DOCSLIB.ORG

Hunting, Wildlife and Outdoor Skills Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Hunting, Wildlife and Outdoor Skills Curriculum 4-H Shooting Sports Hunting, Wildlife and Outdoor Skills Curriculum Leader Manual and Teaching Activities National 4-H Shooting Sports Committee 4-H Shooting Sports Hunting and Outdoor Skills Curriculum TABLE OF CONTENTS Leader Manual Acknowledgement 4 YOU, the 4-H Shooting Sports Hunting Instructor 5 Introduction to Hunting 1. History of Hunting 8 Caveman Skeet 12 Knapping 12 2. Why We Hunt 13 3. Hunting Ethics 16 Dilemma Techniques for Teaching Hunter Ethics 21 4. Hunting Laws and Regulations 23 5. Hunter and Landowner Relations 26 6. Wildlife Management and the Hunter 31 The Deer Herd Game 35 Caramelita Hunt 37 7. Careers in Hunting, Shooting Sports and Wildlife Management 39 Types of Hunting 1. Hunting with a Rifle 44 2. Hunting with a Shotgun 48 3. Hunting with a Handgun 54 4. Hunting with a Muzzleloader 58 5. Bowhunting 66 6. Hunting with a Camera 72 Outdoor and Hunting Equipment 1. Use of Map and Compass 74 2. Using a GPS 82 3. Cutting Tools 86 Getting Ready for the Hunt 1. Planning the Hunt 93 2. The Hunting Camp 98 3. Firearm Safety for the Hunter 107 4. Survival in the Outdoors 115 Fire building Activity 122 2 5. Constructing a Hunters Trail 123 Hunting Skills and Techniques 1. Recovering Game 125 Artificial Blood Trails 131 2. Field Care and Processing of Game 133 3. Hunting from Stands 141 4. Stalking Game Animals 147 Quiet Stalking Activity 149 Spotting and Camouflage Activity 150 The Scent Activity 151 5. Hunting with Dogs 152 Popular Game Species 1. Hunting Rabbits and Hares 156 2. Hunting Squirrels 164 3. Hunting White-tailed Deer 173 4. Hunting Ring-necked Pheasants 182 5. Hunting Waterfowl 190 6. Hunting Wild Turkey 195 Appendix A 4-H Hunting Website Materials 205 3 ACKNOWLEDGEMENTS The 4-H Shooting Sports Hunting Materials were first put together about 25 years ago. Since that time there have been periodic updates and additions. Some of the authors are known, some are unknown. Some did a great deal of work; some just shared morsels of their expertise. We are grateful for the contributions of all of them. Because much of the original work has been altered, we didn‟t think it was proper to keep the original authors listed on the chapters they contributed. We cannot assume our attempts to update chapters would have met their approval although we hope it would. A primary thanks goes to Dr. Ron Howard, Professor and Extension 4-H Specialist at Texas A&M University. Ron spearheaded the original efforts, authored the majority of the chapters and updated other chapters over the 25 year period. Here are others who contributed to this manual: Shari Dann (Michigan), Tom Davison (Texas), Kelly Gorham (Montana), Jim Kitts (Minnesota), Jim Knight (Montana), Jeanne Olmstead (Montana), Jack Payne (Florida), Jim Smith (New Mexico) and Bill Stevens (Minnesota). Support for this curriculum was provided by 4-H National Headquarters, Division of Youth and 4-H, Institute of Youth, Family and Community at the U.S. Department of Agriculture‟s National Institute of Food and Agriculture. This support was made possible through funding from the National Conservation Training Center, U.S. Fish and Wildlife Service. 4 YOU, the 4-H Shooting Sports Hunting Instructor Congratulations and thank you for taking the first steps in becoming a 4-H Shooting Sports Hunting Instructor! The commitment you are undertaking will affect 4-Hers, parents, families, the general public and the overall hunting community. With your commitment comes a responsibility to conduct trainings that ensure a positive future for those you affect and the tradition of hunting in America. As a member of the 4-H Shooting Sports team, always keep in mind that the purpose of ANY 4-H program is youth development and teaching life skills to young people. The Hunting discipline and all the 4-H Shooting Sports programs are valuable for helping young people develop self confidence, personal discipline, responsibility, teamwork, self esteem and sportsmanship. Always keep this in mind as you instruct, mentor and serve as an example to your students. You as a 4-H Hunting Instructor will have a unique set of challenges and considerations to address. Review the following section to be sure you understand how you can be an excellent hunting instructor and also consider the related complications of teaching hunting, wildlife and outdoor skills to 4-Hers. SAFETY Firearms, getting lost, falling injuries, fire, knives, wild animals, hypothermia, blisters, fatigue...WOW! Are we sure we should expose young 4-Hers to all the dangers involved in hunting? Absolutely! The safety concerns related to hunting are best addressed through education by qualified instructors. Understanding how to be a safe hunter and developing the awareness, knowledge and skills to be a safe hunter is one of the greatest benefits of the 4-H Shooting Sports Hunting, Wildlife and Outdoor Skills Curriculum. You, as the instructor, must always make safety the highest priority when conducting your training sessions. Always have a sufficient number of adults to assist you. Have a back up activity available if expected assistance is not available. Familiarity with all 4-H Shooting Sports discipline is critical to understanding skills within the 4-H Hunting discipline. 