Anthropology Appreciating Human Diversity 17Th Edition By Kottak – Test Bank
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CHAPTER 3
APPLYING ANTHROPOLOGY
MULTIPLE-CHOICE QUESTIONS
1. Applied
anthropology is
2. the
purely academic dimension of anthropology.
3. the
term used for all anthropological research programs.
4. the
use of anthropological data, perspectives, theory, and methods to identify,
assess, and solve contemporary problems.
5. rarely
possible, as anthropological studies are not practical in the “real world.”
6. not
guided by anthropological theory.
Answer: C
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
2. Which
of the following does NOT illustrate the kinds of work that applied
anthropologists do?
3. working
for or with international development agencies, such as the World Bank and the
U.S. Agency for International Development
4. helping
the Environmental Protection Agency address environmental problems
5. borrowing
from fields such as history and sociology to broaden the scope of theoretical
anthropology
6. using
the tools of medical anthropology to work as cultural interpreters in public
health programs
7. applying
the tools of forensic anthropology to work with police, medical examiners, the
courts, and international organizations to identify victims of crimes,
accidents, wars, and terrorism
Answer: C
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
3. Why
is ethnography one of the most valuable and distinctive tools of the applied
anthropologist?
4. It is
valuable insider’s data that can be routinely sold to multinational
corporations and state agencies without the consent of the people studied.
5. It
provides a firsthand account of the day-to-day issues and challenges that the
members of a given community face, as well as a sense of how those people think
about and react to these issues.
6. It
produces a statistically unbiased summary of human responses to set stimuli.
7. It is
among the most economical and time-efficient tools that exist in the social
sciences.
8. It
can be produced without leaving the comfort of the anthropologist’s office.
Answer: B
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
4. Which
of the following is a distinguishing characteristic of the work that applied
anthropologists do?
5. They
enter the affected communities and talk with people.
6. They
gather government statistics.
7. They
consult project managers.
8. They
consult government officials and other experts.
9. They
promote development.
Answer: A
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
5. Which
of the following illustrates some of the dangers of the old applied
anthropology?
6. anthropologists
promoting the study of their field among university undergraduates
7. anthropologists
practicing participant observation and taking photographs of ritualistic
behavior
8. anthropologists’
work on the contrasts between urban and rural communities
9. anthropologists
collaborating with nongovernmental organizations in the 1980s
10.
anthropologists aiding colonial expansion by providing
ethnographic information to colonists
Answer: E
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
6. Who
was studied at a distance during the 1940s in an attempt to predict the
behavior of the political enemies of the United States?
7. the
Koreans and English
8. the
Yanomami and Betsileo
9. the
Malagasy
10.
the Germans and Japanese
11.
the Brazilians and Indonesians
Answer: D
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
7. The
U.S. baby boom of the late 1940s and 1950s
8. fueled
the general expansion of the U.S. educational system, including academic
anthropology.
9. promoted
renewed interest in applied anthropology during the 1950s and 1960s.
10.
brought anthropology into most high school curricula.
11.
produced a new interest in ethnic diversity.
12.
worked to shrink the world system.
Answer: A
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
8. All
of the following are proper roles for applied anthropologists EXCEPT
9. identifying
the needs for change that local people perceive.
10.
working with people to design culturally appropriate and
socially sensitive change.
11.
placing the cultural values of local people above all others’
cultural values.
12.
protecting local people from harmful policies and projects that
might threaten them.
13.
working as participant observers, taking part in the events they
study in order to understand local thought and behavior.
Answer: C
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
9. Development
anthropology is the branch of applied anthropology that focuses on social
issues in, and the cultural dimension of, which type of development?
10.
ethical
11.
theoretical
12.
political
13.
economic
14.
scholastic
Answer: D
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
10.
What is the commonly stated goal for most development projects?
11.
greater socioeconomic stratification
12.
ethnocide
13.
cultural assimilation
14.
decreased local autonomy
15.
increased equity
Answer: E
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
11.
