- Summer
2004 Courses
ANTHRO 1: INTRODUCTION TO PHYSICAL ANTHROPOLOGY
Isaiah Nengo, 4 units, MTWT, 1:30-3, 20 Barrows
Anthropology is the study of humans from a comparative perspective. 4 major subdisciplines together make up anthropology: linguistics, social, archaeology, and physical anthropology. This introductory course on physical anthropology deals with the biological aspects of humanity. The goal is to provide students with a basic grasp of methods and theory in the biological approaches to understanding human differences and similarities.
Required text: Introduction to Physical Anthropology. R. Jurmain, H. Nelson, L. Kilgore and W. Trevathan, 9th edition, 2002; Wadsworth, Belmont, CA.
ANTHRO 2: INTRODUCTION TO ARCHAEOLOGY
Mark Hall, 4 units MTWT 12-2 219 Dwinelle
Note: This class takes place during the 1st 6-week session of Summer Sessions: May 24–July 2.
Thanks to Hollywood, Indiana Jones and Lara Croft are probably the two most well known archaeologists. But what is archaeology, and what do archaeologists really do? And is their life always full of excitement and adventure?
Anthropology 2 will help you answer these two questions. The course will provide an introduction to the methods, goals, and theoetical concepts of archaeology. Archaeology attempts to reconstruct the life ways of past human societies through studying their material culture and when available, texts. This social science has a monumental challenge – interpreting past societies from their material remains (artifacts, ecofacts, features, ruins, and sites). In this course we will examine the current theories and methods employed by archaeologists in their study of the material remains recovered in the course of excavation. Lectures will cover the history of archaeology; developing a research design; field methods (survey and excavation); laboratory methods; chronology; and generating interpretations about the past. Case studies will be used to illustrate many of these topics; many will draw on recent or on-going investigations of archeological sites in Europe and East Asia. This course is intended for Anthropology majors and non-majors. There are no previous course requirements.
Required text: Archaeology. C. Renfrew and P. Bahn; Thames and Hudson, London and New York.
ANTHRO 3: INTRODUCTION TO SOCIAL AND CULTURAL ANTHROPOLOGY
Kathleen Erwin, 4 units MTWT 12-1:30 102 Moffitt
Anthropology is the study of what it means to be human; this introduction to socio-cultural anthropology acquaints students to this diversity of the human condition, as well as to the various means through which social and cultural anthropologists have attempted to understand and make sense of cultural differences. Our aim is not only to understand "others," but also ourselves, as products of particular social, historical, political, and cultural processes. Thus, we will read about and discuss the beliefs, practices, lifestyles, and social conditions of peoples both around the world, and around the corner. The course is comparative and wide-ranging, and will include examples from rural, urban, and modern industrial and postindustrial societies, ranging from the Middle East, Asia, Africa, and the Americas. These examples, and our approach to learning about them, are intended to emphasize the development of analytical thinking skills that help us question our own assumptions about what is "natural" (or "human nature"), and what is a product of human action and social processes. We will consider, in particular, the political economic structures that shape peoples lives, and the processes of culture change, as well as the ways in which people make sense of, and give meaning to, their lives.
ANTHRO 119: SPECIAL TOPICS IN MEDICAL ANTHROPOLOGY - "MEDICINE AND MORALITY: CULTURAL PERSPECTIVES ON ILLNESS AND HEALTH"
Elizabeth Davis, 4 units MTWT 3-4:30 123 Wheeler
Anthropology has historically sustained a rich dialogue with psychology and medicine about human experience and behavior: emotion, cognition, and health, but also suffering, deviance, and disease. Grounded in specific cultural and historical contexts, anthropology has explored the interplay between socio-cultural diversity in the experience and the meaning of illness, and the variously argued assumption of a universal biological human organism. Maintaining an anthropological focus on the social relations of power in which illness (and experience in general) is entangled and fostered, this course attempts to move beyond that perspective, emphasizing the influence of morality in the production of illness and in the sciences of health.
This eight-week course will be divided into four thematic sections:
Section one (Cultural Difference and the Question of Belief) considers experiences of illness in a range of cultures, asking how it is possible to distinguish beliefs about illness from pathological experience itself, what status those beliefs have in causing, accounting for, or resolving pathological experience, and why the question of belief has become a central preoccupation for anthropology.
