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LINKS OF INTEREST TO EDUCATORS
psychology, statistics, sociology, history, economics, philosophy, anthropology,and political homework help a variety of sources to help students with
http://home.earthlink.net/~hjcombs/edlinks.htm

Extractions: WEB LINKS OF INTEREST TO EDUCATORS © Dr. H. Jurgen Combs You may search my entire website for links of interest by going to the search page for this website. If you would like to be notified when the change has taken place, please fill out the registration form below, which will be used to notify you when this page is updated. Web sites are changing on a constant basis. This is an effort to provide teachers with an up-to-date list of websites useful in the teaching profession. It is very difficult, if not impossible, for me to be able to keep these updates without your help. If you find that an URL is out of date, please let me know. Also, if you come across a Website that should be included in this list, please send it to me. With your help, I will keep this as up-to-date as possible. If you need help in finding something on this web page, please follow this link. The links on this web page have been verified as of April 2001. Please check out the NEW WEBSITES FOR EDUCATORS which is updated on a weekly basis on includes many new websites of interest to educators.

Soc21csm/soc31csm Subject Guide
and tutorials and completion of weekly homework assignments are be handed in throughthe Sociology and anthropology Department Essay Box (outsdie ss 412
http://www.latrobe.edu.au/socsci/sociology/scsm03.htm

Extractions: Friday 3.00- 4.00 and 4.00-5.00 in MARB 241. Another tutorial time will be offered on Monday 4.00-5.00 room to be arranged. Format of classes The first two hours of class will be devoted to lectures, video presentations and workshops. An example of the latter activity is the work we shall do together in the first week on definitions of social movements (Handout 02), and on this handout (01). The one-hour tutorial sessions are quite different in character and rely on your preparation through careful reading and preparation of journal entries. At the beginning of each discussion session you may be asked to read from your entry for the week. The sharing of journal entries should help ground our discussions in solid, reflective reading. Your entry (remember: up to, but not more than one page) should consist of a brief synopsis of a key reading, highlighting what it has to say on the main issue for the week. It should conclude with two questions, one a

Leslie Gamble TeacherWeb Update Announcements
Please help your son or daughter select a specific topic. is acceptable as long asit fits into one of these six categories anthropology, Economics, History
http://teacherweb.com/LA/ChalmetteMiddleSchool/LGamble/uh0.stm

Classes In Archaeoastronomy - Archaeology
ss135 History of Science and Technology I Tulane University anthropology 725-01Harvey Bricker.
http://archaeology.miningco.com/blastroclass.htm

Extractions: Bibliography of Archaeoastronomy The contribution of archaeoastronomy to established disciplines continues to grow. With it grows the number of courses that include a substantial component of archaeoastronomy. Archaeoastronomy courses are not a staple of departmental offerings, but are usually associated with the efforts of one or two interested faculty members. They are fragile and can easily disappear. At Baylor University, the course, SOC and ANTH 4354 (Archaeoastronomy) was taught for some years by Jose Valbuera. On his departure the course perished. However, even the temporary existence of such a course contributes to a broader appreciation of what archaeoastronomy can contribute to various academic disciplines. Following is a list of University level courses in which the interaction of astronomy and culture is a significant component. It results from a quick survey, and is by no means exhaustive, much less complete. It does not include the general astronomy or anthropology courses that may include a lecture or two on archaeoastronomy, nor those history of astronomy courses that focus only on the development of the modern science itself. Demonstrating the interdisciplinary nature of archaeoastronomy, these courses are found in astronomy anthropology, history, humanities, and religious studies departments as well as Latin American studies, and honor's programs. They also range from lower division general education courses to graduate courses aimed at a particular culture. The resources represented by these extant courses may serve those interested in developing their own courses.

