ANTH436/636,Fall2016

ANTH436/636Historyof Anthropology

Reader:

(1)McGee,R.J.&Warms,R.L.(2017).AnthropologicalTheory:AnIntroductoryHistory,6thedition,Rowman&Littlefield

Allassignedarticles,chaptersorexcerptsarefoundinthereaderoronWebcampus

Classmeets:TuesdaysandWednesdaysfrom10:00to11:15AM@CEB---239

ANTH436/636,Fall2016 2

Courseessentialstokeepinmind:

1) Theassigned readings shouldbedonebefore comingtoclass.Thelecturesarebasedontheassumptionthatstudentshavedoneso.

2) There will be 2 major assessments of the acquiredknowledge (midterm and final exams). Those examswillcompriseessayquestionsonly.Thegradesfortheundergraduate students are based on thoseassessments and on class participation. Graduatestudentshaveanadditionalassignment,whichwillbetakenintoaccountfortheirfinalgrade.

3) Additionalrequirement forthe600---levelcomponentofthecourse:aresearchpaper

a. Finalpaperfeatures:

i. 12pages,doublespace,TimesNew Roman12 (throughout,evenforheadingsandsub---headingsifany),documentmargins:1”topandbottom, 0.8” left and right, no spacingbetweenparagraphsorsections, justifiedtext,pagenumbersonbottomright

ii. Titlepage,bibliography,notesandaddenda,thoughwelcome,donot count toward the12pagesofthepaper.Addendaandnotesshouldbelocatedafterthebibliography(sofootnotesshould not be located at the bottom of thepagesbutattheendofthemanuscript)

iii. Propergrammarandspellingarerequired.

iv. References and citations should follow theAPAformat.Anyquoteexceedingalineshouldbe reported in an addendum portion at theend of the paper (located after thebibliography).Unlessthoroughly necessary,quotesshouldbeavoided.Expressingthethought of an author in one’s own words ispreferredwhenusing thematerial in a logicalargument.Ofcourse,quotesmightberelevantattimes(e.g.,exemplifyingapoint, identifyingparticularchoicesofwords…).

Aims, topics and overall framing of the course:

Throughout its history, Anthropology has been divided into different (at times competing) schools adopting specific approaches to interpret and/or to explain human behavior. In this course we will explore the various models on which anthropologists have relied to describe, to make sense of or to explain human behavior, society and culture. Some schools of thought have played major roles at critical stages of the developing field of Anthropology. The course focuses on some of those essential schools without which the discipline would not be what it has become.

ANTH436/636,Fall2016 3

Graduatestudentfinalpaper(continued)

b. Finalpapertopicandorganization:

i. Thepaperisbasedonatopicthathasbeenagreeduponbytheprofessor.

ii. Itconsistsofascientificcommentaryoracriticalevaluation,notofpersonalopinionsaboutanexistingwork.Thatis,ifyoudonotlikeanargument,trytofalsifyitbutdonotlimityourselftosayingso(e.g.,donotsay“Idonotlikethebook”, but “the following argument made here and there does not follow from… because it does not…). Adopt ascientificstance!

iii. A scientific commentary or critical evaluation typically includes (only some of, all of, or among other things) thefollowing:

1. Apersonalquestionframingtheresearchandorganizingtheargumentandlogicalprogressionofthepaper.

2. Aclearstatementofthe(explicitandimplicit)assumptions,claims,logicalargumentsandmodelsbeingpresentedinthework(oraselectionofthemthatyouareusingforyourcommentary).

3. Themajorimportsofthemodels(thepowerofthemodeltoidentify/explain/framephenomena).

4. Themajorhurdles,problems,fallaciousarguments,shortcomingsorsilencesintheanalyzedargumentation.

5. Atthebeginning,aclearstatementofwhatisgoingtobedonethroughoutthepaper.Whatquestionwillyouaddress?Howso?Whatresponseyouaregoingtoprovide.Aclosingstatementthatstateswhathasbeenyourcontribution.Forapaperofthesizethatyouareaskedtowrite,bothopeningandclosingstatementshouldnotexceed 150/200words each. 150/250words are at the very same time very fewwords to convey complexmatterandquitealotwhennotknowingexactlywhatonewantstosay.Pleasedotakeextracaretoproperlystatewhatyouwilldoandwhatyouhavedoneinthepaper.Agoodsuggestionistowritethosesegmentsafterhavingwrittenthewholepaper.

