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Sample Test CHAPTER 3 APPLYING ANTHROPOLOGY MULTIPLECHOICE 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 daytoday 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 timeefficient 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.
ethnobias.
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 descentgroup 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 descentgroup 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 topdown 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 (HillBurnett, 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 Englishasa foreignlanguage 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 largescale 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 nonWestern 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 magicoreligious 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 lowcost 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 notforprofit, 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 wellbeing 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 fishingboat 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 nonHispanics 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. NonWestern 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. NonWestern 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
MULTIPLECHOICE 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 bestknown 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 peerreviewed 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