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Learners will study the essential components and variables of an ion propulsion system. Activities include an on-line ion propulsion engine simulation and design. Included are changes in energy and fuel consumption as a result of variable changes... (View More) (dependent/independent variable relationships). This is activity 5 of 5 in Structure and Properties of Matter: Ion Propulsion. (View Less)
Materials Cost: Free
This is an activity about sunspots and solar flares. Learners will work collaboratively to create abstracts detailing their knowledge of sunspots and solar flares and then present their work to the entire audience. A background understanding of our... (View More) Sun and its features is needed prior to starting this activity. This is activity 4 in Exploring Magnetism in Solar Flares. (View Less)
Materials Cost: 1 cent - $1 per group of students
Students learn to identify and communicate important patterns in a dataset by drawing a visualization, and begin to interpret those patterns. Resource includes a student data sheet and scoring rubric. This learning resource is part of the Atmosphere... (View More) chapter of the GLOBE Teacher's Guide, and is supported by the GLOBE Aerosol protocols. GLOBE (Global Learning and Observation to Benefit the Environment) is a worldwide, hands-on, K-12 school-based science education program. (View Less)
Materials Cost: 1 cent - $1 per group of students
Learners will design and conduct experiments to answer the question, "how does distance and inclination affect the amount of heat received from a heat source?" They will measure heat change as a function of distance or viewing angle. From that... (View More) experiment, they will identify how the MESSENGER mission to Mercury takes advantage of these passive cooling methods to keep the spacecraft comfortable in a high-temperature environment. This is lesson 3 from MESSENGER Education Module: Staying Cool. Note: the student guide starts on p. 24 of the PDF. (View Less)
Materials Cost: $1 - $5 per group of students
This is a design challenge about heat transfer and insulation. Learners will apply the scientific method to design and build a container that will keep items cool when placed in boiling water. They will practice collaboration in team-building and in... (View More) teamwork. This is lesson 4 of 4 at the Grade 9-12 range of the module, Staying Cool. (View Less)
Materials Cost: Over $20 per group of students
This is a lesson about infrared radiation. Learners will investigate invisible forms of light as they conduct William Herschel's experiment and subsequent discovery of infrared radiation. They will construct a device to measure the presence of... (View More) infrared radiation in sunlight, explain that visible light is only part of the electromagnetic spectrum of radiation emitted by the Sun, follow the path taken by Herschel through scientific discovery, explain why we would want to use infrared radiation to study Mercury and other planets, and explain how excess infrared radiation is a concern for the MESSENGER mission. This is activity 1 of 4 at the Grade 5-8 band of "Staying Cool." (View Less)
Materials Cost: $5 - $10 per group of students
This is a lesson about radiation and the various sources of radiation that a spacecraft may encounter in its journey. Learners will calculate their annual exposure to high-energy radiation, identify sources of high-energy radiation, and explain why... (View More) the near-Mercury environment is a concern for the Mercury MESSENGER mission. This is lesson 2 of 4 in the high school track of a module, titled Staying Cool. Note: the student guide starts on p. 17 of the PDF. (View Less)
Materials Cost: 1 cent - $1 per group of students
Learners will consider the essential question, "How much energy does sunlight provide to the Earth and what is its role in the Earth's energy resources?" Activities include building a device to measure the solar constant - the amount of energy in... (View More) sunlight - calculating the amount of energy arriving at the Earth from the Sun, and describing the differences in solar radiation at Mercury compared to Earth. This is activity 1 of 4 in the module, Staying Cool. Note: the student guide starts on p. 21 of the PDF. (View Less)
Materials Cost: $1 - $5 per group of students


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Pamela Ashmore, Associate Professor, Chairperson
Ph.D., Washington University in St. Louis
Michael Cosmopoulos, Hellenic Government-Karakas Family Foundation Endowed Professor of Greek Studies and Professor of Archaeology
Ph.D., Washington University in St. Louis
Laura Miller, Eiichi Shibusawa-Seigo Arai Endowed Professor in Japanese Studies,
Ph.D., University of California-Los Angeles
Jay Rounds, Des Lee Professor of Museum Studies
Ph.D., University of California-Los Angeles
Susan E. Brownell, Professor
Ph.D., University of California-Santa Barbara
Sheilah Clarke-Ekong, Associate Professor,
Ph.D., University of California-Los Angeles
Margo-Lea Hurwicz, Associate Professor
Ph.D., University of California-Los Angeles
Patti Wright, Associate Professor
Ph.D., Washington University in St. Louis
Michael Ohnersorgen, Assistant Professor
Ph.D., Arizona State University
Allon Uhlmann, Assistant Professor
Ph.D., Australian National University
Donna Hart, Adjunct Associate Professor
Ph.D. Washington University in St. Louis
Mary Vermilion, Adjunct Associate Professor
Ph.D., University of Illinois-Chicago
Lucretia Kelly, Adjunct Assistant Professor
Ph.D., Washington University in St. Louis
Catherine Koziol, Adjunct Assistant Professor
M.A., Washington University in St. Louis
General Information
The aim of anthropology is to understand the diversity of humans. For 100 years we have studied the cultures of the world, teaching people how to see themselves more clearly through the eyes of those who are different from themselves and how to work with the underlying humanity that unifies all cultural differences.
Anthropology is the study of humans through all time and space. The discipline considers our struggle to adapt to and survive in the natural and social environments and to improve our lot in the face of perpetual change. Anthropologists teach how cultures evolve and the role of individuals and groups in the invention and perpetuation of cultural beliefs, behaviors, symbols, and systems. Anthropologists have accumulated in-depth knowledge of hundreds of cultures and use this to understand better our own cultural beliefs, actions, and institutions, as well as those of people from other cultures. As the science of cultures, anthropology brings a powerful perspective to bear in understanding the emerging global order. Cross-cultural and evolutionary insights and knowledge help us envision how we can incorporate vast human diversity into a unified world order of peace, prosperity, justice, and opportunity.
Degrees and Areas of Concentration
A Bachelor of Arts in Anthropology focuses on applied and theoretical skills. The anthropology faculty are actively involved in cultural, archaeological, and biological anthropology research at home and abroad.
Cultural Anthropology
Faculty conduct research in St. Louis, Los Angeles, Ghana, South Africa, China, Israel, Australia, and Native American communities. They encompass studies in health care choices of elder citizens, museum studies, gender and sexuality, body culture and sports, culture diversity principles, educational anthropology and more. Opportunities abound for students to pursue diverse research experiences on a vast range of topics on human actions, beliefs and organization.
Faculty are engaged in regional and global research. Students may join faculty in excavations of an 800-year-old ceremonial site at Cahokia Mounds, Illinois, a 10th-15th century pre-Aztec society in northwestern Mexico, and a Bronze Age administrative center near Iklaina, Greece. The program also has an archaeology lab and library with one of the largest extant collections of artifacts from eastern Missouri.
Biological Anthropology
Faculty members are active in the study of the behavior, ecology, and evolution of primates and of educational issues in the study of paleoanthropology (fossil record of human origins)and human variation. Students have conducted original research at the St. Louis Zoo. They can study Forensic Anthropology and work with the program's own collection of 19th century skeletal remains.
Student Experience
Students may work closely with faculty in designing their personal course of study and carrying out their own research projects in any of the above fields of study. Students have presented research results at professional meetings, in published papers, and at government and community agencies for use in planning and development. Students are encouraged to participate in the program's network of internships, providing an opportunity to practice newly acquired skills. As a capstone experience, all students, under faculty supervision, complete a significant independent research project for the Senior Seminar, culminating in written and oral reports to student colleagues and the faculty. The program encourages study abroad and in other regions of the United States and has scholarship funds to assist. There is an active Association of Student Anthropologists that sponsors an intercultural film series, speakers, and social activities.
Paid undergraduate positions are available on a competitive basis to anthropology majors as teaching assistants and faculty research assistants.
Minor in Anthropology
The minor in anthropology is designed to offer students a flexible introduction to the fundamentals of the discipline to complement their major field of study. A minor is advisable for anyone planning a career with intercultural or international dimensions, where knowledge of cultural systems, environments, values, and symbols is useful.
Certificate in Archaeology
The certificate in archaeology provides applied training in both laboratory and field methods to students who could be hired to assist professional archaeologists in area firms. Internships can be arranged with the UMSL archaeology lab or with a local institution
Undergraduate Studies
General Education Requirements
Majors must satisfy the university and college general education requirements. Any foreign language may be used to meet the language requirement for the B.A. degree.
