Answering the call to duty.

Answering the call to duty. The attack on Pearl Harbor Pearl Harbor,land-locked harbor, on the southern coast of Oahu island, Hawaii, W of Honolulu; one of the largest and best natural harbors in the E Pacific Ocean. In the vicinity are many U.S. military installations, including the chief U.S. brought the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. into World WarII and brought the call to arms ! a summons to war or battle.See also: Arms that included a call to duty in serviceof our nation for all Americans. It was a call that vocational education vocational education,training designed to advance individuals' general proficiency, especially in relation to their present or future occupations. The term does not normally include training for the professions. was ready to answer and had been preparing for in the previous months. AVA Ava, in the BibleAva(ā`və), in the Bible, an unidentified city of Mesopotamia, perhaps the same as Ivah. Its inhabitants are called Avites. and the Wartime Commission When the United States Office of Education's WartimeCommission was established on December 23, 1941, the American VocationalAssociation was represented by its president, John J. Seidel sei��del?n.A beer mug.[German, from Middle High German sdel, from Latin situla, bucket.]Noun 1. , and itsexecutive secretary, L.H. Dennis. The Wartime Commission was organizedto provide a united voice for all education in the war emergency, todevelop sound policies and procedures Policies and Procedures are a set of documents that describe an organization's policies for operation and the procedures necessary to fulfill the policies. They are often initiated because of some external requirement, such as environmental compliance or other governmental for the mobilization of allAmerican educational agencies in working toward victory, and toeliminate the duplication of effort. Recognizing that victory in battle depended upon training and skillas well as courage, the membership of the AVA was prepared to assist themilitary in preparing our soldiers. The U.S. Army called upon theeducational institutions of America to assist in pre-induction training,and vocational education resolved to meet that call with training inautomotive and airplane engine mechanics; radio, telephone and telegraphoperation; and tool design and manufacturing. AVA War Work Training Conference Conducted as the annual AVA convention, the War Work TrainingConference was held in Toledo, Ohio This article is about the city in Ohio. For Toledo, Spain, see that article. For other uses, see Toledo (disambiguation). Toledo is a city in the U.S. state of Ohio and the county seat of Lucas CountyGR6. , December 2-5, 1942. The conferencewas directed toward the winning of the war and planning for thepeacetime to follow. Representatives of the U.S. Army, the U.S. Navy,the War Manpower Commission The War Manpower Commission was a World War II agency of the United States Government charged with planning to balance the labor needs of agriculture, industry and the armed forces. It was created by President Franklin D. Roosevelt in Executive Order 9139 of April 18, 1942. , war industries, and federal and stategovernments participated in sessions at the conference. Topics includedincreased efficiency for the federal program of Vocational Training forWar Production Workers, teacher shortages, food production, fooddistribution and utilization, and the post-war needs for vocationaleducation. At the Toledo War The Toledo War (1835–1836), also known as the Ohio-Michigan War, was the bloodless boundary dispute between the U.S. state of Ohio and the adjoining territory of Michigan. Work Training Conference, the AVA became thefirst major educational group to advocate a 12-month basis of wartimeoperation for a division of the public schools with a resolutionrequesting the U.S. Office of Education "to assist the vocationalschools of the Nation in operating to the fullest extent possible fortwelve months of the year." The AVA Executive Committee appointed an AVA Pre-Induction TrainingCommittee to work with Merwin M. Peake, the chief of the Pre-InductionTraining Section of the U.S. War Department. The determination of the AVA and its members to help win World WarII is expressed in AVA President Fred Smith's February 1943editorial. "Our vocational schools have trained more than threemillion workers since the summer of 1940 and have reason to feel proud;but there must be no let-up in this respect. We must continue to trainreplacements for men called into the armed services The Constitution authorizes Congress to raise, support, and regulate armed services for the national defense. The President of the United States is commander in chief of all the branches of the services and has ultimate control over most military matters. ; we must redouble re��dou��ble?v. re��dou��bled, re��dou��bling, re��dou��blesv.tr.1. To double.2. To repeat.3. Games To double the doubling bid of (an opponent) in bridge.v. our efforts." Women in War Industries As more and more men were needed for military service in World WarII, more and more women became needed in war industries at home. Underthe terms of the law providing training for the war effort, women wereto be accepted on an equal footing with men. But that doesn't meanthey were always accepted with open arms. Some Congressmen saw it as thedeath knell death knellNounsomething that heralds death or destructionNoun 1. death knell - an omen of death or destruction for the American home For the American mortgage lender, see .The American Home is a center of intercultural exchange located in Vladimir, Russia. The home is designed to model a typical American suburban home and its main focus is the ESL school that provides lessons for Russian students. if women went to work in factories.Some men feared for their own jobs, and others believed that womensimply did not have the mechanical ability required for the tasks. Butnecessity won out over doubts, and by the end of 1942, women wereworking in shipyards, aircraft assembly plants, factories and foundries.They were helping to run railroads, airlines, streetcars and buses. Theywere doing welding, operating cranes, assembling detonators, andoperating lathes. "Rosie the Riveter Rosie the Riveterpopular WWII song romanticizing women workers. [Am. Hist.: Flexner, 395]See : Mannishness " became an American icon.She could also be considered a symbol of the training women receivedduring the war in vocational education programs across the country. The number of women trained for the war effort up to December 1,1941 was 11,552, but by April 1943, 741,322 women were enrolled intraining programs. And, according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. a study done by the U.S. Office ofEducation from July 1, 1942 to December 31, 1942, 81 percent of allemployed women trained for war production work were working in warproduction industries. Employment opportunities were opening up for older women, marriedwomen and women of color not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed.See also: Color . In some plants, women doing the same work asmen were even being paid the same wages as the men. Throughout World War II, vocational education served the countrywell by maintaining a well-trained war industry workforce and byassisting in pre-induction training. The nation's farmers andhomemakers also aided the war effort at home through their dedication toproducing the most goods and services In economics, economic output is divided into physical goods and intangible services. Consumption of goods and services is assumed to produce utility (unless the "good" is a "bad"). It is often used when referring to a Goods and Services Tax. possible with the smallest amountof our precious resources. But when the war was won, there were newchallenges for vocational education on the home front. Post-War Training With veterans returning from the war, and war industry workerschanging over to peacetime occupations, the nation was faced with thepossibility of training or retraining re��train?tr. & intr.v. re��trained, re��train��ing, re��trainsTo train or undergo training again.re��train more than 30,000,000 individuals.In 1945, an AVA committee was working in cooperation with officials ofthe U.S. Office of Education to help develop material showing thevocational retraining services available for veterans in the publicvocational schools. Industrial arts industrial artsn. (used with a sing. verb)A subject of study aimed at developing the manual and technical skills required to work with tools and machinery.Noun 1. education, apprenticeship training and veteranson-the-farm training were among the education programs that wouldprepare the new peacetime workforce. M.D. Mobley, 1944 AVA president, said, "Next to winning thewar and securing a lasting peace, the paramount objective of theAmerican people An American people may be: any nation or ethnic group of the Americas see Demographics of North America see Demographics of South America is to provide peacetime jobs for all employable workers... Vocational education will, and must, play an important role in thisundertaking." Federal Legislation in the 40s Appropriations initiated by Congress in 1940 to train defenseproduction workers started at $15 million and increased each year untilthey exceeded $100 million. The program was discontinued in 1945 as thewar ended, but by then vocational education had proved its worth. Newlegislation providing federal appropriations for vocational educationwas passed by Congress then signed into law by President Harry S. Truman For other persons named Harry Truman, see Harry Truman (disambiguation).Harry S. Truman (May 8 1884 – December 26 1972) was the thirty-third President of the United States (1945–1953); as vice president, he succeeded to the office upon the death of Franklin D. on August 1, 1946. The George-Barden Act superceded the George-Deen Actand increased funding from $14 million to $29 million annually. In 1944, President Franklin D. Roosevelt signed the G.I. Bill ofRights, which provided benefits for veterans, and in 1947, legislationwas passed making vocational training available to veterans throughinstitutional-on-the-farm training. The AVA was active in the late 1940s in arranging conferences withthe Veterans Administrations of various state and regional vocationalgroups to deal with the securing of proper support for vocationaltraining programs for veterans. A Change at the Top L.H. Dennis, who had been executive secretary of the AVA since theassociation's Washington, D.C., office was established on January1, 1934, retired from his position on December 31, 1950. Dennis had beena member of the original group that drafted the Smith-Hughes law and, atthe time of his retirement, had been associated with every federalvocational act. He was succeeded by Mayor Dennis (M.D.) Mobley, who hadserved as AVA president in 1944. Mobley described his predecessor as,"the man who made the AVA, who for 17 years devoted his everythought to its betterment." Following his retirement, Dennis worked as a consultant andlecturer On vocational education and traveled to countries around theworld. He died in 1955 at the age of 74. New Wars to Fight In 1952, both presidential candidates, Dwight D. Eisenhower andAdlai E. Stevenson This article is about Grover Cleveland's Vice-President. For the 1952 and 1956 Democratic Presidential candidate, see Adlai Stevenson II. For the U.S. Senator from Illinois during the 1970s, see Adlai Stevenson III. , wrote to AVA expressing support for vocationaleducation. Only one of their party platforms--the National DemocraticPlatform--specifically mentioned vocational education. This marked thefirst time one of the major political parties had included an item inits platform pledging support to vocational education, but the early1950s found the AVA fighting harder than ever to keep that support. In1951, the AVA was successful in diverting the Bureau of theBudget's recommendations to set aside millions of dollars ofGeorge-Barden appropriations for defense training, which would haveseriously threatened vocational education programs. All but $900,000 wasrestored to the final vocational appropriations. The tide appeared to be turning when, for fiscal year 1956,Congress approved a record-breaking amount for vocational educationappropriations. In hearings before the House and Senate committees andon the floor of the House, 102 Congressmen (including 14 Senators) spokeon behalf of vocational education, and many more sought floorrecognition in order to express their support. There was a new kind of war being fought in the world, and thisCold War was also fought on the education front. In December 1955, M.D.Mobley noted that Russia was continuing to expand her vocational andtechnical training program and cautioned that, through this increasedtraining, the communist state was trying to increase and improveproduction in order to become a competitor in the world marketplace. Inresponse to these concerns, vocational and industrial arts leadersrepresenting several AVA divisions met in Washington in January 1956 toconsider ways to expand and improve vocational education in our country. The association had another battle of its own to wage in 1958 whenthe Joint Federal-State Action Committee and President Eisenhowerrecommended the transfer of full financial support for vocationaleducation to the states, with the elimination of federal funds Federal FundsFunds deposited to regional Federal Reserve Banks by commercial banks, including funds in excess of reserve requirements.Notes:These non-interest bearing deposits are lent out at the Fed funds rate to other banks unable to meet overnight reserve to beginin 1960. In March 1958, Mobley testified before the Subcommittee onIntergovernmental Relations in opposition to the recommendations, and inSeptember the House and Senate approved a total of $40,888,412 infederal funding for vocational education for fiscal 1959--ending thedecade with one more victory for the AVA and its members.

The wind of Eurydice.

The wind of Eurydice. In the mountains that border the Black Seawe don't believe beauty and powerare the possessions of gods we can't seewho rule from their heavenly towerweaving our destiny like a disease.In earth, plants, beasts, water, sun, and starswe recognize a single energythat incarnates in infinite colors.Because we trust the senses, they are keen,so keen we sense the outside world inside.When Eurydice died, I traveled withinnot below as mythmakers have lied.Though I chanted to keep her elements,when eagles flew from the trees, her wind went.

The winners' circle: at the ACTE convention in New Orleans last December, four of our outstanding career and technical educators received top honors.