6. Comparisonwiththeworkofotherresearchers,broaderphilosophicalquestion,futureresearchneeded,interestingfieldtoapplytheexplanatorymodel…

7. Thescientificmaterialusedtobuildtheargumentationshouldbereferenced(books,articles,informalandpersonaldiscussions,web….)inorderfortheprofessortobeabletoproperlyassesstheworkofthestudent.

8. Thepapershouldnotconsistinasummaryofotherpeople’swork.

9. OurGAandIareavailable forone---on---onediscussionsaboutyourpaperifproblemarises.Makeanappointmentandwewilltalk.

ANTH436/636,Fall2016 4

Aims,topicsandoverallframingofthecourse:

Courselevelobjectives:

• Studentswilldemonstratetheirknowledgeofthemajortheoriesthatbelongtothehistoryofthediscipline.

• Studentswilldemonstratetheirknowledgeofhowthemajorsocialscientistsstudiedinclasshavemodeled,interpretedand/orexplainedhumanbehavior,societyandcultureandhowthosetheorieshaveinfluencedthedevelopmentofthediscipline.

• Studentswilldemonstrateagreatercapacitytothinkcriticallyaboutthetheoriesstudiedinclass.

• Thestudentswillshowmasteryoftheweekly---assignedreadingsbyparticipatinginclassdiscussions.

• For all students,performancewillbeassessed throughamid---termexamanda final exam,basedon theassignedreadings,whichshoulddemonstratethatknowledgeofthetheoriesinuseinAnthropologyandcapacitytothinkcriticallyhavebeenacquired.ForGraduate students,a finalpaperwillalsobe included in theassessmentofyourperformance.Participation inclass is taken intoaccountinthefinalgrade.

Finalgrade:

UndergraduateStudents

Mid---term:40%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsbearingonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions.

FinalExam:60%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsbearingonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions(recapitulativeexam).

Participationinclass:takenintoaccountinfinalgrade(boostinggradeonly).

GraduateStudents

Mid---term:30%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions.

FinalExam:50%ofyourfinalgrade.Itwillbeconstitutedofessayquestionsonthecontentoftheassignedreadings,thelecturesandtheclassdiscussions.(recapitulativeexam)

Paperassignments:20%ofyourfinalgrade.

FinalPaper:20%ofyourfinalgrade.Pleaseseethedetailsabove.Thepaperisjudgeaccordingtospecificcriteria:theoriginalityofthepaper(interms of its capacity to propose interesting developments and conclusions etc.), its breadth (in terms of the amount ofmaterial investigatedand/or the extend to which the question has been investigated), the perspicacity of the point of view and the capacity to present a accuratesynthesisofthematerialinvestigated.Thepaperisdue2weeksbeforeexamweek.

ANTH436/636,Fall2016 5

Week01August30:Introduction---objectivesofthecourse;whystudyingtheoriginsandthehistoryoftheoreticalthoughinanthropologyisimportanttounderstand the discipline and its impact in the 20thcentury thought, andwhatmajor philosophical positions and theoretical framework can befoundinthedisciplinethroughoutitshistory

Learning objectives: Acquisition of a general understanding of the institutional birth of the discipline as a modern science, and itsfundamentaltenetsandgeneraldivisionsintodistinctschoolsofthought.

September01:FoundationsofAnthropologicalthought~19th---centuryEvolutionism

Learningobjectives:Knowledgeofthefirstmajoranthropologicalschoolofthought(the19thcenturyevolutionism)and itstenets.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments: (1)Nineteenth---CenturyEvolutionism(Intro textbook); (2)LewisHenryMorgan (1877),EthnicalPeriods; (5)HerbertSpencer(1860),TheSocialOrganism,(4)EdwardBurnettTylor(1871),TheScienceofCulture.Additionalreadingthatwillnotbediscussedinclass:Marx& Engels (1846), Feuerbach: Opposition of the Materialist and Idealist Outlook. The reading is helpful for understanding what a materialistframeworkentails.