Degree Requirements
Bachelor of Arts in Anthropology
Six hours of credit will be accepted for courses taken on a satisfactory/unsatisfactory basis from any anthropology elective. The statistics requirement may be taken on an S/U basis. All other required courses for the major must be completed with a grade of C- or better. The following courses are required:
ANTHRO 1005, Introduction to Biological Anthropology
ANTHRO 1011, Introduction to Cultural Anthropology
ANTHRO 1019, Introduction to Archaeology
ANTHRO 3220, Social Statistics, or any other college level statistics course
ANTHRO 4301, Ideas and Explanations in Anthropology
ANTHRO 4308, Practicum in Cultural Research Methods or ANTHRO 4310, Laboratory Methods in Archaeology or ANTHRO 4311, Primate Research Methods
ANTHRO 4315, Senior Seminar
ANTHRO 4316, Senior Seminar Tutorial
Two courses from two different subfields in Anthropology (Cultural Anthropology, Archaeology, Biological Anthropology, or Linguistic Anthropology) numbered 2100-2199
Three courses in Anthropology numbered 3200-3299, one of which must come from the following list:
ANTHRO 3202, History, Theory, and Practice of Anthropology
ANTHRO 3209, Forensic Anthropology
ANTHRO 3210, Applied Anthropology
ANTHRO 3211, Linguistic Anthropology
ANTHRO 3212, Medical Anthropology
ANTHRO 3216, Cognition across Cultures
ANTHRO 3229, Economic Archaeology and Anthropology
ANTHRO 3244, Religion, Magic, and Science
ANTHRO 3270, Human, Ecology, Cultural Collapse, and Sustainable Development
The total number of hours required for the major is 39.
Students may elect to take up to, but not to exceed, 12 additional hours in anthropology courses of their choice.
At the end of the program, students should have these competencies:
- Discipline-Specific (Content) Knowledge
Graduates will be able to discuss the importance cultural diversity, thus preparing them to function in multicultural or international settings. Graduates will understand the common evolutionary origins that unify all cultural differences, as well as human biological variation within our shared humanity. Graduates will develop in-depth knowledge of the culture of a particular region of the world.
- Communication Skills
Graduates will develop social science writing skills, including writing of a research proposal for a grant agency and a substantial research report. Graduates will develop oral presentation skills, including presenting a formal research report.
- Information Management/Quantitative Skills
Graduates will master research methods in one of the subfields of anthropology (cultural anthropology, biological anthropology, archaeology). Graduates will learn to design and conduct an original research project, working in close cooperation with faculty.
- Valuing/Ethics/Integrity
Graduates will be able to discuss and articulate the professional ethics and codes of conduct of the discipline.
- Critical Thinking Skills
Graduates will develop the ability to apply anthropological concepts in performing critical analysis of broad historical trends and complex social issues. Graduates will be able to value cultural diversity, thus preparing them to function in multicultural or international settings.
- Application/Internship Skills
Graduates will gain hands-on experience in the application of anthropological concepts to real life and will be able to apply anthropological theory to real-life experience.
Residency Requirement
Undergraduate majors must complete a minimum of 17 hours of upper-level (3000-5000) Anthropology courses in residence, including 3202, 4301, 4308 or 4310, 4315, 4316, and one other course numbered from 3000 to 5000.
Anthropology Minor
There are three possible emphases in the minor: Cultural Anthropology, Archaeology, and Biological/Forensic Anthropology. One course should be selected from each of the following five groups:
1. ANTHRO 1011, Introduction to Cultural Anthropology OR
ANTHRO 1019, Introduction to Archaeology OR
ANTHRO 1005, Biological Anthropology OR
ANTHRO 1006, Introduction to Non Human Primates
2. One 2000-level Anthropology course
3. One 3000-level Anthropology course
4. One 4000-level Anthropology course
5. One elective anthropology course at any level.
A minimum of 15 anthropology credit hours is required. Grades of C- or better must be attained in all courses used to satisfy these requirements. One Elective course taken on an A/U basis may be applied to the minor.
Students in the Bachelor of Liberal Studies must take Anthropology 4301 as their capstone course.
Archaeology Certificate
ANTHRO 1019, Introduction to Archaeology
One anthropology course at the 2100-2199 level with an archaeological emphasis.
One anthropology course at the 3200-3299 level with an archaeological emphasis.
ANTHRO 2109 or 4309, Archaeological Field School (3-6 credit hours)
ANTHRO 4310, Laboratory Methods in Archaeology
ANTHRO 4326, Internship in Archaeology (3-6 credit hours)
Career Outlook
The B.A. in Anthropology equips the student for employment in almost any area in which a bachelor's degree is sufficient and a sensitivity to cultural values and diversity is important. Graduates have found employment as university professors and lawyers and in archaeology research programs, urban development, planning programs, health care delivery, human services, business, government service, teaching, computer systems design,and university administration. Anthropology is excellent preparation for graduate and professional training in administration, the helping professions, development work, law, environmental studies, international and human resource areas of business, and in many other areas,- depending upon individual interests. Many UMSL anthropology graduates have gone on to advanced training in master's, doctoral, and professional programs in respected universities around the country. For more career information, contact the program at 314-516-6020 for an appointment to talk with an appropriate faculty member or to request an information packet.
Course Descriptions
ANTHRO 1005 Introduction to Biological Anthropology
Biological anthropology studies evolutionary theory and its development, the evolution/creationist debate, Mendelian and population genetics, the evolutionary place of humans within the animal kingdom, anatomical and behavioral characteristics of primates, fossilization, primate evolution, the human evolutionary fossil record, biological variability in modern humans, race as a biological concept, and applied biological anthropology. In addition to 3 hours of lecture, 1 hour per week is spent in lab classifying ancient human fossils, observing monkeys and apes at the zoo, and doing other projects.
ANTHRO 1006 Introduction to Non-Human Primates (3)
As a general survey of our closest living relatives, this course introduces the ecology, cognition, communication, social and sexual behavior, and fossil history, of non-human primates. The work of well-known primatologists is used to illustrate various aspects of field research. Conservation status of primates in the wild is assessed as well as current threats to survival.
ANTHRO 1011 Introduction to Cultural Anthropology (3) [V, SS, CD]
Cultural anthropology is the study of human beings as creatures and creators of society. This course is an introduction to that study which aims to demonstrate how the basic concepts and techniques developed by cultural anthropologists help us to understand societies of various degrees of complexity, including our own. We will consider topics such as language, kinship, gender, ethnicity, economics, politics, religion, and social change in a broad comparative framework. Major goals are an increased awareness of the social and cultural dimensions of human experience the diversity and flexibility of human cultures and processes of intercultural communication and conflict.
ANTHRO 1019 Introduction to Archaeology (3) [MI, SS, CD]
Archaeology is a subfield of anthropology that studies past human societies from their material remains. Explores the development of archaeology as a scientific discipline. Archaeological methods and theories will be explained using case studies from the continents of Africa, Asia, Australia, Europe and the Americas.
ANTHRO 1021 The Body in Culture (3) [CD]
This course will compare uses of the body as a social signifier in Western and non-Western cultures. It will explore how culture shapes the images, uses, and meanings of the human body. It concentrates on different historical and cultural beliefs in five areas: how the body works sex and gender eating manners and food pain and punishment beauty and bodily mutilation.
ANTHRO 1025 World Cultures (3) [V, SS, CD]
An ethnographic survey of the major culture areas of the world (Africa, Asia, North and South America, Europe, and Oceania).
ANTHRO 1033 World Archaeology (3) [MI, SS, CD]
Discusses some of the greatest discoveries in archaeology from prehistoric cultures to ancient civilizations of Africa, Asia, Australia, Europe, and the Americas. Archaeological examples may include early human origins at Olduvia Gorge in Tanzania, the pyramids of ancient Egypt, the Maya and Aztec of Mexico, the rise of civilization in Mesopotamia, England's Stonehenge, the Roman city of Pompeii, upper Paleolithic cave paintings in France and Spain, and American Indian pueblos of the Southwest. This introductory course is designed for non-anthropology majors, or for those who are considering the major.
ANTHRO 1037 The Wonders of Greece: Introduction to Greek History and Culture (3)
Same as HIST 1037. Our democracy and culture have been heavily influenced by Greek civilization. This course will introduce students to the culture and civilization of Greece in order to provide a better understanding of our own society. The course will cover the political and military history, art, literature, philosophy, and science of Greece from prehistoric to modern times, with special emphasis on Greek civilization's enduring democratic and cultural ideals. This course will include screening of films and use of online resources.
