r

l

September 2000

ANTHROPOS
The Department of Anthropology
Bloomsburg University of Pennsylvania
The State System of Higher Education

Mayan City Discovered
In early September, archaeologists working in Guatemala announced the discovery of an enormous Maya
trading center that flourished during the 8th century
AD. Project director Arthur
Demarest of Vanderbilt University says that the new
site rivals the central acropolis at the famous ruins of Tikal, also in Guatemala.

The site, named Cancuen,
was originally noted in 1905,
and it was partially mapped
by a team from Harvard in
the 1960's. The prevailing
opinion had been that this
was a minor site of no great
importance. But when
Demarest surveyed the site
this past spring, he realized
that it was much more significant than originally
thought. For example, the
central palace at the site is
three stories tall and contains 1 70 rooms built around
11 courtyards.
Demarest has been struck
by the general affluence of
the site, noting that even the
graves of commoners contain
finely painted ceramic pots

and jewelry. He also notes
the absence of any fortifications or any other sign of
war. There are also no temples, a dominant feature of
most Mayan sites. Demarest
believes that Cancuen was a
trade center during the Mayan "classic period" from 250
to900AD.
The site was completely
covered by jungle when
Demarest visited it this
spring. So far, he has
mapped the site and done
preliminary excavations.
Because most buildings are
made of limestone, they are
still standing. He hopes to
further his work this coming
year.

Inside this issue:
An Excursion to Belize

2

Native American Rights

3

Archaeology Rocks!

5

Archaeology at Camp
Victory

6

An Internship at the
Philadelphia Zoo

7

Former Students Excel

8

A/Os in Africa

8

Special points of interest:
• Anthropology students' summer projects

Students Doing Anthropology
In this first issue of ANTHROPOS for the 2000-2001
year, we are highlighting the
summer activities of our anthropology students, many of
whom were involved in interesting internships, independent studies, and research
projects.

Every anthropology major
at Bloomsburg University is
required to have a "handson'' experience in the discipline before graduation. Anthropology students have
taken to this requirement
with enthusiasm.

• Migrant Community Project

This student research will
lead to even more professional opportunities. For
example, the students who
were involved in the Camp
Victory archaeology project
(see page 6) will present a
panel at the Society for
American Archaeology.

• Dr. Dauria on TV
• Native Americans assert
their rights
• Faculty Office Hours-p. 9

An Excursion to Belize

by

I stood in the humid jungle beaded
with perspiration and assaulted by
hoards of mosquitoes. The heat was
like a weight on my shoulders, but I
barely noticed. In front of me stood a
Maya temple draped with a rich mantle
of green foliage. Suddenly my vision
blurred, my hearing faded into a droning buzz, and my body collapsed. I
thought, "What the hell am I doing
here?"
It had all started a few weeks before.
I am a senior anthropology major, and I
needed to satisfy my practicum requirement. After some research, I found an

Fl

@A

phy, and camp history, we were divided
up and assigned to various excavation
crews. I was.assign to the site core, an
area of approximately 20 buildings.
Specifically, I participated in the excavation of structures 24, 21, and 15.
About half the core's buildings had been
looted with some major structures having as many as 9 looters' trenches.
The most awesome of the structures
was 24, the Temple of the Obsidian
Warrior. This temple dated to the classic period. On our second day of exca-

from the village of San Felipe. Everyday I worked along side Wilber, Mandito, and Ricky, who along with 3 other
volunteers made up our "jungle crew."
The San Felipeans are skilled field
technicians, some of whom have worked
for six years on similar projects.
When I first met these men, I had
little idea of the impact they would
make on my life. They taught me many

Page 2

Jennifer Spease
organization that studies the ancient
Maya civilization in Central America.
So, I traveled to Belize and met up with
the Maya Research Program (MRP).
MRP is a non-profit organization
dedicated to the study of Maya culture.
Their work centers on the Blue Creek
site in the Orange Walk district of Belize. This is a small Maya ceremonial
center. It is located near the junction of
three river systems which form the Rio
Hondo, a large river that empties into
the Caribbean; it is thought to have
been an important Maya trade route.
The Blue Creek site is composed of