Which of the following was observed in the Bahia, Brazil,
development project in which sailboat owners got loans to buy motors, as
described in this chapter?
12.
Ambitious young men increasingly sought wage labor.
13.
The fishing community became more egalitarian.
14.
There was an increase in commercial sailboat ownership.
15.
The price of power fishing vessels decreased.
16.
Individual initiative was rewarded, and the fishing industry
grew.
Answer: A
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
12.
People are usually willing to change just enough to maintain, or
slightly improve on, what they already have. For this reason, development
projects are most likely to succeed when they avoid the fallacy of
13.
cultural relativism.
14.
ethno-bias.
15.
overinnovation.
16.
underdifferentiation.
17.
intervention philosophy.
Answer: C
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
13.
What term refers to the tendency to view less developed countries
as more alike than they are?
14.
cultural relativism
15.
ethnobias
16.
overinnovation
17.
underdifferentiation
18.
intervention philosophy
Answer: D
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
14.
Development projects should aim to accomplish all of the
following EXCEPT
15.
promoting change, but not overinnovation.
16.
preserving local systems while working to make them better.
17.
respecting local traditions.
18.
drawing models of development from indigenous practices.
19.
developing strategies with little input from the local communities.
Answer: E
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
15.
Which of the following is a reason that the Madagascar project
to increase rice production was successful?
16.
Malagasy leaders were of “the people” and were therefore
prepared to follow the descent-group ethic of pooling resources for the good of
the group as a whole.
17.
The elites and the lower class were of different origins and
thus had no strong connections through kinship, descent, or marriage.
18.
There is a clear fit between capitalist development schemes and
corporate descent-group social organization.
19.
The project took into account the inevitability of native forms
of social organization breaking down into nuclear family organization,
impersonality, and alienation.
20.
The educated members of Malagasy society are those who have
struggled to fend for themselves and therefore brought an innovative kind of
independence to the project.
Answer: A
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
16.
The Malagasy development program described in this chapter illustrates
the importance of
17.
the local government’s ability to improve the lives of its
citizens, when committed to doing so.
18.
replacing subsistence farming with a viable cash crop.
19.
replacing outdated traditional techniques of irrigation with
more modern ones.
20.
breaking down corporate descent groups, which are too
independent and interfere with development.
21.
the top-down strategies developed by the UN.
Answer: A
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
17.
In an example of applied anthropology’s contribution to improving
education, this chapter describes a study of Puerto Rican seventh graders in a
Midwestern U.S. urban school (Hill-Burnett, 1978). What did anthropologists
discover in this study?
18.
Puerto Rican students came from a background that placed less
value on education than did that of white students.
19.
The parents of Puerto Rican students did not value achievement.
20.
The Puerto Rican subjects benefited from the
English-as-a-foreign-language program.
21.
Puerto Ricans do not benefit from bilingual education.
22.
The Puerto Rican students’ education was being affected by their
teachers’ misconceptions.
Answer: E
Learning Objective: Remember how anthropological research has
contributed to the field of education and to particular school environments.
Topic: The anthropology of education
18.
Anthropology may aid in the progress of education by helping
educators avoid all of the following EXCEPT
19.
indiscriminate assignment of nonnative English speakers to the
same classrooms as children with “behavior problems.”
20.
tolerance of ethnic diversity.
21.
incorrect application of labels such as “learning impaired.”
22.
sociolinguistic discrimination.
23.
ethnic stereotyping.
Answer: B
Learning Objective: Remember how anthropological research has
contributed to the field of education and to particular school environments.
Topic: The anthropology of education
19.
One of the stated goals of public anthropology is to
20.
oppose policies that promote injustice.
21.
refrain from discussion of social issues in the media.
22.
promote anthropology as a career, especially to minorities.
23.
encourage academic anthropologists to become applied
anthropologists.
24.
restrict the publication of research papers to professional
journals.
Answer: A
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
20.
Which of the following is NOT a feature of urban life?
