Lunes, Enero 17, 2011
ATTENTION!!! ALL STUDENTS TAKING UP ANTHROPOLOGY
Please inform me ahead of time if you have schedule conflicts in the midterm examination. Failure to inform me and see me 24hours after the exam date means automatic forfeiture of taking the exam.
Huwebes, Enero 6, 2011
ATTENTION!!! JYRAH PRAISE BALZA and MAE FERNANDEZ
REQUIREMENTS:
1. READ CONRAD KOTTAK'S ANTHROPOLOGY 10th Edition,
CHECK THE COURSE SYLLABUS FOR THE COURSE OUTLINE
2. READ THE ARTICLE ON MALNUTRITION: A Diseases of Development (for Jyrah)and ECOCIDE: A Disease of Development (for Mae). ANSWER THE QUESTION AFTER THE ARTICLE. PLEASE CHECK ON IT FROM THE PREVIOUS POSTS. SUBMIT THROUGH MY EMAIL AD floriejane_tamon@yahoo.com. DEADLINE: January 10, 2011 till 12noon
3. MIDTERM AND FINAL EXAMS (On February)
4. ORAL RECITATION (on February)
5. FINAL PROJECT: MAKE AN ANTHROPOLOGICAL STUDY WHICH IS RELATED TO YOUR PRESENT ON THE JOB TRAINING. PRESENT YOUR PAPER WHEN YOU COME BACK ON FEBRUARY. DEADLINE OF WRITTEN OUTPUT: February 15, 2011.
PLEASE COMMUNICATE WITH ME FROM TIME TO TIME THROUGH MY EMAIL AD. IF YOU HAVE QUESTIONS DON'T HESITATE TO ASK ME.
1. READ CONRAD KOTTAK'S ANTHROPOLOGY 10th Edition,
CHECK THE COURSE SYLLABUS FOR THE COURSE OUTLINE
2. READ THE ARTICLE ON MALNUTRITION: A Diseases of Development (for Jyrah)and ECOCIDE: A Disease of Development (for Mae). ANSWER THE QUESTION AFTER THE ARTICLE. PLEASE CHECK ON IT FROM THE PREVIOUS POSTS. SUBMIT THROUGH MY EMAIL AD floriejane_tamon@yahoo.com. DEADLINE: January 10, 2011 till 12noon
3. MIDTERM AND FINAL EXAMS (On February)
4. ORAL RECITATION (on February)
5. FINAL PROJECT: MAKE AN ANTHROPOLOGICAL STUDY WHICH IS RELATED TO YOUR PRESENT ON THE JOB TRAINING. PRESENT YOUR PAPER WHEN YOU COME BACK ON FEBRUARY. DEADLINE OF WRITTEN OUTPUT: February 15, 2011.
PLEASE COMMUNICATE WITH ME FROM TIME TO TIME THROUGH MY EMAIL AD. IF YOU HAVE QUESTIONS DON'T HESITATE TO ASK ME.
Martes, Enero 4, 2011
ecocide: a disease of development
THE PRICE OF PROGRESS
ECOCIDE: A disease of development
“How is it,” asked a herdsman…“how is it that these hills can no longer give pasture to my cattle? In my father’s day they were green and cattle thrived there; today there is no grass and my cattle starve.” As one looked one saw that what had once been a green hill had become a raw red rock. Jones, 1934
Progress imposes new strains on the ecosystems upon which they must depend for their ultimate survival. The introduction of new technology, increased consumption, lowered mortality, and the eradication of all traditional controls have combined to replace what for most tribal peoples was a relatively stable balance between population and natural resources, with a new system that is imbalanced. Economic development is forcing ecocide on peoples who were once careful stewards of their resources. There is already a trend toward widespread environmental deterioration in tribal areas, involving resource depletion, erosion, plant and animal extinction, and a disturbing series of other previously unforeseen changes.
After the initial depopulation suffered by most tribal peoples during their engulfment by frontiers of national expansion, most tribal populations began to experience rapid growth. Authorities generally attribute this growth to the introduction of modern medicine and new health measures and the termination of intertribal warfare, which lowered mortality rates, as well as to new technology, which increased food production. Certainly all of these factors played a part, but merely lowering mortality rates would not have produced the rapid population growth that most tribal areas have experienced if traditional birth-spacing mechanisms had not been eliminated at the same time. Regardless of which factors were most important, it is clear that all of the natural and cultural checks on population growth have suddenly been pushed aside by culture change, while tribal lands have been steadily reduced and consumption levels have risen. In many tribal areas, environmental deterioration due to overuse of resources has set in, and in other areas such deteriorations is imminent as resources continue to dwindle relative to the expanding population and increased use. Of course, population expansion by tribal peoples may have positive political consequences, because where tribals can retain or regain their status as local majorities they may be in a more favorable position to defend their resources against intruders.
Swidden systems and pastoralism, both highly successful economic systems under traditional conditions, have proved particularly vulnerable to increased population pressures and outside efforts to raise productivity beyond its natural limits. Research in Amazonia demonstrates that population pressures and related resource depletion can be created indirectly by official policies that restrict swidden peoples to smaller territories. Resource depletion itself can then become a powerful means of forcing the tribal people into participating in the world-market economy—thus leading to further resource depletion. For example, Bodley and Benson (1979) showed how the Shipibo Indians in Peru were forced to further deplete their forest resources by cash cropping in the forest area to replace the resources that had been destroyed earlier by the intensive cash cropping necessitated by the narrow confines of their reserves. In this case, certain species of palm trees that had provided critical housing materials were destroyed by forest clearing and had to be replaced by costly purchased materials. Research by Gross (1979) and other showed similar processes at work among four tribal groups in Brazil and demonstrated that the degree of market involvement increases directly with increases in resource depletion.
The settling of nomadic herders and the removal of prior controls on herd size have often led to serious overgrazing and erosion problems where these had not previously occurred. There are indications that the desertification problem in the Sahel region of Africa was aggravated by programs designed to settle nomads. The first sign of imbalance in a swidden system appears when the planting cycles are shortened to the point that garden plots are reused before sufficient forest regrowth can occur. If reclearing and planting continue in the same area, the natural patterns of forest succession may be distiurbed irreversibly and the soil can be impaired permanently. An extensive tract of tropical rainforest in the lower Amazon of Brazil was reduced to a semiarid desert in just fifty years through such a process. The soils in the Azande area are also now seriously threatened with laterization and other problems as a result of the government-promoted cotton development scheme.
