ARW Class Discussions
Class Discussions sessions are a central feature of ARW this semester. Most classes will include Class Discussions sessions. A few times during the semester you will lead a small group discussion on a text, part of a text, or the topic in general. We will organise exactly what text what you will do later.

What are the language and learning benefits for you?
You will read, interpret, analyse, and react to an English academic text.
You will increase your vocabulary to talk about ideas and issues in the text and how such issues might affect people.
You will improve your understanding of the text by learning to consider the writer's implications, intentions, attitudes, and explicit meanings.
You will improve your ability to visually represent ideas, as well as the connections that exist between ideas (no idea exists by itself in isolation)
You will improve your spoken English skills by presenting and discussing the text with your class.

What do you have to do?
1. Read the section of the text you have chosen or been assigned by your teacher.
2. Make a glossary. Review the vocabulary that is essential to understanding the text. Make a list. Write an explanation for each word that relates to how the word is used in the text. Words often have multiple meanings, which means you must always consider the context in which words appear.
3. Summarise the section. Your summary will include a blended mix of illustrations and text. Illustrations might include a mind map, charts, diagrams, images, blended together with text. Your summary should be clear, interesting, and effective for you and your classmates. An an effective summary will clearly identify and define the main points raised in the text, as well make it clear how the ideas connect or relate to one another; this is why visual aids are required in your summary.
4. Write three relevant, clear, controversial discussion questions and your own sample answers.
5. Type up the text parts of your work using the Class Discussions Form.

How do I prepare?
Organise a 15-minute discussion session based on the following structure:

1. Introduction: Summarise the text (5 mins)
Briefly explain about the main points in your own words. Your classmates need you to help them understand what you know, usually they will not understand the text as well as you, and sometimes they will not have understood it all. Therefore, it is extremely important that you avoid simply repeating what the text says; this is why you have prepared your visual aids. Include your own feelings, judgements, and predictions about the ideas and issues in the text. For example: What are the author's implications, intentions, and attitudes? What do you agree/disagree with? What is especially interesting to you? What did you learn? Talk about the essential vocabulary as each word arises in your summary, in context - not all at once at the start.

2. Body: Small Group Discussion (8-9 minutes). This is the most important part. Through discussion you want to consolidate and extend your classmates' understanding of the ideas and issues and connections in the text. Divide the class into groups however you want. Explain one discussion question and lead the discussion. Involve yourself in the discussion, but as session leader your main task is to encourage active, purposeful, and enriching discussion. You want your classmates to help themselves learn through discussion; this is why the quality of your discussion questions is so important and why your preparation includes your own sample answers. Repeat for questions two and three. Always have fun, and enjoy the experience of helping yourself and others.

3. Conclusion: Wrap up the discussion (1-2 minutes).
Very briefly restate the main points. Give your opinion on the discussion questions. Always do your best to try to refer to points classmates made as well. This last is important because it recognises and rewards the participation of your group members.

On the day of your session
Bring these things to class:
The text
Your complete, typed Class Discussions Form
Visual aids

During the session
Be energetic, confident, interesting, loud enough, and clear.

After the session
Complete your self evaluation
Hand in your Class Discussions Form
Post your Class Discussions Form to your ARW e-Portfolio (your blog), so that classmates can refer to it when reviewing the text for their essay and the PWT.

Do not be absent on the day of your session - otherwise you need to submit this work as an essay. Eeeks!

Copy and paste this form into your word processor, then type up your work. For your own safety, always save your work to two different places.

Final reminder: Do the basics well. Prepare fully. Type. Keep to time. Lead actively. Have fun!

Your name: Section:

1. Summary

Author & Title of text:

Section or page numbers:


Main points:
You will decide what the main points are. How many points you include will be informed by your understanding of the text. Here, please also identify clearly which points you will explain using visual aids. Do your best.




2. Essential Vocabulary
Make a list of words and write an explanation for each word that relates to how the word is used in the text (context).

3. Discussion Questions
Write questions that ask classmates to reflect on the ideas/issues in new ways and make connections to other ideas and to their own lives. Write your own sample answers. The discussion is the most important part. My basic advice is: Always avoid yes/no questions. Avoid questions that test memory of specific facts, like dates or names. Never ask questions that you cannot answer yourself (which is why preparation calls for you to write sample answers). Writing good questions takes time, so you take your time on this part.

Question 1.

Sample answer:

Question 2.

Sample answer:

Question 3.

Sample answer:

4. Self evaluation: Satisfactory/Not satisfactory. Please complete your self-evaluation accurately.

Me (tick)	Grading protocol	OJ
	Satisfactory (S): All of the following: 1) Complete preparation 2) Typed 3) Organised timekeeper 4) Lead active discussion 5) Kept to time for each part
	Not satisfactory (NS): Any of the above incomplete or missing.
	Absent/NS/Late: For grading purposes there are two (2) actions you can take: 1) Accept NS. Not satisfactory will be recorded as your grade for that session. 2) Write an essay. Write up your preparation as an essay. You have one (1) week to submit your essay. 1 x A4 page. Typed. 1.5 spacing. Student information. Title. Structure: Introduction-body-conclusion. Content: Your summary, vocabulary and meanings, and discussion questions. Attach your visual aids. Your aim should always be to never let a small problem grow into a big problem, so please talk to me early if you foresee any difficulty.

Does Race Exist?
- Marks p. 156 line 19-22 + Sarich p. 158 line 31-32 - Lewontin p. 158 line 16-22 - Brace p. 159 line 6-7, 14-16 + Brues p. 160 line 11-12	- Sauer p.158 line 10-12 - Armelagos p. 161 line 4-5 + Tacket p. 162 line 28-29 - Ubelaker p. 159 line 36-37 ~ Smouse p.163 line 24-28 - Shreeve p. 163 line 29-32

AD & AF Diamond Study Guide - Q & A (1007)

What are some of the main issues in Diamond? Please add your answers. Your answer will include paraphrased or quoted information from the text, as well as your opinion when it is appropriate to the question. This will help you to reveal the meaning of the text, as well as the range of opinions thatexist within the class as a whole. By working together, your class will create a second study guide for Diamond that will be useful for you individually in your personal analysis for the essay and the PWT.
Please add your answers. Include paraphrase/qouted information from the text to support your answer. As well include your opinion if it is appropriate to the question. Your answer should clearly distinguish between information from Diamond and your opinion. Please add the page and line numbers to show where the information comes from in Diamond.

ARW - Race Without Color – Diamond (1994)

1. What is the “common sense” view about race? (167)

AF Rei: We generally decide race by seeing hair color,eye color or any appearance of human. It's "common sense" view about race refering to Diamond.

AF Shunsuke:

Owen: Each race can be determined by a set of easy to see biological characteristics

2. Why is this reasoning not objective? (167)

AD Mio: Because there are many different, equally reasonable procedures for explaining races.

AF Hiroki: Because different procedures yield very different classifications.

AF Kei: Because there are many ways to classify human race caused by various and equally reasonable procedures for defining race.

Owen: Because races could be grouped defined using other biological criteria that would lead to very different, but equally valid, groups.

3. Why is classification of human races more problematic that classification of animal races? (168)

AD Yuki Y:

AF Chiaki: Classification of human races forms our views of others, and promotes people to subliminally distinguish "us" from "them." Furthermore, it gives justifications for political and socioeconomic discrimination. Because of this, classification of human races is more problematic. (168)

AF Megumi T: Because classification encourages us to recognize differences unconsciously & discriminate against others politically, socially, and economically.

Owen: We assign group people into races and also place a value on them. This promotes discrimination against some groups.

4. What is a species? (168)

AD Nagiko:

AF Kotaro:

Owen: A group of populations whose individual members can interbreed with each other.