The winners' circle: at the ACTE convention in New Orleans last December, four of our outstanding career and technical educators received top honors. Coleen C. Keffeler ACTE-McDonald's Teacher of the Year Coleen Keffeler has been a family and consumer sciences teacher for15 years, 10 of them at Sturgis Brown High School in Sturgis, SouthDakota Sturgis is a city in Meade County, South Dakota, USA. The population was 6,442 at the 2000 census. It is the county seat of Meade CountyGR6. , where she is credited with developing an innovative curriculumto meet the needs of the students. When she first came to Sturgis, shefound that the family and consumer sciences curriculum was what shedescribes as "from the 1970s," and boys could only take theindependent living "bachelor survival" courses. Although notas many boys as she had hoped have taken the current courses, somehave--including one student from her 2000 class who is considering acareer in child development or the medical field. Both male and femalestudents take advantage of a program in which they learn infant, childand adult CPR Cardiopulmonary Resuscitation (CPR)DefinitionCardiopulmonary resuscitation (CPR) is a procedure to support and maintain breathing and circulation for a person who has stopped breathing (respiratory arrest) and/or whose heart has stopped (cardiac and the Heimlich maneuver Heimlich maneuver,emergency procedure used to treat choking victims whose airway is obstructed by food or another substance. It forces air from the lungs through the windpipe, pushing the obstruction out. . Fort Meade VeteransAdministration is just across the highway from the school, so nursesfrom the facility come and work with the students. By passing writtenand performance tests, the Sturgis students can earn Heart Savercertification. Education for the Real World Keffeler changed the child development course to a program in whicheach student spends eight weeks going through classroom training and 10weeks in an on-site placement based on the interest area of the student.She tells the students during the classroom training, "I'mgoing to put a lot of responsibility on you, because this is what youwill need to know on the job. But, we're going to have fun."That fun involves exciting, hands-on projects that help give an accurateassessment of what the students have actually learned and what they canactually do. Students then spend the work-based section of the course at sitesthat are determined by their interest areas, such as licensed day carefacilities, early preschools, K-4 classrooms, special educationclassrooms, or even the nurse's office. Another class developed by Keffeler is a hospitality course thatshe modeled after the American Hotel Motel Association curriculum. Aspart of a teacher externship externshipholding the position of an extern.externshipActing internship, see there , she spent a week one summer at theRushmore Plaza Holiday Inn in Rapid City. There, she worked in therestaurant, at the front desk, sat in on interviews with the humanresources The fancy word for "people." The human resources department within an organization, years ago known as the "personnel department," manages the administrative aspects of the employees. department, and even cleaned the swimming pool. In the fall,Keffeler was able to bring her students to the facility, where they gotto repeat her experience on a smaller scale. School-to-Career Success In June 2000, Keffeler became the coordinator of theSchools-to-Career program at Sturgis. She was ideally qualified for theposition, having developed a career planning class that was aprerequisite to a youth internship internship/in��tern��ship/ (in��tern-ship) the position or term of service of an intern in a hospital. internship,n the course work or practicum conducted in a professional dental clinic. program. Students in thesemester-long career planning class spend nine weeks in careerexploration and nine weeks learning how to prepare resumes and completejob applications and learning interview skills. They also develop adigital portfolio, which they update in the youth internship program. Aspart of the youth internship program, students work in nonpaid, on-sitejobs for which they receive school credit. Keffeler developed a Web sitefor the School-to-Careers program and an intranet page onschool-to-career/ youth internship opportunities, as well assite-specific task competency lists for every job site for the youthinternship program. As a dedicated teacher, Keffeler is exceedingly proud of theaccomplishments of her students and eagerly relates their successes. Oneof her students is working for the police department and is so skilledon the computer that she was able to help an officer who was havingdifficulty creating a graph to convey information needed for a criminaltrial. The student came up with a descriptive pie chart A graphical representation of information in which each unit of data is represented as a pie-shaped piece of a circle. See business graphics. that was soeffective that it resulted in the handing down of a maximum sentence.The state's attorney Noun 1. state's attorney - a prosecuting attorney for a statestate attorneyprosecuting attorney, prosecuting officer, prosecutor, public prosecutor - a government official who conducts criminal prosecutions on behalf of the state for the case thanked the student and told her,"Your graph and chart were what did it." Another of Keffeler's students was recently named the SouthDakota South Dakota(dəkō`tə), state in the N central United States. It is bordered by North Dakota (N), Minnesota and Iowa (E), Nebraska (S), and Wyoming and Montana (W). Workforce Development Council Student of the Year for her work atthe Fort Meade pharmacy where she was treated as if she were a pharmacytechnician--waiting on patients and filling prescriptions under thesupervision of the pharmacist pharmacist/phar��ma��cist/ (fahr��mah-sist) one who is licensed to prepare and sell or dispense drugs and compounds, and to make up prescriptions. phar��ma��cistn. . A student who recently balanced the tires on Keffeler's carhas decided he wants to be a mechanic and plans to go to Wyoming Tech. Agirl working in the radiology radiology,branch of medicine specializing in the use of X rays, gamma rays, radioactive isotopes, and other forms of radiation in the diagnosis and treatment of disease. lab of a local clinic saw her firstultrasound of a baby and is already preparing her paperwork to go toschool in the fall to pursue a career in the field. "You see themout in their internships," says Keffeler, "and it'samazing a��maze?v. a��mazed, a��maz��ing, a��maz��esv.tr.1. To affect with great wonder; astonish. See Synonyms at surprise.2. Obsolete To bewilder; perplex.v.intr. to see how much they grow up in that two- or three-mile drive totown." The important thing is to find what you really enjoy doing, shetells her students. "If you enjoy what you do, you never work a dayin your life." Keffeler even sees a benefit in finding what you don't want todo. When a student came back from spending time "Spending Time" is the first single released by Christian artist Stellar Kart.The lyrics describe the band members desire to spend "more time with God". "Sometimes it’s a real struggle to spend time with God. in elementary and middleschool classrooms, he told her, "You teachers don't get paidenough. There's no way I'm going to be a teacher." "That's okay," she replied. "You found out whatyou like and what you don't like." Teaching is definitely something Keffeler likes. "I love myjob. I can't imagine doing anything else," she says. In addition to her full schedule at Sturgis High School, Keffeler,who already has a master's degree master's degreen.An academic degree conferred by a college or university upon those who complete at least one year of prescribed study beyond the bachelor's degree.Noun 1. , is taking graduate classes toget an endorsement for certification in career and technical educationadministration. She is also working with the employability instructor toget a school-to-work grant for a computer lab for special needs studentsat her high school. Keffeler is an active 4-H leader and a frequentjudge at county fairs--carrying on a family tradition, since her motherand grandmother were both 4-H leaders. She is married with two children,and her son is currently a freshman at Sturgis High School. When herdaughter attended Sturgis, she was in her mother's childdevelopment and youth internship programs. Now Coleen Keffeler'sdaughter is attending college, where she is majoring in elementaryeducation elementary educationor primary educationTraditionally, the first stage of formal education, beginning at age 5–7 and ending at age 11–13. , preparing to become a teacher like her mother. Certainly the profession will be fortunate to have another teacherwith the love of teaching and the ability to guide students through thelearning and exploration that will lead them to successful careers.Those are the qualities that make Coleen Keffeler the 2002ACTE-McDonald's Teacher of the Year. Robert J. Kemmery Jr. ACTE-McDonald's Outstanding Career and Technical Educator When Robert Kemmery came to Eastern Technical High School inBaltimore, Md., in 1991, he was undaunted by the fact that the school,which is located in the most economically challenged community ofBaltimore, was far from adequate in meeting the needs of its students.He had a plan and a vision for turning the school around, and thelocation of the school didn't change his plan. After all, Kemmerysays, "I grew up in Pittsburgh in the back yard of a steelmill." Today, Eastern Technical High School is an award-winning schoolthat has become a model for other schools and communities to follow. Inthe last five years, visitors have come from 45 states and 25 countriesto learn about the program. In 1997, Eastern Tech was designated aMaryland Blue Ribbon blue ribbondenotes highest honor. [Western Folklore: Brewer Dictionary, 127]See : Prize School of Excellence, and in 1999, it was named aU.S. Department of Education New American High American High School may refer to the following: American High School (Fremont, California), the school in Fremont, California American High School (Miami-Dade County, Florida), the school in unincorporated Miami-Dade County, Florida School. BaltimoreMagazine named Eastern Tech one of the area's top high schools in2001 and honored Kemmery as "Baltimorean of the Year" inJanuary 2000. A Turn Toward Excellence The turnaround for the school has been nothing short of remarkable.In 1991, less than one percent of the students were deemed ready forcollege, and only five percent took the SAT exam, achieving an averagescore of 950. In 2001, 87 percent of the students were prepared forcollege, and 43 percent took the SAT exam. The average score was 1059. To achieve his vision of success for his students, Kemmery set highstandards for rigorous course work, but his creation of Model CareerAction Plans was the key element in their success. "This is theopening to help ALL students," he explains. Kemmery had found what he describes as "a very big disconnect disconnect - SCSI reconnect between where the students were and the community'sexpectations." To make the connection he felt was needed betweenthe community and the school, he formed partnerships that allowed thestudents to experience the business world and develop real-worldtraining in career-focused programs. With input from the businesscommunity and postsecondary education institutions, the Eastern Techprogram was rebuilt and 10 career major programs were established. Kemmery says, "It takes a lot of people to buy in and helpmake a school successful." He credits not only the teachers andassistant principals, but also the members of the community that allbecame a part of his mission. "I always believed in communityservice," Kemmery explains, "and the business of schools isbuilding their communities." Sharing Success Building such a success has paid big dividends, and the school thatonce could not even fill all of the seats with students now has morethan 1,300 students. Twenty percent of the students are accepted on anacademic basis. But, with 340 openings each year and 750 students hopingto get in, a lottery must be held for the other 80 percent of the class. Strong academics are important to Kemmery, who spent 12 yearsteaching work-based learning, English and social studies. He was also anassistant principal at three technical schools over a period of eightyears. Throughout his career, Kemmery has seen the importance ofconnecting quality education with career exploration. "I believe inmy heart and soul that this is the opening to help disadvantagedstudents." Kemmery shares his blueprint for success with other educatorsthrough workshops and seminars, and is very active in state and nationalassociations. As a fellow principal says of his contributions as aneducational leader, "Mr. Kemmery has created a school spirit thathas moved beyond the boundaries of the Eastern Tech community to shapethe lives of his professional peers and the educational landscape ofschools nationwide." Kemmery himself is proud of his school but says modestly,"We're still working on it, but I feel pretty good aboutit." That is the philosophy of a true innovator. Achievingexcellence does not mean it's time It's Time was a successful political campaign run by the Australian Labor Party (ALP) under Gough Whitlam at the 1972 election in Australia. Campaigning on the perceived need for change after 23 years of conservative (Liberal Party of Australia) government, Labor put forward a to rest on your laurels. Insteadhe is working on convincing President Bush to come to Eastern TechnicalHigh School to see what a model career and technical school canaccomplish. And while it would be a great privilege for Kemmery to meetthe president, it will most certainly also be a great privilege for thepresident to meet Robert Kemmery, an outstanding career and technicaleducator. Billie Sue Burris ACTE-McDonald's Outstanding New Career and Technical Teacher Billie Sue Burris (who actually goes by Sue) is only in her sixthyear of teaching, but as she looks back on her years in the businessworld, she realizes that teaching has long been a part of her life. As adata entry supervisor, she often had to train employees. "I wasteaching then," she says. "I just didn't know it." Burris took time off from the business world after starting afamily, and when her children were in school, she began substituteteaching. She found that she really liked teaching, and other teachersrecognized her talent for it, encouraging her to get her certificationand become a full-time teacher. Today, Burris is a computer information systems instructor atQuapaw Technical Institute in Hot Springs, Arkansas Hot Springs is the tenth most populous city in the state of Arkansas in the United States of America, the county seat of Garland County, Arkansas, and the principal city of the Hot Springs Metropolitan Statistical Area encompassing all of Garland County. . There, she teachesat the postsecondary level in a broad-based program that focuses onteaching entry-level skills including PC repair, networking, programmingand network cabling. Two years ago, when the chair of the departmentleft the school, Burris became the department chair. She has sinceguided the computer information systems department toward achievement ofher vision, which includes not only staying on the cutting-edge oftechnology but also forging a cooperative effort among students,educators, professionals, industry leaders and community participants. Results and Rewards Burris gets to know her students over the course of the two-yearprogram, since she usually has each student in two or three classes, andshe coordinates a five-week internship program for each student prior tograduation. That's when she can really see the results of her work,and that's why she says she loves teaching. "When you seesomeone come to school with low self esteem and very little confidence,then you see them grow through the course of the first year and gainconfidence over the second one; when they graduate and get a well-payingjob is the time the real reward of teaching comes." Burris is co-sponsor of the local chapter of CIS Cis(sĭs), same as Kish (1.) (1) (CompuServe Information Service) See CompuServe.(2) (Card Information S Skills-USA VICA VICA Vocational Industrial Clubs of AmericaVICA Video Conferencing Alliance (UK)VICA Vocational Industrial Chapters of AmericaVICA Vision Counsel of America and in 2000, her computer information systems students won a gold medal gold medaltraditional first prize. [Western Cult: Misc.]See : Prize in the Quiz Bowl competition at the state level, and then went on to winthe gold at the national level. She is now in the third year of afive-year gear-up grant that was used to develop a summer skills campfor seventh and eighth graders. Burris and another instructor designedthe occupational skills camp to introduce younger students to career andtechnical education. One of the goals of the camp is to try to show thekids the relevance of what they're learning now and how they willneed it later in life. It's also important for them to see thatlearning is an ongoing process. An Ongoing Education Lifelong learning Lifelong learning is the concept that "It's never too soon or too late for learning", a philosophy that has taken root in a whole host of different organisations. Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. is something Burris knows a lot about. Althoughshe has a very busy life that includes a family and active participationin church and community activities, she knows the importance of stayingcurrent on new technologies, especially in her field of computerscience. "Every semester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s there's a new course I need to take or anew technology I need to learn about. That's not going tochange," Burris explains. "To stay on top of it and give mystudents the best education possible, I have to keep going back andupgrading my skills. That's a necessity because of the field I havechosen." She hopes that she will be a model of lifelong learning to herstudents. The lesson, says Burris is, "I'm teaching, but Ihave to go back. Education doesn't stop when you graduate, but isreally just beginning." Another learning opportunity for Burris comes from her involvementwith ACTE ACTE Association for Career and Technical Education (formerly American Vocational Association)ACTE Association of Corporate Travel ExecutivesACTE Approvals Committee for Terminal EquipmentACTE Anodal Closure Tetanus , which she has found especially helpful, since her backgroundis in business, not education. "The training and workshops at theconvention have been invaluable, and it comes at just the right time togive me the extra boost I need to get through the second half of theyear. ACTE has been a great organization for me professionally andpersonally." Being named the ACTE-McDonald's Outstanding New Career andTechnical Teacher is "just icing on the cake," she says. Andher description of ACTE is also quite fitting for Sue Burris herself.She calls it "the teaching spirit at its best." Her teaching spirit is admired by her colleagues at QuapawTechnical Institute. As one of them says of Burris, "She is thetype of teacher that we all aspire to aspire toverb aim for, desire, pursue, hope for, long for, crave, seek out, wish for, dream about, yearn for, hunger for, hanker after, be eager for, set your heart on, set your sights on, be ambitious for be." Sarah E. Raikes ACTE-McDonald's Outstanding Teacher in Community Service Sarah Raikes was teaching in a very successful family and consumersciences program at Campbellsville High School in Taylor County,Kentucky Taylor County is a county located in the U.S. state of Kentucky. As of 2000, the population was 22,927. Its county seat is Campbellsville6. The county is named for President Zachary Taylor. Taylor is a prohibition or dry county. , when she decided to move to the high school in WashingtonCounty Washington County is the name of 30 counties and one parish in the United States of America, all named for George Washington. It is the most common county name in the United States. . She didn't go because it was a bigger and better school.She didn't go for more money. She went simply because she wasneeded there. Raikes had already rejuvenated re��ju��ve��nate?tr.v. re��ju��ve��nat��ed, re��ju��ve��nat��ing, re��ju��ve��nates1. To restore to youthful vigor or appearance; make young again.2. the family and consumer sciencesprogram at Campbellsville and had gotten her students there involved incommunity service projects that ranged from cancer fundraisers andeducational fairs to FCCLA FCCLA Family Career and Community Leaders of America (formerly Future Homemakers of America)FCCLA First Congregational Church of Los Angeles (California)Stop-the-Violence events and holiday eventsfor needy children. The family and consumer sciences program inCampbellsville was strong, but in Washington County, the program was onthe verge On the Verge (or The Geography of Yearning) is a play written by Eric Overmyer. It makes extensive use of esoteric language and pop culture references from the late nineteenth century to 1955. of being closed. It wasn't even called family andconsumer sciences; it was still home economics. The year before shecame, there wasn't a certified instructor from December until theend of the school year. Students just put in their time, cooked and sawthe class as "an easy A." That all changed with the arrival of Sarah Raikes. She didn'tjust change the name from home economics to the national standard offamily and consumer sciences; she made sure the curriculum matched thosestandards. She established career paths and career interest inventories,did brochures, and talked to all of the students. Raikes made it clearthat it was now a real class, to be considered as a serious elective,and that, "When you come into this program, you're going towork." She even called parents to tell them of the results of thecareer interest inventories of their children, and she carried on hertradition of community service. Service with a Meaning As Raikes puts it, "We volunteered for anything andeverything--from picnics to day care to chamber of commerce luncheons.When you do things for the community, they find out you're there,and then they sell your program." Community service is a large part of Raikes' teaching, but shesays, "Everything I do is core content and curriculum based."She tied a study unit on birth defects birth defects,abnormalities in physical or mental structure or function that are present at birth. They range from minor to seriously deforming or life-threatening. A major defect of some type occurs in approximately 3% of all births. in with participation in theMarch of Dimes For the Canadian charitable organization, see Ontario March of Dimes and March of Dimes Canada. March of Dimes is the name of a United States health charity, whose mission is to improve the health of babies. , and MADD MADDMothers Against Drunk Drivers Public health An organization that advocates stricter legislation against DUI and underage drinking, and provides support services for victims of DUI collisions. See DUI. was incorporated into a study of values anddecision-making. "We're always looking for Looking forIn the context of general equities, this describing a buy interest in which a dealer is asked to offer stock, often involving a capital commitment. Antithesis of in touch with. needs that haven't beenmet," Raikes explains, "and we have a list that we keep by thecomputer. But I always run it by the kids to make sure that they'rewilling. They have to have ownership in it." Some of their projectshave hit very close to home. Last year, two teachers at the school losttheir homes to fire, so the students filled a basket for each of themwith Christmas tree Christmas treeEvergreen tree, usually decorated with lights and ornaments, to celebrate the Christmas season. The use of evergreen trees, wreaths, and garlands as symbols of eternal life was common among the ancient Egyptians, Chinese, and Hebrews. ornaments Ornaments are a frequent embellishment to music. Sometimes different symbols represent the same ornament, or vice versa. Different ornament names can refer to an ornament from a specific area or time period. to replace those that had been lost. Oneof the students at the school was recently paralyzed par��a��lyze?tr.v. par��a��lyzed, par��a��lyz��ing, par��a��lyz��es1. To affect with paralysis; cause to be paralytic.2. To make unable to move or act: paralyzed by fear. in a diving A DIV Associate of Divinity accident at a backyard swimming pool. It hit the other students veryhard, so they hope to do something with Cardinal Hill, therehabilitation rehabilitation:see physical therapy. center where the injured in��jure?tr.v. in��jured, in��jur��ing, in��jures1. To cause physical harm to; hurt.2. To cause damage to; impair.3. student received treatment. A True Role Model Within a few months of coming to Washington County, Raikes hadincreased membership in FCCLA from six to 60, and this year it reached110. "I was a state FHA See Federal Housing Administration. FHASee Federal Housing Administration (FHA). officer in high school," says Raikes."I've been on the other side, and I know what it did for me asa student. It made a difference." Making a difference is exactly what Raikes herself does--throughher work in the community and in the classroom. In both of thecommunities where she has taught, she is described as a role model forher students, both as an educator and a citizen. Her schoolsuperintendent Noun 1. school superintendent - the superintendent of a school systemoverseer, superintendent - a person who directs and manages an organization says of Raikes, "She sets high standards for herselfand her students and then works hard to see that they are met. I havenever known a more dedicated instructor." Raikes says simply, "I have a passion for what I do." Shecares about her students and finds that what means the most to her isseeing their joy and their growth. When she left Campbellsville to go tothe high school in Washington County, she says, "I didn't knowwhom I was sent here for. Now I know who the students are who needed mehere. Now I know their names." They are not likely to forget her name, because she is the kind ofteacher who truly makes a difference in the lives of her students andher community. And as the first recipient of the ACTE-McDonald'sOutstanding Teacher in Community Service, she is also assured that hername now has a place in the history of ACTE.

The winning essays in the Cliff Weiss memorial contest.

The winning essays in the Cliff Weiss memorial contest. This was the first year of a new essay contest sponsored by ACTE ACTE Association for Career and Technical Education (formerly American Vocational Association)ACTE Association of Corporate Travel ExecutivesACTE Approvals Committee for Terminal EquipmentACTE Anodal Closure Tetanus inmemory of former ACTE Senior Director of Communications Director of Communications is a position in the private and public sectors. The Director of Communications is responsible for managing and directing an organization's internal and external communications. Cliff Weiss(1951-2004), who had a passion for career and technical education andbelieved very strongly in its value. Weiss shared his gift for writingby helping bring that message about the value of CTE (Coefficient of Thermal Expansion) The difference between the way two materials expand when heat is applied. This is very critical when chips are mounted to printed circuit boards, because the silicon chip expands at a different rate than the plastic board. to the public, sothe purpose of this contest is to recognize career and technicaleducation students who share the same passion and talents. One winnerwas selected in the category of secondary education and one in thecategory of postsecondary education. Here are this year's winningessays, and to find out more about the competition, visit the ACTE Website at www.acteonline.org. How have your experiences in career and technical education helpedyou prepare for your future? By Megan E. Myers My hands shook as I stumbled across the stage to accept the award Ihad worked for rigorously. As a first-year member of Future BusinessLeaders of America, I was surprised to have placed in my event. Thechance to attend the National Leadership Conference had itself beengreat compensation for my efforts, and this honor was just icing on thecake. The blackness behind the blinding lights did nothing to ease mynerves as I stood there. Up in front of thousands of members, myrealization of all the doors FBLA FBLA Future Business Leaders of AmericaFBLA Florida Board of Landscape Architecture could provide for me was open wide.Now what would I do with this understanding? When I joined FBLA, I was not looking for Looking forIn the context of general equities, this describing a buy interest in which a dealer is asked to offer stock, often involving a capital commitment. Antithesis of in touch with. recognition; I was simplyhoping to be a part of an extracurricular that would be both fun andhelp develop interests that could be carried over to my future. Theopportunities that this career and technical student organization Career and Technical Student Organizations (CTSOs) are vocational organizations primarily based in high schools. Often, on the state level, they are integrated into Departments of Education or incorporated as non-profit organizations. provided me with met that goal. Through FBLA I have been able to hone myleadership and communication skills. Working with other members has mademe embrace the differences in people, a lesson that everyone must learnto be successful. We have been able to help each other grow along theway, providing invaluable lessons in teamwork that can later be appliedto any situation. I strongly feel that working closely with my peers hasand will continue to make an impact on my life. Career and technical education has also instilled a preciousquality in me--self-confidence. My experiences of working with businessprofessionals have helped me grow comfortable in front of any crowd; mynerves are much calmer than during my first trip onstage on��stage?adj.Situated or taking place in the area of a stage that is visible to the audience.adv.In or into the area of a stage that is visible to the audience.Adj. 1. ! This willprove vital in the future as I enter the corporate world. Not only willI be able to rise confidently to any challenge, but I also already boasta wide array of professional contacts. FBLA even helped me discoverwhich career path I want to pursue! Without this organization I ampositive that my future would not be as promising. I stood onstage again two years after that memorable firstexperience but for a different purpose--I was being inducted as an FBLANational Officer. This time I basked in the moment, reflecting on allthat I had gained because of the organization and career and technicaleducation. It was not always easy, but the benefits to what lies aheadon the road to my success are immeasurable. The future is in my hands,and I am confident that this distinctive education and its experienceswill play a pivotal role in my successful endeavors. No longer a need totremble, I confidently raise my hand and wave to the members whom I willproudly lead to reach their potential as well. Megan E. Myers, the secondary education winner of the 2005 CliffWeiss Memorial Essay Contest, attends West Muskingum High School West Muskingum High School is a public high school near Zanesville, Ohio. It is the only high school in the West Muskingum Local School District. Their nickname is the Tornadoes. External linksDistrict Website Notes and references inZanesville, Ohio Zanesville is a city in Muskingum County, Ohio, United States. The population was 25,586 at the 2000 census. It is the county seat of Muskingum CountyGR6. . How have your experiences in career and technical education helpedyou prepare for your future? By Katty Kellogg Introduction My heart's desire has been to work with children. Although Ihad experience working in a daycare setting, I had no postsecondaryeducation. I was not qualified to do what I loved beyond a minimum wagelevel. High school held no fascination for me. Although my grammar skillswere sufficient for English class, I was essentially lost in every otherarea. My lackluster academic records and poor attitude about school mademe an unlikely candidate for college. I could see my future looming looming:see mirage. ahead, waiting to consume me. Where there is no vision ... My head hung low and my self-esteem shoved way down into my deepestpocket, I walked into Ozarks Technical Community College Ozarks Technical Community College (OTC) is "the community's college" in Springfield, Missouri, established by Springfield and thirteen surrounding public school districts on April 3, 1990. As the region's new comprehensive community college, OTC has an open-admissions policy. (OTC OTCSee: Over-the-counter.OTCSee over-the-counter market (OTC). ). Glancingup briefly, I took in the scene: hardworking professionals performing aplethora plethora/pleth��o��ra/ (pleth��ah-rah)1. an excess of blood.2. by extension, a red florid complexion.pletho��ricpleth��o��ran.1. of important tasks, students stepping quickly and confidentlywith looks of determination and purpose. I quickly looked back down atthe floor terrified ter��ri��fy?tr.v. ter��ri��fied, ter��ri��fy��ing, ter��ri��fies1. To fill with terror; make deeply afraid. See Synonyms at frighten.2. To menace or threaten; intimidate. that everyone knew, just as I did, that Ididn't belong there. With motivation barely adequate to put one foot in front of theother, I managed to complete the necessary paperwork and drive home,conceding defeat. I felt foolish for entertaining the fantasy that Imight have the intelligence or the discipline to go back to school.There seemed to be another mysterious, elusive element that collegestudents possessed as well. While I didn't know what it was, I wascertain I didn't have it. In the grayness of a visionless future, somehow I had taken thefirst step. In the whirlwind whirlwind,revolving mass of air resulting from local atmospheric instability, such as that caused by intense heating of the ground by the sun on a hot summer day. that followed, I found myself rushing tomeet deadlines. I had almost waited too late to apply for the Fallsemester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s . I had just enough time to meet those deadlines, but not enoughtime to reconsider. "Future" Success Suddenly, it seems, I am in pursuit of an Associate of Arts Associate of arts and Associate of science are two-year undergraduate degrees offered by many community colleges or junior colleges in the United States. Such degrees transfer to four-year institutions which offer full bachelor of arts and bachelor of science degrees. degreein Early Childhood Education with a 4.00 grade point average. That maybe a reflection of accumulated knowledge, which I will be eternallygrateful for, but I have learned so much more than academics: more aboutothers and more about myself. My high school and community were basically unicultural in nature,e.g., one color, one religion, one way of doing things, and one way ofthinking. Exposure to a socially and culturally diverse campus has ledme to a deeper understanding and appreciation of individual differences. Attending Ozarks Technical Community College (OTC) has allowed meto meet the potential that had lain dormant Latent; inactive; silent. That which is dormant is not used, asserted, or enforced.A dormant partner is a member of a partnership who has a financial interest yet is silent, in that he or she takes no control over the business. , awakening my desire toacquire knowledge and become an active participant in an educatedsociety. Conclusion The time lapse between my high school graduation and my enrollmentat Ozarks Technical Community College was 29 years. Apparently, you canteach an old dog new tricks! That mysterious element that no longer eludes me is"confidence." Confidence not only in my knowledge, butconfidence in my ability to learn as well; now and in the future. Whether I choose to pursue a career or further my education at auniversity, I am enthusiastic about my options after graduation; optionsI didn't previously have. I would not have had enough confidence tobe successful in a university setting prior to my technical educationexperience. I will no longer walk backward in an effort to delay my future. Iwill run forward with anticipation and take hold of it in a passionateembrace. Katty Kellogg, the postsecondary education winner of the CliffWeiss Memorial Essay Contest, attends Ozarks Technical Community Collegein Missouri.