The dangers of overdevelopment and the vulnerability of local resource systems have long been recognized by both anthropologists and tribal peoples themselves. But the pressures for change have been overwhelming. In 1948 the Maya villagers of Chan Kom complained to Redfield (1962) about the shortening of the swidden cycles, which they correctly attributed to increasing population pressures. Redfield told them, however, that they had no choice but to go “forward with technology”. In Assam, swidden cycles were shortened from an average of twelve years to only two or three within just twenty years, and anthropologists warned that the limits of swiddening would soon be reached. In the Pacific, anthropologists warned of population pressures on limited resources as early as the 1930s. These warning seemed fully justified, considering the fact that the crowded Tikopians were prompted by population pressures on their tiny island to suggest that infanticide be legalized. The warnings have been dramatically reinforced since then by the doubling of Micronesia’s population in just the fourteen years between 1958 and 1972, from 70,600 to 114,645, while consumption levels have soared. By 1985 Micronesia’s population had reached 162,321.
The environmental hazards of economic development and rapid population growth have become generally recognized only since worldwide concerns over environmental issues began in the early 1970s. Unfortunately, there is as yet little indication that the leaders of the new developing nations are sufficiently concerned with environmental limitations. On the contrary, governments are forcing tribal peoples into a self-reinforcing spiral of population growth and intensified resource exploitation, which may be stopped only by environmental disaster or the total impoverishment of the tribals.
The reality of ecocide certainly focuses attention on the fundamental contrasts between tribal and industrial systems in their use of natural resources, who controls them, and how they are managed. Tribal peoples are victimized because they control resources that outsiders demand. The resources exist because tribals managed them conservatively. However, as with the issue of the health consequences of detribalization, some anthropologists minimize the adaptive achievements of tribal groups and seem unwilling to concede that ecocide might be a consequence of cultural change. Critics attack an exaggerated “noble savage” image of tribals living in perfect harmony with nature and having no visible impact on their surroundings. They then show that tribals do in fact modify the environment, and they conclude that there is no significant difference between how tribals and industrial societies treat their environments.
Anthropologist Terry Rambo demonstrated that the Semang of the Malaysian rain forests have a measurable impact on their environment. In his monograph Primitive Polluters, Rambo reported that the Semang live in smoke-filled houses. They sneeze and spread germs, breathe, and thus emit carbon dixide. The clear small gardens, contributing “particulate matter” to the air and disturbing the local climate because cleared areas proved measurably warmer and drier than the shady forest. Rambo concluded that his research “demonstrates the essential functional similarity of the environmental interactions of primitive and civilized societies” in contrast to a “noble savage” view which, according to Rambo mistakenly “claims that traditional peoples almost always live in essential harmony with their environment.”
This is surely a false issue. To stress, as I do, that tribals tend to manage their resources for sustained yield within relatively self-sufficient subsistence economies is not to make them either innocent children or natural men. Nor is it to deny that tribals “disrupt” their environment and may never be in absolute “balance” with nature.
The ecocide issue is perhaps most dramatically illustrated by two sets of satellite photos taken over the Brazilian rain forests of Rondonia. Photos taken in 1973, when Rondonia was still a tribal domain, show virtually unbroken rain forest. The 1987 satellite photos, taken after just fifteen years of highway construction and “development” by outsiders, show more than 20 percent of the forest destroyed. The surviving Indians were being concentrated by FUNAI (Brazil’s national Indian foundation) into what would soon become mere islands of forest in a ravaged landscape. It is irrelevant to quibble about whether tribals are noble, childlike, or innocent, or about the precise meaning of balance with nature, carrying capacity, or adaptation, to recognize that for the past 200 years rapid environmental deterioration on an unprecedented global scale has followed the wresting of control of vast areas of the world from tribal groups by resource-hungry industrial societies.
QUESTION: Does progress or economic development increase or decrease a given culture’s ability to satisfy the physical and psychological needs of its population or its stability?
ECOCIDE: A disease of development
“How is it,” asked a herdsman…“how is it that these hills can no longer give pasture to my cattle? In my father’s day they were green and cattle thrived there; today there is no grass and my cattle starve.” As one looked one saw that what had once been a green hill had become a raw red rock. Jones, 1934
Progress imposes new strains on the ecosystems upon which they must depend for their ultimate survival. The introduction of new technology, increased consumption, lowered mortality, and the eradication of all traditional controls have combined to replace what for most tribal peoples was a relatively stable balance between population and natural resources, with a new system that is imbalanced. Economic development is forcing ecocide on peoples who were once careful stewards of their resources. There is already a trend toward widespread environmental deterioration in tribal areas, involving resource depletion, erosion, plant and animal extinction, and a disturbing series of other previously unforeseen changes.
After the initial depopulation suffered by most tribal peoples during their engulfment by frontiers of national expansion, most tribal populations began to experience rapid growth. Authorities generally attribute this growth to the introduction of modern medicine and new health measures and the termination of intertribal warfare, which lowered mortality rates, as well as to new technology, which increased food production. Certainly all of these factors played a part, but merely lowering mortality rates would not have produced the rapid population growth that most tribal areas have experienced if traditional birth-spacing mechanisms had not been eliminated at the same time. Regardless of which factors were most important, it is clear that all of the natural and cultural checks on population growth have suddenly been pushed aside by culture change, while tribal lands have been steadily reduced and consumption levels have risen. In many tribal areas, environmental deterioration due to overuse of resources has set in, and in other areas such deteriorations is imminent as resources continue to dwindle relative to the expanding population and increased use. Of course, population expansion by tribal peoples may have positive political consequences, because where tribals can retain or regain their status as local majorities they may be in a more favorable position to defend their resources against intruders.
Swidden systems and pastoralism, both highly successful economic systems under traditional conditions, have proved particularly vulnerable to increased population pressures and outside efforts to raise productivity beyond its natural limits. Research in Amazonia demonstrates that population pressures and related resource depletion can be created indirectly by official policies that restrict swidden peoples to smaller territories. Resource depletion itself can then become a powerful means of forcing the tribal people into participating in the world-market economy—thus leading to further resource depletion. For example, Bodley and Benson (1979) showed how the Shipibo Indians in Peru were forced to further deplete their forest resources by cash cropping in the forest area to replace the resources that had been destroyed earlier by the intensive cash cropping necessitated by the narrow confines of their reserves. In this case, certain species of palm trees that had provided critical housing materials were destroyed by forest clearing and had to be replaced by costly purchased materials. Research by Gross (1979) and other showed similar processes at work among four tribal groups in Brazil and demonstrated that the degree of market involvement increases directly with increases in resource depletion.