Section two (Pathology in and of Culture) treats a set of classic psychoanalytic and ethno-psychiatric texts that provide models for understanding the relationship between social structures and cultural forms, on the one hand, and pathology in individuals, on the other. These texts begin to provide a basis for considering the social role of morality in the production and evaluation of illness that will be explored later in the course.
Section three (The Patient and the Person) deals with the development of modern medicine as a cultural form of knowledge and power, one that has played an important role in creating, qualifying, and restricting the rights and capacities of people who come into its orbit as patients. The readings in this section provide perspectives on power in the relationship between social forms of morality and modern legal-medical institutions. This in turn will enable us to appreciate and challenge the knowledge about illness these institutions make available for us.
Section four (Diagnosis and Analysis: Case Studies) presents a number of case studies on illness, drawn from contemporary ethnographies and memoirs. These case studies question the basis for diagnosis or raise the possibility of a non-diagnostic understanding of illness, while broaching the complex status of diagnosis as a method of anthropological analysis.
Course requirements:
Active participation in class discussions, which will form part of each class meeting, is an essential component of this course. Two short papers (7-10 pp) addressing the course readings will also be required.
ANTHRO 144: SOCIAL AND CULTURAL CHANGE – “GLOBALIZATION AND SOCIAL MOVEMENTS IN A DIGITAL AGE”
Jeffrey Juris 4 units MTWT 10-11:30 101 LSA
This course explores the multiple interconnections among globalization, new technologies and grassroots movements for political, social and cultural change. Globalization involves the increasing travel of people, goods, information and ideologies around the world through transnational networks. Anthropologists are particularly interested in how such flows are produced, negotiated, resisted and transformed by social actors in specific locales. Although globalization represents a powerful force for economic and social change, it also generates complex patterns of resistance. These include the defense of indigenous, labor and environmental rights, the assertion of local political and cultural autonomy, the construction of global activist networks, and the staging of non-violent civil disobedience against multilateral institutions, such as the World Bank, IMF and WTO. Meanwhile, new technologies have profoundly transformed contemporary social movements, favoring the emergence of flexible, decentralized organizational forms, innovative networking practices, and independent media activism.
During the first part of the semester we will consider various approaches to the study of globalization from economic, political, social and cultural perspectives. What is globalization? How has it been understood within various disciplines? The second part of the course examines several concrete topics, including immigration, work, consumption, tourism and mass media. What can anthropology contribute to the study of globalization, and how are traditional ethnographic methods transformed? We will then further explore the impact of economic globalization, including issues surrounding development, neoliberalism and transnational corporations. How have global political and economic processes affected local communities, cultural identity and environmental sustainability? Next, we will consider the emergence of grassroots social movements in opposition to corporate globalization, including indigenous, environmental and fair trade activism, transnational anti-globalization networks and the new anti-capitalism. What kinds of resistances do global processes generate, and what new oppositional practices and ideologies are emerging? Finally, the course concludes by exploring the emergence of new information technologies, such as the Internet. What is the relationship between new technologies and globalization? How have new technologies transformed community, identity and contemporary social movement activity? This course provides an anthropological perspective, but is designed for students from a variety of related fields.
ANTHRO 160: FORMS OF FOLKLORE
Maria Teresa Agozzino, 4 units MTWT 3-4:30 155 Kroeber
This course is intended as an introduction to the major and minor forms of folklore and to the basic methodologies and theoretical approaches of Folkloristics. We shall examine several genres, including games, jokes, customs, superstitions, folk music and songs, as well as narrative forms, with special emphasis on contemporary legends. There will be midterm and final examinations, and students will undertake a collection and project. No prerequisites.
Required texts: Jan H. Brunvand's, The Study Of American Folklore (1997); also by Brunvand, Encyclopedia of Urban Legends (2002); and Alan Dundes' International Folkloristics: Classic Contributions by the Founders of Folklore (1999).