ANTHRO 1041 Sex and Gender across Cultures (3) [CD]
This course considers womanhood, manhood, third genders, and sexuality in a broad cross-cultural perspective. The focus of the course is on the diverse cultural logics that separate females, males and sometimes third genders into different groups in different societies, with the male group usually being the more prestigious one. Focusing on indigenous non-Western cultures, this course examines gender roles and sexuality within the broader cultural contexts of ritual and symbolism, family, marriage and kinship, economy, politics, and public life. This course will help students understand what it is like to be male or female in non-Western cultures.
ANTHRO 1051 Anthropology of Sport (3) [CD]
This course is an overview of sports in different times and cultures. It offers a comparative perspective on similarities and differences between sports in Western and non-Western cultural traditions through an examination of such topics as: the ancient Greek Olympic Games vs. sports in ancient China and Japan the use of sports by colonial empires to colonize non-Western subjects the development and spread of the modern Olympic Games sports and nationalism sports in China. Particular attention will be paid to the relationships between sport and gender, social class, ethnic/racial identity, and nationalism.
ANTHRO 1052 The Olympic Games: Ideals and Reality (3)
What would the ancient Greeks think of the modern Olympic Games? This course uses cross-cultural comparison to assess whether the modern Olympic Games live up to their ancient Greek ideals. It begins with the history and philosophy of the ancient Olympic festival too understand the personal, educational, and political nature of the Olympic Ideal in its ancient cultural context. Next it examines the modern Games from the perspectives of athletes, spectators, and society at large to critically evaluate the Games as a contemporary social phenomenon. Finally, students develop constructive solutions to the problems identified.
ANTHRO 1091 Introductory Topics in Anthropology (3)
This course features special and current topics at the introductory level in the areas of social, cultural and physical anthropology and archaeology. The course examines the basic concepts and provides an understanding of the development of new trends and areas of study in the field of Anthropology. Topics will focus on the comparative study of non-Western cultures such as ecological practices in tribal societies religious practices in prehistoric cultures the roles of women across cultures etc. Topics may vary and the course may be repeated provided topic is different.
ANTHRO 1095 Brief Overview of the Four Fields of Anthropology (1)
Through the use of videos, readings, and the online course management system, this course provides a brief overview of the four traditional fields of anthropology: biological, archaeological, cultural, and linguistic anthropology. This course is designed for video instruction and offers minimal direct interaction with the instructor.
ANTHRO 2035 Ancient Greek Civilization and Culture (3)
A survey of the history, language, literature, art, science and philosophy of the ancient Greeks from prehistory to the Roman conquest. It covers the glamorous Minoan-Mycenaean civilization, the rise of a classical Greek civilization and the golden age, the history of the city states such as Athens and "Sparta, and the Hellenistic period under Alexander the Great and his descents. Examines the nature of the ancient Greek language, surveys literary classics such as the Illiad and the Odyssey, and describes the archaeology of Greek myths based on the ongoing UMSL archaeological project in Greece. Discusses the rise of humanism, the ancient Olympic Games, and the legacy of ancient Greece in Western civilization.
ANTHRO 2105 Human Variation (3)
This course will look at the variation that exists within our own species, both between and within populations. It will investigate the evolutionary and genetic basis of human variation, as well as its diversity, adaptive significance, and distribution. Topics covered will include: body shape and physiology, blood groups, susceptibility to disease, and skin color. It will survey historical attempts to classify humans into different "races" assess definitions of race as a solely cultural construct and critique attempts to link race, intelligence and performance.
ANTHRO 2109 Archaeological Field School (3-6)
Prerequisite: Consent of instructor. Introduction to field methods in archaeology and to the techniques of recording, storing, analyzing, and reporting archaeological findings. Experience is gained through participation in a field research project including excavation and survey projects. Emphasis is placed upon research design and implementation and upon the use of archaeological data in describing and explaining human behavior.
ANTHRO 2111 Cultures of East Asia (3)
An ethnographic and historical survey of the various people of East Asia including Japan, China, North and South Korea, Hong Kong, and Macau. Includes an examination of the varying cultural and social developments within and through the historical, geographical, and cultural environments.
ANTHRO 2114 Cultures of the Near and Middle East (3) [CD]
A study of the cultural diversity and unity of the peoples of the Near and Middle East. Emphasis on historical and ethnological relationships, social and political structure, religious beliefs, and contemporary problems.
ANTHRO 2117 Greek History and Culture (3)
Same as HIST 2117 Greek civilization has had a deep impact on contemporary society in art social, political, and economic organization philosophy law medicine and science. This course covers major aspects of Greek history and culture from antiquity to the present. It considers the major political and military events of Greek history, as well as important aspects of Greek culture, including sports and the history of the Olympic Games, literature, philosophy, and mythology.
ANTHRO 2120 Native Peoples of North America (3) [CD]
A survey of Native Peoples of North America including the prehistory, ethnographic and linguistic groupings, social organization, and cultural systems of these cultures.
ANTHRO 2121 Symbols in American Indian Culture (3)
This class will look at the role of symbols in American Indian cultures in the United States and Canada, in both prehistoric and historic times. It will look at how they have used symbols to communicate, record their history, express themselves artistically, and define a tribal identity. Satisfies Cultural Diversity requirement.
ANTHRO 2123 Cultures of Oceania (3)
An introduction to the original cultures and peoples of the South and Western Pacific: New Guinea, Australia, New Zealand, Samoa, Hawaii, Easter Island, etc. Focus is on art, religion, language, relationships to the environment, economics, politics, social groupings, and how these intertwine to form distinctly adaptive cultures in one of the least understood regions of the world.
ANTHRO 2124 Cultures of Africa (3)
A basic ethnographic survey of African cultures, with attention to social groupings, ethnicity, religion, language and social change, and the ecological relationship between humans and nature.
ANTHRO 2126 Archaeology of Greater St. Louis (3)
Discussion of Ice Age hunters and gatherers, moundbuilders, fur traders, farmers and industrial workers from the history of the Greater St. Louis Community. The physical testimony to their lives remains buried beneath the city streets and buildings. Archaeology is our link to this cultural legacy. Through the use of archaeological data and historical sources, this class will explore human social and cultural developments in St. Louis.
ANTHRO 2131 Archaeology of Missouri (3)
An introduction to the prehistoric American Indian cultures of Missouri and adjacent areas from 20,000 years ago to the coming of Europeans. Examines the development of prehistoric cultures in Missouri from small bands of hunters and gatherers to moundbuilding, agricultural societies and discusses the decline of indigenous cultures as they came into contact with European civilization.
ANTHRO 2132 Archaeology of North America (3)
Examines the archaeological record of human developments throughout prehistoric North America. Topics of discussion include the origins of human culture in America, the processes of prehistoric cultural development in the different regions of the continent, and archaeological approaches to explaining the behavior of North America's prehistoric inhabitants.
ANTHRO 2134 Archaeology of the Inca, Aztec, and Maya (3) [CD]
Provides an overview of human social and cultural developments in Mesoamerica and Andean South America, from the first settlements over 20,000 years ago to the Spanish Conquest. Focuses on events leading to and including the establishment of Classic Mayan and Aztec societies, and discusses changes that led to what was perhaps the largest nation on earth for its time, the Inca.
ANTHRO 2173 Archaeology and Cultures of the Biblical World (3) [CD]
A survey of the cultures of the Old Testament World with attention to their evolution, internal and external relationships, as well as their diverse religious, social, economic, and political institutions. The instructor will teach skills in evaluating popular vs. scientific and historical evidence of Biblical events.
ANTHRO 2191 Special Topics in Non-Western Cultures (3) [CD]
This course focuses on a specific non-western culture, or geographically related groups of cultures. Ethnographic and/or archaeological cultures are chosen and their ecological, economic, social, religious, cosmological, political, ethnic, linguistic and other cultural domains are examined. Students are exposed to basic concepts and knowledge for understanding diverse cultures in their historical and/or contemporary contexts of development and relationship. Topics will vary.
ANTHRO 2192 Anthropological Perspectives on Western Culture (3)
This course focuses on a specific Western culture or geographically—related group of cultures utilizing ethnographic and/or archaeological sources. Ecological, economic, social, political, ethnic, religious, linguistic and cultural domains, will be examined Students are exposed to basic anthropological concepts for understanding diverse cultures in their historical and/or contemporary contexts. Topics will vary.