Anthropology Programs (Asia And Oceania)
anthropology Programs (Asia and Oceania) Important Consumer and Legal Information ACICIS Study Indonesia Program Murdoch University, South St., Murdoch, WA 6150 Australia When Academic Year, Fall Semester, Spring Semester Studies are for the anthropology or cultural studiesoriented, examining AustraLearn will help you apply for exciting, educational study
http://www.studyabroad.com/simplehtml/subj/Anthropology_asia.html

Extractions: Curriculum Highlights: Australian Studies look at the myths and reality of convict culture, the European settlement of Australia, the issue of nuclear trade in the Pacific, international politics and contemporary Australian literature and culture. Aboriginal Studies are for the anthropology or cultural studies-oriented, examining how religious rituals translate into contemporary movements for land rights and exploring archaelogical sites.

Newsletter - Archaeology - The Cayman Islands
ss POMONA /library/atlas/blusca.htm A 19th http//urbanlegends.about.com; http//anthropology.about.com
http://archaeology.about.com/blnew0726.htm

Extractions: This new book by Roger C. Smith, state underwater archaeologist for the Florida Division of Historical Resources, takes the reader on a trip both underwater and into the past of the Cayman Islands; and a rollicking, swash-buckling, pirate-filled, shipwreck-strewn adventure-on-the-high-seas past it was! If the links in this email does not work (if you are an AOL subscriber, for instance), see the note on using the urls in this email at the bottom of the page. New on the Atlas SS POMONA

California Resources - Archaeology
ss Pomona A 19th century steam ferry, sunk off Fort Ross in UCLA anthropology DepartmentMA, PhD.
http://archaeology.about.com/library/atlas/blusca.htm

Anthropology Courses
Lecture, discussion, homework, quizzes, exams. Desi Usman TTh 915 1030 am SS313. Drawing on disciplines such as anthropology, history, religion, art, and
http://www.asu.edu/clas/anthropology/curriculum/courses.htm

Extractions: Undergraduate ASB Graduate ASB Undergraduate ASM Graduate ASM Top of Page ASB 102 Introduction to Cultural/Social Anthropology Fac. Assoc. Scott Russell MWF 9:40 - 10-30 a.m. AG 250 OR Asst. Prof. Nora Haenn MW 1:40 - 2:55 p.m. MUR 201 OR Fac. Assoc. Virginia Betz TTh 9:15 - 10:30 a.m. PS H-150 OR Sr. Lecturer Michael Winkelman TTh 10:40 - 11:55 a.m. LSE 106 OR Douglas White TTh 12:15 - 1:30 p.m. PS F-166 COURSE CONTENT: Principles of cultural and social anthropology, with illustrative materials from a variety of cultures. The nature of culture; social, political, and economic systems; religion, esthetics, and language; development and change in an evolutionary framework. (G, SB) COURSE FORMAT: Lectures, discussions, films, exams. INSTRUCTORS' INTERESTS AND BACKGROUND: RussellPh.D. Arizona State. His interests include economic systems, health, and culture history. He has conducted fieldwork in Southwest primarily with Native Americans. HaennPh.D. Indiana. Has research interests in cultural ecology, political economy, applied and development anthropology, migration, land tenure and land use, and Mexico and Latin America. She has conducted fieldwork in Campeche, Mexico; in Yucatan; and in Belize. WinkelmanPh.D., School of Social Sciences, University of California-Irvine. Psychological and medical anthropology, Shamanism, applied anthropology, cross-cultural communication, and Anglo-Hispanic interactions.

Comments On Quotations
For someone whose philosophers inspired some significant figures in sociology andanthropology (I can't lay SUBJECT homework. FROM ss, DATE Oct 19, 2002 2010.
http://members.aol.com/santayana/gb/cgs.html

Extractions: I'm trying to locate the source of a quote by Santayana - "The empiricist...thinks he believes what he sees, but he is much better at believing than at seeing." Any help on finding the citation would be greatly appreciated. Please reach me at folkpub@indiana.edu. Thanks. FROM : tpd DATE : Nov 13, 1997 00:27 SUBJECT : quote found COMMENT "He thinks he believes only what he see, but he is much better at believing than at seeing." Scepticism and Animal Faith: Introduction to a System of Philosophy 201 (Dover Publications, Inc., New York, 1955; unabridged and unaltered republication of the work first published in 1923) FROM : tpd DATE : Nov 13, 1997 00:30