:-

·- a

aa

vations, we found a ritual cache that
was at least 1000 years old. It was in a
stone-lined crypt under the stairs on
the eastern side, and it consisted of a
large inverted ceramic vessel, surrounded by multiple fragments of a single ceramic pot, strategically placed
both above and below the intact vessel.
Beneath the vessel were tubular jade
beads.
Practicing practical archaeology
proved to be a great learning experience, but it proved to be of secondary

things. Among these lessons were their
concepts of caring, dedication, sharing,
and communication. I remember countless times they ran to my rescue as I
looked exhausted; they weren't even
perspiring. They shared their food with
me at lunch, and when they found artifacts, they secretly passed them on to
me so I could "find" them myself. It
was this genuine concern for my happi-

three plaza groups, each with various
collections of temples, a palace, and a
ballcourt. The area was first occupied
by Maya farmers around 1500 BC, and
ritual buildings were first constructed
2000 years ago. By the classic period,
the site had become an elaborate architectural complex containing temples 40
feet tall; these were the social and political centers of the Maya elite.
Excavations at this site are primarily funded by people like myself - volunteers who wish to learn how Maya
archaeology is conducted. After a day
of general orientation, regional geogra-

um

.JCS

"On the second day of
excavations, we found a ritual
- cache that was at least 1000
years old."

importance compared to getting to
know the local Belizeans.
Each excavation crew included locals

ness and well-being that was quite
amazing because, in my experience,
this attitude is not common among
Americans.
I began to see my co-workers as people with whom I had a strong bond.
Their work ethic was intense, and I
learned from them to do every bit of
work with maximal dedication. Seeing
how hard (continued on page 4)

ANTHROPOS

Native American Rights
Most people in the United States are
familiar with the broad outlines of what
happened to Native Americans after
contact with Europeans. As countless
movies have shown, Native Americans
lost their lives and land through disease or warfare. Most ended up on reservations, where they lived in desolate
poverty.

However, reservation life was only
the beginning of the story for Native
Americans. U.S. government policy in
the late 19th and early 20th century
was based on assimilation, the idea

that Native Americans should lose their
cultural distinctiveness and become like
other working class Americans. To this
end, Native American crafts and religious ceremonies were banned in the
19th century, and Native Americans
were prohibited from visiting their sacred sites. Boarding schools for Native
American children banned the use of
native languages. The Allotment Act of
1887 broke up extended families on reservations as an effort to promote nuclear families and concepts of private
property. The Allotment Act also allowed non-Indians the right to lease
reservation land; many Native Ameri-

cans were forced to turn to this as a
source of income. Congress retained
mineral rights on reservation land; income from minerals went to the government.

Legal Changes
The legal status of Native Americans
began to change with the election of
Franklin· Roosevelt as president in
1932. Native Americans were allowed
again to practice some of their customs ,
and Native American children were allowed to attend day schools on reservations. The basic policy, however, remained one of assimilation.

In the 1970's, Native Americans began to assert their cultural distinctiveness, and they began to win legal pro-

tection for their cultures. The American Indian Religious Freedom Act of
1978 gave Native Americans access to
sacred sites and the right to practice
their traditional religious ceremonies.
The Native American Graves Protection
and Repatriation Act of 1982 barred the
disturbance of Indian grave sites and
gave Indians control over human remains and cultural items on federal and
tribal land. Skeletal material and cultural artifacts held in museums had to
be repatriated to Native Americans if

The Native American Graves
Protection & Repatriation Act of
1982 barred the disturbance of
Indian grave sites.

direct cultural affiliation could be
shown between a contemporary tribe
and a museum collection.

lshi 's Brain
Repatriation can take many forms.
This past summer, the Yana Indians of
California were given the brain of Ishi,
the last remaining Y ahi Indian, who
was discovered by miners in northern
California in 1911. Ishi became the object of intense study by anthropologists,
most notably Alfred Kroeber, and Ishi
lived in the Museum of Anthropology at
Berkeley until his death from pneumo-

nia in 1913. The U.S. government
claimed Ishi's body over Kroeber's protests and preserved parts of it, including the brain. The specimen was then
lost in the Smithsonian's vast collection. Recently, Valerie Wheeler, an anthropologist at Cal State Sacramento,
helped the Yana track down Ishi's brain
in the collection. The Yana gave the
brain a culturally appropriate burial

Page 3

Miami Land Rights
Another direction that Native
Americans have taken to assert their
rights in the last 30 years has been to
file claims to traditional lands originally guaranteed them under treaties
signed with the U.S. government in the
19th century.