The settling of nomadic herders and the removal of prior controls on herd size have often led to serious overgrazing and erosion problems where these had not previously occurred. There are indications that the desertification problem in the Sahel region of Africa was aggravated by programs designed to settle nomads. The first sign of imbalance in a swidden system appears when the planting cycles are shortened to the point that garden plots are reused before sufficient forest regrowth can occur. If reclearing and planting continue in the same area, the natural patterns of forest succession may be distiurbed irreversibly and the soil can be impaired permanently. An extensive tract of tropical rainforest in the lower Amazon of Brazil was reduced to a semiarid desert in just fifty years through such a process. The soils in the Azande area are also now seriously threatened with laterization and other problems as a result of the government-promoted cotton development scheme.
The dangers of overdevelopment and the vulnerability of local resource systems have long been recognized by both anthropologists and tribal peoples themselves. But the pressures for change have been overwhelming. In 1948 the Maya villagers of Chan Kom complained to Redfield (1962) about the shortening of the swidden cycles, which they correctly attributed to increasing population pressures. Redfield told them, however, that they had no choice but to go “forward with technology”. In Assam, swidden cycles were shortened from an average of twelve years to only two or three within just twenty years, and anthropologists warned that the limits of swiddening would soon be reached. In the Pacific, anthropologists warned of population pressures on limited resources as early as the 1930s. These warning seemed fully justified, considering the fact that the crowded Tikopians were prompted by population pressures on their tiny island to suggest that infanticide be legalized. The warnings have been dramatically reinforced since then by the doubling of Micronesia’s population in just the fourteen years between 1958 and 1972, from 70,600 to 114,645, while consumption levels have soared. By 1985 Micronesia’s population had reached 162,321.
The environmental hazards of economic development and rapid population growth have become generally recognized only since worldwide concerns over environmental issues began in the early 1970s. Unfortunately, there is as yet little indication that the leaders of the new developing nations are sufficiently concerned with environmental limitations. On the contrary, governments are forcing tribal peoples into a self-reinforcing spiral of population growth and intensified resource exploitation, which may be stopped only by environmental disaster or the total impoverishment of the tribals.
The reality of ecocide certainly focuses attention on the fundamental contrasts between tribal and industrial systems in their use of natural resources, who controls them, and how they are managed. Tribal peoples are victimized because they control resources that outsiders demand. The resources exist because tribals managed them conservatively. However, as with the issue of the health consequences of detribalization, some anthropologists minimize the adaptive achievements of tribal groups and seem unwilling to concede that ecocide might be a consequence of cultural change. Critics attack an exaggerated “noble savage” image of tribals living in perfect harmony with nature and having no visible impact on their surroundings. They then show that tribals do in fact modify the environment, and they conclude that there is no significant difference between how tribals and industrial societies treat their environments.
Anthropologist Terry Rambo demonstrated that the Semang of the Malaysian rain forests have a measurable impact on their environment. In his monograph Primitive Polluters, Rambo reported that the Semang live in smoke-filled houses. They sneeze and spread germs, breathe, and thus emit carbon dixide. The clear small gardens, contributing “particulate matter” to the air and disturbing the local climate because cleared areas proved measurably warmer and drier than the shady forest. Rambo concluded that his research “demonstrates the essential functional similarity of the environmental interactions of primitive and civilized societies” in contrast to a “noble savage” view which, according to Rambo mistakenly “claims that traditional peoples almost always live in essential harmony with their environment.”
This is surely a false issue. To stress, as I do, that tribals tend to manage their resources for sustained yield within relatively self-sufficient subsistence economies is not to make them either innocent children or natural men. Nor is it to deny that tribals “disrupt” their environment and may never be in absolute “balance” with nature.
The ecocide issue is perhaps most dramatically illustrated by two sets of satellite photos taken over the Brazilian rain forests of Rondonia. Photos taken in 1973, when Rondonia was still a tribal domain, show virtually unbroken rain forest. The 1987 satellite photos, taken after just fifteen years of highway construction and “development” by outsiders, show more than 20 percent of the forest destroyed. The surviving Indians were being concentrated by FUNAI (Brazil’s national Indian foundation) into what would soon become mere islands of forest in a ravaged landscape. It is irrelevant to quibble about whether tribals are noble, childlike, or innocent, or about the precise meaning of balance with nature, carrying capacity, or adaptation, to recognize that for the past 200 years rapid environmental deterioration on an unprecedented global scale has followed the wresting of control of vast areas of the world from tribal groups by resource-hungry industrial societies.
QUESTION: Does progress or economic development increase or decrease a given culture’s ability to satisfy the physical and psychological needs of its population or its stability?
malnutrition: a disease of development
THE PRICE OF PROGRESS
MALNUTRITION: A Disease of development
Malnutrition, particularly in the form of protein deficiency, has become a critical problem for tribal peoples who must adopt new economic patterns. Population pressures, cash cropping, and government programs all have tended to encourage the replacement of traditional crops and other food sources that were rich in protein with substitutes, high in calories but low in protein. In Africa, for example, protein-rich staples such as millet and sorghum are being replaced systematically by high-yielding manioc and plantains, which have insignificant amounts of protein. The problem is increased for cash croppers and wage laborers whose earnings are too low and unpredictable to allow purchase of adequate amounts of protein. In some rural areas, agricultural laborers have been forced systematically to deprive nonproductive members (principally children) of their households of their minimal nutritional requirements to satisfy the need of the productive members. This process has been documented in northeastern Brazil following the introduction of large-scale sisal plantations. In urban centers the difficulties of obtaining nutritionally adequate diets are even more serious for tribal immigrants, because costs are higher and poor quality foods are more tempting.
One of the most tragic, and largely overlooked, aspects of chronic malnutrition is that it can lead to abnormally undersized brain development and apparently irreversible brain damage; it has been associated with various forms of mental impairment or retardation. Malnutrition has been linked clinically with mental retardation in both Africa and Latin America, and this appears to be a worldwide phenomenon with serious implications.
Optimistic supporters of progress will surely say that all of these new health problems are being overstressed and that the introduction of hospitals, clinics, and the other modern health institutions will overcome or at least compensate for all of these difficulties. However, it appears uncontrolled population growth and economic impoverishment probably will keep most of these benefits out of reach for many tribal peoples, and the intervention of modern medicine has at least partly contributed to the problem in the first place.
