Human Culture: Highlights of Cultural Anthropology (3e) : 9780205957231

Human Culture: Highlights of Cultural Anthropology (3e)

Ember & Ember
 
Edition
 
3
ISBN
 
9780205957231
ISBN 10
 
0205957234
Published
 
24/09/2014
Published by
 
Pages
 
400
Format
 
Out of stock
 
Title type
 
 
 
Description

Explains how and why human cultures vary so greatly across space and time

 

Human Culture: Highlights of Cultural Anthropology, 3/e helps students understand how humans vary culturally and why they got to be that way. It provides both a comprehensive and scientific introduction to cultural anthropology. This new edition has an expanded and updated focus on environmental issues.

 

REVEL from Pearson is an immersive learning experience designed for the way today’s student read, think, and learn. REVEL modernizes familiar and respected course content with dynamic media interactives and assessments, and empowers educators to increase engagement in the course, better connecting with students. The result is increased student engagement and improved learning. REVEL for Ember’s Human Culture, 3/e will be available for Fall 2014 classes.

 

Teaching and Learning Experience

 

This program will provide a better teaching and learning experience- for you and your students. It:

  • Immersive Learning Experiences with REVEL: REVEL delivers immersive learning experiences designed for the way today's students read, think, and learn.
  • Engaging Pedagogically-Driven Design: Learning Objectives in each chapter correspond to chapter summary materials
  • A Clear Understanding of humans: Readers will learn the major variations in human kinship, economic, political, and religious systems and why it is significant.
  • Focus on Contemporary issues:  Students will understand contemporary social problems and how anthropology might be used to address them.
Table of contents

Brief Table of Contents

 

Chapter 1: What Is Anthropology?

Chapter 2: Culture and Culture Change

Chapter 3: Understanding and Explaining Culture

Chapter 4: Communication and Language

Chapter 5: Economics

Chapter 6: Social Stratification: Class, Ethnicity, and Racism

Chapter 7: Sex and Gender

Chapter 8: Marriage, Family, and Kinship

Chapter 9: Political Life

Chapter 10: Political Life: Social Order and Disorder

Chapter 11: The Arts

Chapter 12: Global Problems

Chapter 13: Practicing and Applying Anthropology

New to this edition

In This Section:

I) Overall Changes

II) Chapter-by-Chapter Changes


I) Overall Changes

Immersive Learning Experiences with REVEL

  • NEW! Interactives and Videos. Integrated within the narrative, interactives and videos empower students to engage with concepts and take an active role in learning. REVEL's unique presentation of media as an intrinsic part of course content brings the hallmark features of Pearson's bestselling titles to life. REVEL's media interactives have been designed to be completed quickly, and its videos are brief, so students stay focused and on task.
  • NEW! Quizzing. Located throughout REVEL, quizzing affords students opportunities to check their understanding at regular intervals before moving on.
  • NEW!A Fully Mobile Learning Experience. REVEL enables students to read and interact with course material on the devices they use, anywhere and anytime. Responsive design allows students to access REVEL on their tablet devices, with content displayed clearly in both portrait and landscape view.
  • NEW! Familiar Learning and Study Tools. Highlighting, note taking, and a glossary personalize the learning experience. Educators can add notes for students, too, including reminders or study tips.
  • NEW! Assignment Calendar. REVEL allows educators to indicate precisely which readings must be completed on which dates. This clear, detailed schedule helps students stay on task by eliminating any ambiguity as to which material will be covered during each class. And when students know what is expected of them, they're better motivated to keep up.
  • NEW! Performance Dashboard. REVEL lets educators monitor class assignment completion as well as individual student achievement. It offers actionable information that helps educators intersect with their students in meaningful ways, such as points earned on quizzes and tests and time on task. Of particular note, the trending column reveals whether students' grades are improving or declining — which helps educators identify students who might need help to stay on track.

Engaging Pedagogically-Driven Design

  • NEW! Learning Objectives have been added to each chapter helping readers to focus on the material ahead. Chapter-ending summary materials have been completely revised to link back to the Learning Objectives presenting a more clear overview of the important material covered in the chapter.
  • NEW! Shorten text. The book length has again been reduced from its original print, now consisting of only 27 chapters. The new length is more focused on key concepts.

A Clear Understanding of humans

  • NEW! Application of major topics. Applied Anthropology Boxes provide students a better understanding of the vast range of issues to which anthropological knowledge can be usefully applied. These boxes offer an additional way to show how anthropology helps people lead better lives. Significant expansion of practicing anthropology with an expanded chapter and separation of medical anthropology into its own chapter.

Focus on Contemporary issues

  • NEW! Environmental issues. An expanded focus on environmental issues is presented.


II) Chapter-by-Chapter Changes

 

Chapter 1: What Is Anthropology?

  • Three new boxes on individual anthropologists—an archaeologist, an ethnographer, and a physical anthropologist—and their work

 

Chapter 2: Culture and Culture Change

  • This chapter has been revised considerably to make it more engaging.
  • New examples on food preferences and taboos are used to illustrate that culture is learned.
  • The section on controversies about the concept of culture has been rewritten.
  • A new section and figure on baby names in the United States illustrates random copying of neutral traits
  • A broader and more historical view of globalization is introduced.
  • The revolution section now contains a discussion of the Arab Spring and the difficulties of bringing about change by revolution.
  • The second box has been updated and discusses an applied anthropologist’s attempts to accommodate Bedouin needs in designed change programs with the Oman government.