Week02

September06:FoundationsofSociologicalThought

(1) Durkheim&theFrenchSchoolofSociology

Learningobjectives:GeneralknowledgeofDurkheim’sandMauss’respectivetheoreticalframework.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)ThefoundationofSociologicalThought;(2)Durkheim(1895),WhatIsaSocialFact?;Mauss(1925),ExcerptsfromTheGift

September08:FoundationsofSociologicalThought

(2) MaxWeber

Learningobjectives:ThestudentswilldemonstratetheirknowledgeoftheGermansociologist’stheoreticalframeworkanditsinfluenceonthesocialsciences,asdiscussedinclass.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:MaxWeber(1922),Class,Status,Party

Week03

September13:CultureTheoryInTheEarly20thCentury

(1) TheBoasians–historicalparticularismandculturalrelativism

Learningobjectives:ThestudentswilldemonstratetheirknowledgeoftheBoasianschoolofthought,theschool’stenets, theoreticalclaimsandmodels of human nature and culture, and its birth as a response to some of the dominant scientific thought of the time (Eugenics andEvolutionism).Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)TheBoasians;(2)FranzBoas.TheMethodsofEthnology(1920);Kroeber(1919),OnthePrincipleofOrderinCivilizationasExemplifiedbyChangesofFashion

September15:CultureTheoryInTheEarly20thCentury

(2) Boas’sstudentsandthecultureandpersonalityschool,Benedict&Mead

Learningobjectives:ThestudentswilldemonstratetheirknowledgeofBenedict’sandMead’srespectivecontributiontothecultureandpersonalityschoolofanthropology.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)Benedict(1929),Benedict(1929),TheScienceofCustom;Mead(1928),IntroductiontotheComingofAgeinSamoa

ScheduleofclassesPleasenotethattheprofessorreservestherighttochangetheorderandorganizationofthecourse

ANTH436/636,Fall2016 6

Week04

September20:CultureTheoryInTheEarly20thCentury

(3) Whorf–linguisticrelativism

Learning objectives: The students will demonstrate their knowledge ofWhorf’s seminal work on linguistic relativism, that is, the idea that thespecific linguisticstructuresofa languageaffectshowpeopleperceiveandthinkabouttheworld.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:Benjaminl.Whorf(1939),TheRelationofHabitualThoughtandBehaviortoLanguage

September22:CultureTheoryInTheEarly20thCentury

(4) Thefunctionalism

Learningobjectives:ThestudentswilldemonstratetheirknowledgeofMalinowski’sworkandcontributiontothefunctionalistschoolofanthropology.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)Functionalism;Malinowski(1922),TheEssentialsoftheKula;supportingreading:Gluckman(1940),ThelicenseinRitual

Week05

September27:CultureTheoryInTheEarly20thCentury

(5) Radcliffe---Brown&thestructural---functionaltheory

Learningobjectives:Thestudentswilldemonstratetheirknowledgeofthestructuralfunctionalism,andRadcliff---Brown’scontributiontothatschool and particular perspective on the study of society and culture. Students must be able to critically analyze thematerial of the requiredreadings.

Readingassignments:(1)Radcliffe---Brown(1940),OnJokingRelationships

September29:CultureTheoryInTheEarly20thCentury

(6) Gluckman,ritual&conflict

Learningobjectives:ThestudentswilldemonstratetheirknowledgeofGluckman’scontributiontothedevelopmentofthefunctionalistschool.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)Gluckman(1956),TheLicenceinRitual

Week06:

October04:TheoryatMid---Century

(1) TheReemergenceofEvolutionaryThought–Neo---functionalism,andneo---evolutionism,White,StewardandFried

Learningobjectives:ThestudentswilldemonstratetheirknowledgeofthereemergenceofevolutionarythoughinanthropologyasexemplifiedintheworkofWhite,StewardandFried.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)TheReemergenceofEvolutionaryThought;(2)White(1943),EnergyandtheEvolutionofCulture;(3)Steward(1955),ThePatrilinealBand;(4)Fried(1960),OntheEvolutionofSocialStratificationandtheState

October06:TheoryatMid---Century

(2) Neofunctionalism/Neomaterialism/culturalecology:Harris,Rappaport&Wolf

Learning objectives: The studentswill demonstrate their knowledge of the neofunctionalist / neomaterialist/cultural ecology frameworkwith aparticular emphasis on the contribution of Harris, Rappaport andWolf. Studentsmust be able to critically analyze thematerial of the requiredreadings.ThereisnoreadingforRappaport.