4-H Hunting Instructors are not approved to teach any other shooting disciplines unless they completed the discipline-specific training. Every 4-H Hunting Instructor must have passed a state Hunter Education program. Always have an appropriate first aid kit available and a person with the knowledge and ability to use it. When conducting activities using fire, always address necessary fire control measures. In all exercises, be sure to understand the skill levels of participants to avoid putting them in unsafe or uncomfortable situations. 5 Before any live-fire activities, youth participants must be trained by a 4-H Shooting Sports Instructor in safe use of the firearm being used. SENSITIVITY “WHAT! Sensitivity?” “I am proud to be a hunter! I don‟t need to apologize for what I do!” WHOA! Let‟s not get too sensitive ourselves! One of the most difficult concepts to pass on to our students is the balance between being proud of our hunting skills and offending others who might not have the same calling. As a 4-H Hunting Instructor you need to walk that fine line. And you need to have the skill to pass that ability on to your students. Students should learn from you they must conduct themselves safely and must show respect toward the animals they hunt and for the landowners where they hunt. They must also show a respect for the rest of society who will ultimately determine if we hunters, as a minority, can continue to pursue this legitimate activity. Be aware that not everyone understands or appreciates hunting in the same way. Though we have our own thoughts, facts and philosophies – we should be careful in how we act, speak, write, teach, etc – so that we present hunting in the best possible light. Be cognizant of the fact that not everyone that takes part in this curriculum has the same background experience and understanding. BUT let‟s not go overboard. Let‟s be sensitive, but let‟s not dilute our message. Hunting is a legitimate activity…even in today‟s world. It has a place in recreational pursuits and wildlife management. America has a rich hunting heritage – which we need not apologize for. As an instructor, be aware that your students will have much less exposure and experience than you. Too much challenge or too much expectation might turn them off to hunting. This is especially important when conducting care of harvested game exercises and early field orienteering activities. MISUNDERSTOOD TERMS Times change and so does our language. The common meanings of words change over time (“cool”, “gay”, etc.). We are sometime resistant to change because it seems we are conceding to pressure groups or we are trying to be “politically correct”. Some words or phrases however, can cause confusion or may provide fodder for those who want to attack our hunting heritage. As a 4-H Shooting Sports Instructor, you should understand the concerns and discuss them with your students. The term “sport-hunter” can be taken negatively. It is commonly used to mean we hunt as a sport or recreational activity – and not because we have to in order to survive. However, the term came about during the era of Theodore Roosevelt. Today, “sport” is seen as competitive and for the “thrill”. Because we 6 don‟t always have the opportunity to define the term when we use it, we should try to use “regulated hunting” when we want to differentiate from market or survival hunting. “Trophy hunting” is a concept that can be misunderstood. As a 4-H Hunting Instructor, you must understand the importance of helping students value ALL game they harvest, not just those with large antlers. You must help them appreciate the table fare, the chase, the challenge of the natural elements, the exposure and interaction with the natural world, the camaraderie with fellow hunters and all the other aspects of the hunting experience. Too much emphasis placed on antler size or bag limits will lead to diminishing the most enjoyable aspects of hunting. STORIES AND TALES From the time of the earliest hunters, recalling the memories of hunts and telling the story to anyone who would listen, has been an enjoyable addition to the hunting tradition. As a 4-H Hunting Instructor, your previous experiences and your desire to share them can be both a benefit and a determent to your success as an instructor.