For example, the Miami Indians
have sued the federal government for
their native lands granted to them in
1805 by the Jefferson administration.
The claim is for 2.6 million acres in
eastern Illinois. The federal government did not abide by the treaty, re-

moving the Miami to a reservation in
Oklahoma. In 1830, Congress passed
the Indian Removal Act which voided
all treaties made with Native Americans living east of the Mississippi. The
Miami claim is that their original
treaty should not have been invalidated
and that the land guaranteed to them
should be returned. Of course, the land
in question currently ·is owned by nonIndians, many of whom have held the
land for several generations.

To date, the state of Illinois has dismissed the suit, believing that what the

Miami really want is the right to build
casinos. Casinos on Native American
land have been an important source of
income, but the Miamis deny any interest in casinos.

□

Other Cases
Many other Native Americans have
cases pending against state and federal
governments.

In New York, the Oneida tribe has
long fought in court to reclaim 250,000
acres of tribal land. The state and federal government have offered a payment of $500,000 as compensation for
land lost.
In New Mexico, the people of Sandia
Pueblo are claiming Sandia Mountain

in suburb~n Albuquerque under a 252year-old grant from the king of Spain.
In South Dakota, the Lakota, in the
oldest land dispute brought to court by
any tribe, have for 20 yearn refused a
proposed payment of $106 million for
the Black Hills, ceded to them by treaty
in 1869. The Lakota were driven out of
the Black Hills in the 1870's by settlers
and gold miners.

The 1869 treaty between the
Lakota and the U.S. promises the
land will be the Lakotas' 'llS long
as the water flows and the grass
grows."

The Mohicans have sued for the return of 6000 acres in New York between
Syracuse and Utica.

Belize Continued ...
they worked helped me to complete long
and demanding days of physical labor
because I had their example to follow.
The most surprising thing for me was
the way we were able to communicate. I
was not able to speak Spanish, and they
spoke little Engli~ yet it seemed we
communicated very well. Ricky and I
could barely speak to each other, but we

shared some of the purest laughter and
delight. Actually, I don't think I have
ever laughed so hard in a11 my life. The
innocence of communication absent of
verbal language was truly amazing.
Overal4 the simplicity oflife in rural
Belize and living in non-pampered conditions at camp are what made this experience so wonderful. Because of the

strenuous conditions, interpersonal relationships were able to intensify. The environment added exotic elements such as
the spider and howler monkeys (which,
by the way, do not howl-they roar!)
which accentuated this adventure. Interacting with the local people and experiencing nature in the jungle gave me
treasures to value for the rest of my life.
As I write this, my heart is drawn there.

Page4

Archaeology Rocks!
This past summer, anthropology major Tina Hut.chinson created an exhibit
about local archaeology for the Children's Museum at the Caldwell Consiatry in Bloomsburg. In collaboration
with her internship adviser, Dr. Wymer, Tina created a prehistoric house
with a "dig box" inside that featured
local artifacts that a:mld be "excavated"
and interpreted by schoolchildren. In
addition, enlarged photographs from
the university field school excavations
at the Streater and Zehner sites were
enhanced with text that encouraged
children and adult.a alike to appreciate
the science of archaeology and the rich

prehistory of this region. Ti.no also
acted as a docent through the months of
June and July, working with museum
staff members and teaching groups of
school children who visited the museum.

Anthropology major Ann Fisher conducted an intensive examination of the
prehistoric artifacts owned by the C<r
lumbia County Historical and Genealogical Society in Bloomsburg. The materials had never been evaluated by an
archaeologist, and Ann did a superb job
of classifying and describing the prehis-

toric spearpoint.s, pottery, steatite
(soapstone) bowls, axes, and other
items. She made drawings of each object and classified the materials by
function and time period. She concluded the project, much to the delight
of the Society, by creating a display and
explanation of artifacts for the museum. Please check the exhibit out for
yourself. Ann's work is on display in
the new addition to the town library on
the second floor.

Migrant Community Project
This is the fifth year that anthropology student.a and faculty have worked
(and volunteered) with the migrant
communities in central Pennsylvania.
Anthropology major Jerome Zakrzewski
served as a translator and transporter
for the migrant outreach officeKeystone Health. The summer/fall
2000 migrant outreach office is being
directed by former anthropology intern
James Eifler. James' former internship
supervisor was so impressed with his
work last summer that she asked him

to return this year. James and Jerome
have been organizing weekly migrant
camp visits where migrant workers
have access to a mobile medical van
unit which provides health care. Other
.
students are volunteering time to the
cause, like Linn Robinson who has
given many hours of her time to translate and assist migrants in the area ..
.

Also of note for Summer 2000 is that
several Geisinger physicians, with the
help of Dr. Aleto, have initiated a new
health clinic in Northumberland. Dr.