ANTHRO 162: SPECIAL TOPICS IN FOLKLORE: “THE FAIRY TALE”
JoAnn Conrad, 4 units MTWT 12-1:30 104 Barrows
What is a Fairy Tale? There are many divergent answers to this, but chances are you would answer by giving an example of a "common" fairy tale, that is, one that is commonly recognized in contemporary U.S. mainstream culture as being a fairy tale, most likely Cinderella or Sleeping Beauty or Snow White. And here begins one of the tasks of this class—to sort out the complicated sets of interrelationships and relays between traditional folk material, literary fairy tales, and the film and TV adaptations that have entered our purview and shaped our knowledge of these narratives. Any individual fairy tale text exists in a complicated intertextual relationship with all other texts, and the semiotic potency of fairy tales, their polysemous nature, which is part of their enduring popularity, derives from this intertextuality. Themes jump around, and mix and remix, lending themselves to different meanings in different historical and social contexts. In fact, the notion of metamorphosis, so central to any defining characteristic of the fairy tale, can also be seen to be reflected in the shape-shifting quality of the fairy tale structure itself.
The semiotic potential in fairy-tale motifs is so well enculturated that we understand a fragmentary reference to a "fairy-tale romance" or to a "Cinderella team's victory." And it is the taken-for-granted nature of these allusions, their commonly-accessible meaning that makes the fairy tale a productive site for cultural analysis. While fairy tales are based on a traditional foundation of narrative themes, motifs that are arranged into tale types, the specifics of each re-telling are historically and culturally bound, and a comparison of the differences as well as the similarities across tellings and across time and space can reveal complicated discourses on gender and familial relationships, class structure, and sexuality. In fact, the abstracted "once upon a time" and the exaggerated phantasmagoric settings of the fairy tale open up these discourses, providing an optative "what if" escapist mood; a metaphorical, distanced discussion of "reality;" as well as an opportunity to reinscribe social boundaries in more blatant didactic renditions.
This class attempts to locate fairy tales in their literary, social, and historical contexts, while at the same time attempting to employ the theoretical approaches to fairy tale that have emerged from folkloristics, literary theory, and the study of children's literature in order to analyze the possible range of meanings that have been assigned to different tales.
ANTHRO N133-1: ARCHAEOLOGICAL FIELD METHODS: 18TH CENTURY FRENCH COLONIAL LOUISIANA
Laurie Wilkie, 6 units June 17–July 14 Limited to 20 students.
The meandering of the Mississippi River has literally wiped away much of Louisiana's early rural French archaeology. A small stretch of river front in Pointe Coupee parish provides a rare opportunity to explore early 18th century French life in colonial Louisiana. This field school is part of a larger research project focused on understanding the culural interactions between the Frech community of northern Pointe Coupee parish and the indigenous peoples and African peoples of the area. Students will learn methods in field excavation, mapping, archival and laboratory methods.
Student Costs (estimates):
Transportation to Louisiana: $350 roundtrip airplane ticket
Housing (rented trailers in Ventress Louisiana): $800 for four weeks
Food costs: $400 for four weeks
Basic field kit: $75
Subtotal: $1625 + Summer Sessions tuition and fees
Application: Applications for the program can be found online here. E-mail Professor Wilkie at wilkie@sscl.berkeley.edu for more information.
ANTHRO N133-4: ARCHAEOLOGICAL FIELD METHODS: JOMON HUNTER-GATHERERS IN JAPAN
Junko Habu, 6 units July 12-August 6 Limited to 16 students.
This four-week summer program provides an introduction to the field and laboratory methods to the archaeology of prehistoric Jomon hunter-gatherers in Japan. The program starts with a one-week intensive lecture and laboratory training in Berkeley, followed by three weeks of fieldwork in Aomori, northern Japan. Students who live outside of the Bay area and cannot attend the first week session can contact the instructor to work out alternative arrangements. The summer session is part of an ongoing research project directed by the instructor, and it is co-directed by Dr. Mark Hall (Visiting Scholar at the Archaeological Research Facility, UC Berkeley). Laboratory training in Berkeley includes classification and identification of faunal and floral remains, and analyses of pottery and stone tools. Fieldwork in Aomori takes place at the Sannai Maruyama site, a large prehistoric settlement dated to the Early-Middle Jomon period (ca. 3900-2300 B.C.) in collaboration with the Preservation Office of the Sannai Maruyama Site (a branch office of the Board of Education of Aomori Prefecture).
Program costs (estimates):
Lodging in Japan: $520
Food: $360
Japan Railway Pass for domestic travel: $550
Incidentals: $270
ANTHRO N133-2: ARCHAEOLOGICAL FIELD METHODS IN CALIFORNIA ARCHAEOLOGY: FT. ROSS
Kent Lightfoot, 6 units May 31–June 25 Limited to 20 students.