The generalization that civilization frequently has a broad negative impact on tribal health has found broad empirical support, but these conclusions have gone unchallenged. Some critics argue that tribal health was often poor before modernization, and they point specifically to tribals’ low life expectancy and high infant mortality rates. Demographic statistics on tribal populations are often problematic because precise data are scarce, but they do show a less favorable profile than that enjoyed by many industrial societies. However, it should be remembered that our present life expectancy is a recent phenomenon that has been very costly in terms of medical research and technological advances. Furthermore, the benefits of our health system are not enjoyed equally by all members of our society. High infant mortality could be viewed as a relatively expensive and egalitarian tribal public health program that offered the reasonable expectation of a healthy and productive life for those surviving to age fifteen.
Some critics also suggest that certain tribal populations, such as the New Guinea highlanders, were “stunted” by nutritional deficiencies created by tribal culture and are “improved” by “acculturation” and cash cropping. Although this argument does suggest that the health question requires careful evaluation, t does not invalidate the empirical generalizations already established. Nutritional deficiencies undoubtedly occurred in densely populated zones in the central New Guinea highlands. However, the specific case cited above may not be widely representative of other tribal groups even in new Guinea, and it does not address the facts of outside intrusion or the inequities inherent in the contemporary development process.
QUESTION: Does progress or economic development increase or decrease a given culture’s ability to satisfy the physical and psychological needs of its population or its stability?
MALNUTRITION: A Disease of development
Malnutrition, particularly in the form of protein deficiency, has become a critical problem for tribal peoples who must adopt new economic patterns. Population pressures, cash cropping, and government programs all have tended to encourage the replacement of traditional crops and other food sources that were rich in protein with substitutes, high in calories but low in protein. In Africa, for example, protein-rich staples such as millet and sorghum are being replaced systematically by high-yielding manioc and plantains, which have insignificant amounts of protein. The problem is increased for cash croppers and wage laborers whose earnings are too low and unpredictable to allow purchase of adequate amounts of protein. In some rural areas, agricultural laborers have been forced systematically to deprive nonproductive members (principally children) of their households of their minimal nutritional requirements to satisfy the need of the productive members. This process has been documented in northeastern Brazil following the introduction of large-scale sisal plantations. In urban centers the difficulties of obtaining nutritionally adequate diets are even more serious for tribal immigrants, because costs are higher and poor quality foods are more tempting.
One of the most tragic, and largely overlooked, aspects of chronic malnutrition is that it can lead to abnormally undersized brain development and apparently irreversible brain damage; it has been associated with various forms of mental impairment or retardation. Malnutrition has been linked clinically with mental retardation in both Africa and Latin America, and this appears to be a worldwide phenomenon with serious implications.
Optimistic supporters of progress will surely say that all of these new health problems are being overstressed and that the introduction of hospitals, clinics, and the other modern health institutions will overcome or at least compensate for all of these difficulties. However, it appears uncontrolled population growth and economic impoverishment probably will keep most of these benefits out of reach for many tribal peoples, and the intervention of modern medicine has at least partly contributed to the problem in the first place.
The generalization that civilization frequently has a broad negative impact on tribal health has found broad empirical support, but these conclusions have gone unchallenged. Some critics argue that tribal health was often poor before modernization, and they point specifically to tribals’ low life expectancy and high infant mortality rates. Demographic statistics on tribal populations are often problematic because precise data are scarce, but they do show a less favorable profile than that enjoyed by many industrial societies. However, it should be remembered that our present life expectancy is a recent phenomenon that has been very costly in terms of medical research and technological advances. Furthermore, the benefits of our health system are not enjoyed equally by all members of our society. High infant mortality could be viewed as a relatively expensive and egalitarian tribal public health program that offered the reasonable expectation of a healthy and productive life for those surviving to age fifteen.
Some critics also suggest that certain tribal populations, such as the New Guinea highlanders, were “stunted” by nutritional deficiencies created by tribal culture and are “improved” by “acculturation” and cash cropping. Although this argument does suggest that the health question requires careful evaluation, t does not invalidate the empirical generalizations already established. Nutritional deficiencies undoubtedly occurred in densely populated zones in the central New Guinea highlands. However, the specific case cited above may not be widely representative of other tribal groups even in new Guinea, and it does not address the facts of outside intrusion or the inequities inherent in the contemporary development process.
QUESTION: Does progress or economic development increase or decrease a given culture’s ability to satisfy the physical and psychological needs of its population or its stability?
Miyerkules, Nobyembre 17, 2010
SOCSCI 112 Course Syllabus
Course Syllabus for Social Science 112
SOCIETY AND CULTURE WITH EMPHASIS ON CULTURES OF MINDANAO
2nd Semester, SY: 2010-2011
Faculty: Florie Jane M. Tamon Class Email Address:
fjtamon@gmail.com socioandphilos@gmail.com
Consultation Hours: Class Blogspot:
MWF 11am-12nn http://socioandphilos.blogspot.com
TTh 1-2pm
Course Title:
SOCIETY AND CULTURE WITH EMPHASIS ON CULTURES OF MINDANAO
Course Description:
The course will introduce to the students concepts, theories, and perspectives vital in the understanding of society and culture. An explanation on why people of different groups or societies have different cultures and behave differently will also be tackled. In so doing, the students are expected to recognize the different elements that make up ones culture, identify those that are distinctly his (being a Filipino) and choose those that are worth perpetuating.
Corollary to the understanding of society and culture is the ability to identify issues and concerns affecting the society. The students are expected to have an increased level of awareness of oneself and other significant factors around him. To help him develop his awareness, an emphasis of the diverse cultures of Mindanao will be taken as an additional topic.
Course Objectives: At the end of the semester, the students are expected to:
1. Discuss the varied concepts related to the study of society and culture.
2. Compare cultural practices of people from different ethnic origins.
3. Appreciate Filipino society and culture.
4. Explain the roles of social institutions as bases of order in the society.
5. Comprehend the factors which lead to social change.
Chart of Activities
TOPIC METHOD OUTPUT DATE
INTRODUCTION
I. History of USM
a. Conversion of MIT to USM
b. Founder and pioneers of USM:
Biography
II. VGMO and Core Values of USM
III. Nature and Beginnings of Sociology and Anthropology
IV. Significance of Understanding Society and Culture
Class discussion and participation
QIP-Question, Issue, Problem
Identifying the indigenous groups to be researched by groups formed. Week 1 and 2
THEORETICAL PERSPECTIVES IN SOCIOLOGY
I. What is a theory?
What is a theoretical paradigm?