The workaholism syndrome: an emerging issue in the psychological literature.

The workaholism syndrome: an emerging issue in the psychological literature. The present paper provides a concise overview of the"workaholism syndrome." This includes a discussion ofworkaholism from an addiction perspective, it's overall componentsand consequences, and a conceptual framework For the concept in aesthetics and art criticism, see .A conceptual framework is used in research to outline possible courses of action or to present a preferred approach to a system analysis project. . Suggestions are offeredfor effective strategies to confront and mediate MEDIATE, POWERS. Those incident to primary powers, given by a principal to his agent. For example, the general authority given to collect, receive and pay debts due by or to the principal is a primary power. the onerous impact ofworkaholism. ********** The construct of "workaholism" has received limited,systematic attention within I-O psychology. Although studies onworkaholism rose after the development of the Work Addiction RiskTest(Robinson, 1999) and the Workaholic work��a��hol��icn.One who has a compulsive and unrelenting need to work. Triad (Spence n. 1. A place where provisions are kept; a buttery; a larder; a pantry.In . . . his spence, or "pantry" were hung the carcasses of a sheep or ewe, and two cows lately slaughtered.- Sir W. Scott. & Robbins, 1992),much research in this area is theoretical in nature and exists inpopular magazines, books, and in clinical, counseling-related journals.This state of affairs is a bit surprising since workaholism can impactdiverse areas of human functioning at the individual, family,organizational, and societal levels (e.g., Vodanovich & Piotrowski,2006). Here, we provide a brief synopsis A summary; a brief statement, less than the whole.A synopsis is a condensation of something—for example, a synopsis of a trial record. of workaholism from anaddiction perspective, its general features and consequences, aconceptual framework for the "workaholic syndrome" andsuggestions for organizational strategies to confront workaholism. Workaholism as an Addiction Many writers have conceptualized workaholism as having addictivefeatures (e.g., Robinson, 1989). The theoretical underpinnings of workaddiction have, at its core, similar, dynamic features with otheraddictions such as alcoholism (e.g., Porter, 1996). This approach toworkaholism was echoed by Robinson who stated that "Work addictionis an addiction in the same way that alcoholism is an addiction.Progressive in nature, it is an unconscious attempt to resolve unmetpsychological needs that have roots in the family of origin and can leadto unmanageable life, family disintegration disintegration/dis��in��te��gra��tion/ (-in?ti-gra��shun)1. the process of breaking up or decomposing.2. , serious health problems,and even death" (Robinson, 2000 p. 34). Other maladies associatedwith workaholism in this framework include obsessive-compulsiveness,perfectionism per��fec��tion��ismn.A tendency to set rigid high standards of personal performance.per��fection��ist adj. & n. , and Type A behavior type A behaviorn.A behavior pattern characterized by tenseness, impatience, and aggressiveness, often resulting in stress-related symptoms such as insomnia and indigestion and possibly increasing the risk of heart disease. (e.g., Mudrack, 2004). The Workaholism Syndrome The portrayal of workaholism as a developmental and progressiveprocess with dysfunctional features was recently illustrated byPiotrowski and Vodanovich (2006). One of the basic tenets of this modelis that workaholic behaviors are a set of progressive, maladaptive MaladaptiveUnsuitable or counterproductive; for example, maladaptive behavior is behavior that is inappropriate to a given situation.Mentioned in: Cognitive-Behavioral Therapy behaviors that worsen wors��en?tr. & intr.v. wors��ened, wors��en��ing, wors��ensTo make or become worse.worsenVerbto make or become worseworsening adjn over time. In the early developmental stages,workaholic behaviors, which emanate em��a��nate?intr. & tr.v. em��a��nat��ed, em��a��nat��ing, em��a��natesTo come or send forth, as from a source: light that emanated from a lamp; a stove that emanated a steady heat. from a combination of individualfactors (e.g., personality traits), home/family characteristics (e.g.roles, responsibilities), and internal and external stressors, do nottypically interfere with everyday functioning. Nevertheless, as timeprogresses, the combination of various individual and work-relatedfactors combine and lead to more frequent and intense workaholicbehaviors. At this point, work becomes and increasing basis ofreinforcement for the workaholic individual and both work and non-workenvironments begin to noticeably decline. Eventually, workaholicbehaviors spiral out of control and become dysfunctional, and lapse intothe full-blown Workaholism Syndrome. At this stage, the impact ofworkaholism can become severe and substantially impact the physical andpsychological well-being psychological well-beingResearch A nebulous legislative term intended to ensure that certain categories of lab animals, especially primates, don't 'go nuts' as a result of experimental design or conditions of individual employees, their families, andco-workers. These most common correlates of workaholic behaviorsreported in the literature are heightened levels of job stress (e .g.,Taris, Schaufeli, & Verhoven, 2005) and work-family conflict Work-family conflict is “a form of interrole conflict in which the role pressures from the work and family domains are mutually incompatible in some respect. That is participation in the work (family) role is made more difficult by virtue of participation in the family (work) (Burke,1999), although others have been identified and are noted below. * Increased health symptoms (physical and psychological) * Job stress/burnout * Work-family conflict * Teamwork problems (competition, unrealistic standards) * Job performance decrements (e.g., busy work) * Withdrawal from family interactions * Communication difficulties * Low life satisfaction * Lack of enjoyment of leisure time Organizational Interventions Many researchers have discussed how workaholism can be addressed byorganizations and consultants (e.g., Porter, 1996). However, suchefforts can be offset by the fact that workaholic behaviors are oftenrewarded by organizations. Another confounding confoundingwhen the effects of two, or more, processes on results cannot be separated, the results are said to be confounded, a cause of bias in disease studies.confounding factor issue is the contentionthat whole organizations can be considered as manifesting workaholiccharacteristics (e.g., Spurell, 1987; Vodanovich & Piotrowski,2006). Finally, as in the case for all successful interventions, it isimperative to convince upper-level management that workaholism can poseserious threats to the health of their organizations. So, what can managers and professionals do to reduce the extent anddetrimental impact of workaholism? Some suggestions are listed belowwhich include assessment efforts, structural changes in job duties andincentive systems, as well as training and treatment options. * Identify employees who show a penchant for workaholism * Assess the extent of workaholism within organizations (Isworkaholism a problem within the company?) * Reestablish work priorities, alter job schedules, assure thatworkaholics leave work at designated times (managers can play a vitalrole here) * Develop training programs (e.g., assist employees to acquireoutside interests, learn stress and/or time management strategies) * Establish organizational values and culture that emphasize theimportance of better work-life balance The expression work-life balance was first used in 1986 in the US (although had been used in the UK from the late 1970s by organisations such as New Ways to Work and the Working Mother's Association) to help explain the unhealthy life choices that many people were making; they were * Offer incentives for work-family balance * Discourage perfectionism in work assignments * Provide opportunities for individual, group and/or familycounseling References Burke, R. J. (1999). Workaholism and extra-work satisfaction.International Journal of Organizational Analysis, 7, 352-364. Mudrack, P. E. (2004). Job involvement, obsessive-compulsivepersonality Noun 1. obsessive-compulsive personality - personality characterized by a strong need to repeat certain acts or ritualspersonality - the complex of all the attributes--behavioral, temperamental, emotional and mental--that characterize a unique individual; "their traits, and workaholic behavioral tendencies. Journal ofOrganizational Change Management, 17, 490-508. Piotrowski, C., & Vodanovich, S. J. (2006). The interfacebetween workaholism and work-family conflict: A review and conceptualframework. Organization Development Journal, 24(4), 84-92. Porter, G. (1996). Organizational impact of workaholism:Suggestions for researching the negative outcomes of excessive work.Journal of Occupational Health Psychology, 1, 70-84. Robinson, B. E. (1989). Work addiction. Dearfield Beach, FL: HealthCommunications. Robinson, B. E. (1999). The Work Addiction Risk Test: Developmentof a tentative measure of workaholism. Perceptual and Motor Skills, 88,199-210. Robinson, B. E. (2000). A typology typology/ty��pol��o��gy/ (ti-pol��ah-je) the study of types; the science of classifying, as bacteria according to type. typologythe study of types; the science of classifying, as bacteria according to type. of workaholics with implicationsfor counselors. Journal of Addictions and Offender Counseling, 21,34-48. Spruell, G. (1987). Work fever. Training and Development Journal,41, 41-45. Taris, T. W., Schaufeli, W. B., & Verhoeven, L. C. (2005).Workaholism in the Netherlands: Measurement and implications for jobstrain and work-non-work conflict. Applied Psychology: An InternationalReview, 54, 37-60. Vodanovich, S. J., & Piotrowski, C. (2006). Workaholism: Acritical but neglected factor in O.D. Organization Development Journal,24(2), 55-61. Chris Piotrowski and Stephen J. Vodanovich, University of WestFlorida For the region, see West Florida. The University of West Florida is a public university, located in Pensacola, Florida. The mascot is an Argonaut, and the school's logo is the chambered nautilus. . Correspondence concerning this article should be addressed to ChrisPiotrowski at piotrowskichris@hotmail.com.

The wounded healer.