This course is an introduction to the basic principles of archaeological field methods. The course will be taught off campus at the Fort Ross State Historic Park, a three hour drive north of the Berkeley campus on the scenic Sonoma County coastline. Students will participate in an on-going field research project involving the study of prehistoric and historic Native Californian sites in the nearby hinterland of Fort Ross, a mercantile colony established by the Russians in the early nineteenth century (1812-1841). The research project is a collaborative effort involving participants from the California Department of Parks and Recreation, the Kashaya Pomo tribe, and the University of California, Berkeley. Students will receive training in survey techniques designed to detect archaeological materials in the field; in methods for recording and mapping archaeological materials; and in strategies for recovering archaeological remains through systematic surface collection and limited subsurface testing. The ultimate goal of the project is the development of an interpretive trail detailing the culture history of the Kashaya Pomo tribe and their encounters with the Russian colony of Fort Ross. Lectures will also be given on the ethics of collaborative archaeological field research. Students will work with Kashaya Pomo elders and tribal scholars in the development of an interpretative master plan for the trail.
NOTE: Students will stay at a field camp in the Fort Ross State Historic Park. Each student will be charged an additional fee of $500 to cover the costs of establishing the field camp, hiring a cook, buying food and supplies, and covering field charges .
Prerequisites: Anthro 2 (Introduction to Archaeology) required and permission of instructor. Students must first be approved by the instructor before enrolling. All students must fill out an application form.
Application: Deadline April 15, 2004. Application materials are available here. They can also be obtained directly from Kent Lightfoot.
ANTHRO N133-3: ARCHAEOLOGICAL FIELD METHODS: FORMATIVE PERIOD ARCHAEO IN HONDURAS
Rosemary Joyce, 6 units May 31–June 25 Limited to 20 students.
Program: This four-week program provides an intensive introduction to field practice in archaeology. The summer session is part of a long-term research project in the Ulua River Valley of northwest Honduras, directed by Rosemary A. Joyce, Professor of Anthropology, and Professor John S. Henderson of Cornell University, under the sponsorship of the Honduran Institute for Anthropology and History.
The Ulua River Valley is a 2400 square kilometer area of tropical lowlands that was located on the eastern edge of the world of the Classic Maya (ca. AD 250-1000). The summer excavations will focus on investigation of the Formative period (dating to 1600-800 BC). Emphasis will be on the process of excavation and data recording, but students will also be introduced to research design, mapping, and laboratory analysis of artifacts, especially pottery. In addition to formal instruction in archaeology, the program allows time for an optional weekend excursion to the classic Maya city, Copan, famous for its palaces, temples, royal portraits in stone and written texts (costs for this optional side trip are not included in the summer session costs). Participants will also be able to use free time to explore the Caribbean coast of Honduras or the mountainous areas surrounding the Ulua River's floodplains.
This is a physically demanding program involving excavation in conditions of high heat and humidity. Participant living conditions, in a modest hotel, are simple and require an ability to adapt to less primitive facilities than are the norm in the US. Accomodations will be shared with other participants. Honduras is a Spanish-speaking country, and knowledge of Spanish, while not required, is helpful. Background course work in archaeology and the prehistory of Mexico and Central America is helpful but not required.
Program costs: Students will enroll in Anthropology N133-2 (section 2 of Anthro N133) through the Berkeley Summer Session, paying the course registration fee and one-time registration fee through the Summer Session office. A separate fee of $900 will be charged for the costs of lodging in Honduras. You will not include this $900 on your summer sessions registration form; instead, accepted applicants will be given instructions on how to pay this fee. This lodging cost is for shared double room; arrangements for single rooms are possible with payment of a supplement covering the additional cost.
Students considering this course will also have to budget for costs of travel to the field site in Honduras and for meals and optional weekend travel. San Pedro Sula is the site of an international airport, served by a number of airlines, including American, Continental, and Taca, with current airfares quoted at $600-750 from San Francisco. Daily meal costs can be quite modest, from $4 a day, or as much as $20 for dinner at one of the best restaurants in San Pedro Sula on the weekend. Using an estimate of $10/day, food costs should cost around $300 for the session. In addition to the arrival and departure weekends before and after the field school, the scheduled dates include three weekends, one of which can be spent on an optional field trip to the Classic Maya site, Copan (costs not included; allow $100). Optional travel to the Caribbean coast or ecotourism resorts such as the Cusuco rainforest preserve, where quetzal birds can be seen, should be estimated at $50-$100 per weekend.