Load more

Recommended publications
  • Rifle Hunting
    TABLE OF CONTENTS Hunting and Outdoor Skills Member Manual ACKNOWLEDGEMENTS A. Introduction to Hunting 1. History of Hunting 5 2. Why We Hunt 10 3. Hunting Ethics 12 4. Hunting Laws and Regulations 20 5. Hunter and Landowner Relations 22 6. Wildlife Management and the Hunter 28 7. Careers in Hunting, Shooting Sports and Wildlife Management 35 B. Types of Hunting 1. Hunting with a Rifle 40 2. Hunting with a Shotgun 44 3. Hunting with a Handgun 48 4. Hunting with a Muzzleloading 51 5. Bowhunting 59 6. Hunting with a Camera 67 C. Outdoor and Hunting Equipment 1. Use of Map and Compass 78 2. Using a GPS 83 3. Choosing and Using Binoculars 88 4. Hunting Clothing 92 5. Cutting Tools 99 D. Getting Ready for the Hunt 1. Planning the Hunt 107 2. The Hunting Camp 109 3. Firearm Safety for the Hunter 118 4. Survival in the Outdoors 124 E. Hunting Skills and Techniques 1. Recovering Game 131 2. Field Care and Processing of Game 138 3. Hunting from Stands and Blinds 144 4. Stalking Game Animals 150 5. Hunting with Dogs 154 F. Popular Game Species 1. Hunting Rabbits and Hares 158 2. Hunting Squirrels 164 3. Hunting White-tailed Deer 171 4. Hunting Ring-necked Pheasants 179 5. Hunting Waterfowl 187 6. Hunting Wild Turkeys 193 2 ACKNOWLEDGEMENTS The 4-H Shooting Sports Hunting Materials were first put together about 25 years ago. Since that time there have been periodic updates and additions. Some of the authors are known, some are unknown. Some did a great deal of work; some just shared morsels of their expertise.
    [Show full text]
  • ON TRANSLATING the POETRY of CATULLUS by Susan Mclean
    A publication of the American Philological Association Vol. 1 • Issue 2 • fall 2002 From the Editors REMEMBERING RHESUS by Margaret A. Brucia and Anne-Marie Lewis by C. W. Marshall uripides wrote a play called Rhesus, position in the world of myth. Hector, elcome to the second issue of Eand a play called Rhesus is found leader of the Trojan forces, sees the WAmphora. We were most gratified among the extant works of Euripi- opportunity for a night attack on the des. Nevertheless, scholars since antiq- Greek camp but is convinced first to by the response to the first issue, and we uity have doubted whether these two conduct reconnaissance (through the thank all those readers who wrote to share plays are the same, suggesting instead person of Dolon) and then to await rein- with us their enthusiasm for this new out- that the Rhesus we have is not Euripi- forcements (in the person of Rhesus). reach initiative and to tell us how much dean. This question of dubious author- Odysseus and Diomedes, aided by the they enjoyed the articles and reviews. ship has eclipsed many other potential goddess Athena, frustrate both of these Amphora is very much a communal project areas of interest concerning this play enterprises so that by morning, when and, as a result, it is too often sidelined the attack is to begin, the Trojans are and, as we move forward into our second in discussions of classical tragedy, when assured defeat. issue, we would like to thank those who it is discussed at all. George Kovacs For me, the most exciting part of the have been so helpful to us: Adam Blistein, wanted to see how the play would work performance happened out of sight of Executive Director of the American Philo- on stage and so offered to direct it to the audience.