WONDERFUL WEBSITES FOR TEACHERS
Tools http//www.zen.org/~brendan/kidshomework.html. Museum of Archaeology Anthropologyhttp//www.upenn.edu Center http//www.eduplace.com/ss/index.html.
http://www.sa-ic.org/websites_for_teachers.htm

Extractions: WONDERFUL WEBSITES FOR TEACHERS (SITES ARRANGED ALPHABETICALLY WITHIN CATEGORY) LESSON PLANS (All Subjects) LESSON PLANS (Math/Science) LESSON PLANS (Soc. Studies) CLASS RESOURCES (General) ... CATHOLIC SITES LESSON PLANS ALL SUBJECTS AskEric Lesson Plans http://askeric.org./Virtual/Lessons/ Blue Web'n Learning Sites Library http://www.kn.pacbell.com/wired/bluewebn/#table Collection of Lesson Plans http://tonybrewer.com/lessonplans.html Discover Channel School http://school.discovery.com/lessonplans/subjects/k-12.html Lesson Plan Search engine http://lessonplanz.com/ Lesson Stop http://www.lessonstop.org/ Schoolhouse - Encarta Lesson Collection http://encarta.msn.com/schoolhouse/default.asp Smart Tools for Busy Teachers http://www.teachnet.com Teachers Helping Teachers http://www.pacificnet.net/~mandel The Gateway to Educational Materials http://www.thegateway.org/ Teaching ESL Students http://www.csun.edu/~hcedu013/eslindex.html Back to the top LESSON PLANS MATH/SCIENCE Intel Innovations in Education http://www.intel.com/education/k12/resources/lesson.htm

Hw Answers
, Proportion, Phenotype, Genotype, p/q info. 1%, .01, Sickle cell disease, ss, p2. Are these two populations in HardyWeinberg equilibrium? The table below will help.
http://eclass.mtsac.edu/29297/anth_1/genetics/Hardy_weinberg/h-wanswer.htm

Winter 1996 Courses
anthropology. 403. 152/Asian Studies 112. Southeast Asian Civilization. (4). (ss). Homeworkincludes a minimum of two hours of preparation per class hour.
http://www.umich.edu/~iinet/cjs/academics/courses/course96w.html

Extractions: This is a multi-media lecture course designed to introduce and explore salient and inter-related themes, patterns, and practices in post-WW II Japanese society and culture. Our overall aim is to explore the ways in which Japanese women and men, girls and boys (from punks and theater fans to police officers and office workers) learn, unlearn, reproduce, and resist everyday practices and state policies. We will examine critically parochial stereotypes of Japan of both Japanese and non-Japanese invention. There will be about five required texts, a reading packet, two short papers, and an essay final exam. Cost:3 WL:4 (Robertson) 558. Exploring Mass-Popular Culture.

Road Map To The Web
www.tamu.edu/anthropology/news.html anthropology in the The site also features homeworkhelp and activities for children. www.hmco.com/hmco/school/ss/links/ss_5
http://www.vian.k12.ok.us/hotlinks/Road_Map_to_the_Web.htm

The CIA And The West Nile Virus - > What New Viruses, Vaccines And 'Chemtrails'
western hemisphere, I get my homework assignments from directorsthe cream of theSS and Third Kaiser Wilhelm Institute for Eugenics, anthropology and Human
http://www.rense.com/general3/cia.htm

Extractions: There is a three letter common denominator underlying: the West Nile Virus (WNV) outbreak in New England, the controversial spraying of malathione-a known human chemical carcinogen related to agent orange-over American cities, the growing threat of anthrax or other biological weapons attacks, vaccination policies that are risky and questionable, if not downright deadly, the mysterious "chemtrails" overcasting previously blue skies across North America, and an avalanch of sophisticated counterintelligence propaganda concerning vaccinations and bioterrorist threats eminating from our nation s primary news sources. The C.I.A. (Central Intelligence Agency) is implicated in every regard. As a principle perpetrator of all these threats, and a primary purveyor of propaganda in these domains, America