5. What does it mean when it is said that traits are “concordant”? (169)

AD Shintaro: It means that if one traits is different from others, then other all traits have to be different to accompany it.

AD Aya: It means that if one category such as voice difference differs from others, it has to be different for "all" the traits such as throat color or habit.

AF Yuki:（←YUKIE?) "That is, voice differences or habitat differences lead to the same racial classification as differences in throat color."

Owen: Possession of one trait always accompanies the possession of the other trait(s). For example, all members who have trait A also have trait B.

6.Why is racial classification of golden whistlers problematic? (169)

AD Ryoksuke:

AF Machi: Golden whistlers have various characters ( big or small, black- winged males, or green winged males etc..) depending on where they live, what they eat often, or some other reasons, so "if you divide golden whistlers into races based on single traits, you would get entirely different classifications depending on which trait you chose. "(16-18)

Owen: The traits upon which these birds are classified do not vary concordantly.

7. What is a “hierarchy of distinctness”? (169)

AD Misaki:

AF Haruka S: It is the group which different from each other. (Owen - this answer is not so clear)

Owen: Classification based on a central, most distinct group, then classifying other based on how they differ from that group

8. What is the problem with using a hierarchy of distinctness? (169)

AD Tomoya:

AF Misa: The problem of using a hierarchy of distinctness is that the extent to which you continue the racial classification is arbitrary, and it's a decision about which taxonomists disagree passionately.

Owen: It is difficult to decide when to stop creating new groups – how fine should the discrimination be?

9. What are “lumpers”? (169)

AD Hisako: Lumpers are people who prefer to recognize few races.

AF Masataka:

Owen: People who classify (taxonomists) populations into a few bigger groups.

10. What are “splitters”? (169)

AD Eito:

AF Rutsuko:

Owen: People who classify (taxonomists) populations into many smaller groups.

11. How is the classification of non-human animals different from the classification of human animals? (170)

AD Rina:

AD Mastada:

AF Emao:

Owen: When we classify humans we also use that to create a value of difference that can lead to prejudice.

12. What are three reasons why traits vary? Give an example of each. (170-174)

AD Li Hwa: First, many Africans, Arabs, and people from southern India tend to have the sickle-cell antimalarial gene, however, northern European people never had that trait because there is no malaria in Northern Europe, and also rare in the people from the southern most parts of Africa. Second, northern Europeans, north Indians, and some African peoples have lactase, on the other hand, most Africans & southern Europeans do not commonly have lactase into adulthood. Third, east Asians, most Europeans, and black Africans have fingerprints that have a "loop" shape and Khoisans and some central Europeans have a different kind of fingerprints that have an "arch" shape.

AF Shoko:

Owen: Natural selection – sickle cell gene for immunity to malaria / lactase enzyme for milk digestion / body shapes for heat conservation or release Sexual selection – body parts No reason - fingerprints

13. Is skin color an example of a trait that was an adaptation to geographic areas? Why or why not? (175)

AD Juri: Skin color is not an example of a trait that is an adaptation to geographic areas.

AF Katsuya:

Owen: No. There are some light skinned races that live in the tropics.

14. Are human racial classifications that are based on different traits concordant with one another? (176)

AD Seiya: No. The results of human race classifications vary with the each criterion for human discriminations. In fact, when we classify plural people with various criteria, we can find various results. Therefore, in this part, the author insists that no human racial classification is an absolute indicator.

AD Ken: No, they are not.

AF Juria: No, they would not be concordant with one another at all (P176 L21). Racial groups vary by which trait we use for classification, for example, skin color or antimalaria genes (P171 L18).

Owen: No. Depending on which physical traits we used, we would get different racial groups.

15. What is the hierarchical relation based on skin color among recognized races? (176)

AD Yoko S:

AF Tetsuya:

Owen: Anthropology textbooks recognize: Whites – African blacks – Mongoloids – Aboriginal Australians - Khoisans

16. What is the function of racially variable traits? (176)

AD Masaru:

AD Ikue:

AF Anna: Some racially variable traits include protection against skin cancer, rickets, frostbite, folic acid deficiency, beryllium poisoning, overheating, and overcooling. In other words, to enhance survival under particular conditions (P175 L1-5 ＆ L25-26).

Owen: Some racially variable traits serve survival, some serve sexual selection, and others are serve no purpose at all. We tend to use the sexual selection ones to classify race because they are more visible.

17. Why is the issue of racial classification more serious in modern society? (177)

AD Taichi:

AF Haruna: The issue of racial classification is more serious in modern society because we live our modern lives surrounded by people who are much more varied in appearance,... (Owen - this answer is missing a conclusion)

Owen: Because in modern times we have more exposure to people who appear different to us, and we have more weapons to use against enemies if disputes arise between "us" and "them."

18. What is meant by: “The last thing we need now is to continue codifying all those different appearances into an arbitrary system of racial classification.” (177)

AD Misato:

AF Yuki H:

Owen: The "last thing" means the "worst thing" so in other words Diamond states that we do not need to continue putting people into groups of races that are based on arbitrary characteristics.

19. A final thought – On page 177, Diamond mentions the possibility of classifying races based on a hierarchy of genetic distinctness. The primary races could be African and other races such as Swedes, New Guineans, Japanese, and Navajo would belong to the same race. Do you think this will ever happen? Why or why not? (Your opinion)

AD Haruka T: I think this will never happen. The concept of race came from human beings' instinct to classify. People have a desire to identify and classify everything. Who wants to regard human and vegetable as same living matter? Most people would consider vegetables as plants, not the same as humans. Of course, it is a different situation from racial discrimination, but I think these situations have common term (Owen - this sentence not especially clear). People tend to find differences rather than similarities, I think. Diamond's concept is logically and scientifically correct, but people tend to deny genetic similarities, and focus on "visible" differences such as skin color, language, or culture. That is why I do not think this will not happen.

AF Megumi H:

Owen: No. I think racial distinctions as they are have evolved along with dominant political powers. As long as those remain in power, then classifications will stay as they are.

Shreeve: AF Study Guide

Shreeve: AF Study Guide
Who thinks what about race? Examining the range of positions of various experts concerned with the issue of race is the main purpose of Shreeve.You should identify the position each source takes on the question, "Does race exist?" Add your name in the appropriate column to the table below. In this way, the collective analysis of the whole class will reveal the understanding (or not) that exists. By working together, your class will create a study guide for Shreeve that will be useful for you individually in your personal analysis for the essay and the PWT.

Does race exist?

		Yes	No	Undecided
	Source
	Sauer	Rei Hiroki MegumiT Misa Kotaro Haruka Yukie MegumiH Haruna Machi	Owen Kei
	Marks	Rei Hiroki MeguT Yukie MegumiH Misa Kotaro Haruka Haruna Machi, Kei	Owen
	Sarich	Rei Hiroki MeguT Misa Kotaro MegumiH Haruka Yukie Haruna, Owen Machi, Kei
	Lewontin	Rei	Hiroki, Owen	Misa Kotaro Yukie MeguT Haruka MegumiH Haruna Machi, kei
	Brace	Rei Hiroki MeguT Misa Kotaro Haruka Yukie MegumiH Haruna Machi	Owen	kei
	Brues	Owen	Rei Hiroki MeguT Misa Kotaro Haruka Yukie MegumiH Haruna Machi	Kei
	Armelagos	Rei Hiroki Haruka Yukie MegumiH	Owen	Misa Kotaro MeguT Haruna Machi, Kei
	Tackett	Rei Hiroki MeguT Misa Kotaro Haruka Yukie MegumiH Haruna, Owen Machi, Kei
	Ubelaker		Hiroki, Haruna, Owen Kei	Rei MeguT Yukie Misa Kotaro Haruka MegumiH Machi
	Smouse		Hiroki	Rei, MeguT, Yukie, Misa, Kotaro, Haruka, Megumi H, Haruna, Owen Machi, Kei
	Shreeve		Owen	Rei Hiroki MeguT Misa Kotaro Haruka Yukie MegumiH Haruna Machi, Kei
	You	Hiroki Kotaro Haruka Yukie Haruna Machi Kei	Owen (Race is too ill-defined to beuseful. Still, even if it could be defined, itis not very important. It is more importantthat a person is kind, honest, and trustworthy. What race someone might be is not related to whether someone has these qualities or not. My view is that we should focus on what is most important.)	Rei MeguT Misa MegumiH

Shreeve: AD Study Guide

Who thinks what about race? Examining the range of positions of various experts concerned with the issue of race is the main purpose of Shreeve.You should identify the position each source takes on the question, "Does race exist?" Add your name in the appropriate column to the table below. In this way, the collective analysis of the whole class will reveal the understanding (or not) that exists. By working together, your class will create a study guide for Shreeve that will be useful for you individually in your personal analysis for the essay and the PWT.

