwm.edu
>

Amitai Etzioni is currently a professor at George Washington University. He is
a leader in the new communitarian movement, and is the editor-in-chief of the
journal "The Responsive Community", which is the main journal of communitarian-
ism. He also serves on the board of the American Alliance for Rights and 
Responsibilities. 

For an excellent introduction to communitarians, check out his article, "The
Communitarian Platform," in the magazine "The New Democrat", published by the
Democratic Leadership Council. The DLC can be reached at (202) 546-0007.

Just out of curiosity, is anyone else out there exploring communitarianism?
If you are, I'd like to hear from you.

Shawn Landres
Columbia University
jsl7@columbia.edu
Xref: sparky sci.edu:1079 alt.politics.org.misc:8 k12.ed.business:286 talk.politics.theory:4464
From: industry@convex.csd.uwm.edu (Mark A Bialik)
Newsgroups: sci.edu,alt.politics.org.misc,k12.ed.business,talk.politics.theory
Subject: Etzioni, Amitai
Date: 8 Oct 1992 08:18:14 GMT
Organization: Computing Services Division, University of Wisconsin - Milwaukee
Distribution: world
NNTP-Posting-Host: 129.89.7.30
Originator: industry@convex.csd.uwm.edu

I am in desperate need of help.  As a graduate student in Political Science,
I am currently researching a book by Amitai Etzioni called "Complex
Organizations."  Very little information can be found in the Metro Milwaukee
area by this author.  If anyone has any info. regarding this book or
autohor, please email me at your convenience.  Thanks in advance.  Any help
is greatly appreciated.

----Mark A. Bialik
----industry@convex.csd.uwm.edu