21.
dispersed settlements
22.
high population density
23.
social heterogeneity
24.
economic differentiation
25.
geographic mobility
Answer: A
Learning Objective: Remember what academic and applied urban
anthropologists study, the contemporary world context of urban growth in which
they conduct their research, and the ways anthropologists have investigated
social relations in urban and rural settings.
Topic: Urban anthropology
21.
Which of the following best illustrates urban applied
anthropologists’ ability to help social groups deal with urban institutions?
22.
“culture at a distance” studies among Japanese and Germans in an
attempt to predict the behavior of the enemies of the United States
23.
Kottak’s comparative study of development projects from around
the world
24.
Vigil’s study of gang violence in the context of large-scale
immigrant adaptation to U.S. cities
25.
anthropological analysis of the relation between Malagasy
descent groups and the state
26.
analysis of differences between personalistic and naturalistic
disease theories among the rural poor of the U.S.
Answer: C
Learning Objective: Remember what academic and applied urban
anthropologists study, the contemporary world context of urban growth in which
they conduct their research, and the ways anthropologists have investigated
social relations in urban and rural settings.
Topic: Urban anthropology
22.
Which of the following is true about medical anthropology?
23.
It is the field that proved that people from rural areas suffer
only from illnesses and not diseases.
24.
It applies non-Western health knowledge to a troubled
industrialized medical system.
25.
Typically in cooperation with pharmaceutical companies, this
field does market research on the use of health products around the world.
26.
This field applies Western medicine to solving health problems
around the world.
27.
This growing field considers the biocultural context and
implications of disease and illness.
Answer: E
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
23.
What is a disease?
24.
a health problem as it is experienced by the one affected
25.
an artificial product of biomedicine
26.
a consequence of a foraging lifestyle
27.
an unnatural state of health
28.
a scientifically identified health threat
Answer: E
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
24.
What is an illness?
25.
a nonexistent ailment (only diseases are real)
26.
an artificial product of biomedicine
27.
a scientifically described health threat
28.
a purely linguistic problem
29.
a condition of poor health perceived by an individual
Answer: E
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
25.
Shamans and other magico-religious specialists are effective
curers with regard to what kind of disease theory?
26.
exotic
27.
ritualistic
28.
naturalistic
29.
personalistic
30.
scientific
Answer: D
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
26.
Which of the following best describes scientific medicine?
27.
the availability of free or low-cost health care for all
28.
a health care system that relies on advances in technology
29.
the practice of medicine in particular Western nations
30.
a tendency to overprescribe drugs and surgeries
31.
the beliefs, customs, and specialists concerned with curing
illness
Answer: B
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
27.
What is microenculturation?
28.
a condition that exists in large, industrialized states, wherein
most of the population has only a small amount of real culture
29.
the process whereby particular roles are learned within a
limited social system (for example, a business)
30.
the process whereby enculturation is accomplished through
advanced media technology
31.
the result of the meeting between foraging and tribal
communities in less developed countries
32.
enculturation based on a focused interest; for example, reruns
of a TV show like Star
Trek
Answer: B
Topic: Anthropology and business
28.
Ethnographic study of the workplace
29.
provides evidence that economic factors are fundamental to
understanding differential productivity.
30.
is routinely performed by employees of the U.S. federal government.
31.
is not very useful, because all workplaces are becoming
increasingly homogeneous, compared to 20 years ago.
32.
provides close observation of workers and managers in their
natural setting.
33.
is required of all organizations that want to become not-for-profit,
according to the American Anthropological Association.
Answer: D
Learning Objective: Remember the key features of the applied
anthropology of business, including the types of research in which
anthropologists are likely to engage.
Topic: The applied anthropology of business
29.
This chapter’s “Appreciating Diversity” account describes how
McDonald’s was able to succeed in the Brazilian market once it adapted to
preexisting Brazilian cultural patterns. This example illustrates
30.
how the axiom of applied anthropology that innovation succeeds
best when it is culturally appropriate applies only in Western cultures.
31.
the danger of applied anthropology turning itself into a tool of
capitalist interests, which always disregard the culture and well-being of the
consumer.