Does race exist?

		Yes	No	Undecided
	Source
	Sauer	Haruka, Misaki Lihwa, Ikue, Hisako Seiya, Chiaki, Aya, Mio, Juri,Nagiko	Owen
	Marks	Haruka, Misaki Lihwa, Ikue, Hisako, Seiya, Chiaki, Mio, Juri,Nagiko	Owen
	Sarich	Haruka, Lihwa, Hisako, Seiya, Chiaki, Ikue, Owen		Aya Mio Juri Misaki,Nagiko
	Lewontin	Haruka, Lihwa, Hisako, Seiya, Chiaki, Juri, Ikue,	Owen	Aya Mio Misaki,Nagiko
	Brace	Haruka, Misaki, Lihwa, Ikue, Hisako, Seiya, Chiaki, Mio, Juri,Nagiko,	Owen
	Brues	Owen	Haruka, Misaki, Lihwa, Hisako, Seiya, Chiaki, Mio, Juri, Ikue, Nagiko
	Armelagos	Haruka, Misaki Lihwa, Ikue, Hisako, Seiya, Chiaki, Mio, Juri,Nagiko,	Owen
	Tacket	Haruka, Misaki, Lihwa, Ikue, Hisako, Seiya Chiaki, Mio, Juri,Nagiko,Owen
	Ubelaker		Aya, Owen	Haruka, Misaki, Lihwa Hisako, Seiya, Chiaki Mio, Juri Ikue, Nagiko
	Smouse			Haruka, Misaki, Lihwa Hisako, Seiya, Chiaki Aya, Mio, Juri, Ikue, Nagiko, Owen
	Shreeve		Owen	Haruka, Misaki, Lihwa Hisako, Seiya, Chiaki Aya, Mio, Juri, ikue, Nagiko
	You	Haruka, Hisako, Seiya Aya, Mio, Juri, Nagiko	Owen (Race is too ill-defined to beuseful. Still, even if it could be defined, itis not very important. It is more importantthat a person is kind, honest, and trustworthy. What race someone might be is not related to whether someone has these qualities or not. My view is that we should focus on what is most important.)	Lihwa, Chiaki, Misaki Ikue

Gould: AD Study Guide

Gould: AD Study Guide
These are key questions in understanding the “The Geometer of Race” article. AD will work together to create a study guide for Gould that will be useful for you individually in your personal analysis for the essay and the PWT.

Please write your answer on this page. Write in full sentences, explain your answer fully and clearly, and finally, check your writing for any grammar or spelling errors. Don't forget, click save when you are done.

1. Everyone should do this first: In your text, draw and label a diagram below to represent Blumenbach’s Model, see Gould p. 151, lines 6-16. We will check answers next class.

2. Now, please answer your individual question below:

A
1. What are the first two questions the author asks in this section? (Chiaki)

First question is "Why are political radicals called 'left' and their conservative counterparts 'right'?"

Second one is "Why should the most common racial group of the Western world be named for a mountain range that straddles Russia and Georgia?" (Chiaki) (Yoko)

2. What are the answers? (Ryosuke) (Shintaro)

Answer 1
In many European legislatures, the most distinguished members sat at the chairman's right and they tended to espouse conservative views. That is why conservative political radicals are called "right" and their counterparts are called "left". (Ryosuke) (Taichi)

Answer 2
The name Caucasian was defined by Blumenbach who wrote "De Generis Humani Varietate Nativa". He took this name from Mount Caucasus because of the two reasons. First, he believed that its neighborhood especially its southern slope produced the most beautiful race of men which means Georgian. Second, he believed that this region was the origin of mankind. (Shintaro) (Taichi)

3. What two questions does he leave as yet unanswered? (Misaki)

First one is "Why should the most common racial group of the Western world be named for a mountain range that straddles Russia and Georgia?" and second one is "Why should an aesthetic criterion become the basis of a scientific judgment about place of origin?"

4. Why doesn’t he answer those questions at this point? (Tomoya) (Yuki)

He requires us to make a comparison between Blumenbach's original 1775 text and edited 1795 text, when Caucasians received their name. (Yuki) (Seiya)

B
1. What is the “paradox” the author refers to? (Nagiko)

It is widely accepted that Blumenbach was the person who created modern racial classification. However, his only original achievement was to add a Malay variety to Linnaeus' previous four-race system. (Nagiko) (Ikue)

2. What does Gould mean by the statement “This change has been missed or misconstrued…”? (Aya)

Blumenbach created his classification based on Linnaeus' original taxonomy. He basically added the Malay race to reformulate his theory of human diversity. This small change can seem insignificant; however, it records a theoretical shift. According to the text, "this change" refers to the difference of classification of race, between Blumenbach and Linnaeus (Aya) (Ken) from a classification based on geography (Linnaeus) to a model that explicitly ranked peoples in a hierarchy of worth based on his personal perceptions of beauty (Blumenbach). (Owen)

[Therefore, it is difficult for scholar to grasp the idea of classification by using the method of classifying them with vital historical and philosophical principle. Gould would like to emphasize that Blumenbach's original classification brought huge confusion and misunderstanding among scholar. (Aya)(Ken)] - This part of the original text, is not accurate. (Owen)

C
In this section the author provides straightforward background information on Blumenbach and on the relationship with his mentor and teacher, Linnaeus.

1. What are the four groups Linnaeus identifies? List some of their characteristics. (Rina)

Americanus (American variety) is red, choleric,upright and ruled by habit.
Europaeus (European variety) is white, sanguine, muscular and ruled by custom.
Asiaticus (Asian variety) is pale yellow, melancholy, stiff and ruled by belief.
Afer (African variety) is black, phlegmatic, relaxed and ruled by caprice. (LiHwa) (Rina)

2. Why does Gould compare the shift from a geographic to a hierarchical ordering of human diversity with railroads and nuclear bombs? (Masatada) (Taichi)

The reason why Gould compared the shift from a geographic to a hierarchical ordering of human diversity with railroads and nuclear bombs is that Blumenbach's ideas have critically affected people's conception of race and what is more opened the door to racism. These influences and impacts are the same as railroads and the nuclear bomb in that they directly impact our daily lives, although people are usually unconscious of their huge significance.