Application: Applications for the program can be found online here. Applications for the program will be accepted through the end of April; selection of students will begin March 15, so early application is advised as enrollment is limited. Accepted applicants should contact the Summer session to register after notification of acceptance from Professor Joyce. Applicants who plan to apply for Financial Aid for the summer session will find necessary information in the letter offering a place in the field school. For more information about the field site and project, you can contact Professor Joyce via email at rajoyce@uclink.berkeley.edu.
Total: $1700
Students will also have to budget airfare between US and Tokyo (San Francisco and Tokyo would be approximately $800-900).
Application: Contact Professor Habu for details at: habu@sscl.berkeley.edu
The application is available here.
ANTHRO N133-5: ARCHAEOLOGICAL FIELD METHODS: MO’OREA (FRENCH POLYNESIA)
Jenny Kahn, 6 units June 23–August 15 Limited to 10 students.
This course will provide students with training in archaeological field methods during a seven week stay on Mo’orea, the island neighboring Tahiti in the Society Islands (French Polynesia). Students will have hands-on training in archaeological excavation, reconnaissance survey, and laboratory analysis. Students will spend two-thirds of their time learning excavation techniques at prehistoric sites in the ‘Opunohu Valley, with a third of their time devoted to learning survey techniques, site mapping, and laboratory techniques for artifact and sediment analyses. The lab component will involve processing of artifacts and lab samples and data entry at the UCB Gump Station in Cooks Bay.
The ‘Opunohu Valley is the largest valley on the island of Mo’orea. The undisturbed landscape of the valley contains literally hundreds of stone structures of varying types and complexity. Our field work will emphasize excavation at ScMo-24, a large scale ceremonial site in the upper sector of the valley. This religious site complex has some of the most elaborate and spectacular marae (temple) sites found in the valley. Site mapping and survey of neighboring complexes ScMo-125, 126 will provide the students with the opportunity to learn a wide range of archaeological field techniques. A third component of the field school will involve laboratory analyses of the recovered artifacts and sediment samples. Students will spend two weeks in the valley completing the survey and excavation for every one week that they spend in the lab.
The first week of the course will take place in Berkeley and will involve an intensive introduction to Eastern Polynesia archaeology. This segment of the course will involve attendance at daily lectures on Eastern Polynesian archaeology and Society Island culture and doing required readings. We will fly to Tahiti on June 29th and take the ferry to Mo’orea on June 30th.
We will spend a total of seven weeks in Mo’orea, for a total of 47 days in the field. Field and labwork will be from 8:00-4:00 Mondays-Fridays, with field trips to other parts of the valley and other archeological sites on the island, as well as local cultural events, on the weekends. Students will have free time on the weekends to enjoy the beautiful scenery of the island and other activities such as hiking, snorkeling, and biking.
Program costs: In addition to Summer Session tuition and fees, students will be charged approx. $2725 to cover for food, housing, equipment, and supplies. Students are responsible for their own airfare–approx. $800.
Application: Admission to the course is through instructor approval only. All students must submit an application for admission to the course by April 1, 2004. Before applying, please read the field school schedule and syllabus. Students will be informed of their entry into the class by April 11. There are no prerequisites, but preference will be given to declared majors who have taken other anthropology and archaeology classes.
Requirements: Attendance at lectures and required readings during the first week of class in Berkeley. Weekly participation in the field activities for the seven week stay on Mo’orea.
ANTHRO 134B: MULTIMEDIA AUTHORING IN ARCHAEOLOGY–FIELD TRAINING, CATALHOYUK, TURKEY AND GOSEK, GERMANY
Ruth Tringham, 4 units Part 1: June 12 - 29 (plus excursions June 30 - July 6)
Michael Ashley López, Part 2: July 10 - 26
and J-P Protzen
Students may take part in either or both segments of this course. The course is 4 units whether you do just the Çatalhöyük part or both Çatalhöyük and Tambo Colorado.