32.
how the axiom of applied anthropology that innovation succeeds
best when it is culturally appropriate applies not just to development projects
but also to businesses, such as fast food.
33.
applied anthropology’s capacity to help foreign markets adapt to
a marketing strategy that must, above all costs, maintain the integrity of its
brand.
34.
Brazilians’ intolerance of foreign goods, because the companies
that produce them disregard Brazilian tastes.
Answer: C
Learning Objective: Remember the key features of the applied
anthropology of business, including the types of research in which
anthropologists are likely to engage.
Topic: The applied anthropology of business
30.
Efforts to demonstrate the public policy relevance of
anthropology are known as
31.
ethnography.
32.
underdifferentiation.
33.
public anthropology.
34.
development anthropology.
35.
cultural resource management.
Answer: C
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
TRUE/FALSE QUESTIONS
31.
Anthropology has three dimensions: academic, applied, and a mix
of the two.
Answer: False
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
32.
Ethnography is one of applied anthropology’s most valuable
research tools, because it provides a firsthand account of the lives of
ordinary people.
Answer: True
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
33.
During World War II, the U.S. government recruited
anthropologists to study Japanese and German cultures. This chapter uses this
example to illustrate the dangers of the old anthropology.
Answer: True
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
34.
During the 1950s and 1960s, most American anthropologists were
college professors.
Answer: True
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
35.
Academic and applied anthropology have a symbiotic relationship,
as theory aids practice and application fuels theory.
Answer: True
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
36.
Development anthropology is the branch of applied anthropology
that focuses on social issues in, and the cultural dimension of, moral
development.
Answer: False
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
37.
A commonly stated goal of recent development policy is to promote
equity; that is, to reduce poverty and promote a more even distribution of
wealth.
Answer: True
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
38.
The Bahia, Brazil, development project in which loans were given
to fishing-boat owners is an example of how some development projects can
actually widen wealth disparities instead of increasing equity.
Answer: True
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
39.
The best strategy for change is to base the social design for
innovation on traditional forms in each target area.
Answer: True
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
40.
Fortunately for applied anthropologists eager to do effective
international work, all governments are by their nature genuinely and
realistically committed to improving the lives of their citizens.
Answer: False
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
41.
When nations become more tied to the world economy, indigenous
forms of social organization inevitably break down into nuclear family
organization, impersonality, and alienation.
Answer: False
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
42.
Sociolinguists and cultural anthropologists studying Puerto
Rican communities in the Midwestern United States found that Puerto Rican
parents valued education more than non-Hispanics did.
Answer: True
Learning Objective: Remember how anthropological research has
contributed to the field of education and to particular school environments.
Topic: The anthropology of education
43.
Urban anthropologists research topics such as immigration,
ethnicity, poverty, and class.
Answer: True
Learning Objective: Remember what academic and applied urban
anthropologists study, the contemporary world context of urban growth in which
they conduct their research, and the ways anthropologists have investigated
social relations in urban and rural settings.
Topic: Urban anthropology
44.
The Samoan community living in Los Angeles has successfully used
the matai system to deal with modern urban problems.
Answer: True
Learning Objective: Remember what academic and applied urban anthropologists
study, the contemporary world context of urban growth in which they conduct
their research, and the ways anthropologists have investigated social relations
in urban and rural settings.
Topic: Urban anthropology
45.
Strictly speaking, medical anthropology is an applied field
within anthropology.
Answer: False
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
46.
An illness is a scientifically identified health threat caused
by a bacterium, virus, fungus, parasite, or other pathogen.
Answer: False
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
47.
Biomedicine, which aims to link an illness to
scientifically-demonstrated agents that bear no personal malice toward their
victims, is an example of naturalistic medicine.
Answer: True
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
48.
Health care systems refers
only to the nationalized health care services that exist in core industrial
nations.
Answer: False
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
49.
Non-Western medicine does not maintain a sharp distinction
between biological and psychological illnesses.
Answer: True
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
50.