D
1. Try to paraphrase Gould's statement, "Scientists assume that their own shifts in interpretation record only their better understanding of newly discovered facts. They tend to be unaware of their own mental impositions upon the world's messy and ambiguous factuality." (Hisako)

When scientists develop their own theory, there are two influences upon scientists: newly discovered facts and their personal beliefs which have been unconsciously shaped by society or politics. However, scientists assume that only newly discovered facts influence their theory. Therefore, most scientists are not aware of the personal mental impositions which act on their theories. (Hisako)

2. What does the author mean by the statement “When scientists adopt…”? Can you relate this to your knowledge of Perception? (Eito) (Misato)

According to the author, scientists' personal mental impositions can be as important as their observations because scientists do not realize the movements that occur in the bottom of their minds. And these movements make them change their interpretations. Therefore, it is related to the part "Sensation and Interpretation" of Fisher. (Misato) (Yuki) (Hisako)

E
1. Can you paraphrase the quote which begins “There is no single character so peculiar…”? (Li Hwa)

There is not a single unique characteristic or trait that exists in only one variety of mankind that does not also exist in all other kinds of people. (Owen)

[Black Africans among Ethiopians have no character. (Li Hwa) (Rina)] - this original answer is not accurate (Owen)

2. What did Blumenbach think of using skin color as a means of grouping peoples? (Ken) (Haruka)

Blumenbach believed that racial diversity arose as a result of peoples spread to other climates and topographies. Moreover, Blumenbach thought skin colour is easily changeable over time, and he ascribed the differences of color to the influence of the sun, the air, or the climate. Therefore, he thought skin color was (Haruka) (Aya) useless for classifying racial groups. (Owen)

[Therefore, he thought skin color is most explicit criteria to classify the racial groups. (Haruka) (Aya)] - this original part of the answer is not accurate (Owen)

He Blumenbach applied skin color to show that there are no absolute and fixed differences between humankind. Though it had been thought it is not, above all the difference will be used by racism to prove the reason, so he prevented his study from being concerned with racism. Skin color is fitted example because of its explicitness and impression. Skin color is changeable because it is influenced by the sun, the air, or the climate. Therefore, color has no aspects of constituting a diversity of species. (Ken) (Mio) - This answer is not so clear, but it seems to be basically accurate. (Owen)

F
1. At the beginning of this section the author writes, "We may now return to the riddle of the name Caucasian." Why does he say this? Where have the readers returned from? (Ikue)

At the beginning of this article, the author Gould states that Blumenbach ended in European superiority to the other races, in spite of the fact that he ascribed the "equality" of all races. Then the author explains Blumenbach's classification in detail and his theory of "equality" among races. But this is the not main point of the text. Therefore, in this section, the author returns the main point of why Blumenbach named his European variety "Caucasian."

2. What was Blumenbach's dilemma? (Seiya)

Blumenbach had stated the mental and ethical equality of all peoples. However, in the process of categorizing people, he had discriminated between Europeans and other peoples, because his ideal of the most beautiful people focused on his closest people, Europeans. Therefore, his objectivity was interrupted by his subjective views. This is Blumenbach's dilemma.

G
1. How is the statement “ But ideas do not reside in the ivory tower…” related to the College Thinking [Spring term] reading? (Juri)

[In this sentence, he meant that "ideas do not reside in the black people's world. However, the way of thinking does not have "good reason".
This is related to the "basis of belief" in the College Thinking.] - This original answer is not accurate.

Ideas do not reside in the "ivory tower" of academia, means that academics' ideas are not disconnected from the wider world. In reality, academics' ideas have the power to change peoples' lives and the world we live in. (Owen)

2. What is the purpose of the final quote “It was from America that…”? (Masaru) (Mio)

Gould quoted the words of Lord Acton to emphasize that academic ideas can transform the world drastically. (Mio) (Haruka)

3. What might Gould want to imply by this final quote?(Yoko)

Gould might want to imply that all people have the power of ideas and can change the world, furthermore they are fated to improve the world based on the "Rights of Man". (Yoko) (Chiaki)

Gould: AF Study Guide

Gould: AF Study Guide These are key questions in understanding the “The Geometer of Race” article. AF will work together to create a study guide for Gould that will be useful for you individually in your personal analysis for the essay and the PWT.

Please write your answer on this page. Write in full sentences, explain your answer fully and clearly, and finally, check your writing for any grammar or spelling errors. Don't forget, click save when you are done.
1. Everyone should do this first: In your text, draw and label a diagram below to represent Blumenbach’s Model, see Gould p. 151, lines 6-16. We will check answers next class. 2. Now, please answer your individual question below: A 1. What are the first two questions the author asks in this section? (Kei) (Machi) (Megumi.T)
The two questions are: 1) "Why are political radicals called 'left ' and their conservative counterparts 'right'?", and 2) "Why should the most common racial group of the Western world be named for a mountain range that straddles Russia and Georgia?" 2. What are the answers? (Shunsuke) (Kotaro)
Ans. 2) The name Caucasian was defined by Blumenbach in his book, "De Generis Humani Varietate Nativa." Blumenbach named Europeans after the region around Mount Caucasus because he believed it was the region from which humans originated, and because its neighborhood, especially its southern slope, produced the most beautiful variety of European. Therefore, he named the all peoples of Europe "Caucasian" because that was where the most beautiful Europeans came from.
3. What two questions does he leave as yet unanswered? (Megumi H) (Misa)
These questions are: 1) "Why should a scientist attach such importance to an evidently subjective assessment?", and 2) "Why should an aesthetic criterion become the basis of a scientific judgment about place of origin?"
4. Why doesn’t he answer those questions at this point? (Yuki)
Gould does not answer those questions at that point because we cannot answer those correctly, unless we compare Blumenbach's 1775 text with his final 1795 text.
B 1. What is the “paradox” the author refers to? (Haruna)
The original four-race system was developed by Blumenbach's guru Linnaeus. Blumenbach added is a Malay variety to the system later, but people credit Blumenbach as the founder of the modern racial classification rather than Linnaeus.
Blumenbach was accepted as the inventor of modern racial classification even though he only added a Malay variety to the original four-race system developed by Linnaeus. (Rutsuko) 2. What does Gould mean by the statement, “This change has been missed or misconstrued…”? (Anna)
The addition of the Malay variety seems such a minor change. However, it was actually a radical change. Moreover, scientists have either not noticed this or have not interpreted it correctly.
C In this section the author provides straightforward background information on Blumenbach and on the relationship with his mentor and teacher, Linnaeus. 1. What are the four groups Linnaeus identifies? List some of their characteristics. (Tetsuya) (Megumi T)
Linnaeus' classification is based on geography (4 regions), and then by color, humor, and posture. American variety is red, choleric, upright and ruled by habit. European is white, sanguine, muscular, and ruled by custom. Asian is pale yellow, melancholy, stiff and, ruled by belief. African is black, phlegmatic, relaxed, and ruled by caprice. 2. Why does Gould compare the shift from a geographic to a hierarchical ordering of human diversity with railroads and nuclear bombs? (Juria)
[It is because characterize the Blumenbach's order. Railroads and nuclear bombs are symbol of intelligence and power and these viewpoint's order is racism.] - This original answer is not accurate. I have included another answer from students in AD below (Owen):

The reason why Gould compared the shift from a geographic to a hierarchical ordering of human diversity with railroads and nuclear bombs is that Blumenbach's ideas have critically affected people's conception of race and what is more opened the door to racism. These influences and impacts are the same as railroads and the nuclear bomb in that they directly impact our daily lives, although people are usually unconscious of their huge significance. (Masatada) (Taichi)
D 1. Try to paraphrase Gould's statement, "Scientists assume that their own shifts in interpretation record only their better understanding of newly discovered facts. They tend to be unaware of their own mental impositions upon the world's messy and ambiguous factuality." (Katsuya) (Hiroki)
Scientists assume that thanks to their transformation of interpretation, they can understand their new discoveries more deeply. They are unlikely to acknowledge the impact of their own mental impositions (their beliefs and ideas) on their observations and their theories.

