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+* FolkLore Narrative Project Ideas:
+
+* Stories more effective than facts
diff --git a/Homework/anth2210/19-Sep.org b/Homework/anth2210/19-Sep.org
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+#+BEGIN_QUOTE
+Many ghost legends have a dual structure. There is the “ghostly” part,
+which recounts a haunting or the appearance of an apparition, possibly
+even to the narrator of the story. Then there is the “historical” part, which
+comments on the background of the apparition, possibly explaining why
+the haunting is taking place or why the apparition is making its presence
+known, often because of some past event in the “real” world
+
+- The LaLaurie haunTed house, GhosTs, and Slavery, pp. 27
+#+END_QUOTE
+
+* Common Types of Contemporary Ghosts
+A. Everyday
+B. Professionalized Access
+C. Commercialized
+  - Lalaurie Ghost Tours
+D. Institutional
+
+** Lalaurie Haunted House
+A. Dual Nature of Stories
+B. New Orleans & Slavery
+C. Abolitions & Carte de Visite (visiting card placed upon visit)
+
+* Best Practices for Ghost Hunting
+A. Be Safe, Respectful of Eyewitnesses
+
+B. Occam's Razor - The simple explanation is often the most likely
+
+C. Good Evidence
+  1. Repeatable
+  2. Can't be explained by other means
+
+D. Good Ghost Hunting Methods
+  1. Question: Pose a Question
+  2. Confirmation: Get independent confirmation of facts
+  3. Hypothesis: Generate more than one hypothesis/explanation
+     + Be willing to abandon hypotheses & explanations
+     + Test Hypothesis / Explanation
+  4. Be willing to say IDK
+
+E. Know your purpose
+  1. Maybe it's Fun! (But Separate from Evidence)
+
+* Human Perception
+A. Confirmation Bias
+B. Pareidoila
+C. Ideomotor Effect
+
+* Ghost Hunting Tech
+A. Dowsing Rods
+B. Electromagnetic Field Detectors
+C. Infrared Camera
+D. Structured Light Sensor Camera
+D. Electronic Voice Phenomena
+E. Apps
diff --git a/Homework/anth2210/26-Sep.org b/Homework/anth2210/26-Sep.org
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+* Zombies, Folklore, & Film
+Framing questions:
+1. How do zombie movies refer to the zombie's folkloric origins and depart from them?
+2. How are zombie movies political commentary?
+3. Are zombies a type of hypermodern folklore?
+
+* The Folk Zombie
+** Haiti
+1. Haitian Revolution
+** Zora Neale Hunston
+** Ethnobotany, Wade Davis
+1. Tetrodotoxin
+
+* Zombie Movie Traditions
+A. Zombie Slaves, p. 93
+  - comes straight out of haitian folklore
+  - Loss of free will is the main factor in fear
+B. Zombie Army, p. 97
+  - WW2 roots
+C. Zombie Revenant, p. 98
+  - come back with the purpose to kill one person (maybe their killer)
+D. Zombie Apocalypse, p. 103
+  - pop off after 9/11
+  - post-y2k
+
+* Today's Zombie
+A. Popular Culture Aspects? Folk Aspects?
+B. Key Components of Today's Zombie?
diff --git a/Homework/anth2210/29-aug.org b/Homework/anth2210/29-aug.org
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+* Introduction to Folklore
+
+* Three Levels of Culture
+1. Popular or Mass Culture
+2. Elite Culture
+3. Folk Culture
+
+** Popular or Mass Culture
+_Mass media_ & mass produced; stuff that gets sold.
+
+e.g., barbies, french fries, lotr
+
+key characteristics:
++ Mass Produced
++ "Author", "Producer" - we know exactly who created it.
++ _Mass Media_
+** Elite Culture
+_Formal training_ and money, small audience
+
+Classical Music, fine art
+
+key characteristics:
++ Formally Schooled
++ Small percentage of population
++ Focus of the university
+** Folk Culture
+Sense of community, 
+
+e.g. quilts
+
+key characteristics:
++ Informally learned
++ Often traditional
++ Dynamic
+
++ Migrates
++ Multiple versions
++ Often learned in small groups
+
++ Anonymous or bears stamp of community
++ Funcional/Expressive
++ Structured
+
+* Folklore
+Folklore is the dynamic process of conveying informal knowledge and culture.
+
+Folklore does not mean "old, untrue, or quaint" things!
+
+** Digital Folk Culture
++ Grassroots
++ Not corporate
++ Gets reworked
diff --git a/Homework/anth2210/31-aug.org b/Homework/anth2210/31-aug.org
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+#+TITLE: Cultural Competence
+
+* Framing Questions
+1. How can the cultural competence approach be applied to fieldwork?
+2. How can it be applied to other situations (e.g., daily life, work)?
+3. Why is the cultural competence approach important?
+
+* Terms (Cape Breton)
+A. Ceilidh / "Kitchen Racket" - A Good private house party
+  + usually a fiddle, guitar, maybe piano, drums
+  + food at 1AM
+  + intergenerational fun - 80 yo & 4 yos
+  + now formalized; used for tourism
+B. Buidseach - cursed
+C. Forerunner - a story predicting the future
+  + Might be haunted, foreboding of death
+  + Have become a bit more positive
+
+
+
+* Fieldwork
+** 1. Cultural Competence - Research
+Know the context.
+** 2. Fieldwork Approach (During)
+1. 3 Key aspects
+  + Humility
+  + Informed Consent, Listen
+  + Don't Judge
+** 3. Understanding Stories
+
diff --git a/Homework/anth2210/5-sep.org b/Homework/anth2210/5-sep.org
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+#+TITLE: Legends & St. Ann's Retreat
+
+* Folktale
+Ficitional stories, obviously false, unreal things happen (pigs talking)
+* Legend
+** FOAF (Friend of a Friend)
+Believed, or believable
+
+Removed from it in some way (the more removed the "bigger" the story gets)
+* Memorate
+"I had this experience"
+
+An unusual, out of the ordinary experience (not always supernatural). This is
+first person, as opposed to a legend.
+
+* Legend Trip (Ostension)
+Heard a story, wanted to visit.
+
+** Roots in Pilgrimage
+Old, pre-christian
+** Three-Part Structure
+Patterened
+1. Hear the story
+2. Interaction, go to the area
+3. Retell, spread the story, you become part of the legend
+
+* Supernatural thinking
+** Evolutionary Hypothesis
+*** Social Control
+** Folk Belief vs. Superstition
+
+* (CONTINUED)
diff --git a/Homework/anth2210/7-Sep.org b/Homework/anth2210/7-Sep.org
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+#+TITLE: Legends & St. Ann's Retreat (Cont.)
+
+* St. Ann's Retreat & Legend Tripping
+** Physical Context
+
+** Law of Visibility