The wounded healer. THE WOUNDED HEALERLost in America: A Journey With My FatherBy Sherwin NulandKnopf, 2003. 212pp. $24.00Readers of Sherwin Nuland's creepily powerful How We Die:Reflections on Life's Final Chapter (1994) will have noticed anumber of contradictions, loose ends, and silences in that blend ofvivid popular science and gripping case histories. Nuland claimed hewrote the book "to demythologize de��my��thol��o��gize?tr.v. de��my��thol��o��gized, de��my��thol��o��giz��ing, de��my��thol��o��giz��es1. To rid of mythological elements in order to discover the underlying meaning: the process of dying ... not todepict it as a horror-filled sequence of painful and disgustingdegradations, but to present it in its biological and clinical reality,as seen by those who are witness to it and felt by those who experienceit." But in fact the only myth he systematically demolished was thegenteel fantasy of "death with dignity." With what seemed likeunrelenting animus Animus - ["Constraint-Based Animation: The Implementation of Temporal Constraints in the Animus System", R. Duisberg, PhD Thesis U Washington 1986]. , he kept reminding his audience that 80% of them werelikely to die in the impersonal sterility of a hospital (quite possiblyin the awful high-tech isolation of an ICU ICUintensive care unit. ICUabbr.intensive care unitICUsee intensive care unit.ICU) and that exiting through thevarious "doors of death" (heart attack, stroke, trauma,Alzheimer's, AIDS, cancer, etc.) was often, if not usually,"painful and disgusting." Though not shy of flauntingelsewhere (e.g., in How We Live, 1997) his medical acumen and surgicalgifts, Nuland ended this book with two accounts of his ownwell-intentioned malpractice: when he cruelly extended the lives ofpatients (one of them his brother Harvey) with pointless chemotherapyand other desperate procedures. The brilliant Dr. Nuland, professor ofsurgery at Yale and National Book Award winner, obviously had some majorattitude problems.Despite its supposed pragmatic, objective purpose, How We Dieturned out to be a deeply, if murkily, personal book. Born into a familyof Russian Jewish immigrants in the Bronx, Nuland dismissed hisreligious roots as "the load of emotional detritus detritus/de��tri��tus/ (de-tri��tus) particulate matter produced by or remaining after the wearing away or disintegration of a substance or tissue. de��tri��tusn. pl. I noweuphemistically call my heritage." Though he gave a long, movingaccount of the death of his nonagenarian non��a��ge��nar��i��an?n.A person 90 years old or between 90 and 100 years old.[From Latin nn Bubbeh from a series ofstrokes, he skimmed over the death of his beloved mother from coloncancer (when he was only eleven) and said nothing at all about hisfather. He briefly alluded to the fact that he had been divorced andthat his second wife was a Christian. And, for a final puzzle, hededicated the book to Harvey Nuland and a man named Vittorio Ferrero,both of whom he called "my brothers." Who, one wondered, wasFerrero?All these questions and obscurities have now been cleared up inthis almost unremittingly painful memoir, where Nuland appears not asthe omni-competent, formidably eloquent (How We Die is studded with aptliterary quotations) master physician, but as the bleeding, battered (bydeaths in the family, etc.), guilty, anxiously surviving son of animpossible father, whose journey to di goldene medina led to a lifetimeof misery and heartbreak. While Nuland's career eventually assumedmany of the familiar comforting contours of an American triumph (frompoverty-stricken Shepsel Nudelman to much-feted Dr.-Professor Nuland),it never did, and never could, wholly emerge from beneath thedecades-long shadow cast by the wretched Meyer Nudelman, the ferociouslyirascible i��ras��ci��ble?adj.1. Prone to outbursts of temper; easily angered.2. Characterized by or resulting from anger.[Middle English, from Old French, from Late Latin garment worker, hypersensitive hy��per��sen��si��tiveadj.Responding excessively to the stimulus of a foreign agent, such as an allergen; abnormally sensitive.hy , undemonstrative, ignorant,speaking only Yiddish and incomprehensible broken English, a manbedeviled by fate and a mysterious debilitating de��bil��i��tat��ingadj.Causing a loss of strength or energy.DebilitatingWeakening, or reducing the strength of.Mentioned in: Stress Reduction disease that dragged himto his death after countless agonies, indignities, and operations.Throughout How We Die Nuland gave many broad hints that in becoming adoctor he was trying to play savior to a world racked by the diseasesthat swirled around him when he was growing up. In Lost in America herecords the devastation wrought by those diseases and his often passive,helpless response to them.Nuland begins in medias res [Latin, Into the heart of the subject, without preface or introduction.] with the crippling bouts of depressionthat lasted from his late thirties to his early forties and landed himin a mental hospital for over a year (1973-74). In the course of thiscrisis his wife left him and the medical staff wanted to do a lobotomy lobotomy(lōbŏt`əmē, lə–), surgical procedure for cutting nerve pathways in the frontal lobes of the brain. The operation has been performed on mentally ill patients whose behavioral patterns were not improved by other on him. Only the spirited resistance of a young residentpsychiatrist--Vittorio Ferrero, who became Nuland's lifelong friendand mentor-rescued him and then brought him back from the abyss, mainlythrough twenty sessions of electroshock electroshock/elec��tro��shock/ (-shok) shock produced by applying electric current to the brain. e��lec��tro��shockn.See electroconvulsive therapy.v. .All this ties in with his father because, as Nuland sees it, thekey to his depression was the "dark, enfeebling en��fee��ble?tr.v. en��fee��bled, en��fee��bling, en��fee��blesTo deprive of strength; make feeble.en��feeble��ment n. seduction to makemyself what he [Meyer] was." What right did he have to escape themaw of debilitation debilitationbeing in a state of debility. and death that swallowed up his father? But escapehe did, though he still has occasional afterclaps of his illness. In anyevent the mostly tragic memory of his father will never let go.Meyer Nudelman's story could be crudely summarized as anon-stop run of very bad luck. Born in the Bessarabian shtetl shtetlany small-town Jewish settlement in East Europe. [Jewish Hist.: Wigoder, 552]See : Rusticity ofNovoselitz, he apparently quarreled with his family there. He came toAmerica on his own in his late teens (1907). He later learned thateveryone in Novoselitz had been machine-gunned by the Nazis. Neversuccessful at anything he tried, he eked out a hand-to-mouth existence,often helped by cash from relatives or landsleit--which he bitterlyresented. His wife's family couldn't stand him; he lost hisfirst son to pneumonia at the age of three. His Judaism was a matter ofgrinding obligations, and it brought him no visible consolation.Finally, and worst of all, after what must have been a thoughtlessone-time dalliance or visit to a brothel he contracted syphilis, whichtook almost a half-century to kill him as it inexorably wrecked his bodyand mind.Nuland didn't discover the true cause of his father'sstaggers, shakes, kidney stones, infections, loss of bladder control,"lightning pains," moodiness, and violent outbursts until hewas a first-year medical student at Yale. (Meyer himself and Harveynever learned the truth.) By then he had already endured and hated hisfather's weird behavior for all his conscious life. He had oftendone dutiful service to Meyer, had visited him constantly in thehospital and helped him year after year to negotiate the treacherouswintry streets between the 183rd St. IND subway stop and his apartmenton Morris Avenue. But he had always been deeply ashamed of his father.He had fought the old man's bossiness; and on one harrowingoccasion he had flatly refused to enter a movie house his father had allbut crawled to because he had already seen the show. "Pliz,Sheppy," Meyer begged, "I eskink you pliz. So fah fahNounMusic (in tonic sol-fa) the fourth note of any ascending major scale we cumminkand voz fa me hodt. Pliz dun't be lak det." In a fit ofgratuitous sadism, "Sheppy" wheeled around and pulled Meyerback home through the snow.And so it went, year after year. Nuland had his share oflife-threatening experiences: from sticking his father's watchchain into an electrical outlet, from diphtheria diphtheria(dĭfthēr`ēə), acute contagious disease caused by Corynebacterium diphtheriae (Klebs-Loffler bacillus) bacteria that have been infected by a bacteriophage. It begins as a soreness of the throat with fever. and an ingestedfishbone. Apart from that, however, he went from strength to strength,culminating in his being chosen as one of the two chief surgicalresidents at Yale Medical School. But, for all his intelligence andcharm, Nuland failed to appreciate either the depths of hisfather's travail TRAVAIL. The act of child-bearing. 2. A woman is said to be in her travail from the time the pains of child-bearing commence until her delivery. 5 Pick. 63; 6 Greenl. R. 460. 3. or the fact that nakhes over his youngerson's achievements was about the only good thing in his nightmarishlife. (In a miracle of perfect timing Nuland brought the news of hiscoup at Yale to his father on what proved to be Meyer's deathbed inMontefiore Hospital.)The secret, then, that readers of How We Die never could haveguessed was the complex layers of what Nuland almost mockingly called"my heritage." That legacy, it develops, included fluency inYiddish and much deeper attachment to Jewish ways than one might haveimagined in the man who described himself as a "confirmedskeptic." Nuland now tells us that he kept kosher until his senioryear in medical school, that even then he continued to don his tallitand read the Shabbes service in his dorm room. He and his brother did,to be sure, change their names (just as he was finishing high school),in an archetypal desire to flee both their embarrassing past andanti-Semitic bias. But now in his own old age, "on every RoshHashanah and Yom Kippur morning" Nuland continues to remind hischildren of "the dread, awe-inspiring prayer (the Untaneh Tokef) that is about to be recited on that solemn day of divine judgment and atonement for sin. I do it as a kind of memorial to my father, because he would invariably poke me in the side at that dramatic point in the service, to be sure that I was aware of its towering significance in the life of every Jew."Lest that sound like Fiddler on the Roof sentimentalism sen��ti��men��tal��ism?n.1. A predilection for the sentimental.2. An idea or expression marked by excessive sentiment.sen , it has tobe noted that Nuland also compares the solemn prayer to "the songof the Lorelei, trying to lure me back to the destructive reefs ofobsessional thinking, guilt, and depression." But at the same timehe insists that, "Formalized religion, formalized prayer,formalized observance--they are all part of the heritage of my family,and I cherish the sustenance they give me. More than cherish--I needit." Sustenance? Cherish? Need? Go figure. Is this the same man whowrote in How We Die, "Nothing would please me more than proof ofHis [God's] existence, and of a blissful afterlife, too.Unfortunately, I see no evidence for it in the near-deathexperience"? Or anywhere else, he might have added.The explanation is, of course, a simple one. Nuland was, andcontinues to be, forever bound to everything his father stood for,including, however tenuously, Judaism: As a child in the synagogue on Yom Kippur, I would stand alongside my father in tremulous awe as we intoned the ancient formula before the heavenly decision is made as to who shall be at peace and who shall be tormented. But penitence, prayer and good deeds can avert the security of the decree. The Hebrew word translated in the prayerbook as "penitence" is tschuvah, whose literal meaning is "return." I have owed Meyer Nudelman recompense for the ravages inflicted on his years, and for my inability to perceive his unhappiness. It is by returning to memory and to my father that I have sought to comprehend my own severe decree against myself, the guilt and sickness whose ravages are not to be forgotten. My quest has been to perceive what he really was.So there can be no tidy conclusion here, no--the inevitablepsychobabble psy��cho��bab��blen.Psychological jargon, especially that of psychotherapy. cliche--closure. Nuland is too honest and too faithful tohis father's and his own unredeemed experience for that. Andhonesty is a crucial element in Nuland's riveting narrative. Hestops at nothing: he admits that he never took his father seriously,that starting in his sophomore year in high school year in high schoolhe wanted Meyer to die; that for years his father lived in the sameapartment with his wife's mother and sister Rose, but never spoketo them or looked them in the eye; that Meyer was in many ways an awfulhusband to Vitsche: joyless joy��less?adj.Cheerless; dismal.joyless��ly adv.joy , domineering dom��i��neer��ing?adj.Tending to domineer; overbearing.domi��neer , emotionally tongue-tied (asidefrom passing on his syphilis to her); that as a young boy Shep wasbothered by the stench, first of the menstrual pads soaked inVitsche's infected blood, but then for years on end of the ragsthat Meyer wore beneath his trousers to stanch stanch?1? also staunchtr.v. stanched also staunched, stanch��ing also staunch��ing, stanch��es also staunch��es1. To stop or check the flow of (blood or tears, for example).2. his incontinent in��con��ti��nentadj.1. Lacking normal voluntary control of excretory functions.2. Lacking sexual restraint; unchaste. bladder.Everything at 2314 Morris Avenue may not have been awful (Meyer managedto say to Vitsche--and his son managed to hear him say it--when X-raytreatments made her hair fall out and she asked, "How can you stillcare for me?" "It was not for your hair that I fell in lovewith you"), but the texture and tenor of the lives recorded hereare almost unremittingly grim.Still, bleakness, however truthful, hardly guarantees a greatstory. What puts Lost in America in the same class as EdmundGosse's Father and Son (1907) and Philip Roth's Patrimony PATRIMONY. Patrimony is sometimes understood to mean all kinds of property but its more limited signification, includes only such estate, as has descended in the same family and in a still more confined sense, it is only that which has descended or been devised in a direct line from the (1991) is the astonishing a��ston��ish?tr.v. as��ton��ished, as��ton��ish��ing, as��ton��ish��esTo fill with sudden wonder or amazement. See Synonyms at surprise. detail and (mostly frustrated) tenderness ofhis memory. In How We Die Nuland claimed to have an eidetic memory; andhis ability here to reconstruct snippets of conversation, vanishedscenes and topography from his boyhood (e.g., parts of the Bronx thathave long since been urban-renewed out of existence) seems to back thatclaim up. Yet when he comes up against blank spots (who was thatterrifying ter��ri��fy?tr.v. ter��ri��fied, ter��ri��fy��ing, ter��ri��fies1. To fill with terror; make deeply afraid. See Synonyms at frighten.2. To menace or threaten; intimidate. wild drunk who came pounding on the apartment door in themiddle of one night when his father was away?), he leaves them blank--asunknowable un��know��a��ble?adj.Impossible to know, especially being beyond the range of human experience or understanding: the unknowable mysteries of life. as Meyer's life in Novoselitz.The picture that emerges is heartbreaking: of unfulfilled energies(beautiful Aunt Rose, slaving away forever at a sewing machine), ofinnocent mistakes (Harvey never recovering from the excessive bed restand massive overfeeding overfeeding,n feeding behavior in which infants and children are given more food than they can optimally digest. Not as common in breastfed infants, because a mother's milk production is limited naturally. he was subjected to after contracting rheumaticfever), of lives crushed by circumstance (Nuland's dead brotherMaischl, by all accounts a marvelous child). Now happily married to aGentile (In How We Die Nuland talks positively about "Sarah'stradition" and quotes St. Paul's encomium en��co��mi��um?n. pl. en��co��mi��ums or en��co��mi��a1. Warm, glowing praise.2. A formal expression of praise; a tribute. to love from 1Corinthians) and lionized by Gentiles, Nuland still can't forgetthe jeers jeer?v. jeered, jeer��ing, jeersv.intr.To speak or shout derisively; mock.v.tr.To abuse vocally; taunt: jeered the speaker off the stage. and raw hatred the faced the day in the late 1930's whenhe walked through an Irish neighborhood with his father and other Jewsfrom his congregation en route to perform the ritual of Tashlich atPugsley's Creek.Americans, especially believers, like to think that, as in"Amazing Grace," the lost will be found and the wounded willbe healed. The beauty of Nuland's book is the way, at oncepassionate and sober, it presents the commonplace tragedy of theirrecoverably lost and the incurably wounded.

The wounded roan: a contribution to the relation of hunting and trance in southern African rock art.