    [Show full text]
  • Patience and Comparative Development*
    Patience and Comparative Development* Thomas Dohmen Benjamin Enke Armin Falk David Huffman Uwe Sunde May 29, 2018 Abstract This paper studies the role of heterogeneity in patience for comparative devel- opment. The empirical analysis is based on a simple OLG model in which patience drives the accumulation of physical capital, human capital, productivity improve- ments, and hence income. Based on a globally representative dataset on patience in 76 countries, we study the implications of the model through a combination of reduced-form estimations and simulations. In the data, patience is strongly corre- lated with income levels, income growth, and the accumulation of physical capital, human capital, and productivity. These relationships hold across countries, sub- national regions, and individuals. In the reduced-form analyses, the quantitative magnitude of the relationship between patience and income strongly increases in the level of aggregation. A simple parameterized version of the model generates comparable aggregation effects as a result of production complementarities and equilibrium effects, and illustrates that variation in preference endowments can account for a considerable part of the observed variation in per capita income. JEL classification: D03, D90, O10, O30, O40. Keywords: Patience; comparative development; factor accumulation. *Armin Falk acknowledges financial support from the European Research Council through ERC # 209214. Dohmen, Falk: University of Bonn, Department of Economics; [email protected], [email protected]. Enke: Harvard University, Department of Economics; [email protected]. Huffman: University of Pittsburgh, Department of Economics; huff[email protected]. Sunde: University of Munich, Department of Economics; [email protected]. 1 Introduction A long stream of research in development accounting has documented that both pro- duction factors and productivity play an important role in explaining cross-country income differences (Hall and Jones, 1999; Caselli, 2005; Hsieh and Klenow, 2010).
    [Show full text]
  • Gunshot Wounds: a Source of Lead in the Environment
    GUNSHOT WOUNDS: A SOURCE OF LEAD IN THE ENVIRONMENT 1 2 RICHARD K. STROUD AND W. GRAINGER HUNT 1US Fish & Wildlife Service, National Forensics Laboratory 1490 East Main Street, Ashland, OR 97520-1310 USA 2The Peregrine Fund, 5668 West Flying Hawk Lane, Boise ID 96056 USA E-mail: [email protected] ABSTRACT.—Ingested lead shotgun pellets and rifle bullet fragments have been shown to be an important source of lead poisoning in water birds, raptors, avian scavengers, and even seed-eating birds. Ingestion of spent lead shotgun pellets by waterfowl and secondary ingestion by Bald Eagles (Haliaeetus leucocepha- lus) scavenging on waterfowl led to the change of hunting regulations that prohibit the use of toxic lead pellets for waterfowl hunting in the United States. However, bullets containing toxic lead are still widely used to hunt large game animals and “varmints” and are a source of lead in the environment available to wildlife. Basic bullet materials available to the bullet manufacturer include lead alloys, lead with external copper wash, lead core with copper jacket, pure copper, and bismuth. Lead and bismuth are highly frangible, whereas pure copper bullets tend to remain intact after impact. Bullet fragmentation increases the degree of lead contamination in tissue ingested by scavengers feeding on hunter-killed animal remains. Modern bullet design, velocity, composition, and bone impact are significant factors in the character and distribution of lead particles in carcasses, gut piles, and wound tissue left in the field by hunters. Prior to the 1900s, bullets were made entirely of lead. Their velocities were relatively slow (<2000 feet per second), and their ten- dency to fragment was accordingly lower than that of modern ammunition.