Readingassignments:(1)Neomaterialism;(2)Harris(1966),TheCulturalEcologyofIndia’sSacredCattle;(3)Wolf(1966),PeasantryandItsProblems

ANTH436/636,Fall2016 7

Week07

October11:TheoryatMid---Century

(3) ClaudeLevi---Strauss&TheStructuralism

Learning objectives: The studentswill demonstrate their knowledge of the French philosopher and anthropologist Claude Levi---Strauss’work andcontribution to anthropology and the structuralist school of anthropology, its tenets,models, and concepts. Studentsmust be able to criticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)Structuralism;(2)Levi---Strauss(1960),FourWinnebagoMyths:AStructuralSketch

October13:TheoryatMid---Century

(4) Language&cognition–ethnoscience,categorization&folkclassification

Learningobjectives:Thestudentswilldemonstrateageneralknowledgeoftheethnoscientificapproach,itscontributiontoanthropology,itstheoreticaltenetsandtheoreticalframework.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)Conklin(1955),HanunooColorCategories;(2)Hunn(1975),TheTenejapaTzeltalVersionoftheAnimalKingdom.

Week08

October18:Late20th---CenturyDevelopments

(1) Sociobiology&BehavioralEcology ---animalsocialityisaproductofnaturalselection

Learningobjectives:Thestudentswilldemonstratetheirgraspofthetremendousimpactsociobiologyhadonmodern---dayanthropologicaltheories(prosandcons).Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)SociobiologyandBehavioralEcology;(2)Wilson(1975),TheMoralityoftheGene

October20:Mid---term

Week09

September25:Late20th---CenturyDevelopments

(2) Sociobiology&BehavioralEcology–Costlysignaling

Learningobjectives:ThestudentswilldemonstratetheirgraspofhowDarwinianthinkinghasimpactedanthropology.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.

Readingassignments:(1)Bird,Smith&Bird(2001),TheHuntingHandicap,CostlySignalinginHumanForagingStrategies

September27:Symbolicanthropology

(1) Douglas&Turner

Learningobjectives:Thestudentswilldemonstratetheirknowledgeofthesymbolicschoolofanthropology’tenetsandtheoriesasexemplifiedintheworkofDouglasandTurner.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)Symbolic&InterpretiveAnthropology;(2)Douglas(1966),ExternalBoundaries;(3)Turner(1967),SymbolsinNdembuRitual

Week10

November01:Interpretiveanthropology

(2) Geertz

Learningobjectives:Thestudentswilldemonstratetheirknowledgeoftheinterpretiveschoolofanthropology’tenetsandtheoriesasexemplifiedintheworkofGeertz.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignments:(1)Geertz(1973),DeepPlay:NotesontheBalineseCockfight

ANTH436/636,Fall2016 8

November03:BackgroundtoPostmodernism–Bourdieu

(1) Bourdieu&thehabitus

Learningobjectives:ThestudentswilldemonstrateageneralknowledgeofBourdieu’stheoreticalframework,modelsandconceptsasexemplified in theassigned readingandaspresented inclass.Studentsmustbeable tocriticallyanalyze thematerialof the requiredreading.

Readingassignments:(1)Bourdieu(1980),Structures,Habitus,Practices

Week11

November08:BackgroundtoPostmodernism–Foucault

(2) Foucault:Discourseandpower

Learningobjectives:ThestudentswilldemonstrateageneralknowledgeofFoucault’stheoretical framework,modelsandconceptsasexemplified in theassigned readingandaspresented inclass.Studentsmustbeable tocriticallyanalyze thematerialof the requiredreading.

Readingassignments:(1)Foucault(1976),TheIncitementtoDiscourse

November10:Postmodernism–selectedsample

Learning objectives: The students will demonstrate a general understanding of postmodernism and its radical position towardanthropologyasascience.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignment:(1)Rosaldo(1989),GriefandaHeadhunter’sRage;(2)Hanson(1989),TheMakingoftheMaori:CultureInventionandItsLogic.