Levels of analysis:
a. Macro-level analysis
b. Micro-level analysis
II. Three (3) Major Theories
a. Symbolic-Interactionism
b. Structural-Functionalism
c. Conflict Theory
Class discussion
QIP-Question, Issue, Problem
Group dynamics: Playing detective Short Paper: Theoretical analysis on a specific social issue
1st draft of research on indigenous people: Description of indigenous group’s culture. Week 3
SOCIO-CULTURAL EVOLUTION OF SOCIETIES
I. What is a society?
II. Types of Societies
a. Hunting and Gathering Society
b. Horticultural Society
c. Pastoral Society
d. Agrarian Society
e. Industrial Society
f. Post-Industrial Society
III. Range and Limits of Technology
Class discussion and presentation
QIP-Question, Issue, Problem
Comparative analysis
Short paper: The factors that contributed to socio-cultural evolution of societies. Week 4
GROUPS AND ORGANIZATIONS
I. What is a social group?
What is a category?
What is a crowd?
What is an aggregate?
How are the above-named collections of people different from each other?
What are the characteristics of a social group?
II. Types of Social Groups
a. Groups according to social ties
b. Groups according to self-
identification
c. Groups according to purpose
d. Groups according to geographical
location and degree or quality of
relationship
e. Groups according to form of
organization
III. Group Size
a. Dyad
b. Triad
c. Social Network
IV. Group Leadership
a. 2 Kinds of Leadership
b. 3 Leadership Styles
V. Group Conformity
a. Asch’s Research
b. Milgram’s Research
c. Janis’s Research
d. Stouffer’s Research
VI. Formal Organizations
a. Types of Formal Organizations
b. Origins of Bureaucracy
c. Characteristics of Bureaucracy
d. Organizational Environment
e. The Informal Side of Bureaucracy
f. The Problems of Bureaucracy
Topic presentation
Class discussion
QIP-Question, Issue, Problem
Demonstration of researches on group conformity
Research work and presentation Short Paper: A research on an organization, their structure, organizational environment, and leadership. Week 5 and 6
SOCIALIZATION
I. What is socialization?
What is personality?
II. Nature vs. Nurture
a. Charles Darwin: The Role of
Nature
b. Social Sciences: The Role of
Nurture
III. Understanding Socialization
a. The Elements of Personality:
Sigmund Freud
b. Cognitive Development:
Jean Piaget
c. Moral Development:
Lawrence Kohlberg
d. Bringing in Gender: Carol Gilligan
e. The Social Self:
George Herbert Mead
f. Eight Stages of Development:
Erick Erikson
IV. Agents of Socialization
a. Family
b. School
c. Peer Groups
d. Mass Media
e. Religious Organizations
f. Workplace
V. Resocializations and Total
Institution
Class discussion
QIP-Question, Issue, Problem
Group sharing: The agent of socialization that contributed greatly to the group member’s personality.
Measuring the level of moral development Short Paper: Human beings captives of the society?
2nd draft of research on indigenous people: Issues confronting the indigenous group researched on. Week 7
CULTURE
I. What is culture?
II. Components of Culture
a. Symbols
b. Values
c. Beliefs
d. Norms (Mores, Folkways, Laws)
III. Characteristics of Culture
a. Learned
b. Shared
c. Symbolic
d. All-encompassing
e. Stable yet Dynamic
f. Integrated
g. Transmitted
h. Adaptive and Maladaptive
i. Patterned
j. Compulsory
k. Essential for Life
l. A Social Product
m. Accumulated
IV. Levels of Culture
a. National Culture
b. International Culture
c. Subculture
V. Culture Change
a. Mechanisms of Cultural Change
b. Causes of Change
VI. Issues in understanding Culture
a. Gender
b. Peace
c. Sustainable Development
Class discussion
QIP-Question, Issue, Problem
Cultural presentation
Film-viewing 3rd draft of research on indigenous people: Theoretical analysis of the issues confronted by the indigenous group researched on.
Reaction Paper: “Sometimes in April” or
“Hotel Rwanda”
Week 8 and 9
CULTURES OF MINDANAO
I. History of Mindanao
a. Different name given to Mindanao
b. Regions and Provinces of
Mindanao
c. The tri-people of Mindanao
d. Migration in Mindanao
II. Situations of the Tri-people in
Mindanao
III. Indigenous People of Mindanao
Classroom presentation
Class discussion
QIP-Question, Issue, Problem
Final written draft: The indigenous group researched on.
Video Documentary: The indigenous group researched on.
Cultural Presentation Week 10 and 11
Grade Requirement:
Midterm and Final Grade Semestral Grade
Class Participation/ 30% Midterm Grade 50%
Oral recitation Final Grade 50%
Short Papers 20% 100%
Quizzes 10%
Project 20%
Midterm/Final Exam 20%
100%
References:
1. Broom, L. and Selznick, P. (1995). Sociology: A Text with Adapted Readings. 2nd Edition. Row, Peterson, and Company. USA.
2. Farganis, James. (2000). Readings in Social Theory: The Classic Tradition to Post Modernism. Mc Graw-Hill, Inc. USA.
3. Hebding, D. and Glick, L. (1992). Introduction to Sociology: A Text with Adapted Readings. McGraw-Hill, Inc. USA.
4. Henslin, J. (2001). Sociology: A Down-to-Earth Approach. 5th Edition. A Pearson Education Company. Massachusetts.
5. Kottak, C. (2004). Anthropology: The Exploration of Human Diversity. 10th Edition. McGraw-Hill Companies, Inc. USA.
6. Lawrence, R. (1963). Perspectives on the Social Order: Readings in Sociology. McGraw-Hill Companies, Inc. USA.
7. Macionis, J. (2001). Sociology. 8th Edition. Prentice Hall, Inc. USA.
8. Mangune, S.(2001).Tagabawa and Bagobo: Katutubo Profiles of Philippine Cultural Communities.Manila.
9. Mercedes, A. et al. (2001). Mindanao Ethnic Communiries: Patterns of Growth and Change.University of the Philippines Center for Integrative and Development Studies.Diliman, Quezon City.