Aleto contributed many hours translating for the physicians; he also delivered
medicines to the workers who do not
have transportation. During the summer months and continuing into September and October, migrant workers
employed in Northumberland will have
access to the new clinic.
For more information about opportunities to work with migrant populations, please refer to the Migrant Community Project brochure which was distributed in a campus mailing.

Migrant Student Leadership Day
This past June, the Migrant Community Project sponsored its fourth annual Migrant Student Leadership Overnighter. The summer leadership programs have been directed by Jean
Downing of the SOLVE office in collaboration with the Central Susquehanna
Intermediate Unit. Several Bloomsburg University faculty and staff helped
with the project, including Dr. Dauria.

Page 5

This year's event was a big success as
17 middle school children came to campus to get a taste of college life. During
the two days of event.a, migrant student.a, with the help of BU students, got
to rafting, stay in the dorms, eat in the
dining halls, and participate in a creative writing workshop. The latter was
the brainchild of Dr. Claire Lawrence of

the English Department. It was so successful that a week-long writing program is being proposed for next summer.
If you would like to see the collected
writings of the children, plus pictures
put together by them, Dr. Lawrence has
put together a brochure. For a copy,
please contact her, Dr. Dauria, or Jean
Downing.

ANTHROPOS

Archaeology at Camp Victory

by

Annie Beisswanger

We may al agree that archaeology is
hard work and good times, but add children to that equation and the sum
equals big time fun. This summer, under the direction of Dr. Wymer and Dr.
Warner, students Annie Beisswanger,
Brian Kneeland, Abby Thomas, and Jason Thomas creat;ed a mock archaeological sit;e at Camp Victory in Millville,
PA Dr. Jesus Salas-Elorza of the Languages & Cultures Department also
aided in the project. The project was
designed to t;each children archaeological field techniques and the importance
of cultural preservation.

Camp Victory is home to more than
sixteen specialized camps for children
with disabilities and chronic or severe
diseases. Our group worked with the
85 children of Camp Horizon, a program for children with skin disorders,
including diseases such as psoriasis,
alopecia (inability to grow hair), ichthyosis (thick scaling of the skin) and
erthema bullosa (severe blist.ering,
sometimes resulting in loss of digits).
Our kids--yes, we somehow take ownership because of their cuteness and
enthusiasm---eame from all over the
United States and Canada.

safety, tools, methods, and Native
American groups. The following three
days, the children excavated their
units, using trowels, buckets, and sifters; they were assisted, of course, by the
professors and students. The excitement on the children's faces, as they
found artifacts and features, such as
arrowheads, river stones, buttons, ironwear, postmolds, and firepits, was
gratifying to all involved. Our "kids"
were quick to solve the mystery behind
their finds. That opportunity came on

the last two days when they worked in
the makeshift archaeology lab we created where cleaning, sorting, and mapping of artifacts and features were
done.

Hi

&A

success. The children not only learned
methods and preservation, but also
were able to reach a consensus of who
may have inhabited their sites. To reward their efforts, each camper was
presented with a Junior Archaeologist
Certificate as well as an arrow head
necklace.
How do you measure the outcome?
Just ask 9-year-old Travis, who ex-

Page 6

Finally, on the last day, the entire
camp assembled in our "laboratory'' to
bring the project to a close. While reviewing our evidence, we had a special
treat called "dirt" (pudding, whipped
topping, cream cheese, crushed Oreos,
and gummy worms) made by a group of
campers earlier in the week. As we de-

q

The weeklong venture took place
under the hot August sun. It began
with professors and students spending
a day digging and creating a twolayered sit.e. The idea was to provide
an excavation unit for each of the eighteen subgroups of campers. So, we put
nine units with a Native American
theme on the bottom layer and nine
units of an early Anglo-American layer
on top. Using this method, we were
able tot.each children about stratification.
On the first day, Brian and Jason,
did presentations to the campers on

''Archaeology is so cool, it's even
better than swimming!"
9-year-old Travis

lighted in this wonderful confection, we
pieced together the puzzles and shared
the campers' hypotheses. The dig was a

-cs

claimed, "Archaeology is so cool, it's
We have decided to share our experience with as many people as possible,
and, therefore, we have put together a
symposium on education and archaeology which we will present at the Society for American Archaeology Meetings
'
in New Orleans next spring.