Scientists tend to suppose new theories come only from their better understanding through better observation, however new theories also draw on their personal beliefs and biases. Many of them don't notice this. (Juria)
2. What does the author mean by the statement “When scientists adopt…”? Can you relate this to your knowledge of Perception? (Shoko)
Author means that scientists do not think of movements in their mind and it makes difference. - This answer is difficult to understand, it needs developing more. I have included an additional answer from students in AD below (Owen):

According to the author, scientists' personal mental impositions can be as important as their observations because scientists do not realize the movements that occur in the bottom of their minds. And these movements make them change their interpretations. Therefore, it is related to the part "Sensation and Interpretation" of Fisher. (Misato) (Yuki) (Hisako)
E 1. Can you paraphrase the quote which begins “There is no single character so peculiar…”? (Emao)
[Even facial characteristics are different between Caucasian and Ethiopian, both of them have same characteristics as a human.] - This answer does not answer the question.

There is not a single unique characteristic or trait that exists in only one variety of mankind that does not also exist in all other varieties of people as well. (Owen) 2. What did Blumenbach think of using skin color as a means of grouping peoples? (Rutsuko)
He thinks that skin color is useless, and can never constitute a diversity of species because it is changeable over generations, by moving to a new region and adopting new behaviors to survive.
F 1. At the beginning of this section the author writes, "We may now return to the riddle of the name Caucasian." Why does he say this? Where have the readers returned from? (Masataka) (Rei)
The author wants to stop looking into the background and details of Blumenbach's theory and return to the main subject of Blumenbach's definition of all Europeans as "Caucasians." (Rei) Readers have returned from P142, L 28. (Yukie) 2. What was Blumenbach's dilemma? (Misa)
Blumenbach's dilemma arose because he had claimed that all people were mentally and morally equal, therefore he could not use these racist criteria for ranking peoples. He needed a non-racist criteria. In Blumenbach's view the most appropriate criteria was 'beauty' based on the example of the people from the Caucus region, whom he claimed to be the most beautiful of all Europeans.

He could not use conventional standards of racist ranking that regarded Europeans as closest to the ideal because he had asserted the mental and moral equality of all peoples. (Megumi.H)
G 1. How is the statement “ But ideas do not reside in the ivory tower…” related to the College Thinking [Spring term] reading? (Haruka)
In the College Thinking [Spring term], Meiland states that college is regarded as an "ivory tower". However, it's not an "ivory tower" because the ideas academics have affect many things in "real" life. In The Geometer of Race, Gould also states that academic ideas do not reside in an ivory tower and they motivate human history. In brief, Gould's statement is similar to Meiland's statement.
2. What is the purpose of the final quote “It was from America that…”? (Machi)
By placing the quote at the end of the article, Gould wanted to emphasise to readers/society that Blumenbach and scientists tend to forget or slight the influence they can have on society.
3. What might Gould want to imply by this final quote? (Yukie) (Kei)
The author suggests implicitly that ideas have built and transformed human history. In other words, ideas - good or bad, right or wrong - have the power to advance history.

[Although scholars believe that academic ideas must be offensive and neutral, ideas should be aggressive and practical even it causes human right violation.] - This part of the original answer is not accurate.

ARW Information: Class on Wednesday 11/7

Dear AD & AF,

Hello, I hope you are having a good day. I would like us to use ARW class time on Wednesday for individual tutorials rather than a whole-class class. If you would like to take a tutorial please sign up on the DIY. Instead of coming to class on Wednesday then, I would like everyone to continue work on their essay. Importantly, please also be sure that you have completed the AD & AF Diamond Study Guide - Q &A by tomorrow. Enjoy your study time Wednesday, your class in this position now because you completed most of the work for the semester in the first 71/2 weeks, and also because we are using the DIY to do work that would take much more time to do in class. In short, this last 2 1/2 weeks is less busy because (most of) you have worked very hard over the first 7 1/2 weeks and you have earned some rest from a more intense schedule. Thank you everybody, I will see you either at tutorial tomorrow (in ILC 275) or in class on Friday.

If you think you may be the first to receive this message, could you please contact your classmates via keitai as well.

Bye for now, Owen.

ARW IOR: Information on new topic

Dear Class,

Today I received messages from two teachers in the ELP that are connected to our new topic on race. Both messages are likely to interest you, so I am forwarding them to you with a few modifications. Please let me know if you have any questions. Thank you, Owen.

Film screening on race - Reel Bad Arabs

Rab Paterson is going to show a film called 'Reel Bad Arabs: How Hollywood Vilifies a People' (see http://www.mediaed.org/videos/MediaRaceAndRepresentation/ReelBadArabs for a synopsis) next Wednesday, the 17th of October. It'll be shown in room H-215 from 5pm and runs for about 50 minutes. Depending on numbers and interest Rab might have a short discussion afterwards as this has been productive when he has shown similar things at Sophia. It does show the uses of racism against certain groups in society very well, 'demonization, subjugation, then exploitation'.

Also on the website mentioned above there is a down-loadable study guide to accompany the film. The Media Education Foundation who make the film have study guides available for many of their titles on a wide range of issues so do have a browse around the site - you'll likely find some things of interest, perhaps for your upcoming essay on race.

Race books 'on reserve' in Library
35 books related to race have been placed on reserve at the library. As all first-year students are potentially writing essays on the topic of race, these books are on "On the day" reserve; that is, in order to be readily available to everyone they cannot be taken from the library. The list is available in the IOR Web Box on the Homepage.

ARW Class Discussions: Reminder about changes for leaders for Fisher

Dear Class,

If you are leading a discussion on Fisher, this message is just a quick reminder to you that the requirements have changed. We discussed the changes Friday, but you do need to made yourself properly familiar with them. Here is the original message outlining what presenters need to do from now on.

Thank you, Owen.

ARW Information: How to Sign up for a Tutorial.

Dear Class,

From today onwards, please sign up for a tutorial on the DIY Textbook. You can sign up for times for the whole semester.

Tutorials are for you to receive individual help. You should take at least two tutorials this semester but you can take as many as you like, two is just the minimum. Students who take regular tutorials find ARW a lot easier and more enjoyable, and their English improves more quickly. In the ELP, there are two (2), one-hour tutorial sessions a week. Each tutorial is twelve (12) minutes, so there are ten (10) tutorials available every week. Sometimes many students want a tutorial just before an assignment is due and some always miss out, so you need to plan ahead and never leave doing an assignment until the last minute. Having your own personal tutor is an exceptional opportunity, you should grasp it and ask me how I can help you improve your English.

To book a tutorial, go to the Homepage, then DIY Textbook, and click Tutorial Sign Up. Click the 'Edit the content' button. Look for the date you want a tutorial, and then type your name. Click the 'Save' button. If you need to cancel your tutorial, you must delete you name; anytime before your tutorial is fine, but to simply not turn up is not acceptable practice in the ELP (or anywhere).

From today onwards we will not organise tutorials in class, this will leave us more time for fun stuff!

If you have any questions, click reply, and send your question to the class.

Thank you, Owen.

ARW Information: Fisher discussion sessions. Who? What? When?

Dear AD & AF,

The times for our Fisher discussions next week are below, please note that Monday is a holiday. If the list is missing your name and you have not already lead a discussion on Birk & Birk, please tell me so we can organise your session and you will not miss out. If there are any other errors at all, or if you have any questions, please reply to this message so that your email goes to the whole class.
Thank you, Owen.