10. Ompang, M.(2001).Mandaya: Katutubo Profiles of Philippine Cultural Communities.Manila.
11. Panopio, I. and Rolda, R. S. (2000). Society and Culture: Introduction to Sociology and Anthropology. JMC Press, Inc. Quezon City.
12. Ritzer, G. (2000). Sociological Theory. 5th Edition. McGraw-Hill Companies. USA.
13. San Juan, W. et al.(2007). Sociology, Culture, and Family Planning. Unlad Publishing. Pasay City.
SOCIETY AND CULTURE WITH EMPHASIS ON CULTURES OF MINDANAO
2nd Semester, SY: 2010-2011
Faculty: Florie Jane M. Tamon Class Email Address:
fjtamon@gmail.com socioandphilos@gmail.com
Consultation Hours: Class Blogspot:
MWF 11am-12nn http://socioandphilos.blogspot.com
TTh 1-2pm
Course Title:
SOCIETY AND CULTURE WITH EMPHASIS ON CULTURES OF MINDANAO
Course Description:
The course will introduce to the students concepts, theories, and perspectives vital in the understanding of society and culture. An explanation on why people of different groups or societies have different cultures and behave differently will also be tackled. In so doing, the students are expected to recognize the different elements that make up ones culture, identify those that are distinctly his (being a Filipino) and choose those that are worth perpetuating.
Corollary to the understanding of society and culture is the ability to identify issues and concerns affecting the society. The students are expected to have an increased level of awareness of oneself and other significant factors around him. To help him develop his awareness, an emphasis of the diverse cultures of Mindanao will be taken as an additional topic.
Course Objectives: At the end of the semester, the students are expected to:
1. Discuss the varied concepts related to the study of society and culture.
2. Compare cultural practices of people from different ethnic origins.
3. Appreciate Filipino society and culture.
4. Explain the roles of social institutions as bases of order in the society.
5. Comprehend the factors which lead to social change.
Chart of Activities
TOPIC METHOD OUTPUT DATE
INTRODUCTION
I. History of USM
a. Conversion of MIT to USM
b. Founder and pioneers of USM:
Biography
II. VGMO and Core Values of USM
III. Nature and Beginnings of Sociology and Anthropology
IV. Significance of Understanding Society and Culture
Class discussion and participation
QIP-Question, Issue, Problem
Identifying the indigenous groups to be researched by groups formed. Week 1 and 2
THEORETICAL PERSPECTIVES IN SOCIOLOGY
I. What is a theory?
What is a theoretical paradigm?
Levels of analysis:
a. Macro-level analysis
b. Micro-level analysis
II. Three (3) Major Theories
a. Symbolic-Interactionism
b. Structural-Functionalism
c. Conflict Theory
Class discussion
QIP-Question, Issue, Problem
Group dynamics: Playing detective Short Paper: Theoretical analysis on a specific social issue
1st draft of research on indigenous people: Description of indigenous group’s culture. Week 3
SOCIO-CULTURAL EVOLUTION OF SOCIETIES
I. What is a society?
II. Types of Societies
a. Hunting and Gathering Society
b. Horticultural Society
c. Pastoral Society
d. Agrarian Society
e. Industrial Society
f. Post-Industrial Society
III. Range and Limits of Technology
Class discussion and presentation
QIP-Question, Issue, Problem
Comparative analysis
Short paper: The factors that contributed to socio-cultural evolution of societies. Week 4
GROUPS AND ORGANIZATIONS
I. What is a social group?
What is a category?
What is a crowd?
What is an aggregate?
How are the above-named collections of people different from each other?
What are the characteristics of a social group?
II. Types of Social Groups
a. Groups according to social ties
b. Groups according to self-
identification
c. Groups according to purpose
d. Groups according to geographical
location and degree or quality of
relationship
e. Groups according to form of
organization
III. Group Size
a. Dyad
b. Triad
c. Social Network
IV. Group Leadership
a. 2 Kinds of Leadership
b. 3 Leadership Styles
V. Group Conformity
a. Asch’s Research
b. Milgram’s Research
c. Janis’s Research
d. Stouffer’s Research
VI. Formal Organizations
a. Types of Formal Organizations
b. Origins of Bureaucracy
c. Characteristics of Bureaucracy
d. Organizational Environment
e. The Informal Side of Bureaucracy
f. The Problems of Bureaucracy
Topic presentation
Class discussion
QIP-Question, Issue, Problem
Demonstration of researches on group conformity
Research work and presentation Short Paper: A research on an organization, their structure, organizational environment, and leadership. Week 5 and 6
SOCIALIZATION
I. What is socialization?
What is personality?
II. Nature vs. Nurture
a. Charles Darwin: The Role of
Nature
b. Social Sciences: The Role of
Nurture
III. Understanding Socialization
a. The Elements of Personality:
Sigmund Freud
b. Cognitive Development:
Jean Piaget
c. Moral Development:
Lawrence Kohlberg
d. Bringing in Gender: Carol Gilligan
e. The Social Self:
George Herbert Mead
f. Eight Stages of Development:
Erick Erikson
IV. Agents of Socialization
a. Family
b. School
c. Peer Groups
d. Mass Media
e. Religious Organizations
f. Workplace
V. Resocializations and Total
Institution
Class discussion
QIP-Question, Issue, Problem
Group sharing: The agent of socialization that contributed greatly to the group member’s personality.
Measuring the level of moral development Short Paper: Human beings captives of the society?
2nd draft of research on indigenous people: Issues confronting the indigenous group researched on. Week 7
CULTURE
I. What is culture?
II. Components of Culture
a. Symbols
b. Values
c. Beliefs
d. Norms (Mores, Folkways, Laws)
III. Characteristics of Culture
a. Learned
b. Shared
c. Symbolic
d. All-encompassing
e. Stable yet Dynamic
f. Integrated
g. Transmitted
h. Adaptive and Maladaptive
i. Patterned
j. Compulsory
k. Essential for Life
l. A Social Product
m. Accumulated
IV. Levels of Culture
a. National Culture
b. International Culture
c. Subculture
V. Culture Change
a. Mechanisms of Cultural Change
b. Causes of Change
VI. Issues in understanding Culture
a. Gender
b. Peace
c. Sustainable Development
Class discussion
QIP-Question, Issue, Problem
Cultural presentation
Film-viewing 3rd draft of research on indigenous people: Theoretical analysis of the issues confronted by the indigenous group researched on.