Part 1: Tambo Colorado, Peru: 12-29 June. 2004
See: http://www.mactia.berkeley.edu/fieldschools/index.html
Part 2: Çatalhöyük, Turkey: 10-26 July. 2004
Location: Çatalhöyük, near Çumra, Konya, SC Anatolia, Turkey.
Çatalhöyük is a Neolithic settlement mound of mud-brick houses, dating to 7000 BC. This is an on-going excavation project directed by Ian Hodder (Stanford University) and Ruth Tringham UC Berkeley). The site director is Shahina Farid (Cambridge University, UK). Michael Ashley-Lopez heads the media and IT team at Çatalhöyük.
In 2004, excavation will focus on a new 40 x 40 meter area next to Building 3 (the BACH building) and Buildings 1 and 5 in the North area of the East mound. Some excavation will also be carried out in the former Mellaart excavation area (South). The aim of the new excavations in the North is to define a "neighborhood". The Cambridge, Stanford and Berkeley research teams are now merged into one team divided into small excavation teams or "pods". Field school students will work as media recorders for these small excavation teams (pods), one or more per team. You will be guided by the professional archaeologists in field techniques to acquire experience in archaeological excavation and interpretation. At the same time, you will provide and manage the image record of their small team.
The focus of the field course is training in the application of digital imagery for recording (still and video photography), archiving and presentation of archaeological excavation. You are expected to have received pre-training in Arch 139X in Spring 2004 or an equivalent course.
There are opportunities here for a number of independent research projects (for Senior Honors thesis, for example) growing out of your practice at the site.
Requirements: Each of you will be required to manage and fully annotate the digital documentation for your pod's area(s) using both Portfolio and the site database. You are advised (but not required) to bring a laptop computer with you.
Readings: Ian Hodder's 1991 volume, especially chapter 1, will give you the broader context of the site from a European perspective, James Mellaart's book introduces the early (1960s) excavations. The new fieldwork starting in 1993 (and excavations starting in 1996) has been published in two volumes so far (Hodder 1997 and 2000), neither of which is easily absorbed but are worth looking at especially Hodder (2000). The full publication of the 1995-2000 fieldwork is about to be published. You can see a preview in the Hodder and Cessford article. Hodder's 1999 book is a good introduction to the reflexive methodology and style of fieldwork that we carry out at Çatalhöyük. Michael's paper on digital media recording will give you a good sense of the methods we employ at the site that you will engage with.
Ashley-Lopez, M. 2002 Real Webs and Virtual Excavations: A role for digital media recording in archaeological site management. Paper presented at the Virtual World Congress, Mexico City, Mexico.
Hodder, I. 1991 The Domestication of Europe. Basil Blackwell, Oxford.
Hodder, I. 1999 The Archaeological Process. Blackwell, Oxford.
Hodder, I. (editor) 1997 On the surface: Catalhoyuk 1993-95. McDonald Institute for Archaeological Research, Cambridge, UK.
Hodder, I. (editor) 2000 Towards reflexive method in archaeology: the example at Çatalhöyük by members of the Çatalhöyük teams. McDonald Institute for Archaeological Research, Cambridge.
Hodder, I. and C. Cessford 2004 Daily Practice and Social Memory at Çatalhoyuk. American Antiquity 69(1):17-40.
Websites: There are a number of websites that will fill out details of the project. The most important is the "official" website, where you can explore newsletter and archive reports of previous seasons:
http://catal.arch.cam.ac.uk/catal/
The website of the BACH team has excellent video excerpts (RAVE):
http://www.mactia.berkeley.edu/catal/rave/vignette_pages/html/gettingthere.html
Popular "Mysteries of Çatalhöyük" site from the Science Museum of Minnesota http://www.smm.org/catal/
Additional information: We will provide you with additional information, including health and safety, site etiquette, travel guidelines and site-seeing opportunities in the coming weeks. All team members are required to have health insurance (SHIP is not adequate) and proof of this insurance is required in advance. If you do not have health insurance beyond SHIP, there are options.
Costs for students:
SF-Frankfurt-Istanbul-SF ** $1400
Istanbul-Cumra-Istanbul train $50
Turkish visa $65
Turkish resident permit $30
Travel Insurance: $100
Field Subsistence, 16 days food and lodging plus tuition $800
Total student costs $2480
Course registration: You will need to register (and pay) for Anthro 134b summer school (4 units**) for this course as you do normally through Telebears.
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