The wounded roan: a contribution to the relation of hunting and trance in southern African rock art. Introduction The advantage of studying art in southern Africa is thatethnographic and linguistic data are accessible as parts of beliefsystems that are likely to have developed over very long periods oftime. The continent now has evidence for art extending back at least 70000 years, represented by engravings from Blombos (Henshilwood et al.2002) and from recent excavations at Wonderwerk by Beaumont (Mitchell2002). Figures depicted in southern African rock art such as thosediscussed in this paper, appear to have expressed concepts of thecontrol of humans over animals. Their development may have involved theuse of animal skins in hunting contexts (Thackeray 1983b), a form ofsympathetic hunting magic (Thackeray 1986), or beliefs associated withtrance during which medicine-men gained access to 'supernaturalpotency' (Lewis-Williams 1980, 1981). In this paper I explore thepossibility that the 'trance hypothesis' and conceptsassociated with sympathetic hunting magic are not mutually exclusive Adj. 1. mutually exclusive - unable to be both true at the same timecontradictoryincompatible - not compatible; "incompatible personalities"; "incompatible colors" . Sorcerers and antelopes A rock painting at the Melikane cave in Lesotho (Figure 1) includesthree human figures bending forward, adopting a quadrupedal quad��ru��ped?n.A four-footed animal.adj.Four-footed: a quadruped mammal.quad��ru posture(Figure 2). In the nineteenth century, the figures were interpreted bySan ('Bushman') informants as 'sorcerers' attributedwith controlling powers over game (Bleek 1874; Orpen 1874; Bleek 1935,1936). In a groundbreaking study Lewis-Williams (1980, 1981) interpretedthe Melikane painting in terms of San concepts of control associatedwith trance-dances during which medicine-men accessed 'supernaturalpotency' of the kind expressed by the 'Bushman' termsn/um or !gi. The 'Bushman' term for a medicine-man, !gi: xa,incorporates !gi which Bleek (1956) defined as 'magic', butwhich also refers to concepts associated with a desire for success inhunting, as discussed here. The Melikane figures have been associatedwith 'medicine-men' of the kind known by a 'Bushman'term !gi: xa, which is phonetically and conceptually similar to theXhosa (Nguni/Bantu), the term for a ritual functionary known as anigqirha or 'diviner' (Botha & Thackeray 1987). [FIGURES 1-2 OMITTED] The Melikane therianthropes (man-animal combinations) had beenpreviously considered to represent disguised hunters (How 1962),although this was questioned by Woodhouse (1968). The use of animalskins may take advantage of 'curiosity behaviour', stimulatingan animal to turn en face towards the hunter, and on occasion to walktowards the disguised hunter within the range of hunting weapons(Thackeray 1983b). Notably, one of the Melikane therianthropes isdepicted en face, looking towards the observer of the rock paintingitself. Recognising the importance of control as a concept expressed inthe Melikane painting, it is pertinent to note here that below thetherianthropes is a representation of an antelope apparently pierced bythe tip of an arrow or spear. The actual use of an antelope skin costume and the adoption of aquadrupedal posture by a human figure bending forward with two sticks,strongly similar to the imagery in the Melikane painting, wasphotographed in 1934 by W.H.C. Taylor at Logageng, north of WonderwerkCave on the southern margin of the Kalahari desert Kalahari DesertDesert region, southern Africa. It covers an area of 360,000 sq mi (930,000 sq km) and lies mostly in Botswana but also occupies portions of Namibia and South Africa. It was crossed by the British explorers David Livingstone and William C. Oswell in 1849. (Figures 3 and 4).Unfortunately Taylor's photograph lacks contextual information,apart from being entitled as a 'buckjumper' at Logageng (alsoknown as Logagani), which served to control the spread of foot and mouthdisease a contagious disease (Eczema epizoötica) of cattle, sheep, swine, etc., characterized by the formation of vesicles and ulcers in the mouth and about the hoofs.See also: Foot at that time (Thackeray 1993). Detailed examination of thephotograph suggests that the 'buckjumper' was a human figurewearing the skin and head of a hippotragine antelope, probably roan roana coat color consisting of a relatively uniform mixture of white and colored hairs, giving a 'silvered' hue; self-describing colors are red-roan, blue-roan, chestnut roan. (Hippotragus equinus Hippotragus equinusroan antelope. ) which have prominent erect manes and curved horns(Figure 5a), and which are widely distributed Adj. 1. widely distributed - growing or occurring in many parts of the world; "a cosmopolitan herb"; "cosmopolitan in distribution"cosmopolitanbionomics, environmental science, ecology - the branch of biology concerned with the relations between organisms in woodland savannahregions on the African continent (Figure 5b) (Dorst & Dandelot 1978;Skinner & Smithers Smithers is a surname, and may refer to: PeoplePeople with the surname SmithersCollier Twentyman Smithers, British artist Jan Smithers, American actress Joy Smithers, Australian actress William Smithers, American actor 1990). [FIGURES 3-5 OMITTED] Broad stripes, probably painted, appear to be represented on theside of the antelope skin worn by the 'buckjumper' (Figure 3).In this paper, I explore linguistic and ethnographic data in the contextof the possibility that stripes on the skin of the'buckjumper' were related to symbolic wounds (Thackeray 1993).Further, I explore Marshack's suggestion that fine-line incisionsrepresent wounds on the body of an animal depicted in a Holocene rockengraving from Wonderwerk Cave (Beaumont & Vogel 1989). This exampleof art mobilier was discovered in sealed archaeological deposits datedc. 4000 BP (Thackeray et al. 1981). It has been previously cited in thecontext of limited ethnographic and linguistic evidence for so-called'sympathetic hunting magic' from Africa (Frobenius 1931;Thackeray 1986), of the kind invoked by Reinach (1903) to interpretprehistoric art The perspective and/or examples in this article do not represent a world-wide view. Please [ edit] this page to improve its geographical balance. in Europe, related to the concept that 'likeproduces like' (Frazer 1911). Roan in language In southern Africa, one of the earliest known European observationsof roan antelope (Zool.) a very large South African antelope (Hippotragus equinus). It has long sharp horns and a stiff bright brown mane. Called also mahnya ltname>, equine antelope ltname>, and bastard gemsbok ltname>.See also: Roan was made in 1801 by William Somerville There have been a number of people named William Somerville: William Somervile (1675–1742), English poet (Somerville is an alternative spelling) William Somerville (Australian politician) (1869–1954), Western Australian politician and industrial arbitrator in a regionnorth of Wonderwerk and south of Logageng. He referred to the animal as'tackhaitse', apparently based on a local Tswana term. Theanimal was initially sketched by Daniell in reddish colours,corresponding to the colour of roan (Thackeray 1984). In a laterpublished volume, Daniell (1804) rendered the animal in a misleadinggrey, resembling the colour of the extinct 'bluebuck' frommore southerly regions. However, 'tackhaitse' is most likelyto have referred to roan, since this term is similar to other southernAfrican words for the antelope, including ndakadzi (Shangana), mtakayise(Nguni, Zulu and Swati) and ithaka (Ndebele) (Thackeray 1993). The form -taka is also found in a word meaning 'to make acoloured mark' in South Sotho (Mabille & Dieterlen 1937) spokenin Lesotho where the Melikane painting is situated. In addition, theforms taka ta��ka?n.See Table at currency.[Bengali , tzaka and saka are found in words for desire in severalBantu languages Bantu languages,group of African languages forming a subdivision of the Benue-Niger division of the Niger-Congo branch of the Niger-Kordofanian language family (see African languages). documented by Meinhof (1932). Similarly, Nguni wordsincorporating the term -loba refer to painted stripes, cuts and strongdesire (Bryant 1905). Words incorporating the form kwala or -kuala refernot only to roan, as in the Tswana term kwalata (Walker 1981), but alsoto writing, as in a Basarwa 'Bushman' term kwala (Bleek 1956),and to engraving in a (probably Tswana) word lokuala (cf. lokwala),referring to rock engravings in the interior of South Africa South Africa,Afrikaans Suid-Afrika, officially Republic of South Africa, republic (2005 est. pop. 44,344,000), 471,442 sq mi (1,221,037 sq km), S Africa. (Moffat,cited by Stow 1905: 27). Nguni (Xhosa) words incorporating the form-tshi relate to stripes, scratches or wounds (Thackeray & Gribble grib��ble?n.Any of several small wood-boring marine isopod crustaceans of the genus Limnoria, especially L. lignorum, which often damage underwater wooden structures. 2001) and the Xhosa verb ukuthsizatshiza, meaning 'to make stripesof red ochre' and 'to paint small regular stripes' (Kropf& Godfrey 1915), corresponds to ukutshitshiza, which is applied tothe stripes painted upon the bodies of male and initiated prior to aceremony known as the umtshilo when individuals danced and simulated theappearance and behaviour of animals (L.J. Botha, personalcommunication). Xhosa words incorporating the form hlaba, as inukuhlaba, refer to making a mark, to stab, pierce or kill (McLaren1984), and ukuhlaba in Xhosa also means 'to divine' (Kropf& Godfrey 1915), linked to ritual functionaries known as igqirha,phonetically identical to 'Bushman' !gi: xa (medicine-man), ofthe kind represented in the Melikane painting. North Sotho wordsincorporating hlaba refer to stabbing, wounding and roan antelope(Ziervogel & Mokgokong 1978). A methodology has been described to explore such word-sets in termsof potential conceptual associations which developed in prehistory prehistory,period of human evolution before writing was invented and records kept. The term was coined by Daniel Wilson in 1851. It is followed by protohistory, the period for which we have some records but must still rely largely on archaeological evidence to , notnecessarily confined to one area or one language (Thackeray 1994). Thelinguistic evidence presented here serves to support the suggestion thatartificial stripes on the side of the 'buckjumper' (Figures 3and 4) may have been intended to represent symbolic wounds (Thackeray1993), as an element of belief systems associated with rituals thatdeveloped in African prehistory, including rituals and beliefsassociated with roan where they occurred. Roan became highly aggressivewhen wounded. In South Africa, concepts known to be associated with awounded and dying roan include weeping or sympathy expressed by a hunterwhen stabbing the antelope, as documented by van Warmelo (1937) amongVenda Venda(vĕnd`ə), former black "homeland" and nominal republic, NE South Africa. It comprised two connected areas near the Zimbabwe border in what is now Limpopo prov. in an area near the modern southern limit of roan distribution inSouth Africa. A Venda name for roan is ndilanannyi, which itself means'with whom shall I share it?', said by a hunter whilepretending to weep, expressing sympathy while striking a dead or dyingroan; similarly, another Venda term for roan is thava-nda-lila, acompound of Venda words thava, meaning to pierce or to stab, and lila,referring to weeping, desire or longing (van Warmelo 1937). A NorthSotho word for roan is hlaba-ka-lela, a compound term based on hlaba (topierce, stab or wound) and lela, referring to weeping, lamentation lamentation,n a prayer expressing affliction or sorrow and requesting defense, retribution, or comfort. andthe bleating sounds of an animal. Taka and words of similar form refer not only to desire and roan,as recorded in Bantu languages, but also to concepts related to a dyinganimal, and these can be assessed in the context of the'buckjumper'. Notably, the form -taka occurs in the Xhosa verbukutaka, meaning 'to jump up quickly', and ukutakataka meant'to jump about from one place to another' in the context of ananimal in the throes of death (Kropf & Godfrey 1915). Perhaps notcoincidentally, the Tswana verb go thagatha means 'to kick in alldirections' referring to an animal under restraint (Brown 1971),and in a perfect tense this verb is rendered thagkathile, which isphonetically similar to Nguni -thakathi, a term for'sorcerers'. A context in which such concepts may have beenassociated may be sought by studying photographic evidence inTaylor's record of the 'buckjumper', which documents ahuman figure jumping like an animal, perhaps representing a roan in thethroes of death if stripes on the skin are regarded as symbolic wounds. Roan in ritual and beliefs Concepts associated with roan may have contributed to beliefsystems among people in areas where the antelope is today rare orextinct. In Nguni hunting rituals recorded by Lichtenstein (1812), ahunter played the role of a hunted, wounded and dying animal. The hunterwas symbolically wounded by other hunters in the belief that this was'absolutely necessary to ensure success' in the prospectivehunt. This remarkable account has been assessed in the context of theprinciple of sympathetic hunting magic (Thackeray 1986), noting alsothat emphasis was placed on the need for sharing meat if the hunt wassuccessful. It may not be coincidental that a word for roan incorporatesthe sense 'with whom shall I share it' (ndilanannyi, seeabove). In areas where roan did occur, rituals may have included thesimulation of a wounded roan antelope (cf. the 'buckjumper'under the skin of a roan with stripes perhaps representing wounds on itsside.) The name for the Nguni hunting rituals described by Lichtensteinwas probably inguba, defined by Dohne (1857) and associated with theverb ukuguba meaning to wound, to scratch, as in 'he hits the gamein the side, and it does not die thereof, he has only wounded it'.Dohne (1857) gives additional meanings for ukuguba, including 'toperform the hunting ceremonies, by raising, swinging and turning theshields and weapons used for hunting, and singing at the same time,feigning to have wounded or to have killed game'. Interaction between African population groups has occurred inrecent millennia in southern Africa (Jolly 1995; Thackeray 1990), and itis important to note that the Khoi title Tsui //Khoab (referring to atraditional 'supreme being') can be interpreted to mean'wounded roan' (Thackeray 1993), rather than the more obscure'wounded knee' (Hahn 1881). Furthermore, the Khoi