Important changes
1. Use the preparation forms. For Fisher and all other sessions from now on Discussion Leaders must use the forms on the Homepage. Go to Assignments, see ARW Class Discussions, click instructions. (10 secs)
2. Type your work. The preparation form is on your computer screen, select the whole page & copy it. Go to your word processor program. Open a new document. Paste in the form. (30 secs)

AD
Wednesday 9/26
Chiaki 79-81 L.25
Misaki 81 L.26-83 L19

Aya 83 L.21-86 L.25
Masatada 83 L. 21-86 L. 25
Li Hwa 86 L.26-88 L.38

Friday 9/28
Ken 89 L.32-92 L.19
Ikue 92 L.21-94 L.34

Masaru 94 L.36-96
Taichi 94 L.36-96

AF
Wednesday 9/26
Megumi 79-81 L.25
Yuki 81 L.26-83 L19
Haruna 83 L.21-86 L.25
Shoko 86 L.26-88 L.38

Friday 9/28
Rutsuko 89 L.32-92 L.19
Misa 92 L.21-94 L.34
Haruka 94 L.36-96
Rei 94 L.36-96

ARP 1: Works Cited & Class Discussions (Fri)

Dear Class:

Barna, LaRay M. "Stumbling Blocks in Intercultural Communication." Intercultural Communication: A Reader. Eds. Samovar, Larry A., and Richard E.

Porter. Belmont: Wadsworth Publishing Company, 1994. (In The ELP Reader, 2007. 60-76)

For AD: Shintaro, Juri, Ryosuke & AF: Anna, Julia, Miho, please note that your section is Slanting by Charged Language + the Conclusion.

Owen.

ARW Class Discussions: Advice & Improvements

Dear AD and  AF,

Most leaders set a good standard in AF in ARW on Monday. Thank you for your efforts and for bravely going first!

However, like all things done for the first time there were a few problems. These are my suggestions based on my observations in class and on the activity forms of group leaders. I encourage everyone who will lead a discussion next and participants to be sure to do these well:

Leaders
Have a summary. Your summary needs to be complete.
DO NOT refer to the text. The only notes you need is your summary.
Deal with vocabulary in your summary. Select enough vocabulary. Two or three items is not likely sufficient.
Have three discussion questions, not two.

Participants
Interrupt politely. Ask for the leader to clarify or elaborate on any points you do not understand. Confirm your understanding, e.g. So, you are saying that.......

Groups
Organise your groups yourselves. Start when you are ready, no need to wait for the teacher tell you.
Have a timekeeper. Timekeepers need to actively assist the leader to keep a good pace and stay on time.

Thank you, Owen.

AD ARW homework for Monday, September 10.

Dear AD student,

Welcome to Spring ARW, this is Owen, your teacher this semester. I am looking forward to meeting you on Monday. This message is going to your ICU email and to the ARW Homepage.

I am sending this because we missed class yesterday, and if you did not do any homework this weekend it would make next week much more difficult for you. In other words, your work does not disappear, you would just have more to do in less time. This is a very busy term, you will read about one text per week, compared to just two texts for first semester - there is a lot more
reading.

So this weekend I want you to do your very best to read and annotate (mark) the first text Barna, Stumbling Blocks in Intercultural Communication. You then will lead a discussion session on one part of Barna Wednesday, Friday, or Monday (I will explain what you need to do next class, do not worry now). Therefore, it is important to read the whole of Barna by Monday.

Barna is about 15 pages and I want you to try to finish in about three hours - this works out to be about 12 minutes a page at most. You need to be train yourself to read more quickly than first semester because of the extra amount of reading. On a first reading there will be parts you wont understand, but that is OK because your purpose is to get a general understanding.

If you think you may be the first to get this message, please contact your classmates via keitai and let them know - they will appreciate your concern to let them know.

Sincerely,

Owen James

Tanzania?! No, I think Owen is from Tasmania. Where?!!

My Hometown Presentation

How to register for the DIY Textbook (wiki)

This five minute video will walk you step by step through joining the DIY Textbook as a registered user. Originally created for my ARW and Sophomore English students, the video explains the basic process involved in registering, simply change the details you use to register as a student in TW.

How to create your ARW Portfolio (blog)

This five minute video will take you step by step through setting up your ARW Portfolio.

Summer Reading Assignment 2007 During the holidays I would like you to read several books in English. You can read fiction or non-fiction. One of the most enjoyable ways for Program A students to improve their English is to read lots and lots (at least one a week) of books written for second language learners. You can find these in most bookshops that sell English language books (even Loft in Omiya has them!) and you can usually find them in the English Language Teaching (ELT) section. They are known as ‘graded readers’ and all the major book companies publish them. What is a graded reader? A graded reader is a book for second language students (such as you). They vary from very easy (much too easy for you) to challenging. There are basically two types of graded reader: 1) A ‘classic’ work of literature has been re-written to make it easier for second language readers. Be very careful about choosing these. 2) Original stories written especially for second language learners – I strongly recommend these.

How to choose a book Go to a bookshop and have a look at the range of books on offer. Choose something that looks a little easy – read one or two pages. If it is too difficult, try another book. The aim is to enjoy reading in English, so choose a book that is just below your level. That way, you can read quickly and enjoy the story. Remember that short books are not always ‘easy’, and long books are not always ‘difficult’. You may choose to read a mix of graded readers and non-graded readers. If you really prefer, you can, of course, choose to read a book which is not a graded reader. If so, you may find this list of recommended books useful: http://subsite.icu.ac.jp/elp/booklist.html Keep in touch with your section-mates over the summer and get their advice about what they are reading. Are there any books that they have really enjoyed and would recommend? You could also swap books with each other – even if you have to send them in the post, it’s probably cheaper than buying them. After the holidays In the first week of the Autumn term, I would like you to give a short presentation to three classmates about two of the books that you have read. You should prepare brief note-cards and practice speaking about your books. Say why you chose the book. Briefly explain what type of book it is (fiction, horror, etc). Tell your group about your book. If it is a work of fiction, describe the main characters and explain what the story is about. If it is non fiction, teach your friends something you think they would like to know about too. VERY IMPORTANT: Bring the books with you to show your section mates.

ARW Summer Reading List: Recommendations Only (Not incl. graded readers)

The following list is an attempt to give you some direction as you search for a book or books to read during the summer. It includes fiction and non-fiction and covers a wide range of subject matter. It is hoped there is something to interest everyone and something at everyone's level of reading ability. You are free to choose from this list or seek out other books. Remember, choose something that interests you.

NON-FICTION
Education
Why Children Fail J Holt. Early childhood and education. Readable.
Making the Most of College: Students Speak Their Minds. R J Light. Improve your college education.
Closely Observed Children. M Armstrong. Child centred learning in school. A teacher's school diary

Religion
The Buddhist Religion: A Historical Introduction. R Robinson. Slender and readable introduction.
The Hindu World. P Bahree. The cultural context of Hinduism. Very readable.
What Everyone Should Know About Islam and Muslims. S Haneef. A readable reference to Islam.
The Jewish People: Their History and Religion. D J Goldberg and J D Raynor. An introduction.

Philosophy
Philosophy Made Simple. R H Popkin. Readable introduction to philosophy eg. Ethics, knowledge etc.
Philosophy and the Meaning of Life. K Britton.A readable introduction for the beginner.

Politics
In Defence of Politics. B Crick. A readable description of the political process.
World Political Systems: An Introduction to Comparative Government. J & D Derbyshire. An introduction to political systems and ideologies.
The Third Way: The Renewal of Social Democracy. A Giddens. Political philosophy. Readable.
Stupid White Men. M Moore. Humor & political commentary. Modern America.
Plan Of Attack. Bob Woodward. Political commentary on the Bush presidency.