ANTHRO 2232 Analysis of Archaeological Artifacts (3)
Prerequisite: ANTHRO 1109 or ANTHRO 2109 or consent of instructor. This course teaches the methods and techniques for analyzing the artifacts from an archaeological dig. Students learn to process, analyze, and interpret ceramics, stone tools, plant and animal debris according to form, design, use wear, and associations. This analysis will form the basis of interpretations about human behaviors and cultural and temporal affiliations. The student will prepare a report of the examined collection.
ANTHRO 3202 History, Theory, and Practice of Anthropology (3)
Prerequisites: ANTHRO 1005, ANTHRO 1006, ANTHRO 1011, or ANTHRO 1019. An overview of the history and theory of anthropology from the Victorian era to today with an emphasis on putting theory into practice. The purpose of the course is to help students understand where anthropology has come from and where it may be going, and to teach students how to apply theory to specific questions and problems.
ANTHRO 3209 Forensic Anthropology (4)
Same as CRIMIN 3209. Prerequisite: ANTHRO 1005, or BIOL 1102, or junior standing, or consent of instructor. Students learn basic dental and skeletal anatomy and the methods used by biological anthropologist and archaeologists to collect an analyze human skeletal remains, including how to determine age and sex of skeletal remains, identify ethnic markers, determine stature and handedness, and identify the presence of trauma and/or pathology. Also covers the role of the forensic anthropologist in crime scene investigations and human rights issues. In the weekly lab section students will have an opportunity for hands-on application of techniques to analyze skeletal remains.
ANTHRO 3210 Applied Anthropology (3)
Prerequisite: ANTHRO 1011, or introductory course in another social science, or consent of instructor. A description and analysis of methods, principles, and use of anthropology in solution of problems associated with the changing conditions of our times. The course will examine a wide variety of cross-cultural case studies.
ANTHRO 3211 Linguistic Anthropology (3)
Prerequisites: ANTHRO 1011 or consent of the instructor. Variable topics in the subfield of linguistic anthropology will be explored. The focus of the course may include study of communication as part of our evolutionary heritage, the use of language as an index of social and cultural change, writing systems of the world, language and gender, or other topics.
ANTHRO 3212 Medical Anthropology (3)
Prerequisite: ANTHRO 1011, or introductory course in another social science, or consent of instructor. An examination of the growing interaction between introductory course in another social science, or consent of instructor anthropology and medicine, and the increasing use of anthropologists in medical and health-care settings. In addition to teaching current theory in medical anthropology, the course focuses on anthropologically based skills essential to those working in health-related fields.
ANTHRO 3215 Growing Old in Other Cultures (3)
Same as GERON 3215. This course examines the wide-ranging variability in the roles of older people across different cultures and the effects these have on older people, their families, and their societies.
ANTHRO 3216 Cognition Across Cultures (3)
Prerequisite: ANTHRO 1011, or introductory course in another social science, or consent of instructor. This course explores cognition – perception, knowledge and thought – as a set of social and cultural processes. An introduction to methods for understanding the human mind in context. It will cover key debates, including: cross-cultural variation in thought processes (cognitive relativity vs. psychic unity), the relation between physiology and consciousness, ethnoscience, the social and cultural construction of reality, the different ways that social contexts affect the way people think, the implications of the way knowledge is distributed across society, the social and cultural basis of logic.
ANTHRO 3220 Social Statistics (3)
Same as SOC 3220. Prerequisites: SOC 1010 or ANTHRO 1011 and MATH 1020 or 1030. Issues and techniques of statistical analyses relevant to quantitative social science research, e.g., elementary probability, measures of central tendency and dispersion, measures of relationships including linear regression and correlation, inferential and nonparametric statistics. The course includes an introduction to computer-based statistical analysis.
ANTHRO 3225 Ritual, Death, and Sports: The Archaeology of Greek Mythology (3)
Prerequisite: ANTHRO 1019 or ANTHRO 1011 or consent of instructor. Since the beginning of our existence, humans have pondered the mysteries of life and death and have strived to find meaning in a constantly changing world. In Western civilization, Greek mythology and religion represent humanity's earliest attempts to deal with the greater forces that affect our lives, which found expression in the great religious and athletic festivals, such as the Olympic Games. We will study the myths, rituals, religious beliefs of the ancient Greeks and how these were expressed in sports and art, in order to get a glimpse of the Greeks' understanding of life, death, and the supernatural. The sources of our exploration are two: the fascinating archaeological discoveries of ancient Greek sites and relevant readings from the ancient Greek literature.
ANTHRO 3226 Origins of Farming and Herding (3)
Prerequisite: ANTHRO 1019 or consent of instructor. This course surveys the archaeological evidence for the domestication of plants and animals from around the world and the accompanying revolution in social organization, which continues to influence the modern world. It discusses key issues, concepts, and debates. It examines case studies of early domesticated plants and animals (e.g. wheat, maize, cattle, dogs, and many others) and regional studies of the development of farming and herding in ancient Egypt, Mesopotamia, China, the Americas, and Europe.
ANTHRO 3227 Monsters & Victims: Women Dramatis Personae in Greek Tragedy and Contemporary Drama (3.0)
Prerequisite: ANTHRO 1011, or introductory course in another social science, or consent of instructor. This course explores female dramatic figures in ancient Greek tragedies that represent women either as victims and/or monsters. From Iphigenia, Alcestis, and Hecuba to Clytemnestra, Phaedra and Medea, it analyzes issues such as the role of sex, gender, female sexuality, ritual and domestic violence in the image-making of women as either scapegoats or monsters by the major Greek tragedians, particularly Euripides. It explores contemporary adaptations by several women playwrights in light of theoretical readings by feminist critics.
ANTHRO 3229 Economic Archaeology and Anthropology (3)
Prerequisite: ANTHRO 1011 or ANTHRO 1019 or consent of instructor. This course examines economic organization and behavior in a cross-cultural context. It looks at the various ways anthropologists have approached the study of economy, and explores how cultural factors such as relations of power, gender, kinship, and ideology affect economic organization in ancient and modern societies. Most of the course will focus on pre-industrial societies (including hunter-gather, tribal, and complex societies), and will address issues of subsistence strategies, craft production and specialization, trade and exchange, money, and markets. It will also briefly explore how modern communities around the globe are responding to contemporary processes like capitalism and globalization.
ANTHRO 3235 Women in Subsaharan Africa: A Contemporary Perspective
Prerequisite: ANTHRO 1011, or introductory course in another social science, or consent of the instructor. Examines important traditional concerns of anthropologists such as the nature of kinship obligation and privilege gender as a basis for the division of labor social organization for formal and informal networks and ritual and ceremony. In addition we look closely at the changing role of African women, as related by African women testing the very limits of what is "socially and culturally acceptable." The roles women continue to play in politics, comprehensive development (i.e., cultural and economic) and evolving social structures are reviewed to gain an understanding of the historical and contemporary mandates for their social action.
ANTHRO 3236 Sex Trafficking in Cross-Cultural Perspective (3)
Prerequisites: ANTHRO 1041, GS 2150 or GS 2102 or consent of instructor. This course introduces the history of and current issues in the international sex industry, including human trafficking, slavery, and prostitution in Europe, Asia, Africa, South America, and North America. It will evaluate the power structures (political, economic, and military institutions) and the process, organization and structure of the industry within the context of nationality, ethnicity, and class, with particular emphasis on voluntary (immigration) and forced (displacement) population migration. Finally, it will look at current legislation and methods to control this growing problem, especially in the United States.
ANTHRO 3255 Oral History and Urban Culture in St. Louis (3)
Prerequisite: ANTHRO 1011 or instructor's consent. This course involves students in background research and active fieldwork in urban anthropology within the metropolitan area. The focus will be on learning and applying oral history techniques in the city of St. Louis and its neighborhoods. Students will conduct in-depth fieldwork in one city neighborhood. They will learn fieldwork methodologies and how to conduct social, cultural, and historical research in preparation for fieldwork. This includes learning to research, conduct, and process interviews. They will also learn to work in teams to construct a group project to be presented to the class.
ANTHRO 3270 Human Ecology, Cultural Collapse, and Sustainable Developments (3)
Prerequisites: ANTHRO 1019 or consent of the instructor. Human interactions with the natural environment will be explored by reviewing approaches, concepts, and tools from ecological anthropology and archaeology. Case studies based on archaeological, ethnographic, and ethnological data will be analyzed and discussions expanded to include information about past and present, sustainable human-environmental interactions, policies and contributing institutions.