termtsakhasib (sympathy, to feel with) is phonetically similar not only totsakatse (a Hadza term for dance) but also to -tsakatsi in a Swati/Nguniterm (batsakatsi) that referred to particularly powerful'diviners' (Kuper 1965) or 'sorcerers'('muthi-men') analogous to the Zulu term abathakathi,incorporating the form -thaka or -taka which is found in Nguni words forroan antelope and the performance of rituals associated withukuthakatha, during which ritual functionaries used two sticks (Botha& Thackeray 1987). Beliefs associated with roan antelope are expressed in Tyi Wararituals among the Bambara in Mali (Imperato 1970, 1975; Zahan 1980).Such rituals involve the adoption of a quadrupedal posture; the use oftwo sticks to represent forelimbs of an animal, similar to the poseadopted by the 'buckjumper'; and the use of woodenhead-dresses with wooden sculptures representing roan and/or otheranimals (Figure 6). The possibility that at least some conceptsassociated with the Tyi Wara and those associated with roan in SouthAfrica have a common heritage has been considered by Thackeray (1998) inthe context of linguistic, ethnographic and ethological data. Thispossibility is of particular interest since the Tyi Wara has previouslybeen considered to refer to the concept of a 'hard worker'(Imperato 1970, 1975), also expressed by words incorporating the forms-thaka (Thackeray 1998) and -kwalata (Mabille & Dieterlen 1937) insouthern African terms, and the same forms are found in South Africanwords for roan (Thackeray 1998), which is important in Tyi Wara ritualsand belief (Zahan 1980). Even more intriguing is the fact that the nameTyi Wara can be associated with another etymology etymology(ĕtĭmŏl`əjē), branch of linguistics that investigates the history, development, and origin of words. It was this study that chiefly revealed the regular relations of sounds in the Indo-European languages (as described . Since the Bambaraword tyi can mean 'to wound' (Bazin 1906), and since wararefers to a wild animal (including roan in the context of Bambarabeliefs associated with Tyi Wara), the very title Tyi Wara could haverelated to 'wounded roan' at some time, perhaps in a remoteperiod of African prehistory. Phonetically, the words tyi and chi (as inChi Wara) are similar to southern African words, including -tshi (Nguni)referring to a wound or stripe, the Khoi term tsui (wounded) as inTsui//Khoab associated with 'wounded roan' and !gi (a'Bushman" term for 'cut', also associated with'magic' or 'supernatural potency'). [FIGURE 6 OMITTED] In areas where roan did not occur due to ecological or otherfactors, the roles of roan in ritual may have been replaced by analogousanimals, including eland eland(ē`lənd), large, spiral-horned African antelope, genus Taurotragus, found in brush country or open forest at the edge of grasslands. Elands live in small herds and are primarily browsers rather than grazers. and rhebok which are commonly represented inrock art of the Drakensberg. On the basis of limited but valuableethnographic data (Bleek 1874; Orpen 1874), Lewis-Williams (1980, 1981)drew attention not only to the trance-dance scene as medicine-men('sorcerers') who had 'died' (experienced trance),but also to the perception that this occurred 'at the sametime' as the 'death' of the eland, and when themedicine-men 'tamed' or accessed control over the animal. ANguni term for taming incorporates the form -tsaka, also found in Nguniand 'Bushman' words for 'sorcerers' (Kuper 1965;Thackeray 1993) and dance (Bleek 1956), respectively. Among Nguni, skins of rhebok (Pelea capreolus) were used in huntingand in ritual contexts (Thackeray 1994). It has been suggested that theMelikane painting (described by an informant as 'men with rhebokheads') could have related in part to beliefs associated with youngmen and the social structure of antelope (Thackeray 1994). As in thecase of rhebok behaviour patterns, male roan engage in ritual fighting.Such behaviour, between male roan or between male rhebok, may havecontributed to belief systems associated with rituals in southernAfrica, including the use of 'fighting sticks'. This warrantsfurther attention, especially in the context of a rock engraving of twoantelopes facing each other, identified as roan, represented at Vaalpannear Kimberley to the south-east of Logageng, and which probablyrepresents male roan antelopes in ritual combat. With forelimbs raisedas if jumping, their posture is similar to that of a roan antelope in apainting at Giant's Castle Nature Reserve (Russell 2000). Notpreviously recorded is the fact that the roan at Giant's Castle hasartificial stripes painted on its body (Thackeray, unpublished). Roan and sorghum sorghum,tall, coarse annual (Sorghum vulgare) of the family Gramineae (grass family), somewhat similar in appearance to corn (but having the grain in a panicle rather than an ear) and used for much the same purposes. Roan antelope may have been related to fertility and food,including cereals. Marwick (1940) noted that certain substances of ananimal (such as its fat) were important in rituals performed by Nguniabatsakatsi (cf. abathakathi). Abatsakatsi 'medicines' (muthi)obtained by killing an antelope were associated with a belief that suchcompounds, planted in soil with seeds, would serve to increase theproductivity of prospective crops (Kuper 1965). Body parts of the animal(or even a human victim, euphemistically called 'a buck') werefrequently the testes, a fact which Matwick (1940) identified with'sympathetic magic' associated with fertility. Khoi ritualsassociated with Tsui//Khoab (here associated etymologically with'wounded roan') related to the desire for an abundance ofplant foods and the well-being of the people themselves (Hahn 1881;Schapera 1930). Tsui//Khoab is known to have been associated withconcepts related to productivity in rituals (/gei) associated with thedeath of an animal (Hoernle 1922), and Smith (1950) related suchpractices to the principle of sympathetic fertility magic. The ritualsof the Tyi Wara (above) are related to agriculture, the desire for aproductive harvest and the cultivation of sorghum. This cereal grain isbelieved to have been domesticated do��mes��ti��cate?tr.v. do��mes��ti��cat��ed, do��mes��ti��cat��ing, do��mes��ti��cates1. To cause to feel comfortable at home; make domestic.2. To adopt or make fit for domestic use or life.3. a. in north-east Africa, spreading morethan 2000 years ago to western and southern Africa (Harlan & Stemler1976), with distributions corresponding closely to those of roanantelope (Figure 7). Roan antelopes are distributed in areas which arenot waterlogged in wet seasons and in areas which are not desiccated indry periods of the year, and 'roan country' is recognised byAfrican agriculturalists as ideal for 'pioneer agriculture'(Kingdon 1982), a fact which may be relevant to the belief that the TyiWara is believed to have 'taught' agriculture to ancestralBambara (Thackeray 1998). [FIGURE 7 OMITTED] Roan, together with eland (Taurotragus oryx Taurotragus oryxsee eland. ), are among the largestextant African antelopes. Both are represented in South African rockengravings in the interior of the country (Fock 1979), but roan are rarerelative to eland and other animals in rock art in areas such as theDrakensberg where eland are especially well represented, together withrhebok (Pelea capreolus) (Pager 1971, 1975; Lewis-Williams 1981;Vinnicombe 1976). Faunal remains of eland and rhebok are relativelyabundant in Late Holocene cave deposits in the eastern Cape The Eastern Cape is a province of South Africa. Its capital is Bhisho. It was formed in 1994 out of the "independent" homelands of Transkei and Ciskei, as well as the eastern portion of the Cape Province. near thefoothills of the Drakensberg, in archaeological deposits dated toperiods within the past 3000 years, but roan are more commonlyrepresented in mid Holocene faunal assemblages in the same area(Opperman 1984). Changes in relative abundance and distribution of roanrepresented in cave deposits in South Africa, including Lesotho (Plug& Badenhorst 2001), may be attributable in part to hunting afteragriculture (including cultivation of sorghum) was introduced tosouthern Africa. Prehistoric analogues A late Holocene rock engraving of the hindquarters of a zebra fromWonderwerk Cave (Thackeray et al. 1981) includes finely incisedscratches on the rump of the animal (Figure 8a). These were recognisedmicroscopically and interpreted by Marshack as 'wounds' on theflank of the animal. The engraving was made on an isolated slab ofdolomite dolomite(dō`ləmīt', dŏl`ə–).1 Mineral, calcium magnesium carbonate, CaMg (CO3)2. (art mobilier) that appears to have been deliberately brokenacross the middle of the animal (Beaumont & Vogel 1989). Thepossibility that the c. 20 mm thick stone slab had been deliberatelybroken (requiring considerable force for breakage) was raised byThackeray (1986) in the context of limited evidence for so-called'sympathetic magic' in southern Africa, including L.J.Botha's observation of hunters (/auni and !gomani San in thesouthern Kalahari) shooting arrows at models of animals, andLebzelter's (1934) reference to a ritual which he associated with'sympathetic hunting magic': Before they go out to hunt, the Bushmen draw the animals in the sand and in a range of ceremonies they shoot their arrows. The place where the figure of the animal is hit is where they believe the wild animal will also be hit. [FIGURE 8 OMITTED] An example of art mobilier from the Apollo 11 cave in southernNamibia, perhaps dated 26000 By (Wendt 1974, 1976; Thackeray 1983a), wasalso broken through the middle of an image of a quadruped quadruped/quad��ru��ped/ (kwod��rah-ped)1. four-footed.2. an animal having four feet.quadru��pedalquadruped1. four-footed.2. an animal having four feet. (Figure 8b).Remarkably, the Apollo 11 painting represents a creature with two longslightly curved horns, suggestive of suggestive ofDecision making adjective Referring to a pattern by LM or imaging, that the interpreter associates with a particular–usually malignant lesion. See Aunt Millie approach, Defensive medicine. a hippotragine antelope, but thehind limbs resemble those of a human. Late Pleistocene The Late Pleistocene (also known as Upper Pleistocene or the Tarantian) is a stage of the Pleistocene Epoch. The beginning of the stage is defined by the base of Eemian interglacial phase before final glacial episode of Pleistocene 126,000 �� 5,000 years ago. and Holocenefaunal remains from Apollo 11 include material attributed to oryx oryx(ôr`ĭks), name for several small, horselike antelopes, genus Oryx, found in deserts and arid scrublands of Africa and Arabia. They feed on grasses and scrub and can go without water for long periods. (Thackeray 1979), a hippotragine with long straight horns, rather thancurved horns such as those of roan. Irrespective of irrespective ofprep.Without consideration of; regardless of.irrespective ofpreposition despitethe identity of theanimal represented in the Apollo 11 painting, the question arises as towhether it was associated with 'sympathetic hunting magic'involving deliberate damage to the representation of an animal,associated with success in a hunt. Discussion It is now a century since Reinach (1903) published his ideas inL'art et la magie on sympathetic hunting rituals in relation toUpper Palaeolithic art in France, with reference to marks interpreted aswounds on animals represented in paintings or engravings, such as thoseat Les Trois Freres copied by the Abbe Breuil, which includes an imageof a human figure (a 'sorcerer') with horns. Parallels withAfrican art African art,art created by the peoples south of the Sahara.The predominant art forms are masks and figures, which were generally used in religious ceremonies. can be identified, but these should be regarded ascomponents of belief systems that developed independently in differentareas within long periods of time, unless evidence can be found toindicate common heritage. In the engraving at Les Trois Freres, a bison with stripes(symbolic wounds?) on its rump appears to be turning its head to lookdirectly at the human figure with horns (Figure 9). Its posturepotentially relates to 'primary curiosity behaviour' which canbe stimulated by the use of hunting disguises. This has beendemonstrated in stalking experiments on African antelope, the results ofwhich were related to ethnographic evidence for the use of skin costumesand concepts of control among San in South Africa (Thackeray 1983b).'Primary curiosity behaviour' patterns can precede an animalwalking directly towards a disguised hunter ('secondary curiositybehaviour'), which San apparently related to 'supernaturalpotency' or concepts of control (Thackeray 1983b). Such behaviourpatterns in animals are widespread, and hunters worldwide could havetaken advantage of them, independently, to gain close access to animalsin hunting contexts. Curiosity behaviour can be stimulated with orwithout a disguise, but behavioural experiments conducted by Thackeray(1983b) suggested that the use of a skin disguise increased theprobability of encouraging an animal to approach a hunter, within therange of hunting weapons. The ability to take advantage of suchbehaviour may have contributed to the development of San concepts ofcontrol among 'medicine-men' who wore skin costumes and whowere believed to be able to control the movements of game; such conceptshave been related to South African rock paintings which include linesconnecting 'medicine-men' to animals (Thackeray 1983b). [FIGURE 9 OMITTED] Although interpretations of prehistoric art in terms of'sympathetic hunting magic' have been rejected byLewis-Williams (1982) in the context of southern African rock art, suchconcepts should not necessarily be discounted. At least some examples ofAfrican art or rituals are associated with the death of an animal and/ortrance, during which 'medicine-men' accessed'supernatural potency' (!gi) to facilitate control over gameand success in a hunt. The 'Bushman' word !gi referred notonly to 'magic' or 'potency', but also to scarifiedtattoo-marks and 'to cut' (Bleek 1956). Among/Xam and !Kung'Bushmen', cutting or scarification scarification/scar��i��fi��ca��tion/ (skar?i-fi-ka��shun) production in the skin of many small superficial scratches or punctures, as for introduction of vaccine. scar��i��fi��ca��tionn. on a hunter's face orbody was relevant to concepts of hunting success. Referring to /Xamaccounts recorded by Bleek (1936), Lewis-Williams (1981: 61) noted that'they used scarifications to ensure success in the hunt'.Regarding the !Kung, Lewis-Williams (1981: 61) went further to say thatsuch hunting success was 'the