Non-Western medicine recognizes that poor health has intertwined
physical, emotional, and social causes.
Answer: True
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
51.
Scientific medicine is not the same thing as Western medicine.
Answer: True
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
52.
A bachelor’s degree in anthropology is of little value in the
corporate world.
Answer: False
Learning Objective: Understand how people utilize anthropology
degrees in careers and occupations.
Topic: Anthropology in careers and occupations
ESSAY QUESTIONS
53.
Define applied
anthropology. What distinguishes the old from the new applied
anthropology? Can you think of any examples in current events that raise the
question of whether or not new applied anthropology has completely moved on
from the dangers of the old?
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
54.
Discuss the relevance of the ethnographic method for modern
society, contemporary problems, and applied anthropology.
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
55.
What is the relationship between theory and practice in
anthropology? Do you agree that applied anthropology should be recognized as a
separate subsection of anthropology?
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
56.
Identify government, international, and private organizations
that concern themselves with socioeconomic change abroad and hire anthropologists
to help meet their goals. Review their mission statements. Do they make
reference to the dangers of underdifferentiation or overinnovation?
Learning Objective: Analyze the relationship between academic
and applied anthropology, the kinds of work in which applied anthropologists
may engage, and what aspects of anthropology make it uniquely valuable as
applied to social problems.
Topic: Defining applied anthropology
57.
What, if anything, is the difference between an anthropologist
currently consulting on a development project in Indonesia and another one
conducting research in support of the British colonial government’s efforts to
subdue African natives in the 1930s?
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
58.
There is considerable debate today over whether or not
governments should require schools to provide bilingual education for students,
and if so, to what extent this should be carried out. Pretend that you are an
anthropologist who has been asked to provide guidance on this issue to a school
board in a bilingual community. What can you suggest about the nature of
ethnicity, language, and enculturation that will help educators address their
challenges?
Learning Objective: Remember how anthropological research has
contributed to the field of education and to particular school environments.
Topic: The anthropology of education
59.
Discuss the major advantages and disadvantages of scientific and
traditional medicine, being careful to distinguish between scientific medicine
and Western medicine.
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
60.
How might a premedical student apply some of the knowledge
learned through anthropology as a physician? What is the value of studying the
curing and belief systems of patients’ ethnic groups?
Learning Objective: Understand how people utilize anthropology
degrees in careers and occupations.
Topic: Anthropology in careers and occupations
61.
Discuss ethical dilemmas and possible solutions with respect to
the kinds of applied anthropology discussed in this chapter.
Learning Objective: Remember the historical approaches to
applying anthropological knowledge as described by Kottak, including ethical
issues raised by those approaches, as well as today’s applied anthropologists’
three different roles and actions.
Topic: The ethics of applied anthropology
62.
HIV/AIDS is a global pandemic. How does culture play a role in
HIV transmission? How might applied anthropology help in finding a solution to
this problem?
Learning Objective: Understand medical anthropology’s subject
matter and scope, including the three different kinds of disease theories.
Topic: Medical anthropology
CHAPTER 5
EVOLUTION AND GENETICS
MULTIPLE-CHOICE QUESTIONS
1. We
have learned that reliance on culture has increased in the course of human
history. Yet the fact and mechanisms of evolution remain a key part of our
human present and future because
2. the
pace of evolution has been continuously increasing, as human cultural solutions
have not been able to keep up with environmental changes such as global
warming.
3. they
determine, at the genetic level, our phenotype.
4. they
provide the clues to building a better human race by promoting directed
speciation.
5. people
haven’t stopped adapting biologically.
6. they
continue to justify anthropology’s biocultural perspective.
Answer: D
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
2. During
the 18th century, many scholars became interested in biological diversity,
human origins, and our position within the classification of plants and
animals. At that time, the most commonly accepted explanation of the origin of
species was
3. catastrophism,
the belief that species arise from one another through a long and gradual
process of transformation.
4. biblical
punctuated equilibrium.
5. creationism,
the belief that biological similarities and differences originated at Creation
and that these characteristics, once set, could not change.