ANTHRO 3290 Advanced Topics in Archaeology (3)
Prerequisite: ANTHRO 1019, or consent of instructor. Selected topics in archaeology with a strong theoretical and methodological approach. Requires substantial reading and writing. May be repeated with consent of department.
ANTHRO 3291 Current Issues in Anthropology (3)
Prerequisite: ANTHRO 1011, or introductory course in another social science, or consent of instructor. Selected topics in social, cultural, and physical anthropology, with emphasis on current issues and trends in the field of anthropology. May be repeated provided topic is different.
ANTHRO 4301 Ideas and Explanations in Anthropology (3)
Prerequisite: One of ANTHRO 3202, ANTHRO 3209, ANTHRO 3210, ANTHRO 3212, ANTHRO 3216, ANTHRO 3229, ANTHRO 3230, or . The theory course in the capstone sequence for Anthropology majors. Students learn to identify and synthesize relevant theories write them up in the form of a comprehensive literature review and apply them constructively to the collection, analysis, and explanation of data. Majors should take this course concurrently with ANTHRO 4308, ANTHRO 4310 or ANTHRO 4311.
ANTHRO 4308 Practicum in Cultural Research Methods (4)
Prerequisites: One course in statistics and ANTHRO 1011, or consent of instructor. (With computer laboratory.) Emphasizes hands-on training in techniques for both the collection and analysis of ethnographic data, including participant observation, selection of ethnographic informants, key informant interviewing, and more systematic methods such as survey research. The use of computer programs for the development of protocols to collect, analyze, and display data will be covered in lab.
ANTHRO 4309 Archaeological Field School (3-6)
Prerequisite: Consent of instructor. Advanced methods in field archaeology and laboratory analysis. Emphasis is placed on sampling, the use of theory in guiding field and laboratory work, advanced field techniques, and specialty analysis. Opportunities are provided for the development of field and laboratory leadership skills. Independent research is encouraged.
ANTHRO 4310 Laboratory Methods in Archaeology (4)
Prerequisites: ANTHRO 1019, SOC 3220 or equivalent, or consent of instructor. An advanced laboratory analysis and curation methods class. The emphases are (1) mastery of general lab methods and procedures, and (2) development of independent analysis skills in one or more specialty areas such as lithics, ceramics, computer graphics, statistical methods, paleoethnobotany, experimental analysis, and soils.
ANTHRO 4311 Primate Research Methods (4)
Prerequisites: ANTHRO 1006, SOC 3220 or equivalent, or consent of instructor. Course material based on primate behavior, demographics, and morphology, Research techniques for ethological and primatological studies, including the design of research protocols, development of data collection methodologies, analysis of morphological and behavioral data and the scientific description of findings. Students are required to conduct observations of primates at the St. Louis Zoo and participate in the Undergraduate Research Symposium.
ANTHRO 4312 Cultural Resource Management and Historic Preservation (3)
Prerequisite: ANTHRO 1019 or Consent of the Instructor. This course will introduce proper practices of cultural resource management and historic preservation. It provides a technical and theoretical bridge between anthropological archaeology and its application to the management of resources. Among the issues covered will be relevant legislation, the phased approach to archaeological and historical research, state and federal review procedures, proposal writing, interacting with clients, consulting with native peoples, and public and professional ethics and standards. This course will provide hands-on experience. Because one of the skills most sought by project managers and employers is writing competence, it will be writing intensive.
ANTHRO 4315 Senior Seminar in Anthropology (3)
Prerequisites: ANTHRO 4301 and one of the following: ANTHRO 4308, ANTHRO 4310, or ANTHRO 4311. The capstone course for anthropology majors, ideally taken in the final semester of the senior year. Students write a research proposal, conduct an original research project, write it up as a senior thesis, and present the thesis before the department. Must be taken concurrently with ANTHRO 4316.
ANTHRO 4316 Senior Seminar Tutorial (1)
Prerequisites: ANTHRO 4308, ANTHRO 4310, or ANTHRO 4311 and consent of Instructor. The student chooses a faculty member with expertise relevant to the topic of the senior thesis. The student and faculty member arrange a schedule of meetings to discuss the drafts of each section of the senior thesis as they are completed. The student will be expected to follow advice about research methods, find and utilize the sources suggested, and incorporate editorial corrections in the writing. The instructor will be the Second Reader of the senior thesis, and will jointly assign the final grade to the senior thesis together with the instructor of ANTHRO 4315. Must be taken concurrently with ANTHRO 4315.
ANTHRO 4325 Internship in Cultural Anthropology (1-3)
Prerequisite: Recommendation of major adviser. Students will be assigned an internship on recommendation of their adviser. Internships will consist of a period of study, observation, and training in an appropriate public or private institution, business, or government office. Cultural Anthropology internships are aimed at providing students with opportunities to learn to apply their knowledge of social and cultural process and diversity to practical situations in the market place of ideas, goods, and services. Specific placements will be selected to match a student's interests and career goals.
ANTHRO 4326 Internship in Archaeology (1-6)
Prerequisite: Recommendation of major adviser. Students will be assigned an internship on recommendation of their adviser. Internships will consist of a period of study, observation, and training in an appropriate public or private institution, business, or government office. Archaeology internships are aimed at providing students with opportunities to work with professional archaeologists in public and private research environments including laboratories and curation centers. Specific placements will be selected to match a student's interests and career goals.
ANTHRO 4327 Internship in Folklore (1-3)
Prerequisite: Recommendation of major adviser. Students will be assigned an internship on recommendation of their adviser. Internships will consist of a period of study, observation, and training in an appropriate public or private institution. Folklore internships are aimed at providing students with opportunities to work with professional folklorists and anthropologists in an applied setting. Further, it allows a student to devote an entire semester to produce a viable urban fieldwork report. Specific placements will be selected to match a student's interests and career goals.
ANTHRO 4328 Internship in Museum Studies (1-3)
Prerequisite: Recommendation of major adviser. Students will be assigned an internship on recommendation of their adviser. Internships will consist of a period of study, observation, and training in an appropriate museum or other exhibition oriented institution. Museum internships are aimed at providing students with opportunities to work with professional museologists to learn skills relating to areas such as exhibition, curation, public programming, research, and publication. Specific placements will be selected to match student's interests and career goals.
ANTHRO 4329 Internship in Physical Anthropology (1-3)
Prerequisite: Recommendation of major adviser. Students will be assigned an internship on recommendation of their adviser. Internships will consist of a period of study, observation, and training in an appropriate institution, lab or research setting related to forensics, primate behavior and biology, human genetics, population, environmental policy, and other domains related to physical anthropology.
ANTHRO 4350 Special Study (1-3)
Prerequisite: Consent of instructor. Independent study through readings, reports, or field research. No student may take more than a cumulative total of 6 hours of Special Study.
ANTHRO 4391 Current Issues in Anthropology (1-4)
Prerequisite: ANTHRO 1011 or consent of instructor. Selected topics in social, cultural, and physical anthropology, with emphasis on current issues and trends in the field of anthropology. May be repeated.
ANTHRO 5312 Cultural Resource Management and Historic Preservation (3)
Prerequisite: Graduate standing or consent of instructor. This course will introduce proper practices of cultural resource management and historic preservation. It provides a technical and theoretical bridge between anthropological archaeology and its application to the management of resources. Among the issues covered will be relevant legislation, the phased approach to archaeological and historical research, state and federal review procedures, proposal writing, interacting with clients, helping with native peoples, and public and professional ethics and standards. This course will provide hands-on experience. Because one of the skills most sought by project managers and employers is writing competence, it will be writing intensive.
ANTHRO 5440 Cultural Aspects of Aging (3)
Same as GERON 5440. Prerequisite: Graduate status or consent of instructor. Focuses on the variety of solutions encountered in different sociocultural contexts for dealing with the problems, challenges and opportunities of growing old. It is organized around topics that are of concern to both anthropology and social gerontology: the status of the aged, intergenerational relations, aging in modernizing societies, ethnic dimensions of aging in complex societies, health in later life, death and dying. Both in-depth case studies and cross-cultural comparisons are examined in an effort to arrive at a culturally informed assessment of factors affecting aging and the aged in the United States.