Week12

November15:New Development – Culture & modularity, cultural evolution

Learningobjectives:ThestudentswilldemonstrateageneralunderstandingoftheemergenceofanewerDarwinianperspectiveonculturalevolution.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignment:(1)Sperber&Hirschfeld(2007).Cultureandmodularity.InCarruthers,Laurence&Stich(eds.)Theinnatemind:cultureandcognition.OxfordUniversityPress,Oxford,UK:149---164

November17:NewDevelopment–Psychology&theGenerationofCulture

Learningobjectives:ThestudentswilldemonstrateageneralunderstandingoftheemergenceofanewerDarwinianperspectiveonculture.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.

Readingassignment:(1)Tooby&Cosmides(1992).ThePsychologicalFoundationsofCulture.InBarkow,Cosmides&Tooby(1992).TheAdaptedMind;EvolutionaryPsychologyandtheGenerationofCulture.OxfordUniversityPress:19---136

ANTH436/636,Fall2016 9

Week13

November22:NewDevelopment–Gene---culturecoevolution

Learningobjectives:Thestudentswilldemonstrateageneralunderstandingofthemodern---dayperspectiveontherelationbetweenbiologyandculture.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.

Readingassignment:(1)Richerson&Boyd(2005).CultureandGenesCoevolve.InRicherson&Boyd(2005).Notbygenesalone;HowCultureTransformedHumanEvolution,TheUniversityofChicagoPress:191---236.

November24:ThanksgivingRecess

Week14

November29:Trendsincontemporaryanthropology

(2) Globalization

Learningobjectives:Thestudentswilldemonstrateageneralgraspofthefieldofstudiesonthephenomenonofglobalization.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreading.

Readingassignment:(1)Friedman&Friedman(2013).GlobalizationasaDiscourseofHegemonicCrisis:AGlobalSystemicAnalysis

December01:Trendsincontemporaryanthropology

(3) AgencyandStructure

Learningobjectives:Thestudentswilldemonstrateageneralgraspofthefieldofstudyontherelationshipbetweenagencyandsocialstructureasithasbeenintegratedinpracticetheory.Studentsmustbeabletocriticallyanalyzethematerialoftherequiredreadings.

Readingassignment:(1)AgencyandStructure;(2)Bourgois(1995),FromJivarotoCrackDealer;(3)Ortner(2006),PowerandProjects:ReflectionsonAgency

Week15:Studyweek–wrap---upsessionandQ&AsessionWeek16:ExamWeek

ANTH436/636,Fall2016 11

TheFinePrint

Generalinformation:OfficeoftheViceProvostforAcademicAffairs

Fullversion:http://provost.unlv.edu/policies.html#list_s

CovertVideoing---covertvideoingisprohibited(Title4,Chapter1,Section21):

TheuseofcovertvideosurveillanceforanythingotherthanacriminalinvestigationonthecampusesoftheNevadaSystemofHigherEducationisprohibited.If,inacriminalinvestigation,suchvideosurveillanceisused,itmustbeapprovedbythePresidentorthePresident'sdesignee.Thispolicyshallnotinterferewiththelegitimateuseofvideotapingforacademicpurposes.Thatpolicyisbasedonthefollowingprovisioninstatelawthatexpresslydeemssuchanacttobeunlawful.

NRS396.970Surreptitiouselectronicsurveillanceoncampus;exceptions.

1. Exceptasotherwiseprovidedinsubsection2,itisunlawfulforapersontoengageinanykindofsurreptitiouselectronicsurveillanceonacampusoftheSystemwithouttheknowledgeofthepersonbeingobserved.

2. Subsection1doesnotapplytoanyelectronicsurveillance:

(a) Authorizedbyacourtorderissuedtoapublicofficer,baseduponashowingofprobablecausetobelievethatcriminalactivityisoccurringonthepropertyundersurveillance;

(b) Byalawenforcementagencypursuanttoacriminalinvestigation;

(c) Whichisnecessaryaspartofasystemofsecurityusedtoprotectandensurethesafetyofpersonsonthecampus; or

(d) Ofaclassorlaboratorywhenauthorizedbytheteacheroftheclassor laboratory.

MissedClass(es)/Student–Asageneralrule,astudentmissingaclassorlaboratoryassignmentbecauseofobservanceofareligiousholidayshallhavetheopportunitytomakeupmissedwork.Studentsmustnotifytheinstructorofanticipatedabsencesbythelastdayoflateregistrationtobeassuredofthisopportunity.Facultymaygivestudentsanadditionalweek,butareencouragedtosetacleardeadline.