Reaction Paper: “Sometimes in April” or
“Hotel Rwanda”
Week 8 and 9
CULTURES OF MINDANAO
I. History of Mindanao
a. Different name given to Mindanao
b. Regions and Provinces of
Mindanao
c. The tri-people of Mindanao
d. Migration in Mindanao
II. Situations of the Tri-people in
Mindanao
III. Indigenous People of Mindanao
Classroom presentation
Class discussion
QIP-Question, Issue, Problem
Final written draft: The indigenous group researched on.
Video Documentary: The indigenous group researched on.
Cultural Presentation Week 10 and 11
Grade Requirement:
Midterm and Final Grade Semestral Grade
Class Participation/ 30% Midterm Grade 50%
Oral recitation Final Grade 50%
Short Papers 20% 100%
Quizzes 10%
Project 20%
Midterm/Final Exam 20%
100%
References:
1. Broom, L. and Selznick, P. (1995). Sociology: A Text with Adapted Readings. 2nd Edition. Row, Peterson, and Company. USA.
2. Farganis, James. (2000). Readings in Social Theory: The Classic Tradition to Post Modernism. Mc Graw-Hill, Inc. USA.
3. Hebding, D. and Glick, L. (1992). Introduction to Sociology: A Text with Adapted Readings. McGraw-Hill, Inc. USA.
4. Henslin, J. (2001). Sociology: A Down-to-Earth Approach. 5th Edition. A Pearson Education Company. Massachusetts.
5. Kottak, C. (2004). Anthropology: The Exploration of Human Diversity. 10th Edition. McGraw-Hill Companies, Inc. USA.
6. Lawrence, R. (1963). Perspectives on the Social Order: Readings in Sociology. McGraw-Hill Companies, Inc. USA.
7. Macionis, J. (2001). Sociology. 8th Edition. Prentice Hall, Inc. USA.
8. Mangune, S.(2001).Tagabawa and Bagobo: Katutubo Profiles of Philippine Cultural Communities.Manila.
9. Mercedes, A. et al. (2001). Mindanao Ethnic Communiries: Patterns of Growth and Change.University of the Philippines Center for Integrative and Development Studies.Diliman, Quezon City.
10. Ompang, M.(2001).Mandaya: Katutubo Profiles of Philippine Cultural Communities.Manila.
11. Panopio, I. and Rolda, R. S. (2000). Society and Culture: Introduction to Sociology and Anthropology. JMC Press, Inc. Quezon City.
12. Ritzer, G. (2000). Sociological Theory. 5th Edition. McGraw-Hill Companies. USA.
13. San Juan, W. et al.(2007). Sociology, Culture, and Family Planning. Unlad Publishing. Pasay City.
PHILOS 124 Course Syllabus
Course Syllabus for Philosophy 124
SOCIO-CULTURAL ANTHROPOLOGY
2st Semester, SY: 2010-2011
Faculty: Florie Jane M. Tamon Class Email Address:
fjtamon@gmail.com socioandphilos@gmail.com
Consultation Hours: Class Blogspot:
MWF 11am-12nn http://socioandphilos.blogspot.com
TTh 1-2pm
Course Title:
SOCIO-CULTURAL ANTHROPOLOGY
Course Description:
The course will introduce to the students concepts, fundamental theories, and perspectives vital in understanding human beings as biological and social entities. Concentration will be made on cultural diversity as distinct among societies, as well as the cultural changes that they have gone through. In so doing, the students are expected to describe their local culture and understand its social significance.
Course Objectives: At the end of the semester, the students are expected to:
1. Discuss the varied concepts related to the study of man.
2. Compare and contrast cultures among existing societies.
3. Describe and appreciate their local cultures.
Course Outline:
I. THE BASICS OF ANTHROPOLOGY
A. What is Anthropology?
B. The subdisciplines of Anthropology
C. Anthropology and other academic fields
D. Applied Anthropology
E. Ethnology and Ethnography
II. PHYSICAL ANTHROPOLOGY: A Brief Background
A. Primates
B. Hominid Evolution
III. CULTURAL DIVERSITY
A. What is culture?
Components, Characteristics, and Levels of Culture
Universal, Particular, and General Culture
Issues in understanding Culture
Mechanisms of Cultural Change
B. Human Diversity and Race
Race: A discredited concept in Biology
Social Race
C. Ethnicity
Ethnic Groups and Ethnicity
Ethnic Relations
D. Language and Communication
Animal Communication
Nonverbal Communication
Structure of Language
Sociolinguistics
E. Making a Living
Adaptive strategies and Transformation of societies
F. Families, Kinship, and Descent
G. Marriage
H. Political Systems
Bands and Tribes
Chiefdoms
States
I. Gender
J. Religion
Origin, Functions, and Expressions of Religion
Kinds of Religion
Religion and Change
Social Control
IV. THE MODERN WORLD
A. Modern World System
Industrialization
Stratification
World System Today
B. Colonialism and Development
C. Cultural Exchange and Survival
D. Applied Anthropology
Class Activities:
Participatory Class Discussion
Film-Viewing
Topical Discussion
Research Works
Class Presentations
QIP (Question, Issue, Problem)
Grade Requirement:
Midterm and Final Grade Semestral Grade
Class Participation/ 30%
Oral recitation Midterm Grade 50%
Short Papers 20% Final Grade 50%
Quizzes 10% 100%
Project 20%
Midterm/Final Exam 20%
100%
References:
1. Borker, R. and Maltz, D. (2001). Applying Cultural Anthropology: An Introductory Reader. Mayfield Publishing Company. USA
2. Kottak, C. (2002). Cultural Anthropology. 9th Edition. McGraw-Hill, Inc.USA.
3. Kottak, C. (2004). Anthropology: The Exploration of Human Diversity. 10th Edition. McGraw-Hill Companies, Inc. USA.
4. Kottak, C. (2005). Mirror for Humanity: A Concise Introduction to Cultural Anthropology. 2nd Edition. McGraw-Hill, Inc. USA.
5. Lenkeit, R. E. (2004). Introducing Cultural Anthropology. 2nd Edition. McGraw-Hill, Inc. USA.
6. http://www.indiana.edu/~wanthro/theory.htm
7. http://www.anthro.mankato.msus.edu/information/biography/index.pl
8. http://www.wsu.edu/gened/learn-modules/top_culture
9. http://www.tamu.edu/anthropology/news.html
SOCIO-CULTURAL ANTHROPOLOGY
2st Semester, SY: 2010-2011
Faculty: Florie Jane M. Tamon Class Email Address:
fjtamon@gmail.com socioandphilos@gmail.com
Consultation Hours: Class Blogspot:
MWF 11am-12nn http://socioandphilos.blogspot.com
TTh 1-2pm
Course Title:
SOCIO-CULTURAL ANTHROPOLOGY
Course Description:
The course will introduce to the students concepts, fundamental theories, and perspectives vital in understanding human beings as biological and social entities. Concentration will be made on cultural diversity as distinct among societies, as well as the cultural changes that they have gone through. In so doing, the students are expected to describe their local culture and understand its social significance.