ANTHRO 5592 The History of the Visual Arts in American Museums (3)
Same as HIST 5592 and ART HS 5592. Prerequisites: Graduate standing and consent of instructor. This course is an introduction to selected topics in the history of museology, focusing on art and anthropology museums as sits for the interpretations of art and culture, and as contested meeting grounds for various views of history and culture.
ANTHRO 6135 Foundations of Museology I (3)
Same as ART HS 6035 and HIST 6135. Prerequisite: Consent of Director of Museum Studies Program. Concepts for understanding museums in their social and cultural context, history of museums, museology and general social theory, information transfer vs. meaning-making models, museums and communities, the changing role of museums, museums as complex organizations, process models of museology.
ANTHRO 6136 Foundations of Museology II (3)
Same as ART HS 6036 and HIST 6136. Prerequisite: Consent of Director of Museum Studies Program. Audience-centered approaches to museology visitor research and learning theory, philosophical and practical considerations in museum planning, the physical design of museums, creativity, exhibit and program development, collections and curation, the challenge of diversity, the future of museums.
ANTHRO 6137 Effective Action in Museums (3)
Same as ART HS 6037 and HIST 6137. Prerequisite: Consent of Director of Museum Studies Program. The nature of the work done in museums; how museums are organized to accomplish this work, professional roles and practices, technology and resources used by museums, skills for creative and effective leadership in project management and administration in museums, planning, flow charting, budgeting, team dynamics, and related skills. The course will include several site visits to area museums and guest lectures by a variety of museum professionals.
ANTHRO 6138 Museum Studies Master's Project (4)
Same as ART HS 6038 and HIST 6138. Prerequisite: Consent of Director of Museum Studies Program. Research and writing/exhibit development on a selected topic.
ANTHRO 6139 Practicum in Exhibit and Program Development (3)
Prerequisite: Consent of Director of Museum Studies Program. Development of exhibits and related education programs. Students work as teams with museum professionals to develop and implement an exhibit concept that integrates design, education and marketing from the onset. Methods in planning, flow charting, budgeting, team dynamics and related skills.

subset: commoncrawl


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July 22, 2013
Middle Hope, NY
George D. Vega, a devoted husband, father and grandfather, passed away at home on the morning of July 22, 2013. George was a longtime resident of Middle Hope and served as an officer and Chief of the Middle Hope Fire Department. He is the son of Jorge David Vega and the late Carmen Rodriguez-Vega of Salinas, Puerto Rico.
He was a stagehand with Local 1 at the Metropolitan Opera House in New York City. He also served several years in the Plumber's Union Local 373 where he worked as a plumber, steamfitter and welder.
George was blessed with an infectious, magnetic personality and a sense of humor that bought joy and laughter to anyone he met. He will always be remembered for his George-isms: "Just another day in paradise" and "We're not here for a long time, we're here for a good time!"
George is survived by his loving wife, Louise Vega; two former wives: Lorraine Crespo and Ellen Munzer; his brother, Julio Vega, as well their seven children: Lourdes Miranda, Desiree Vega-Crespo, Brigette Tracey, Brian Colt, Melinda Bauman, Jessica De Petro and George Vega III; their spouses: Brian Tracey, Melanie Colt, John De Petro and Vivian Salamone, and grandchildren: Gabriella Cruz, Cherlene Sanchez, Sophia Sanchez, Joaquim Bauman, Ella Colt, Quinn Tracey, Jack De Petro, Murphy Colt, baby Lyla Vega on the way, and his niece, Jasmine Vega.
Visitation will be held Friday, July 26th from 5 to 9 p.m. at Brooks Funeral Home, 481 Gidney Ave., Newburgh. A Funeral Service will be held on Saturday, July 27th at 1 p.m. at the Crossroads Assembly of God Church on D'Alfonso Rd., Newburgh.
In lieu of flowers, the family asks that donations be made to The Autism Research Foundation. Donations can be mailed to: 72 East Concord Street, R-1014, Boston University School of Medicine Boston, MA 02118, or online at theautismresearchfoundation.org/donate
To send a personal condolence or for further information, please visit www.brooksfh.com or call 845-561-8300.


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Challenge Me: Word Puzzles is a compilation of seven fun word based puzzles including Anagrams, Word Search and Conundrum, designed to improve your vocabulary and concentration. There will be hours of entertainment as there are limitless combinations!
Also known as: Word Puzzles
Release Region: United States
Release Date: May 3, 2011
Publisher: O-Games
Release Region: United Kingdom
Release Date: March 25, 2011
Publisher: O-Games
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Search - Legislative Record or Find a Bill
Legislative Record
The Legislative Record is a cumulative document compiled by the Legislative Research Commission after each legislative day for daily publication and posting on the Commission's web page. The Legislative Record contains a digest of all bills and resolutions (and amendments thereto) introduced in the General Assembly and also reflects all daily legislative action occurring on or reported to the House and Senate floors. Hence, the Legislative Record provides a current summary of the status of each bill and resolution before the General Assembly.
Bill Watch
Legislative Moments


text:
Download class XI Free CBSE NCERT Solutions (Full) of all subjects including English, Maths, Biology, Chemistry, Physics. Don't forget to leave a comment below!
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- Henry Yanez
- District 25
- Email: email@example.com
- Phone: (517) 373-2275
- Toll-Free: (855) 926-3925
- Thomas Steinbis
- Legislative Aide/Policy Services
- (517) 373-2275
- Nicholas E. Strunk
- Legislative Aide/Constituent Services
- (517) 373-2275
- S-789 House Office Building
D025 News / Committee / Bio - Henry Yanez
State Representative Henry Yanez is serving his third term representing Michigan's 25th House District, which comprises parts of the cities of Sterling Heights and Warren in Macomb County.
Before serving in the Legislature, Yanez worked as a Sterling Heights firefighter and paramedic since 1995. He is a member of the International Association of Firefighters, Local 1557, and was previously a member of the Board of Health and Safety Compliance and Appeals since 2010. Yanez graduated from Oakland Community College with degrees in fire science and general studies.
Yanez has served on the House Appropriations Committee, as Democratic vice chairman of the Financial Services Committee, and the Appropriations Subcommittees on Community Colleges (minority vice chairman), Corrections (minority vice chairman), Human Services Subcommittee of Health and Human Services, and Military and Veterans Affairs. During his first term, Yanez served on the House Committees on Commerce, Energy and Technology, and Military and Veterans Affairs.
Yanez and his wife, Jane, live in Sterling Heights. He has two children, Ryan and Alison, two step-daughters, Natalie and Cassidy, and one grandson, Kellen.
- Appropriations


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quote:Originally posted by gaosuGonglu:
So far as I know, science isn't particularly interested in Truth. Capital Truth is often a poorly defined metaphysical concept that serves far better as a basis for pontification than as a tool for understanding.
Would you be so kind as to
- Define "Truth" in the sense that you are using the term
- Describe a Truth that reasonably falls within the bounds of scientific inquiry, and yet, remains beyond the grasp of science while being readily accessible through some other mechanism and also...
- Describe that mechanism
Well, given the time I have here, I would simply say Truth is that which is; not sure if the capital "T" is really necessary, because I'm unsure that there is any other kind of truth.
For me the question is whether science is really about progress towards a truer picture of the universe (which seems to be the fairly popular view) or is it, for the most part, a way of getting a rough handle on the way things work in a practical sense, regardless how true a particular theory or model is. I have an undergrad science degree, spent a lot of time talking to science/philosophy/math profs about philosophy of science issues through university, and have spent 10+ years in research work. Before my science degree, I held the former view, but I've gradually drifted to the later, and my experiences seem to confirm that the shift was the right one.
As far as another mechanism for arriving at truth, I would offer supernatural revelation (despite the ridicule that the suggestion may draw), because I don't think we have or can arrive at all the answers. If we can't obtain certain knowledge on our own, then it must come from beyond us if it is to be accessible to us at all.


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Residents feel victimized by pending deal to sell McCarley Gardens
By outward appearances, McCarley Gardens is a tranquil townhouse complex in the middle of Buffalo, a neighborhood where people wave to one another while passing on sidewalks, and children laugh on the playground while landscapers cut grass and trim hedges.
But start talking to some of the hundreds of residents there, and it's quickly apparent that this housing development in the shadow of Buffalo's medical corridor is in turmoil.