NOTE:StudentswhorepresentUNLVatanyofficialextracurricularactivityshallalsohavetheopportunitytomakeupassignments,butthestudentmustprovideofficialwrittennotificationtotheinstructornolessthanoneweekpriortothemissedclass(es).

Thispolicyshallnotapplyintheeventthatcompletingtheassignmentoradministeringtheexaminationatanalternatetimewouldimposeanunduehardshipontheinstructorortheuniversitythatcouldreasonablyhavebeenavoided.Thereshouldbegoodfaitheffortbybothfacultyandstudenttocometoareasonableresolution.Whendisagreementsregardingthispolicydoarise,theycanbeappealedtothedepartmentchair/unitdirector,college/schooldean,and/ortheFacultySenateAcademicStandardsCommittee.

Forpurposesofdefinition,extracurricularactivitiesmayinclude,butarenotlimitedto;band,drama,intercollegiateathletics,recruitment,andanyotheractivitysanctionedbyacollege/schooldean,and/ortheExecutiveVicePresidentandProvost.

Webcampuscommunication–PleasegetimmediatelyacquaintedwithWebcampusasthiswillbeourmainmodeofcommunicationinclass.Youwillfindallthearticlesforourclasspostedinaspecialfolder.AllpowerpointswillalsobepostedinduecourseonWebcampus.Pleasemakesuretocheckregularly(daily)foranyannouncement.

Webcampuscommunication–PleasegetimmediatelyacquaintedwithWebcampusasthiswillbeourmainmodeofcommunicationinclass.You

willfindallthearticlesforourclasspostedinaspecialfolder.AllpowerpointswillalsobepostedinduecourseonWebcampus.Pleasemakesure

tocheckregularly(daily)foranyannouncement.

UNIVERSITYPOLICIESAcademicMisconduct—Academicintegrityisalegitimateconcernforeverymemberofthecampuscommunity;allshareinupholdingthefundamentalvaluesofhonesty, trust, respect, fairness, responsibility andprofessionalism. By choosing to join theUNLV community, students accept the expectations of the StudentAcademicMisconductPolicyandareencouragedwhenfacedwithchoices toalways taketheethicalpath.Studentsenrolling inUNLVassumetheobligationtoconductthemselvesinamannercompatiblewithUNLV’sfunctionasaneducationalinstitution.Anexampleofacademicmisconductisplagiarism.Plagiarismisusingthewordsorideasofanother,fromtheInternetoranysource,withoutpropercitationofthesources.SeetheStudentAcademicMisconductPolicy(approvedDecember9,2005)locatedat:https://www.unlv.edu/studentconduct/student-conduct.Copyright—TheUniversityrequiresallmembersoftheUniversityCommunitytofamiliarizethemselveswithandtofollowcopyrightandfairuserequirements.Youare individually and solely responsible for violations of copyright and fair use laws. The university will neither protect nor defend you nor assume anyresponsibilityforemployeeorstudentviolationsoffairuselaws.Violationsofcopyrightlawscouldsubjectyoutofederalandstatecivilpenaltiesandcriminal

ANTH436/636,Fall2016 11

liability,aswellasdisciplinaryactionunderUniversitypolicies.Additionalinformationcanbefoundat:http://www.unlv.edu/provost/copyright.Disability Resource Center (DRC)— Disability Resource Center (DRC)—The UNLV Disability Resource Center (SSC-A 143, http://drc.unlv.edu/, 702-895-0866)provides resources for studentswithdisabilities. If you feel that youhaveadisability, pleasemakeanappointmentwithaDisabilities Specialist at theDRC todiscusswhatoptionsmaybeavailabletoyou.IfyouareregisteredwiththeUNLVDisabilityResourceCenter,bringyourAcademicAccommodationPlanfromtheDRCtotheinstructorduringofficehourssothatyoumayworktogethertodevelopstrategiesforimplementingtheaccommodationstomeetbothyourneedsandtherequirementsofthecourse.Anyinformationyouprovideisprivateandwillbetreatedassuch.Tomaintaintheconfidentialityofyourrequest,pleasedonotapproachtheinstructorinfrontofotherstodiscussyouraccommodationneeds.