History
Introduction to History. A Marwick. The nature of historical study and the meaning of 'history'.
Exploring the World of the Celts. S James. General introduction to the Celts.
Medieval Civilisation. J Le Goff. Society and culture inmedieval Europe.
The Rise and Fall of the Great Powers. P Kennedy. 698 pages. Five centuries of world history.
The People's Peace: British History 1945-1990. K O Morgan. Britain after World War II.
The Unfinished Journey: America since World War II. W H Chafe. Changes in society since 1945.
Africa. P Martin & D O'Meara. Introduction to the history and contemporary society of Africa.
Magomero: Portrait of an African Village. L White. A history of David Livingston's African village.
The Near East Since the First World War. M E Yapp.Individual national histories.
The Penguin History of India. R Thapar & P Spear. Two short volumes for the beginner.
Red Star Over China. E Snow. A classic on the progress of the progress of the Chinese revolution.
Visions of the Future. R Heilbroner. 120 pages. Easy reading. Historical views of the future.
Guns, Germs and Steel. Jared Diamond. 425 pages. Demanding. World history/culture

Biography/Autobiography
One of Us: A Biography of Margaret Thatcher. H Young.
The Jail Diary of Albie Sachs. A Sachs. Solitaryconfinement in a South African prison.
An Evil Cradling. B. Keenan. Experiences as a hostage in Lebanon.
Muhammad Ali: His Life and Times. T Hauser. The life of the world's greatest boxer.
Mrs Humphrey Ward. J Sutherland. Charity worker, hypochondriac, and anti-sufferagette.
Some Lives! A GP's East End. D Widgery. A doctor's struggle against poverty in London.
Henry II. W L Warren. One of the most important kings of medieval England.
Gandhi: The Traditional Roots of Charisma. S Rudolph & L Rudolph. A great figure of the 20th century.
Kitchen Confidential: Adventures in the Culinary Underbelly. A.Bourdain. Life as an international chef.
Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest Lesson. Mitch Albom. Teacher-student relationship, wisdom and courage inthe face of death.
The Goshawk. T S White. One man's attempt to train a hawk. Beautifully written and easy reading.

Japan
The Roads to Sata: A 2000-mile Walk Through Japan. A Booth. 281 pages. Observations on contemporary/traditional Japan
Lost Japan. Alex Kerr. 263 pages. Loss of traditionalculture. A personal witness to 30 years of change.
The Lady and the Monk: Four Seasons in Kyoto. P Iyer. 384 pages. One man's romance with Japan.
The Enigma of Japanese Power. Karel van Wolferen. 592 pages. Demanding. The Social and Political Landscape of Modern Japan.
Japan Pop! T Craig (ed.). 326 pages. Non-fiction. Articles on popular culture in Japan
Embracing Defeat. John Dower. 564 pages. Serious. History of immediate post-WWII Japan.
The Emptiness of Japanese Affluence. Gavan McCormack. Modern Japanese culture
Brrrm! Brrrm! C James. Funny but serious attempt to understand Japanese culture and difference.
Underground in Japan. R Ventura. The harsh reality ofbeing a foreign worker in Japan.

Economics/Business
History of Economic Thought. W J Butler. Guide to changes in economic thought and policy.
Small is Beautiful: A Study of Economics as if People Mattered. E F Schumacher. Alternative view of economic structures for a more human society.
Troubleshooter. J Harvey Jones. Light but serious. A look at businesses in trouble and proposed solutions.
The Zurich Axioms. M Gunther. Readable guidelines to investment and wealth creation.
Rich Dad Poor Dad: What the Rich Teach Their Kids About Money -That the Poor and Middle Class Do Not. R T Kiyosaki. How to become amillionaire.
How the Other Half Dies - The Real Reasons for World Hunger. S George. International business and the causes of world hunger.
The Third World Tomorrow. P Harrison. Appropriate technology for the developing world.
One Up On Wall Street: How to Use What You Already Know to Make Money in the Market. Peter Lynch. Easy reading on investing your money in the stockmarket.

Language
The Language Instinct: How the Mind Creates Language. S. Pinker. Readable introduction to linguistics.
Language and Society: An Introduction Sociolinguistics. S Romaine. Readable introduction.

The Arts
Impressionism. P Pool. A good basic introduction to the art movement.
How to Look at Modern Art. P Yenawine. Explore your reactions to modern artists. Introductory text.
Bach. M Boyd. Biography.
Romantic Music. L Plantings. Readable introductionto 19th C music.
We Called It Music. E Condon. A funny and insightful view of jazz before World War II.
Revolution in the Head: The Beatles' Music and the Sixties. I MacDonald. Analysis of Beatles' songs.
Ballet and Modern Dance. S Au. Great performers and performances.
The Cambridge Guide to Asian Theatre. J Brandon.Excellent short introduction.
Women of Fashion. V Steele. Influential women in the world of fashion.
The Unknown Craftsman: A Japanese Insight Into Beauty. S Yanagi. Valuing craftsmanship.
Rolling Stone Illustrated History of Rock & Roll. Ed. DeCurtis,Henke, & George-Warren. 720 pages. Reference book. Lots of small articles.

Science and Technology
Great Scientific Experiments. R Harre. Twenty experimentsthat changed the world.
Asimov's Guide to Science. I Asimov. Basic principlesof the physical and biological sciences.
Science and Social Change 1700-1900. C Russell.How science affects the social structures of society.
The Structure of Scientific Revolutions. T S Kuhn. Replacing old paradigms. Philosophy of science.
The Mathematical Experience. P J Davis. What it is like to be a mathematician. For non-mathematicians.
Mathematics, a Human Endeavour: A Book For Those Who Think They Don't Like the Subject. H R Jacobs. Best seller.
Innumeracy. J A Paulos. Mathematics for the everyday world.
The Particle Garden. G Kane. Introduction to particle physics.
Einstein for Beginners. J Schwartz & M McGuinness. Cartoon introduction to the man and his ideas.
Was Einstein Right? C Will. Accessible guide for the non-scientist.
Relativity for the Layman. J A Coleman. Classic of popular science. Readable.
Success in Chemistry. J Macqueen. An excellent basic coverage.
Usborne Introduction to Chemistry. J Chisolm & M Johnson. Illustrated and simple introduction.
Butter Side Up or The Delights of Science. M Pike. Introducing applied chemistry.
Megaliths, Myths and Men: An Introduction to Astro-Archaeology. P L Brown. Stonehenge, the pyramids and other ancient monuments.
The Astronomical Scrapbook. J Ashbrook. Short readable articles on the history of astronomy.
A History of Japanese Astronomy. S Nakayama. Development of astronomy in Japan.
New Guide to the Planets. P Moore Non-technical introductionto the solar system.
We Are not Alone. W Sullivan. Does life exist on other planets?
Heavenly Bodies: Beginner's Guide to Astronomy. I Nicolson. A simple outline.
The Guiness Book of Astronomy. P Moore. Informative guide to the solar system.
History of Life. R Cowen. Palaeontology.
Dorling Kindersley Eyewitness Guides: Volcano. S van Rose. Phenomena associated with volcanoes.
The Double Helix. J D Watson. The story of the discovery of the structure of DNA.
The Red Queen Hypothesis. M Ridley. Readable. Sex and the evolutionary battle between men and women.
The Origin of Humankind. R Leakey. Brief and readable view of human fossils.
Human Evolution: An Illustrated Guide. R Lewin. Excellent general review.
How the Leopard Changed Its Spots. B Goodwin. Genes and an alternative view of human development.
The Body in Question. J Miller. Exploration of thefunctioning of our bodies.
Nature and Nurture in Psychology. R Plomin & G McClearn. Readable account of the debate.
Bugs in the System: Insects and Their Impact on Human Affairs. M R Berenbaum. Simple introduction to insects.
The Private Life of Plants. D Attenborough. Readable account of the different aspects of plant life.
Carnivourous Plants. A Slack. Plants that eat living creatures.
Life: An Unauthorised Biography. R Fortey. 371 pages. Natural history-the life of the earth.
The Diversity of Life. E O Wilson. Thebiodiversity crisis.
1001 Ways to Save the Planet. B Vallely. A practical guide to a cleaner environment.
Why Big Fierce Animals Are Rare. P Colinvaux. Readable guide to how the living world works.
Introduction to Physical Anthropology. R Jurmain & H Nelson. An introduction to physical differences between peoples.
Science: Good, Bad, and Bogus. M Gardner. Improbable claims and bad science.
The Prevalence of Nonsense. A Montagu & E. Darling. Myths and common fallacies exposed.
The Mismeasure of Woman: Why Women are Not the Other Sex, the Inferior Sex, or the Opposite Sex. Carol Tavris. Bad scienceand myths about women.