People throughout the region are excited about the new buildings going up on the nearby Buffalo Niagara Medical Campus and the thousands of new employees soon to be working there. But residents of McCarley Gardens feel like collateral damage, a community of low-income blacks and Hispanics tossed aside in the name of progress, and unsure where they will end up.
"I don't know where they're going to put us. I'm concerned about that," said Lorraine Chambley, president of the McCarley Gardens tenant association for the last eight years. "Nobody has told us where they're going to move us."
"I don't want to move," said Marian Davis, 72, whose front yard is decorated with flower pots, colorful spinners, pink flamingo statuettes and miniature U.S. flags. "I've been here six years, and I'm content here."
Some 35 years after being built, McCarley Gardens – long considered a model for low-income housing – may be on the verge of extinction.
The owner of the housing complex, St. John Baptist Church – one of the largest and most prominent churches in the African-American community – three years ago offered to sell the 15 acres on which McCarley Gardens sits to the University at Buffalo Foundation for $1 million an acre. The Rev. Michael Chapman, pastor at St. John, has said his church's development organization would use the proceeds to help revitalize Buffalo's Fruit Belt and East Side.
UB took Chapman up on the offer, viewing the purchase as a chance to obtain land for unspecified future development on the Medical Campus while also preventing any possibility of the land ending up in the hands of private developers.
The pending sale has been a sore point to many residents, but now that contract talks between UB and St. John Baptist Church have been reopened, there's pressure on St. John to kill the deal and reports that the church wants more from UB if the sale is to move forward. UB says both sides are discussing changes in the agreement to give St. John's development arm, Oak-Michigan Housing Development Corp., additional time to develop a federally approved tenant relocation plan, as required by the agreement and by federal law.
"At this point, Oak-Michigan is trying to ascertain how much time they will need," UB said in a statement.
Trying to take it 'off the table'
Chapman, who is also head of Oak-Michigan, is saying little publicly about the agreement, beyond issuing a statement that affirms his hopes to help revitalize Buffalo's East Side.
In a statement this week, Chapman said his goal from the beginning has been to "find ways to ensure that Fruit Belt residents and the minority community participate in and benefit from the development of the Buffalo Niagara Medical Campus."
But several people familiar with the controversy said Chapman has indicated that if he goes forward with the deal, he would like UB to pay more for McCarley Gardens than the $15 million previously agreed to, and that he wants Oak-Michigan to have a larger role in development of the property, possibly as a co-developer.
Some other African-American community leaders said they would like to see Chapman back away from his agreement to sell McCarley Gardens to UB.
"I want McCarley Gardens taken off the table," said George K. Arthur, a former Buffalo Common Council president who has met with Chapman on the issue. "I don't want UB or anyone going there and misusing these people, and causing them to leave a good housing development."
The Rev. Darius G. Pridgen, the Council member from the Ellicott District, which includes McCarley Gardens, also met with Chapman. Pridgen spoke of what a nice community McCarley Gardens is and said he would prefer that the complex not be sold. However, Pridgen said, it's not his place to tell Chapman what St. John should do. But Pridgen said he told Chapman that if St. John does sell the housing complex, it must work with the residents.
"If people of McCarley Gardens don't want to move, and St. John's desires to sell, my focus would be on St. John's working with the people of McCarley Gardens for a smooth transition," Pridgen said. "The first priority has to be the people of McCarley Gardens."
When The Buffalo News recently went to McCarley Gardens to talk with people who live there, residents criticized the plan to sell their housing complex, as well as Chapman for supporting the sale.
"I feel the church turned their backs on us," said Angela Hill, 56, a McCarley Gardens resident for the last 20 years.
"Chapman is selling us out," said Chambley, 55.
"Right now, … my problem is I don't trust" UB or St. John, she said. "They have to gain our trust because we've been jerked around too much."
Deadline for plan is missed
McCarley Gardens was built by St. John Baptist Church in 1978. The development contains about 150 units, populated mainly by blacks and Hispanics. It is bounded by Michigan Avenue and Oak, Goodell and Virginia streets, on the edge of the Medical Campus.
Chapman approached UB in 2009, and in 2010 agreed to sell the parcel to UB for $15 million for future Medical Campus expansion, according to UB.
The agreement calls for St. John to demolish the buildings and provide UB with a shovel-ready site by 2017.
Because McCarley Gardens is a federally subsidized development, the U.S. Department of Housing and Urban Development requires that the church relocate all tenants to housing that is equal to or better than their current housing at no extra cost to residents. The relocation plan requires HUD approval.
Sale of the property, under the 2010 agreement, is contingent upon St. John developing the approved tenant relocation plan by June 7, 2013. The contract gives St. John until 2017 to move residents, and turn the land over to UB.
But St. John missed the June 7 deadline and has not yet developed the required plan. The contract is still in effect and allows for an extension in the time frame for developing the relocation plan, UB officials said. That is happening now.
"UB's interests in the property are long-term," university officials said in the statement. "Therefore, the university is willing to wait for the appropriate processes to be completed to ensure that the needs of the residents are being addressed, that the community benefits from the sale of the property and that the sale is aligned with UB's academic mission and master plan, which calls for the property to be designated for academic and research programming."
Conflicting information
UB has not cited any specific plans for the 15-acre tract beyond that, but the university has said that the property will not be used as a parking garage and that medical students will not be moved into the McCarley Gardens apartments when residents move out.
At the time the agreement was signed in 2010, Chapman said he would use the $15 million as seed money for a $500 million upgrade of the city's Fruit Belt and East Side neighborhoods.
Chapman also spoke in 2010 of developing a High Street commercial district for minority-owned businesses, 150 new townhouses for McCarley Gardens residents, new recreational facilities, and new infrastructure in the 52-block Fruit Belt neighborhood northeast of McCarley Gardens, on the other side of Michigan Avenue. Chapman has since obtained federal and city money to build 50 townhouses in the Fruit Belt, but he has subsequently told people that those homes are not for McCarley Gardens residents.
The uncertainly over McCarley Gardens has been difficult for some residents, who say they are given limited and often contradictory information.
Davis, who has lived at McCarley Gardens for six years, said Chapman hasn't always been honest with tenants. "He tells us one thing today and another thing tomorrow," she said.
For instance, Chapman said during a public meeting with tenants a couple of years ago that they were going to be moved into the Fruit Belt. "Then he said he's not sure," Davis said.
Another time, she said, Chapman told everyone they would have their own basements in the new housing as they do now. But later he changed course and said residents will not have basements or screen doors.
"Don't tell us we're going to have everything we got now and more, and then change. For a pastor, that's a terrible thing," Davis said.
Chapman was contacted five times for a response, but by late Thursday had not responded to residents' comments.
Other neighbors also expressed concern about the lack of definitive information about where they will be living.
Several said they do not want to move because McCarley Gardens is more than just a group of townhouses at Goodell and Michigan. It's a tightknit, safe neighborhood where everyone knows each other and keeps an eye on each other's kids, homes and cars.
"I know the people. We're neighbors. We're friends," Hill said as she was tending her rose bushes and vegetable garden.
"We take care of each other," Chambley added. "This is a community. This is not just McCarley Gardens. We take care of each other."
"I feel safe here," said Melissa Camillo, a young mother who moved to McCarley Gardens three years ago.
'No room' in Fruit Belt
If they are forced to move, several residents said, they don't want to go to the Fruit Belt, just east of the Medical Campus.
"There's no room in the Fruit Belt for us," Chambley said.
"There's a lot of gang activity there, a lot of drug-selling," Camillo said.
Davis, however, said the Fruit Belt isn't a bad alternative. "The Fruit Belt is not as bad as people think it is. I lived on Peach Street for at least 15 years. So I can adjust because the Fruit Belt is not as bad," she said.
Several residents, including Davis, also said they don't believe that McCarley Gardens will be torn down once they move out, despite statements to the contrary by UB and Chapman.
"I think UB wants to move white folks to the city," Davis said. "I think they're going to take these places and fix them up and rent them out to medical school students for $1,000 a month or more."
She said she has seen it before. In the 1960s, she was among 500 low-income residents of Dante Place – then a public housing project.
When the Buffalo Municipal Housing Authority converted it into Marine Drive apartments around 1965, the Dante residents were forcibly relocated to other public housing developments. Marine Drive subsequently became a "middle income" apartment complex – no longer public housing, but still owned by the BMHA.
"And," she said, "they moved white folks down there."
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This weekend I built two 1 pound [454 gram) r/c bots intended for competition at MURC or a Sozbots event. Note: as of 2010 these competitions do not exist.