ANTHROPOS

,,

The Philadelphia Zoo

by

This past summer, I was an intern
at the Philadelphia Zoo. I worked with
a diverse group of people, including interns from all over the U.S. I learned
far more than I anticipated. Like most
interns, I worked for the wo's Education Department, which sets up four
part rotations. This rotation process
continually evolved as the summer progressed.
The first rotation for me was in the
Primate Reserve. I spent several days
inside this exhibit acting as an guide.
This consisted of helping to identify primate behavior for the zoo visitors. · I

40 pounds; they were then put on public
display. Some of the interns created
and directed a study of the cubs' daily
behavior, comparing it with tigers in
the wild. They found that the cubs
acted like wild tigers in many ways.
The next rotation was Parrot Paradise. This was another barrier-free exhibit oreupied by about 70 birds. Most
of them are lories and lorikeets, parakeet-sized birds from New Zealand.
Visitors were allowed to feed the birds
from small cups of nectar they received

Small Mammal House along with the
pygmy marmosets, the vampire bats,
and the aardvark. Watching them all
was interesting and comical at times.
Another fun task was setting up Exploration Stations. These were tables with
items visitors could pick up or touch
such as primate hands or feet replicas;
the ear, foot and tail of an elephant;
and snake skins. While visitors looked

Page 7

Keith Lutz
also spent a lot of time inside Lemur
Trail. This exhibit is barrier-free. Yes,
you are actually face to face with 3 ringtailed lemurs that oreupy the exhibit.
You have not lived until you have seen
ring-tails stink fighting at your feet!
There were many memorable moments for me in the Primate Reserve.
Being adopted into the family of colobus
monkeys was probably the highlight.
There are 5 colobus, a mated pair and
their offspring. The oldest of these is a
male named Kiazi who responded and
played with me. I knew I was formally
adopted when he tried to groom me

through the glass. Some other highlights included being charged by Chaka,
the silverback male gorilla. It's been a
long time since I was that excited. This
was my favorite rotation Wat.ching
people watching the other primates was
very enlightening.
My second rotation was the white
tiger exhibit. The zoo had two white
tiger cubs, a male and a female, on loan
for the summer from the Grassmere Zoo
in Nashville. When they arrived, they
each weighed about 20 pounds. They
spent two months in quarantine in the
zoo hospital where they grew to about

when they entered the exhibit. My task
was to educate the visitors about the
birds and help cat.ch birds to be fed. At
times it was comical to wat.ch someone
jump out of his or her shoes, often spilling the nectar, as the birds swept in on
them.

reptiles are kept. Then we would put
together a Wildlife Theater or fu> on
Wheels program. These programs consisted of putting on an animal conservation show with live animals for the visitors. We used snakes, frogs, turtles,
lizards, and a few mammals.

The last rotation was spent in Animal Care. This was a fun rotation because we constantly moved through different tasks. The day started with any
cleaning that needed doing in the building where the education department's

Most of our collateral duties were
assigned while in this rotation My favorite was Squirrel Wat.ch, which was
exactly what it sounds like--watching a
squirrel to make sure she didn't jump
out of her exhibit. This exhibit is in the

and touched, interns would answer
questions and comment on the features
of the items we had, such as the five
digits on primate hands and feet.

thropology community.

My experience interning at the zoo
this summer is one I'm never going to
forget. This experience has definitely
influenced my plans for my career.
These experiences also helped me to
realize that I belong working in the an-

If you are interested, I have placed a
picture album of my zoo experiences in
the archaeology lab in G05 OSH. I am
also arranging a trip to the zoo on Saturday, October 7 for the Anthropology
Club and other interested student.a and
faculty. There is a sign-up sheet on the
bulletin board outside G05 OSH.

ANTHROPOS

Former Students Excel
Marissa Barrett, a 1999 BU graduate
and former anthropology major, is in
her first year of graduate school at New
Mexioo Highlands University in Las
Vegas, New Mexioo. She is pursuing a
M.A in Southwestern Cultural Studies
through the Department of Anthropology there. She has been awarded a tuition and fee waiver and is working as
the teaching assistant in an undergraduate course in cultural anthropology.
Steve Gushue, a 2000 graduate, is
working as an archaeologist at the Warren Air Force Base near Cheyenne,

Wyoming. His present duties include
maintaining a cultural resource base
and the base's archaeological archives.
His future duties include fieldwork related t.o cultural resource management.
He obtained his position through the
Student Conservation Corps.
Darrell Gundrum, a 1989 graduate
and an anthropology instructor at BU
in 1997-98, was appointed base archaeologist at Fort Erwin Army Base in the
Mojave Desert near Barstow, CA Darrell oversees an inventory of other 800
archaeological sites and is charged with
their preservation and study. He man-

ages a staff of 3 archaeologists and a
budget of more than $800,000. Darrell
reports that the base oontains a rich
trove of archaeological sites that represents the earliest inhabitants of North
America through the contact period
with Europeans. His job is made more
difficult than most archaeological positions-and definitely more exciting-by
the fact that many of the sites he must
investigate are littered with unexploded
munitions from tank warfare exercises.
Members of the bomb squad are his
constant oompanions in the field.