 

Chapter 4: Communication and Language

  • In an extensively rewritten section on nonverbal human communication, the authors include new research on handshaking, pheromones, and other communication such as whistle communication.
  • The origins of language section is updated with new research on the FOXP2 gene and how it relates to the controversy about whether Neandertals had language.
  • In the section on the relationships between language and other aspects of culture, the authors have updated our research on basic color terms and added a new graphic to illustrate variation in terminology.
  • The introduction to that section is updated with discussion of Cree storytelling and Hip-Hop language and the authors have rewritten the code-switching section with new material.
  • The second box, which has been extensively rewritten discusses why some immigrant groups retain their “mother tongues” longer than others.

 

Chapter 5: Economics

  • The authors have expanded the discussion of complex foragers.
  • To put food-getting in better historical perspective, the authors have significantly expanded the discussion of the origin of food production in prehistory—when it occurred and the theories about why it occurred.

 

Chapter 6: Social Stratification: Class, Ethnicity, and Racism

  • The authors have expanded our section on caste, adding a discussion of occupational caste in Africa.
  • The section on “race” is extensively expanded with a new section on the concept of race in biology
  • The first box on global inequality is extensively rewritten and updated with new material.
  • The second box updates the discussion of why there are disparities in death by disease between African Americans and European Americans.

 

Chapter 7: Sex and Gender

  • This chapter has been extensively rewritten to be more engaging and easier to read with more subheadings for clarity. In the first part of the chapter the authors open with a section on culturally varying gender concepts, including diversity in what genders are recognized.
  • In the first box, updated to reflect recent changes toward women in combat, the authors examine cross-cultural research about why some societies allow women to participate in combat.

 

Chapter 9: Political Life

  • The authors have added a new section that discusses the concepts of nation-states, nationalism and political identity. They point out that people living in states may not identify with the state they live in nor have their notion of nationhood correspond to political boundaries. 

 

Chapter 10: Political Life: Social Order and Disorder

  • The authors have added a new theoretical discussion on the need for human cooperation and the recent research that supports that theory.
  • Also added is new research on the relationships between religiosity and stress and anxiety.
  • A new discussion on how most religions began as minority sects or cults has been added.
  • The first box, which is updated, raises the question of whether and to what degree religion promotes moral behavior, cooperation, and harmony.

 

Chapter 11: The Arts

  • In a new section the authors discuss the problematic and fuzzy distinctions made in labeling some art negatively as “tourist” art versus more positively as “fine” art.

 

Chapter 12: Global Problems

  • In revising the section on natural disasters and the famines that frequently result from them, the authors gave increasing attention to the inequalities that contribute to them.
  • New research on relationships to gender equality is included in the family violence section.
  • In the section on war, the authors discuss changes over the long course of history, the complex relationship between disasters and war, and the increasing attention to how the vulnerability of populations to disasters can be reduced.
  • The first has been extensively reworked and updated and now emphasizes climate change and ways anthropologists can contribute to understanding solutions
Features & benefits

Immersive Learning Experiences with REVEL

  • NEW! Interactives and Videos. Integrated within the narrative, interactives and videos empower students to engage with concepts and take an active role in learning. REVEL's unique presentation of media as an intrinsic part of course content brings the hallmark features of Pearson's bestselling titles to life. REVEL's media interactives have been designed to be completed quickly, and its videos are brief, so students stay focused and on task.
  • NEW! Quizzing. Located throughout REVEL, quizzing affords students opportunities to check their understanding at regular intervals before moving on.
  • NEW!A Fully Mobile Learning Experience. REVEL enables students to read and interact with course material on the devices they use, anywhere and anytime. Responsive design allows students to access REVEL on their tablet devices, with content displayed clearly in both portrait and landscape view.
  • NEW! Familiar Learning and Study Tools. Highlighting, note taking, and a glossary personalize the learning experience. Educators can add notes for students, too, including reminders or study tips.
  • NEW! Assignment Calendar. REVEL allows educators to indicate precisely which readings must be completed on which dates. This clear, detailed schedule helps students stay on task by eliminating any ambiguity as to which material will be covered during each class. And when students know what is expected of them, they're better motivated to keep up.
  • NEW! Performance Dashboard. REVEL lets educators monitor class assignment completion as well as individual student achievement. It offers actionable information that helps educators intersect with their students in meaningful ways, such as points earned on quizzes and tests and time on task. Of particular note, the trending column reveals whether students' grades are improving or declining — which helps educators identify students who might need help to stay on track.

 

Engaging Pedagogically-Driven Design

  • NEW! Learning Objectives have been added to each chapter helping readers to focus on the material ahead.  Chapter-ending summary materials have been completely revised to link back to the Learning Objectives presenting a more clear overview of the important material covered in the chapter.
  • Visually engaging. Fresh, colorful redesign, the illustrations throughout the book visually engages readers throughout. DK maps are referenced throughout the text and appear at the end of the book.
  • NEW! Shorten text. The book length has again been reduced from its original print, now consisting of only 27 chapters. The new length is more focused on key concepts.