purpose of their ownscarifications'. Linguistic data presented here, including words incorporatingcommon forms taka or -thaka (referring to the making of a coloured markand to roan antelope), and hlaba (referring to roan antelope, stabbing,wounding and making a mark) suggest potential conceptual associations.The concept of desire is expressed by words incorporating the same formtaka, as well as by words incorporating the forms loba and lila,discussed here in the context of words for roan, painted stripes, marks,wounds or cuts (cf. cutting flesh and scarification expressed by !gi).These linguistic data, taken together with limited ethnographic datapresented above, are suggestive of conceptual associations betweenpainted stripes, wounds, symbolic marks and the desire for a successfulhunt. Conclusion The suggestion that the 'buckjumper' in Taylor'sphotograph relates to beliefs associated with a wounded animal iscompatible with ethnographic evidence which indicates that the Melikane'therianthropes' related to the death of an antelope, and tothe metaphorical 'death' of medicine-men who 'died'in trance at the same time as the 'death' of the animal overwhich they had control (cf. tsaka). It is suggested that painted stripeson the skin of the 'buckjumper' were symbolic of woundsassociated with sympathetic rituals of the kind known by the nameinguba, during which a hunter was identified with a wounded, dyinganimal linked to the belief that such rituals were essential to satisfythe desire for a successful hunt. Linguistic evidence reviewed hereincludes words for roan antelope, wounding, coloured marks, paintedstripes and desire. Conceptual associations reflected by common forms insuch words may have applied not only to the 'buckjumper', butalso to rock art. The practice of rock engraving and painting in South Africa clearlypredates the introduction of agriculture and pastoralism PastoralismArcadiamountainous region of ancient Greece; legendary for pastoral innocence of people. [Gk. Hist.: NCE, 136; Rom. Lit.: Eclogues; Span. Lit. in southernAfrica, but the concept of a 'wounded roan' may havecontributed to the development of beliefs at different times among adiversity of African peoples, including hunter-gatherers andagro-pastoralists. This deserves to be explored in the light ofetymology suggested for the Tyi Wara and Tsui//khoab ('woundedroan'). Despite its limitations, Taylor's photograph of a'buckjumper' (here associated with a wounded roan) should beconsidered as an extraordinary record, as valuable as the Melikanepainting for purposes of exploring and understanding factors whichcontributed to the development of concepts expressed in southern Africanrock art, as part of African and world heritage. Acknowledgements I am grateful to the McGregor Museum The McGregor Museum is a museum in Kimberley, South Africa.Cecil John Rhodes stayed in the building completed in 1897 during the South African War. It now houses a museum of South African natural and cultural history and has a number of important ethnological and for permission to reproduceW.H.C. Taylor's photograph of the 'buckjumper' and toP.J. Imperato for permission to reproduce a photograph of a Tyi Wararitual. The late N.J. van Warmelo assisted with terminology for roanantelope, and independently raised the question as to whether the Taylorphotograph of the 'buckjumper' related to a hunting ritual. Iam grateful to J.D. Lewis-Williams for stimulating discussions, and tothe late I. Dyen, the late E.O.J. Westphal, L.J. Botha, F. Prins and B.Smith for help with regard to linguistic and ethnographic data. Conceptsexpressed in this paper were expected to have been presented at theWorld Archaeological Congress The World Archaeological Congress (WAC) is a non-governmental, not-for-profit organization which promotes world archaeology.Established in 1986, WAC holds an international Congress every four years to promote the exchange of results from archaeological research; professional in Southampton in 1986, with the intentionof emphasising the importance of interpreting South African rock art aspart of African heritage. References BAZIN, H. 1906. Dictionnaire Bambara-Francais. New Jersey: Gregg. BEAUMONT, P.B. & J.C. VOGEL. 1989. Patterns in the age andcontext of rock art in the northern Cape For other uses, see North Cape (disambiguation).The Northern Cape is a large, sparsely populated province of South Africa, created in 1994 when the Cape Province was split up. Its capital is Kimberley. . South African ArchaeologicalBulletin 44:73-81. BLEEK, D.F. 1935. Beliefs and customs of the /Xam Bushmen. PartVII: Sorcerers. Bantu Studies 9: 1-48. --1936. Beliefs and customs of the /Xam Bushmen. Part VIII: Moreabout sorcerers and charms. Bantu Studies 10: 131-62. --1956. A Bushman dictionary. New Haven New Haven,city (1990 pop. 130,474), New Haven co., S Conn., a port of entry where the Quinnipiac and other small rivers enter Long Island Sound; inc. 1784. Firearms and ammunition, clocks and watches, tools, rubber and paper products, and textiles are among the many : American Oriental Society. BEEEK, W.H.I. 1874. Remarks on Orpen's 'Mythology of theMaluti Bushmen'. Cape Monthly Magazine 9: 10-13. BOTHA, L.J. & J.F. THACKERAY. 1987. A note on southern Africanrock art, medicine-men and Nguni diviners. South African ArchaeologicalBulletin 42: 71-3. BROWN, J.T. 1971. Setswana dictionary. Gaberones: Botswana BookCentre. BRYANT, A.T. 1905. A Zulu-English dictionary. Natal: MarianhillMission Press. DANIELL, S. 1804. African scenery and animals. London: Daniell. DOHNE, J.L. 1857. A Zulu-Kafir dictionary etymologically explained.Cape Town Cape Townor Capetown,city (1991 pop. 854,616), legislative capital of South Africa and capital of Western Cape, a port on the Atlantic Ocean. It was the capital of Cape Province before that province's subdivision in 1994. : St Pike. DORST, J. & P. DANDELOT. 1978. A field guide to the largermammals of Africa. London: Collins. FOCK, G.J. 1979. Felsbilder in Sudafrika. Teil I. Koln: BohlauVerlag. FRAZER, J. 1911. The Golden Bough. London: Oxford University Press. FROBENIUS, L. 1931. Madsimu Dsangara. Berlin: Atlantis. HAHN, T. 1881. Tsuni-//Goam, the supreme being of the Khoikhoi.London: Trubner. HARIAN, J.R. & A.B.L. STEMLER. 1976. The races of sorghum inAfrica, in J.R. Harlan, J.M.J. de Wet and A.B.L. Stemler (ed.). Originsof plant domestication domesticationProcess of hereditary reorganization of wild animals and plants into forms more accommodating to the interests of people. In its strictest sense, it refers to the initial stage of human mastery of wild animals and plants. . The Hague: Mouton moutonlamb pelt made to resemble seal or beaver. . HENSHILWOOD, C.S., F. D'ERRICO, R. YATES, Z. JACOBS, C.TRIBOLO, G.A.T. DULLER, N. MERCIER, J.C. SEALY, H. VALLADAS, I. WATTS& A.G. WINTLE. 2002. Emergence of modern human behaviour: MiddleStone engravings from South Africa. Science 295: 1278-80. HOERNLE, A.W. 1922. A Hottentot rain ceremony. Bantu Studies 1: 2. HOW, M.W. 1962. The mountain Bushmen of Basutoland. Pretoria: vanSchaik. IMPERATO, P.J. 1970. The dance of the Tyi Wara African Arts.African Studies African studies (also known as Africana studies) is the study of Africa, and can encompass such fields as social and economic development, politics, history, culture, sociology, anthropology or linguistics. A specialist in African studies is referred to as an Africanist. Center, University of California The University of California has a combined student body of more than 191,000 students, over 1,340,000 living alumni, and a combined systemwide and campus endowment of just over $7.3 billion (8th largest in the United States). . --1975. Last dances of the Bambara. Natural History 84: 62-70. JOLLY, P. 1995. Melikane and Upper Mangolong revisited: thepossible effects on San art of symbiotic symbiotic/sym��bi��ot��ic/ (sim?bi-ot��ik) associated in symbiosis; living together. sym��bi��ot��icadj.Of, resembling, or relating to symbiosis. contact between south-easternSan and southern Sotho and Nguni communities. South AfricanArchaeological Bulletin 50: 68-80. KINGDON, J. 1982. East African Adj. 1. East African - of or relating to or located in East Africa mammals, vol 3. London: AcademicPress. KROPF, A. 1899. A Kafir-English dictionary. Lovedale: LovedaleMissionary Press. KROPF, A. & R. GODFREY. 1915. A Kafir-English dictionary.Lovedale: Lovedale Missionary Press. KUPER, H. 1965. The Swazi of Swaziland, in J.L. Gibb (ed.). Thepeoples of Africa. New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Holt, Rinehart and Winston. LEBZELTER, V. 1934. Rassen und Kulturen in Sud Afrika. Leipzig:Hiersemann. LEWIS-WILLIAMS, J.D. 1980. Ethnography and iconography: aspects ofsouthern San thought and art. Man (N.S.) 15: 467-82. --1981. Believing and seeing: symbolic meanings in southern Sanrock paintings. London: Academic Press. --1982. The economic and social context of southern San rock art.Current Anthropology 23: 429-49. LICHTENSTEIN, H. 1812. Travels in southern Africa. London: Colburn. MABILLE, A. & H. DIETERLEN. 1937. Sesuto-English Dictionary.Morija: Morija Printing. MARWICK, B.A. 1940. The Swazi. Cambridge: Cambridge UniversityPress Cambridge University Press (known colloquially as CUP) is a publisher given a Royal Charter by Henry VIII in 1534, and one of the two privileged presses (the other being Oxford University Press). . MCLAREN, A. 1984. A new concise Xhosa-English dictionary. CapeTown: Maskew Miller. MEINHOF, C. 1932. Introduction to the phonology phonology,study of the sound systems of languages. It is distinguished from phonetics, which is the study of the production, perception, and physical properties of speech sounds; phonology attempts to account for how they are combined, organized, and convey meaning of the Bantulanguages. (Translated by N.J. van Warmelo). Berlin: Reimer. MITCHELL, P. 2002. The archaeology of southern Africa. Cambridge:Cambridge University Press. OPPERMAN, H. 1984. 'n Argeologies ondersoek vanNoordoos-Kaapland: die bestaansisteem van jagter-versamelaars uit dieLatere Steentydperk. D. Phil., University of Stellenbosch. ORVEN, J. 1874. A glimpse into the mythology of the Maluti Bushmen.Cape Monthly Magazine 9: 1-10. PAGER, H. 1971. Ndedema. Graz: Akademische Druck-U. Verlagsanstalt. --1975. Stone age myth and magic. Graz: Akademische Druck-U.Verlagsanstalt. PLUG, I. & S. BADENHORST. 2001. The distribution ofmacromammals in southern Africa over the past 30,000 years. TransvaalMuseum Memoir 12, Pretoria. PRINS, F.E. 1990. Southern Bushman descendants in the Transkei:rock art and rainmaking rainmaking,production of rain by artificial means now generally disregarded, though it is probable that rainmaking hastens or increases rainfall from clouds suitable for natural rainfall. . South African Journal of Ethnology ethnology(ĕthnŏl`əjē), scientific study of the origin and functioning of human cultures. It is usually considered one of the major branches of cultural anthropology, the other two being anthropological archaeology and 13:110-16. REINACH, S. 1903. L'art et la magie. Apropos des peintures etdes gravures de l'age du renne. L'Anthropologie 14: 257-66. RUSSELL, T. 2000. The application of the Harris Matrix to San rockart at Main Caves North Kwazulu Natal. South African ArchaeologicalBulletin 55: 60-70. SCHAPERA, I. 1930. The Khoisan peoples of South Africa. London:Routledge. SKINNER, J.D. & R.H.N. SMITHERS. 1990. The mammals of thesouthern African subregion sub��re��gion?n.A subdivision of a region, especially an ecological region.subre . Pretoria: University of Pretoria. SMITH, E.W. 1950. The idea of God among South African tribes, inE.W. Smith (ed.). African ideas of God. London: Edinburgh House. STOW, G.W. 1905. The native races of South Africa. Swan, London:Sonneschein. THACKERAY, A.I. 1983a. Dating the rock art of southern Africa.South African Archaeological Society, Goodwin Series 4: 21-26. THACKERAY, A.I., J.F. THACKERAY, P.B. BEAUMONT & J.C. VOGEL.1981. Dated rock engravings from Wonderwerk Cave, South Africa. Science214: 64-7. THACKERAY, J.F. 1979. An analysis of faunal remains fromarchaeological sites in southern South West Africa South West Africa:see Namibia. (Namibia). SouthAfrican Archaeological Bulletin 34: 18-33. --1983b. Disguises, animal behaviour and concepts of control inrelation to rock art of southern Africa. South African ArchaeologicalSociety, Goodwin Series 4: 38-43. --1984. Man, Animals and Extinctions: The Analysis of HoloceneFaunal Remains from Wonderwerk Cave, South Africa. PhD Thesis, YaleUniversity. --1986. Southern African rock art, 'sympathetic magic'and the trance hypothesis. The Digging Stick 3 (1): 6-7. --1990. Concepts expressed in southern African rock art. Antiquity64: 139-44. --1993. New directions in the study of southern African rock art.African Arts 26: 74-5. --1994. Animals, conceptual associations and southern African rockart: a multidisciplinary, exploratory approach, in T. Dowson and J.D.Lewis-Williams (ed.). Contested images: diversity in southern Africanrock art research: 223-35. Johannesburg: Witwatersrand University Press. --1998. Aardvark, roan antelope and agriculture in Africa: anexploratory study in the field of 'linguistic palaeontology'.The Digging Stick 15 (3): 3-5. THACKERAY, J.F. & J. GRIBBLE. 2001. Historical note on anattempt to salvage iron from a shipwreck shipwreck,complete or partial destruction of a vessel as a result of collision, fire, grounding, storm, explosion, or other mishap. In the ancient world sea travel was hazardous, but in modern times the number of shipwrecks due to nonhostile causes has steadily . Looking Back. Journal of theHistorical Society of Port Elizabeth 40: 5-7. VAN WARMELO, N.J. 1937. Tshi-Venda dictionary. Pretoria: GovernmentPrinter. VINNICOMBE, P. 1976. People of the eland. Pietermaritzburg: NatalUniversity Press. WALKER, C. 1981. Signs of the wild. Cape Town: Struik. WENDT, W.E. 1974. 'Art mobilier', aus der Apollo 11 inSudwest-Afrika. Acta Praehistorica et Archaeologica 5: 1-42. --1976. 'Art mobilier' from Apollo 11 Cave, South WestAfrica: Africa's oldest dated works of art. South AfricanArchaeological Bulletin 31: 5-11. WOODHOUSE, H.C. 1968. The Melikane rock paintings: sorcerers orhunters? South African Archaeological Bulletin 23: 37-9. ZAHAN, D. 1980. Antilopes du soleil: art et rites agrairesd'Afrique Noire. Vienna: Schendl. ZIERVOGEL, D. & P.C. MOKGOKONG. 1978. Comprehensive NorthernSotho dictionary. Pretoria: van Schaik. J. Francis Thackeray, Transvaal Museum, Northern FlagshipInstitution, P.O. Box 413, Pretoria 0001, South Africa (Email:thack@nfi.co.za and mrsples@global.co.za) Received: 7 January 2004; Accepted: 11 May 2004; Revised: 19 May2004