6. uniformitarianism,
the belief that natural forces at work today also explain past events.
7. Mendelianism.
Answer: C
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
3. Although
Darwin became the best-known evolutionist, the idea of evolution had been
around well before him. Darwin’s key contribution was to propose a mechanism
that drives evolution, which is known as
4. catastrophism.
5. mutation.
6. natural
selection.
7. creationism.
8. lamarckianism.
Answer: C
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
4. The
intelligent design (ID) movement asserts that life forms are too complex to
have been formed by natural processes and must therefore have been created by a
higher intelligence. Attempts have been made to teach ID as an alternative
theory to Darwinian evolution in biology classes in several states in the
United States; however,
5. as a
federal district judge ruled in a 2005 Pennsylvania case, ID violates the
ground rules of science by invoking supernatural causation and making
assertions that cannot be tested or falsified, and thus ID does not belong in a
school’s science curriculum.
6. ID
should be taught as a hypothesis of human origins, not a theory.
7. ID
should not be taught in schools, since it lacks a research and testing program
and is unsupported by peer-reviewed research.
8. the
teaching of ID should be restricted to extracurricular activities, since it
holds no scientific or cultural value.
9. these
attempts have always failed, because ID’s proponents argue that it should be
taught in place of Darwinian evolution.
Answer: A
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
5. Darwin
and Wallace simultaneously proposed which of the following theoretical models?
6. evolution
7. natural
selection
8. creationism
9. uniformitarianism
10.
transformism
Answer: B
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
6. Which
of the following does NOT seek to explain the origin of species by referring to
an outside agent?
7. evolution
8. catastrophism
9. creationism
10.
extraterrestrial seeding
11.
intelligent design
Answer: A
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
7. What
is the term for the belief that explanations for past events should be sought
in ordinary forces that are at work today?
8. uniformitarianism
9. speciation
10.
creationism
11.
recombination
12.
catastrophism
Answer: A
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
8. Sir
Charles Lyell, the father of geology, influenced Darwin with his principle of
catastrophism, the view that extinct species were destroyed by fires, floods,
and other catastrophes. His geological research was also critical in Darwin’s
own formulations because it
9. set
the foundations for molecular dating techniques.
10.
confirmed that the world was only 6,000 years old.
11.
influenced the work of Darwin’s own grandfather, who would
eventually set young Darwin on the path of scientific research.
12.
confirmed Linnaeus’s comprehensive and still influential
taxonomic system, which was key to formulating a mechanism that drives
evolution.
13.
cast serious doubt on the belief that the world was only 6,000
years old, allowing for a much broader time span for the gradual biological
changes to take place as seen in the fossil record.
Answer: E
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
9. Natural
selection is the process by which the forms most fit to survive and reproduce
in a given environment do so in greater numbers than others in the same
population. But more than survival of the fittest, natural selection is the
natural process that leads to
10.
the toughest members of their population having the longest life
span.
11.
differential reproductive success.
12.
the most fit members collecting the most resources from the
environment.
13.
the survival of those members of their population that practice
true altruism.
14.
survival success in any environment.
Answer: B
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
10.
For natural selection to work on a particular population
11.
their members must have a sufficiently long life span.
12.
the environment must remain constant.
13.
there must be a strong will to survive among the members of the
population.
14.
there must be variety within that population.
15.
there must be genotypic diversity but phenotypic homogeneity.
Answer: D
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
11.
Which of the following statements about natural selection is NOT
true?
12.
Natural selection operates directly on genetic variety.
13.
Natural selection is the sum of environmental forces that
conditions the survival of particular phenotypes.
14.
Natural selection operates with respect to specific
environments.
15.
Natural selection is most obvious when there is competition
among a population for strategic resources.
16.
Natural selection was first scientifically described by Darwin
and Wallace.
Answer: A
Learning Objective: Understand Charles Darwin’s and Alfred
Russel Wallace’s theory of evolution by natural selection as well as other
theories of life’s origins.
Topic: Theories of evolution and life’s origins
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