These little guys use a highly modified Battlebot toy as a platform, which are actually very easy to work with to make something unique, but inexpensive.
Plane-Jane has a carbon fibre plane on the front and has been rewired to disable certain features that are part of the toy and the dry cells have been replaced with Ni-Cads. I had to add a steel bar under the plane to get the weight up , but it is still underweight at .9 lb [411 gm]
Blizzard has a 4130 chromolly steel 'snow' plow on the front. The plow itself is 3/8 of the overall weight of the bot. You don't want to catch this when it falls of the dinner table as the plow blade is really sharp. The holes in the 3.2mm thick plow are to help bring the bot into weight compliance. The front was originally the rear of the toy, but the motor controller was rewired to get the forward direction and steering modified to reverse the direction. It has also has been rewired to disable certain features that are part of the toy and the dry cells have been replaced with Ni-Cads. The front extension aand battery compartment was cut off and the new Nicad batteries were mounted over the wheels. The toy's wheels were replaced with wheels from the on- linline Sozbots store.


text: Job Discussion Forums :: View topic - If thinking of teaching at City of London College . . . Get TEFL Certified & Start Your Adventure Today! Job Discussion Forums"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!" FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in If thinking of teaching at City of London College . . . Job Discussion Forums Forum Index -> Turkey View previous topic :: View next topic Author Message halibutJoined: 19 Apr 2003Posts: 2Location: Istanbul, Turkey Posted: Sat Apr 19, 2003 7:13 pm Post subject: If thinking of teaching at City of London College . . . How CLC compares to other schools: This school offers the LEAST amount of money for your work, and there are NO perks whatsoever to compensate. Pretty much every other private language school will offer you more money than CLC. English Time offers a lot of money, but is really only a good situation for teachers who are only planning on teaching for a year in Istanbul. Career English teachers are probably better off at Karya, IH, or English Centre. English Centre and IH are probably two of the best. I'm not sure about ILM, but maybe someone can post something about them. They don't offer anything appealing for a teacher, and if you have a problem, they aren't interested in fixing it. They do not pay for your accomodation, so in addition to paying you poorly, they charge you rent for a shabby flat that is isn't near the school. Unless you are a glutton for punishment, find another school. Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First Job Discussion Forums Forum Index -> Turkey All times are GMT Page 1 of 1 Jump to: Select a forum Where to Begin----------------General DiscussionNewbie ForumCurrent Events ForumTechnology ForumOnline Teaching Forum Africa Forums----------------General Africa Forum Asia Forums----------------CambodiaChina (Job-related Posts Only)China (Off-Topic)Hong KongIndiaIndonesiaJapanMalaysiaPhilippinesSingaporeTaiwanThailandGeneral Asia ForumVietnam Caribbean Forums----------------General Caribbean Forum Europe Forums----------------Czech RepublicFranceGermanyGreeceItalyMacedonia and the BalkansPolandRomaniaRussia & C.I.S.SpainTurkeyUkraineUnited KingdomGeneral Europe Forum Latin America Forums----------------ArgentinaBrazilChileColombiaCosta RicaMexicoMexico (off-topic)PeruGeneral Latin America Forum The Middle East Forums----------------BahrainEgyptIsraelKuwaitOmanQatarSaudi ArabiaUnited Arab EmiratesGeneral Middle East Forum North America Forums----------------General North America Forum Oceania----------------Australia/New Zealand You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum This page is maintained by the one and only Dave Sperling. Contact Dave's ESL Cafe Copyright © 2018 Dave Sperling. All Rights Reserved. Powered by phpBB © 2001, 2002 phpBB Group Teaching Jobs in China


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Zoom Wide Angle-Telephoto EF 28-135mm f/3.5-5.6 IS Image Stabilizer USM Autofocus Lens
USA Model Canon 28-135 Image Stabilizing USM lens w/hood for sale, in very good to excellent condition. Perfect glass (always has had a filter over it), and no noticeable scratches on body. Very close inspection shows a few tiny marks.
I can't remember the last time I used it, so I'm selling it.
$330 is the low-ball ebay closing price.
Purchased from B&H for $454 on 10/11/2000.
From B&H:
A compact, lightweight standard zoom lens with superior optical performance plus a built-in Image Stabilizer. The IS system reduces the possibility of blurred photographs caused by camera shake, enabling handheld photography in comparatively dim light without a flash or tripod. The IS system is composed of a pair of gyro sensors to detect vertical and horizontal motion and a microprocessor that compensates for it by shifting special lens elements in parallel with the perceived movement. At the wideangle end of the zoom range, the equivalent shutter speed gain is approximately 1.5 stops while at the telephoto end, it is approximately 2 stops. In addition, the lens has a USM drive mechanism for optimum AF performance, and the pulse control diaphragm (EMD) ensures precise aperture control.
Canon 28-135IS USM Lens $330 shipped
Started by wetpixel, Mar 09 2003 01:29 AM
1 reply to this topic
Posted 09 March 2003 - 01:29 AM
Eric Cheng - Administrator, Wetpixel -
Posted 10 March 2003 - 11:01 AM
Eric Cheng - Administrator, Wetpixel -


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Linked by Howard Fosdick on Fri 27th Jul 2012 02:57 UTC
A free, new report from the New America Foundation compares cost, speed, and availabilty of internet connectivity in 22 cities around the world. The report concludes that U.S. consumers face comparatively high, rising connectivity costs, even while the majority have very limited choices -- often only one or two providers. The report argues that U.S. broadband policies need to change, otherwise consumer choice will continue to deteriorate.


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Event: Bollywood actress Geeta Basra set the ramp on fire at Mumbai International Boat Show 2012 for designer Archana Kochhar.
Guest List: Geeta Basra, Shraddha Das, Archana Kochar
Date: 24-Feb-2012
Bollywood celeb Aamir Khan along with wife Kiran Rao were spotted at PVR.
Bollywood producers-directors Vidhu Vinod Chopra, Krishan Kumar, Ravi Bahl, Divya Khosla Kumar, Sajid Nadiadwala, Wardha Nadiadwala celebrate diwali with Bhushan Kumar
Bollywood celebs Kareena Kapoor Khan, Malaika Arora, Sonali Bendre, Nimrat Kaur among others were snapped by paparazzi.Bebo looked super cool in a casual look. She wore a white t-shirt with yoga pants...
Bollywood actress Shama Sikander celebrated Diwali festival at her residence.
Bollywood celebs Aamir Khan, Zaira Wasim, Fatima Sana Shaikh, Sanya Malhotra, Anil Kapoor, Nitesh Tiwari, Aparshakti Khurrana, Bhushan Kumar, Javed Akhtar, Shabana Azmi, Sachin Tendulkar, Rajkumar Hir...


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This was...bizarre to say the least.
So this DA office was going normally until we hit floor 3. At the start of the floor, we heard the cogs going off which was odd since we had just loaded into the floor. When the other two toons and I got to the cogs, we saw our other team mate in the cog battle. When all three of us entered the battle, the toon in the battle already used a small magnet, but she lured to the left instead of luring to the cogs. The lure missed, and then she started randomly losing laff before the cogs even started attacking. She kept losing laff, stacked with the laff she was losing by being hit by the cogs. After the round was over, all of us entered the battle and she was gone. I don't know what happened and I thought I'd share/report this? This isn't a rant btw, more posting an extremely odd glitch I encountered.


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Nov 10 2018 Public Bowling Times
Add to Calendar
November 10, 2018 @ 12:00 am
- Public Bowling Times
- 7:00 pm to midnight
- Neon Bowling
- 7:00 pm to 11:00 pm
Please refer to our "Public Bowling" page for holiday hours.
Monday: 10:00am-10:00pm
Tuesday: 4:00pm-6:00pm and 9:00pm-10:00pm
Wednesday: 4:00pm-6:00pm and 9:00pm-10:00pm
Thursday: 4:00pm-6:00pm and 9:00pm-10:00pm
(Please note we are closed from 6:00pm-9:00pm Tuesday to Thursday for league play)
Friday: 9:00am-12:00am
Glow Bowl: 9:15pm-11:30pm
Saturday: 4:00pm-12:00am
Glow Bowl: 7:00pm-11:30pm
Sunday: 11:00am-9:00pm
Glow Bowl: 11:00am-2:00pm
*These hours are subject to change without notice. Please refer to our public bowling page for updated public bowling hours in regards to holidays, tournaments and private events.