ReligiousHolidaysPolicy—Anystudentmissingclassquizzes,examinations,oranyotherclassor labworkbecauseofobservanceof religiousholidaysshallbegivenanopportunityduringthatsemestertomakeupmissedwork.Themake-upwillapplytothereligiousholidayabsenceonly.Itshallbetheresponsibilityofthestudent tonotify the instructorwithin the first 14 calendar days of the course for fall and spring courses (exceptingmodular courses), orwithin the first 7calendardaysof the course for summerandmodular courses,ofhisorher intentiontoparticipate in religiousholidayswhichdonot fallonstateholidaysorperiodsofclassrecess.Foradditionalinformation,pleasevisit:http://catalog.unlv.edu/content.php?catoid=6&navoid=531.

Transparency in Learning and Teaching—The University encourages application of the transparencymethod of constructing assignments for student success.Pleaseseethesetwolinksforfurtherinformation:

https://www.unlv.edu/provost/teachingandlearninghttps://www.unlv.edu/provost/transparency

Incomplete Grades—The grade of I—Incomplete—can be granted when a student has satisfactorily completed three-fourths of course work for thatsemester/sessionbutforreason(s)beyondthestudent’scontrol,andacceptabletotheinstructor,cannotcompletethelastpartofthecourse,andtheinstructorbelievesthatthestudentcanfinishthecoursewithoutrepeatingit.Theincompleteworkmustbemadeupbeforetheendofthefollowingregularsemesterforundergraduate courses.Graduate students receiving “I” grades in 500-, 600-, or 700-level courseshaveup toone calendar year to complete thework, at thediscretion of the instructor. If course requirements are not completedwithin the time indicated, a grade of Fwill be recorded and theGPAwill be adjustedaccordingly. Studentswhoare fulfilling an Incompletedonot register for the coursebutmake individual arrangementswith the instructorwhoassigned the Igrade.

Tutoring and Coaching—The Academic Success Center (ASC) provides tutoring, academic success coaching and other academic assistance for all UNLVundergraduate students. For information regarding tutoring subjects, tutoring times, and other ASC programs and services, visithttp://www.unlv.edu/asc orcall702-895-3177.TheASCbuildingislocatedacrossfromtheStudentServicesComplex(SSC).AcademicsuccesscoachingislocatedonthesecondflooroftheSSC(ASCCoachingSpot).Drop-intutoringislocatedonthesecondflooroftheLiedLibraryandCollegeofEngineeringTEBsecondfloor.

UNLVWritingCenter—One-on-oneorsmallgroupassistancewithwritingisavailablefreeofchargetoUNLVstudentsattheWritingCenter,locatedinCDC-3-301.Althoughwalk-inconsultationsaresometimesavailable,studentswithappointmentswillreceivepriorityassistance.Appointmentsmaybemadeinpersonorbycalling702-895-3908.Thestudent’sRebelIDCard,acopyoftheassignment(ifpossible),andtwocopiesofanywritingtobereviewedarerequestedfortheconsultation.Moreinformationcanbefoundat:http://writingcenter.unlv.edu/.

Rebelmail—Bypolicy, facultyandstaffshoulde-mail students’Rebelmailaccountsonly.Rebelmail isUNLV’sofficiale-mail systemforstudents. It isoneof theprimary ways students receive official university communication such as information about deadlines, major campus events, and announcements. All UNLVstudents receiveaRebelmail accountafter theyhavebeenadmitted to theuniversity. Students’e-mailprefixesare listedonclass rosters.The suffix isalways@unlv.nevada.edu.EmailingwithinWebCampusisacceptable.

FinalExaminations—TheUniversityrequiresthatfinalexamsgivenattheendofacourseoccuratthetimeandonthedayspecifiedinthefinalexamschedule.Seethescheduleat:http://www.unlv.edu/registrar/calendars.

Librarystatement:Studentsmayconsultwithalibrarianonresearchneeds.Forthisclass,theSubjectLibrarianis(https://www.library.unlv.edu/contact/librarians_by_subject).UNLVLibrariesprovidesresourcestosupportstudents’accesstoinformation.Discovery,access,anduseofinformationarevitalskillsforacademicworkandforsuccessfulpost-collegelife.Accesslibraryresourcesandaskquestionsathttps://www.library.unlv.edu/.