    [Show full text]
  • (ELR) Shooting by Bryan Litz, Applied Ballistics
    Introduction to Extreme Long Range (ELR) Shooting By Bryan Litz, Applied Ballistics Introduction Accuracy and precision minded rifle shooters are continuously pushing the limits of long range rifle shooting. Those at the pinnacle of the sport, who routinely score first round hits on steel targets beyond a mile are calling their pursuit Extreme Long Range Shooting – ELR. This article explores the fascinating world of ELR shooting including the special equipment, knowledge and skills required to succeed. The Applied Ballistics ELR Team at the 2016 King of 2 Mile event. Left to right: Bryan Litz, Paul Philips, Mitch Fitzpatrick and Kelly McMillan. The rifle is Mitch’s self built 375 Lethal Magnum that he used to win the event. What is ELR? As stated in the introduction, ELR stands for Extreme Long Range, but what is that, in numbers? ELR may mean something different for a .308 Winchester shooter as compared to a .50 BMG shooter. Where is the threshold between normal long range and Extreme Long Range generally considered to be? The fact is that range becomes extremely long at different distances depending on the performance of the rifle you’re shooting. One way of accounting for this is to consider ELR shooting to be the distance at which your bullets slow to transonic speed. All high performance centerfire bullets start out somewhere around Mach 2 or 3, which is 2 or 3 times the speed of sound. As the bullets fly downrange the loose speed due to aerodynamic drag. The bullets trajectory remains somewhat predictable up until the part when the bullet slows to around Mach ABDOC136 Copyright © 2017 by Applied Ballistics, LLC.
    [Show full text]
  • Out of Doors 5.11.Indd
    MAY 2011 Affi liated with the National Wildlife Federation VOLUME 51, NUMBER 5 Inside AMERICA’S GREAT OUTDOORS: Salazar this issue: Highlights Efforts to Conserve Working Landscapes with development activities, but allow for continued agricultural Proposed Dakota Grassland Conservation Area uses such as livestock grazing and haying. Under Page 2 HIGHMORE, S.D. -- Secretary of the Interior Ken Salazar conservation easements, land ownership and property rights, FEDERAL HUNTING AND today visited South Dakota to highlight the proposed Dakota including control of public access, remain with participating landowners. In addition, participating properties would FISHING EXCISE TAXES Grassland Conservation Area as a model for conserving working agricultural landscapes while benefi ting wildlife remain on local tax rolls. CREATE RETURN and its habitat under President Obama’s America’s Great “Last year, federal conservation agencies held a listening Outdoors Initiative. session at Pierre to hear from conservation stakeholders CRITICS SAY OBAMA Under the proposal, the Interior Department’s Fish and about local solutions to key conservation issues in the state,” ABANDONS SCIENCE IN Wildlife Service would seek to acquire easements from willing Salazar said. “I am pleased to see the Fish and Wildlife Service and its partners are listening to South Dakotans and FOREST RULE sellers on approximately 2 million acres of native prairie habitat to benefi t wildlife and support traditional economic have proposed the Dakota Grassland Conservation Area, activities,
    [Show full text]
  • 2011 January Newsletter
    LEE COUNTY leecountywildlife.org WILDLIFE ASSOCIATION January 2011 President Billy Gillum 979-540-0351 It’s Time For The Annual Meeting Vice-President James Normant 979-773-4067 It’s hard to believe another year has op table to be eligible for the door come and gone and it is nearly time for prizes. Secretary the Wildlife Association’s annual Robert Feller meeting. It will be held on Friday, Meal tickets are only $5 for adults. Treasurer February 4 at the Sons of Herman Kids up through high school still eat Martin Schubert Hall south of Giddings off Highway 77 free, so bring the whole family. Tickets at County Road 223. The social hour can be purchased at the time of Directors will get started at 5:00 and the meal registration. Area I – Two Creeks Gary Sides 979-542-3817 around 6:30 p.m. James Parker 979-884-0429 Our guest speaker this year will be Doug Symmank 979-542-3743 Come on out for some good chicken Mike Leggett, Outdoor Columnist, with fried steak and great fellowship. As the . Area II – South Lee Austin American-Statesman Allen Kaiser 979-366-2838 always, there will be plenty of door Tim Hartfield 979-542-4758 prizes as well as many nice raffle items We will have the annual photo contest Louis Doebbler 979-366-2878 so bring plenty of money. Door prizes and hopefully a few nice bucks on Area III – West Yegua will be given throughout the evening so display. If you have antlers or a Charles Winkler 512-253-6151 come early.