Ethics
Philosophical Medical Ethics. R Gillon. General introduction to medical ethics.
Life's Dominion: An Argument about Abortion and Euthanasia. R Dworkins. Two critical ethical issues.
A Question of Life. M Warnock. Readable book on the ethical problems of human fertilisation, embryology, and the ethics of assistedreproduction.
When Did I Begin? N D Ford. Ethics. When does anembryo become a human being?
Animal Rights. A Linzey. The case for animal rights. Short and readable.
How much is Enough? A T Durning. Rising consumptionversus environmental protection.

Travel/Adventure
Around the World in 80 Days. M Palin. Readable and amusing journey around the world.
Quest for Adventure. C Bonington. Descriptions of great adventures e.g. Apollo 11, climbing Everest etc.
Inside the Third World. P Harrison. Travel and experiences of development in Africa.
Riding the Iron Rooster: By Train Through China. P Theroux. An amusing and observant guide to China.
Notes from a Small Island. Bill Bryson. 352 pages .Funny insights travelling around modern Britain
Travels in Small Town America. Bill Bryson. 293 pages. A humourous view of small town USA.
No Full Stops in India. Mark Tully. 336 pages. History/Politics/ Travel. Observations on modern India.
In the Land of Oz. Howard Jacobson. Humour and travel in Australia.
My Family and Other Animals. Gerald Durrell. True and hilarious adventures with animals.

FICTION

Human Interest
A Boy's Own Story. E White. Family and society unableto cope with a boy who is 'different'.
The Periodic Table. P Levi. Life and death in a Nazi concentration camp.
Midnight's Children. S Rushdie. A masterpiece. Life, love and intrigue. The story of India since independence. Not an easy read but certainly rewarding.
Kitchen. B Yoshimoto. Novella. Themes of food, trans-sexuality and family life in contemporary Japan.
Man and Boy. Tony Parsons. 344 pages. Medium. Human relationships. Love between father and son.
The Woman who Walked into Doors. Roddy Doyle. 226 pages. Serious. Inner city life in contemporary Ireland. Family violence (battered wives)
The Run of the Country. Shane Connaughton. 247 pages. Serious. Family relationships, sectarianism, coming-of-age in contemporary Ireland.
The Cider House Rules. John Irving. 587 pages. Abortion, human nature.

Science Fiction
The Foundation Trilogy. I Asimov. The long galactic future.
The Day of the Triffids. J Wyndham. The day the plants takeover the earth. Light reading.
2001: A Space Odessey. A C Clarke. A science fiction classic. Man and machine in outer space.
Sphere. M Crichton. Spaceship beneath the Pacific.
The White Mountains. J Christopher. 21st century adventure as three boys explore a world. Light.
The Invisible Man. H. G. Wells. Science fiction classic.

Fantasy Fiction <br> The Lord of the Rings. J R R Tolkien. Adventure, romance, good versus evil in mythical world.
The Hobbit. J R R Tolkien. An introduction to the world and themes of The Lord of the Rings.
Little, Big. J Crowley. A novel of change and transfiguration.

Children's Literature
A Wizard of Earthsea. U K LeGuin. First book in a quartet. Explorations of magic and the gaining of wisdom. A real classic of children's literature.
The Lion, the Witch and the Wardrobe. C. S. Lewis. Short. Light. Very popular child fantasy adventure. One of a series of 7 books.
Harry Potter and the Sorcerer's Stone. J. K. Rowling. First book in a series of 5 to date. Light. Modern children's classic. Schoolboy wizardry.
Charlie and the Chocolate Factory. R Dahl. 155 pages. Classic of children's fiction. Very easy reading.
Danny the Champion of the World. R Dahl 205 pages. Classic children's fiction. Very easy reading.
Shane. J Schaefer. 160 pages. Western.

Romantic Fiction
Advances. A Burgh. Romance in the world of publishing.
A Better World than This. M Joseph. Heart-warming novel of a woman seeking her dream.
The Chatelaine. C Lorrimer. Powerful story of a girl's early love.
Csardas. D Pearson. Epic story of love and struggle in Hungary.
Bridget Jones's Diary. Helen Fielding. 307 pages. Light. Comedy. Satire on modern human relations.
Secrets. D Steel. Romantic Hollywood novel.

Crime Fiction
Murder On The Orient Express. A Christie. Light. Hercule Poirot investigates murder on train.
A Fatal Inversion. B Vine. Psychological thriller.
The False Inspector Dew. P Lovesy. A readable and clever murder mystery.
Points and Lines. S Matsumoto. Detective story.
The Adventures of Sherlock Holmes. Sir Arthur Conan Doyle. Readable classic.

Adventure/Thriller
The Eagle Has Landed. Jack Higgins. Light. War and Adventure. A daring mission during World War II
Where Eagles Dare. Alistair MacLean. 219 pages. Medium. World War II rescue mission.
The Day of the Jackal. F Forsyth. Thriller. An attempt on the life of the president of France.
The Spy Who Came in from the Cold. J LeCarre. Superbly plotted spy story.
From Russia With Love: a James Bond novel. James Bond, British spy, saves the world.
The Firm. John Grisham. 512 pages. Legal thriller.
Not a Penny More, Not a Penny Less. J. Archer. 320 pages. Victims plan to get even.
The Hunt For Red October. T Clancy. Cold war drama at sea. Fast action.
When the Lion Feeds. Wilbur Smith. Classic thriller set in Africa.
Rangers of the Lone Star. Zane Grey. Classic Western.
Lonesome Dove. Larry McMurtry. Classic Western.
Da Vinci Code. Dan Brown. Investigative thriller set in the art world.
Reflex. D Francis. Light. Thriller.

Short Stories
Time and the Hunter. I Calvino. Short stories inspiredby science.
East, West. SalmanRushdie. 216 pages. Difficult. Short stories. Various themes on culture anddifference in India and the
West.

Poetry
The Rattle Bag. S Heaney & T Hughes (ed). Avaried collection for young readers. Great fun.
The Oxford Book of Comic Verse. J Cross (ed). Varied and humorous collection.
The Nation's Favourite Poems. BBC. The 100 best loved poems in Britain.
Song of Lawino and Song of Ocol. Okotp'Bitek. Two brilliant long poems by a Ugandan poet. African woman with traditional values versus man with modern ideas. Woman wins. Beautifully written.

Film Scripts
Lock, Stock & Two Smoking Barrels. GuyRitchie. 145 pages. Comedy & crime. Murder and mayhem
Nottinghill. Richard Curtis. 196 pages. Love story/humour.Bookshop owner falls in love with Hollywood goddess.

Novels Mentioned in the ELP Reader
The Boys From Brazil. I Levin. Detective thriller. The political exploitation of cloning.
Brave New World. A Huxley. Science fiction. A disturbing view of future society
Nineteen Eighty-Four. G Orwell 325 pages. Science fiction. Serious. Totalitarianism in a future society (also see AnimalFarm 129 pages by Orwell)
Galapagos. Kurt Vonnegut. 269 pages. Science fiction/satire. The future of humankind.

Note: Many of the above authors have written other books which are equally interesting. Additionally, some of these books are part of a series, for example, books about James Bond or Harry Potter. If you enjoy one book by an author, do seek out other books.