AIDS in Africa
AIDS was first recognized in Subsaharan Africa in 1982. Since that time,
epidemiologists have realized that the
disease has been spreading there at an
alarming rate. In 1999, 2.6 million people died of AIDS world-wide, with 85%
of the deaths occurring in Subsaharan
Africa. Africa has 4.8% of the world's
population, but an estimated 50% of the
world's cases of AIDS. This terrible
problem is exacerbated by the poor economic conditions in Africa: 18 of the
world's 20 poorest nations are found

there.
Epidemiologists believe that AIDS
originated in Africa, perhaps having
been spread from monkeys or apes to
humans. But in 1999, journalist Edward Hooper in his book, The River,
argued that AIDS was introduced into
Africa by contaminated polio vaccine,
given in trials to a million people in Africa between 1957 and 1960. Hooper
believes that the vaccine was cultured
in the bodies of lab chimpanzees that
were infected with simian HIV.

In September, an international conference convened in Philadelphia to review the data on the origins of AIDS
and Hooper's theory. Researchers report that Hooper's theory cannot be
supported by the data. Tests done on
the vaccines used in 1960 (they had
been frozen and stored) showed no sign
of HIV, nor did field samples taken
from chimpanree populations in the
sample area. It was also reported that
old medical specimens taken from Africans in the 1950's show signs of HIV.

Dr. Dauria on TV
Dr. Sue Dauria was a Special Guest
on Albany Public Television's
(WMHT-Channel 17) Upstate Edition
program on May 26 and 27, 2000. Upstate Edition features stories of interest
to New York state residents. The May
26th piece aired several days before the
premiere of the documentary ''Historic
Views of the Carpet City: Amsterdam,
New York," in which Dr. Dauria was

featured and for which she served as a
consultant. The documentary premiered June 1, 2000 with showings on
June 4 and 17, July 6, 11 and 18. It
was produced by Steve Dunn, an award
winning documentary filmmaker, and
Bob Cudmore, a radio talkshow personality and SUNY press author. Upstate
Edition host Gary Carter discussed the
making of the documentary and high-

lighted current issues in the community
in the programs of May 26 and 27.
Other featured guests were Bob Cudmore and John Duchessi, the mayor of
Amsterdam.
Dr. Dauria's dissertation was about
deindustrialization and the changing
face of labor in Amsterdam.

Page 8

The State System of Higher
Education
Department of Anthropology
Bloomsburg University of Pennsylvania
400 E. 2nd Street
Bloomsburg University

ANTHROPOS, the Anthropology Newsletter, is published six times during the
academic year and is mailed to interested students, faculty, administrators,
and alumni. It is also distributed in anthropology classes and made available
on the department's home page. If you
would like to be on the newsletter mailing list, please contact Dr. Dave
Minderhout at the address and numbers on the left.

Dr. David Minderhout, Editor
Phone: 570-389-4859
Fax: 570-389-5015
Email: dminderh@bloomu.edu

We're On lhe Web!
WWw.bloomu.edu/
depar1men1s/ anlhro /

The Department of Anthropology
offers a 36 credit B.A degree and a 18
credit minor in anthropology. If you
would like details, please see any of the
anthropology faculty.

Anthropology is the study of humans

Faculty Office Hours:
Dr. Tom Aleto (X4334):

Dr. Faith Warner (X4334):

MW3-4

M 5:30-6:30

Tu 1:45-4

Tu 4:45-6:15

Th 1:45-2:30

WF2-3

Dr. Sue Dauria (X4952):

Dr. Dee Anne Wymer (X4858):

MWF 10-11

MWF 11-12

TuTh 9: 15-11

TuTh 10:45-11:45

Dr. Dave Minderhout (X4859):
. MWF 8:30-12
TuTh 12-2
Tu 6-6:30PM

The department secretary is Janet
Locke. She is available (x4860) MWF 812 and TuTh 8:30-12:30 in G05 OSH.