    [Show full text]
  • Habitat Management Plan Template
    CLARKS RIVER NATIONAL WILDLIFE REFUGE Big Game, Migratory Birds, Upland Game, Amphibians/Reptiles, and Invasive/Feral Species 2020 Sport Hunt Plan Submitted By: Project Leader ______________________________________________ Signature/Date Concurrence: Refuge Supervisor ______________________________________________ Signature/Date Approved: Regional Chief, National Wildlife Refuge System ______________________________________________ Signature/Date Clarks River National Wildlife Refuge 91 U.S. Highway 641 N Benton, KY 42025 March 2020 Table of Contents Section A. Sport Hunt Plan Introduction ...............................................................................................................................4 Statement of Objectives ...........................................................................................................7 Description of Hunting Program ............................................................................................ 10 Areas to be Opened to Hunting ............................................................................................. 10 Species to be Taken, Hunting periods, Hunting Access ......................................................... 12 Hunter Permit Requirements ................................................................................................. 16 Consultation and Coordination with the State ........................................................................ 16 Law Enforcement .................................................................................................................
    [Show full text]
  • Dead Alive, Dead Outside, Alive Inside” “
    24683_U01.qxd 11/15/04 12:53 PM Page 1 Introduction “Dead alive, dead outside, alive inside” “In my thinking, I see that people forgot me.” Catarina said this to me as she sat peddling an old exercise bicycle and holding a doll. This woman of kind manners, with a piercing gaze, was in her early thirties; her speech was lightly slurred. I first met Catarina in March 1997, in southern Brazil at a place called Vita. I remember asking myself: where on earth does she think she is going on this bicycle? Vita is the end- point. Like many others, Catarina had been left there to die. Vita, which means “life” in Latin, is an asylum in Porto Alegre, a com- paratively well-off city of some two million people. Vita was founded in 1987 by Zé das Drogas, a former street kid and drug dealer. After his conversion to Pentecostalism, Zé had a vision in which the Spirit told him to open an institution where people like him could find God and regenerate their lives. Zé and his religious friends squatted on private property near downtown, where they began a makeshift rehabilitation center for drug addicts and al- coholics. Soon, however, the scope of Vita’s mission began to widen. An in- creasing number of people who had been cut off from family life—the men- tally ill and the sick, the unemployed and the homeless—were left there by relatives, neighbors, hospitals, and the police. Vita’s team then opened an in- firmary, where the abandoned waited with death.
    [Show full text]
  • GUIDE for MEMBERS 2020-21 Lowndes County Wildlife Federation RULES GUIDELINES MEMBER IDENTIFICATION GUESTS GUEST HUNTING AND
    GUIDE FOR MEMBERS 2020-21 Lowndes County Wildlife Federation RULES 1. The Board of Directors of the Lowndes County Wildlife Federation will administer all rules. 2. Members shall obey all Federal and State Game and Fish Laws as well as LCWF rules. 3. Members will at all times conduct themselves in a sportsmanlike manner and will not intentionally misrepresent themselves or any of their actions while on LCWF properties. GUIDELINES The board is determined to run the club as a recreational group and not as a business. If you see a problem, or make a mistake, tell someone and it will be fairly dealt with. We are only human, and deserves a fair shake. Repeated and severe infractions will be seriously dealt with. This is your club and you need to serve as a watchman for its health and welfare. Let’s all have a good time and enjoy the great outdoors. Be sure to ask a Board Member if you have questions about any of the guidelines below. MEMBER IDENTIFICATION 1. Immediate family members are defined as “Spouse, College students and minor Children or Grandchildren 15yrs or under” and are seen as “a part of” the member and not regarded as guests. 2. Members and guests shall wear badges that are placed in a visible location on clothing. 3. A Club decal or a note with member’s number must be affixed to and/or visible on any vehicle used by members or guests on LCWF land. 4. A list of members including badge numbers and phone numbers will be supplied to each member GUESTS 1.