 

A Clear Understanding of humans

  • Explores sex and gender issues. Perspectives on Gender boxes explain issues pertaining to sex and gender, both in anthropology and everyday life. Examples includesexism in language; separate women’s associations and women’s status and power; morality in women versus men.
  • NEW! Application of major topics. Applied Anthropology Boxes provide students a better understanding of the vast range of issues to which anthropological knowledge can be usefully applied. These boxes offer an additional way to show how anthropology helps people lead better lives. Significant expansion of practicing anthropology with an expanded chapter and separation of medical anthropology into its own chapter.

 

Focus on Contemporary issues

  • Examines research. Current Research and Issues boxes highlight recent topics that students may have heard about in the news or that are currently being debated in the profession.
  • Immigrants influence on social life. Migrants and Immigrants boxes explore how migration and immigration have impacted recent and contemporary social life.
  • NEW! Environmental issues.  An expanded focus on environmental issues is presented.

 

Author biography

Carol R. Ember started at Antioch College as a chemistry major. She began taking social science courses because some were required, but she soon found herself intrigued. There were lots of questions without answers, and she became excited about the possibility of a research career in social science. She spent a year in graduate school at Cornell studying sociology before continuing on to Harvard, where she studied anthropology primarily with John and Beatrice Whiting.

 

For her Ph.D. dissertation she worked among the Luo of Kenya. While there she noticed that many boys were assigned “girls’ work,” such as babysitting and household chores, because their mothers (who did most of the agriculture) did not have enough girls to help out. She decided to study the possible effects of task assignment on the social behavior of boys. Using systematic behavior observations, she compared girls, boys who did a great deal of girls’ work, and boys who did little such work. She found that boys assigned girls’ work were intermediate in many social behaviors, compared with the other boys and girls. Later, she did cross-cultural research on variation in marriage, family, descent groups, and war and peace, mainly in collaboration with Melvin Ember, whom she married in 1970. All of these cross-cultural studies tested theories on data for worldwide samples of societies.

 

From 1970 to 1996, she taught at Hunter College of the City University of New York. She has served as president of the Society of Cross-Cultural Research and was one of the directors of the Summer Institutes in Comparative Anthropological Research, which were funded by the National Science Foundation. From 1996 until 2009 she served as executive director of the Human Relations Area Files, Inc. (HRAF), a nonprofit research agency at Yale University. She was appointed President of HRAF in 2010. She is also currently Past-President of the Society for Anthropological Sciences.

 

After graduating from Columbia College, Melvin Ember went to Yale University for his Ph.D. His mentor at Yale was George Peter Murdock, an anthropologist who was instrumental in promoting cross-cultural research and building a full-text database on the cultures of the world to facilitate cross-cultural hypothesis testing. This database came to be known as the Human Relations Area Files (HRAF) because it was originally sponsored by the Institute of Human Relations at Yale. Growing in annual installments and now distributed in electronic format, the HRAF database currently covers more than 410 cultures, past and present, all over the world.

 

Melvin Ember did fieldwork for his dissertation in American Samoa, where he conducted a comparison of three villages to study the effects of commercialization on political life. In addition, he did research on descent groups and how they changed with the increase of buying and selling. His cross-cultural studies focused originally on variation in marital residence and descent groups. He has also done cross-cultural research on the relationship between economic and political development, the origin and extension of the incest taboo, the causes of polygyny, and how archaeological correlates of social customs can help us draw inferences about the past.

 

After four years of research at the National Institute of Mental Health, he taught at Antioch College and then Hunter College of the City University of New York. He has served as president of the Society for Cross-Cultural Research. From 1987 until his death in 2009, he was president of HRAF.

 

Peter N. Peregrine came to anthropology after completing an undergraduate degree in English. He found anthropology’s social scientific approach to understanding humans more appealing than the humanistic approach he had learned as an English major. He undertook an ethnohistorical study of the relationship between Jesuit missionaries and Native American peoples for his master’s degree and realized that he needed to study archaeology to understand the cultural interactions experienced by Native Americans prior to contact with the Jesuits.

 

While working on his PhD at Purdue University, Peter Peregrine did research on the prehistoric Mississippian cultures of the eastern United States. He found that interactions between groups were common and had been shaping Native American cultures for centuries. Native Americans approached contact with the Jesuits simply as another in a long string of intercultural exchanges. He also found that relatively little research had been done on Native American interactions and decided that comparative research was a good place to begin examining the topic. In 1990, he participated in the Summer Institute in Comparative Anthropological Research, where he met Carol R. Ember and Melvin Ember/

 

Peter Peregrine is professor of anthropology at Lawrence University in Appleton, Wisconsin and external professor at the Santa Fe Institute in Santa Fe, New Mexico. He also serves as research associate for the Human Relations Area Files. He continues to do archaeological research, and to teach anthropology and archaeology to undergraduate students.