Course Objectives: At the end of the semester, the students are expected to:
1. Discuss the varied concepts related to the study of man.
2. Compare and contrast cultures among existing societies.
3. Describe and appreciate their local cultures.
Course Outline:
I. THE BASICS OF ANTHROPOLOGY
A. What is Anthropology?
B. The subdisciplines of Anthropology
C. Anthropology and other academic fields
D. Applied Anthropology
E. Ethnology and Ethnography
II. PHYSICAL ANTHROPOLOGY: A Brief Background
A. Primates
B. Hominid Evolution
III. CULTURAL DIVERSITY
A. What is culture?
Components, Characteristics, and Levels of Culture
Universal, Particular, and General Culture
Issues in understanding Culture
Mechanisms of Cultural Change
B. Human Diversity and Race
Race: A discredited concept in Biology
Social Race
C. Ethnicity
Ethnic Groups and Ethnicity
Ethnic Relations
D. Language and Communication
Animal Communication
Nonverbal Communication
Structure of Language
Sociolinguistics
E. Making a Living
Adaptive strategies and Transformation of societies
F. Families, Kinship, and Descent
G. Marriage
H. Political Systems
Bands and Tribes
Chiefdoms
States
I. Gender
J. Religion
Origin, Functions, and Expressions of Religion
Kinds of Religion
Religion and Change
Social Control
IV. THE MODERN WORLD
A. Modern World System
Industrialization
Stratification
World System Today
B. Colonialism and Development
C. Cultural Exchange and Survival
D. Applied Anthropology
Class Activities:
Participatory Class Discussion
Film-Viewing
Topical Discussion
Research Works
Class Presentations
QIP (Question, Issue, Problem)
Grade Requirement:
Midterm and Final Grade Semestral Grade
Class Participation/ 30%
Oral recitation Midterm Grade 50%
Short Papers 20% Final Grade 50%
Quizzes 10% 100%
Project 20%
Midterm/Final Exam 20%
100%
References:
1. Borker, R. and Maltz, D. (2001). Applying Cultural Anthropology: An Introductory Reader. Mayfield Publishing Company. USA
2. Kottak, C. (2002). Cultural Anthropology. 9th Edition. McGraw-Hill, Inc.USA.
3. Kottak, C. (2004). Anthropology: The Exploration of Human Diversity. 10th Edition. McGraw-Hill Companies, Inc. USA.
4. Kottak, C. (2005). Mirror for Humanity: A Concise Introduction to Cultural Anthropology. 2nd Edition. McGraw-Hill, Inc. USA.
5. Lenkeit, R. E. (2004). Introducing Cultural Anthropology. 2nd Edition. McGraw-Hill, Inc. USA.
6. http://www.indiana.edu/~wanthro/theory.htm
7. http://www.anthro.mankato.msus.edu/information/biography/index.pl
8. http://www.wsu.edu/gened/learn-modules/top_culture
9. http://www.tamu.edu/anthropology/news.html
Huwebes, Oktubre 28, 2010
FINAL GRADE- 3BSN-A
FINAL GRADE
SUBJECT: Sociology and Anthropology
CLASS: 3BSN-A
ID No. FINAL GRADE REMARKS
08-00007 2.5 P
08-00181 2.75 P
08-00199 3 P
08-00271 2 P
08-00288 2.5 P
08-04651 2.25 P
08-04990 2.5 P
07-00406 5 F
05-00197 3 P
08-00529 NA NA
08-00530 2.25 P
08-00607 1.5 P
08-00615 3 P
08-00767 2.25 P
08-00782 3 P
08-00808 2.75 P
08-00936 2 P
08-00975 2.25 P
08-01094 2.75 P
08-01186 2.5 P
08-01305 2.75 P
08-01308 2.25 P
08-01395 2.25 P
08-03803 3 P
09-01645 2.75 P
08-05818 2.25 P
08-01657 2 P
08-06059 2.75 P
08-01721 3 P
08-01750 2.5 P
08-01920 2.75 P
08-01925 3 P
08-05915 3 P
09-04790 3 P
08-02103 1.75 P
08-02389 2.5 P
08-02430 1.75 P
08-02471 2.5 P
08-02474 1.75 P
08-04951 2.25 P
10-07014 3 P
08-02778 2.75 P
08-02833 2 P
08-02915 2 P
08-03903 2.25 P
08-04284 2 P
08-05890 2 P
08-03217 2.25 P
08-03307 2.5 P
08-03560 2.25 P
08-03613 2.75 P
08-03662 1.75 P
SUBJECT: Sociology and Anthropology
CLASS: 3BSN-A
ID No. FINAL GRADE REMARKS
08-00007 2.5 P
08-00181 2.75 P
08-00199 3 P
08-00271 2 P
08-00288 2.5 P
08-04651 2.25 P
08-04990 2.5 P
07-00406 5 F
05-00197 3 P
08-00529 NA NA
08-00530 2.25 P
08-00607 1.5 P
08-00615 3 P
08-00767 2.25 P
08-00782 3 P
08-00808 2.75 P
08-00936 2 P
08-00975 2.25 P
08-01094 2.75 P
08-01186 2.5 P
08-01305 2.75 P
08-01308 2.25 P
08-01395 2.25 P
08-03803 3 P
09-01645 2.75 P
08-05818 2.25 P
08-01657 2 P
08-06059 2.75 P
08-01721 3 P
08-01750 2.5 P
08-01920 2.75 P
08-01925 3 P
08-05915 3 P
09-04790 3 P
08-02103 1.75 P
08-02389 2.5 P
08-02430 1.75 P
08-02471 2.5 P
08-02474 1.75 P
08-04951 2.25 P
10-07014 3 P
08-02778 2.75 P
08-02833 2 P
08-02915 2 P
08-03903 2.25 P
08-04284 2 P
08-05890 2 P
08-03217 2.25 P
08-03307 2.5 P
08-03560 2.25 P
08-03613 2.75 P
08-03662 1.75 P
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