The CIA And The West Nile Virus
western hemisphere, I get my homework assignments from directorsthe cream of theSS and Third Kaiser Wilhelm Institute for Eugenics, anthropology and Human
http://www.hrnjad.net/health/bArticles/CIAandWestNile.htm

Extractions: Having spent most of my adult life residing in Boston, the news of massive malathione spraying for disease and mosquito control in Massachusetts and Rhode Island, as was done months earlier in Connecticut, New York, and New Jersey, grabbed my attention.(') Sketchy reports, issued by The Massachusetts Department of Public Health, alleged the discovery of the WNV in an adult dead crow found July 22 in a wooded area near Willow Pond in Jamaica Plain (adjacent Roxbury), Massachusetts - a predominantly African American Boston suburb and home to one of America's largest Nation of Islam communities. Odd, I thought, of all the places in Massachusetts it could have landed, the dead crow dropped on a Black community.

Conrad W. Baars, M.D.c.w.baarswrapping Text>http://www.conradbaars.com/missing.html

Extractions: Conrad W. Baars, M.D. His Life, His Work, His Legacy And the Important Clinical Discovery of Emotional Deprivation Disorder Deprivation Neurosis Conrad (Koert) W. Baars, M.D. World War II and Buchenwald Concentration Camp ... For Further Information Conrad (Koert) W. Baars, M.D. Dr. Conrad W. Baars was a man with a vision - a man in a constant search for the truth. He was a Christian psychiatrist with a drive to expand his knowledge to know and understand as much as he could about human nature, man's psyche, and the healing of emotional illnesses. He spent a large part of his life trying to find ever-deeper truths about God and humanity, and further his understanding about them. He set about trying to help the world to heal - one person at a time. His understanding about the innate need for love and affirmation that all people have, has tremendous potential for the counseling and psychological communities - both for clients and for therapists. I pray that his work will be furthered and all will come to know the love, understanding, and affirmation that he wanted all people to have, that they in turn love, understand, and affirm others. It is through the process of receiving genuine love and affirmation that people can then go on to have the happiness and joy in life that they long for. I believe that Conrad Baars took to heart and endeavored to fulfill the command in scripture to "strengthen your brothers" (Luke 22:32) as he commented on this in numerous lectures that he gave. He interpreted the word "strengthen" to be "affirmation" and he endeavored to follow the "perfect representation of an affirmed and affirming person" - Jesus Christ (from:
Pre-College--APEA(H&SS) Courses
Courses APEA (S/E/CS H ss) Architecture Art Design Drama Music Home At a Glance Student Life Programs Apply Contact Us APEA All courses in APEA are subject to change. Additional courses may be substituted for some of the courses listed here. An
http://www.cmu.edu/enrollment/pre-college/courses/hsscourse.html

Extractions: The following courses are scheduled to be offered in the summer of 2003. However, some may be cancelled or replaced due to changes in enrollment or staffing. An up-to-date listing of Humanities and Social Sciences courses being offered will be mailed to you upon receipt of your completed application. 12-090 Technology and the Environment (9 units) Students are presented with a systematic method of reading texts and producing arguments about them by learning first to summarize complex arguments, second to synthesize a series of separate but related arguments, third to analyze arguments for the problems they do and do not address and finally, to build their own arguments on a topic. The primary focus of 76-101 is on literacy. The readings and discussions of literacy address various literate practices: elements of reading, writing, language and culture. Students are introduced to arguments and positions regarding the role such practices play in representing and building knowledge.
GRADUAT E SC HOOL OF BUS I N E SS MARSEILLE-PROVENCE
GRADUATE SCHOOL OF BUSINESS This guide is intended to assist you before you leave your home country and during your stay at the Graduate School of Business MarseilleProvence.
http://www.esc-marseille.fr/ibp/Guide_for_IBP_Students.pdf
Links For Students
Are You Ready? A Guide to Citizen Preparedness
http://mciunix.mciu.k12.pa.us/~spjvweb/stulinksmaster.html

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