    [Show full text]
  • The Westfield Leader and the TIMES of Scotch Plains – Fanwood a WATCHUNG COMMUNICATIONS, INC
    Page 4 Thursday, July 2, 1998 The Westfield Leader and THE TIMES of Scotch Plains – Fanwood A WATCHUNG COMMUNICATIONS, INC. PUBLICATION The Westfield Leader THE TIMES POPCORN of Scotch Plains – Fanwood — Established 1890 — — Established 1959— The X-Files: The Official Newspaper of the Town of Westfield Official Newspaper of the Borough of Fanwood and the County of Union and the Township of Scotch Plains The ABC’s of Paranoia Member of: Member of: By Michael S. Goldberger New Jersey Press Association • National Newspaper New Jersey Press Association • National Newspaper Association Association One Popcorn, Poor • Two Popcorns, Fair • Three Popcorns, Good • Four Popcorns, Excellent GYMNASIUMS Westfield Area Chamber of Commerce Scotch Plains Business & Professional Association The naked truth about the word 2 & 1/2 popcorns you settle for an extraterrestrial virus? gymnasium is that it stems from a Periodicals – Postage Paid at Westfield, New Jersey Periodicals – Postage Paid at Scotch Plains, New Jersey Oooh, its mysterious. Oooh, its How about if we up the ante by having the P.O. Box 250 • 50 Elm Street P. O. Box 368 spooky. Oooh, its intriguing. Oooh, its insidious bugs invade their human hosts place in ancient Greece or Rome Westfield, N.J. 07091 Scotch Plains, N.J. 07076 conspiratorial. But, uh, what is this all for spawning? Would that be enough? where men (only) exercised in the buff. This lack of modesty probably Tele: (908) 232-4407 • E-mail: [email protected] • Web: www.goleader.com • Fax: (908) 232-0473 about anyway? And are we ever going to The X-Files teases on two fronts: Just see any aliens or what? as there wouldnt be much point to this explains why women were prohib- POSTMASTER: Send address changes to the offices of the newspapers at Paranoia sells.
    [Show full text]
  • Pliny's Poisoned Provinces
    A DANGEROUS ART: GREEK PHYSICIANS AND MEDICAL RISK IN IMPERIAL ROME DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Molly Ayn Jones Lewis, B.A., M.A. ********* The Ohio State University May, 2009 Dissertation Committee: Duane W. Roller, Advisor Approved by Julia Nelson Hawkins __________________________________ Frank Coulson Advisor Greek and Latin Graduate Program Fritz Graf Copyright by Molly Ayn Jones Lewis 2009 ABSTRACT Recent scholarship of identity issues in Imperial Rome has focused on the complicated intersections of “Greek” and “Roman” identity, a perfect microcosm in which to examine the issue in the high-stakes world of medical practice where physicians from competing Greek-speaking traditions interacted with wealthy Roman patients. I argue that not only did Roman patients and politicians have a variety of methods at their disposal for neutralizing the perceived threat of foreign physicians, but that the foreign physicians also were given ways to mitigate the substantial dangers involved in treating the Roman elite. I approach the issue from three standpoints: the political rhetoric surrounding foreign medicines, the legislation in place to protect doctors and patients, and the ethical issues debated by physicians and laypeople alike. I show that Roman lawmakers, policy makers, and physicians had a variety of ways by which the physical, political, and financial dangers of foreign doctors and Roman patients posed to one another could be mitigated. The dissertation argues that despite barriers of xenophobia and ethnic identity, physicians practicing in Greek traditions were fairly well integrated into the cultural milieu of imperial Rome, and were accepted (if not always trusted) members of society.
    [Show full text]