CBBS crew at Cerro Chino conducting test excavations. Note the large boulder in the background which contains numerous petroglyphs. Photo provided by Center for Big Bend Studies

CBBS Searches for Hints from the Past

By Sharon Collyer
Skyline Contributor

The Center for Big Bend Studies… the name itself doesn’t reveal much. Sometimes confused with the Archives of the Big Bend or the Museum of the Big Bend, the Center for Big Bend Studies is a completely different entity.

“We are a consortium of researchers dedicated to archeology in the Big Bend,” says John D. Seebach, project manager and archeologist for CBBS since 2004. “We are studying the residues of past humans—how they made their living in this environment for the last 14,000 years. We are basically re-writing the history of the Big Bend.”

CBBS was established in 1987 as a history-based endeavor; archeology was merely an aside. When present director Bob Mallouf took over in 1995, CBBS’ focus veered towards archeology, Mallouf’s field. “There was a fifty-year lag in research in the Big Bend before our present director said, ‘There’s a real knowledge gap here,’ says Seebach. The Big Bend was popular in archeological circles in the 1920’s and 30’s, but World War II diverted national attention and man power from archeological studies. “All archeological activity in the country ground to a halt during this time,” he explains. “The problem is that it wasn’t picked up again here. Now, we are trying to find out where the Big Bend stands in terms of our prehistory versus the prehistory of other areas – how we are the same and how we are different.”

Funding for the center comes from all sources. They receive large donations from private foundations, such as the Brown Foundation, Inc., but also receive support from SRSU, membership donations, and contributions from interested parties. Much of the archeological work is done on private land, with some projects in Big Bend National Park.

The CBBS is rare in the realm of academic-based archeological programs. Melissa Williams, also a CBBS archeologist and project manager, explains: “Ninety-nine percent of archeological research is pushed through cultural resource management, such as the building of Wal-Marts and parking lots, or directly funded through universities. We are neither. We are an archeology research association that is not affiliated to a university anthropology department.” She pauses and nods. “It’s such a unique situation – as staff we are able to direct our research into areas that most need study. We have funding to pursue research, and that is a rare gift.”

Besides conducting archeological studies, the center also publishes the annual “Journal of Big Bend Studies.”
They also hold an annual conference and are contributing to the upcoming Texas Archeological Society Rock Art Academy, held at the end of this month in Van Horn. The CBBS is also deeply involved with Texas Beyond History, a public education website which disseminates knowledge about the prehistory of the entire state. This site can be accessed at www.texasbeyondhistory.net.

Since its beginnings, the center has grown to include a large number of volunteers who donate over 1300 hours of field time and who travel from far and wide to record rock art, excavate and crawl around on their bellies looking for teeny-tiny artifacts. The work is dirty, exhausting and fascinating – perfect for those of us with a sense of adventure and a love for all things old.

However, few archeological digs are conveniently along the side of a road. Simply getting to a research site requires considerable amounts of time and money. “One of the tricky things about archeology is that everyone says ‘I want to go on a dig!’ but it’s actually difficult to get people out there,” says Williams. “We are under budget pressures and time pressures, and a lot of the work is on private land. The field school is an excellent opportunity to get out there and enjoy the dirt and the rain.”

The CBBS coordinates an archeological field school every two years for any student interested in learning more about archeology in the Big Bend. This year’s 6-credit hour course will be held on the Holguin Ranch of Presidio, which is adjacent to Big Bend Ranch State Park. Participants will study an open prehistoric campsite along Holguin Creek which contains artifacts dating between 1000 B.C. to 1700 A.D. The field work will include mapping, profiling, surveying and excavation techniques, lectures, field trips, discussions and lab work. CBBS’ Archeological Field School will run the through the Summer I session, July 2nd to July 7th. Interested parties should contact Andy Cloud at (432) 837-8289.  

Right now is a fantastic time to volunteer. The Center is happy to have students go along on any excavation. “We are in the middle of a five-year Trans-Pecos Archeology program. It’s a very exciting time for us right now,” says Seebach. “We are pulling so much new data we barely have enough time to record it.” One of his many projects is an archeological reconnaissance of the Pinto Canyon Ranch, a 60,000-acre private ranch in western Presidio County. So far he has discovered about 400 sites and has excavated six of them. “Because of the springs and the river,” he explains, “the area is incredibly rich in archeological resources. You can’t throw a rock without hitting a site.”

Individuals interested in volunteering can contact CBBS at (432) 837-8179; or visit their website at www.sulross.edu/cbbs. And don’t be discouraged; you may know more about archeology than you think. “I’ve taught at Sul Ross for four semesters, and one of the surprises is that students know a lot about archeology from TV shows; the challenge is that it’s a real surface understanding,” says Williams. “We can learn so much from the past, from how people subsisted. What I want students to see is how archeology can contribute to our world today.”

You dig?

Klein’s Local Alternative Fuel System to Be 100% Recyclable

By Madeline Cantu
Skyline Reporter

Just last weekend I saw commercials for biofuels and alternative energy sources. There is a feeling of detachment, or perhaps distance, when it comes to such a topic—at least, on my part. Okay, so they’re saying there’s more than just crude oil out there, so what? Surely I’m not the only one who thinks that we’ll never pull fully away from oil to utilize other forms of energy? Probably not in my lifetime, anyway. I heard about cars running on peanut oil, and French fry oil or something equally unlikely, and has anything really come of them? No. There’s just too much money to be had in oil, even as it is a source that is steadily declining in availability.

After reading a proposal submitted to Sul Ross by Assistant Professor Keith Klein, I realized that a lot of research is actually being performed close by—so it’s not as distant as one might think. In fact, Professor Klein’s proposed project, titled “The Implementation of Phase-Two of the Sul Ross Solar Energy Aquaponics—Food/Fuel Conversion and Utilization Project,” is aimed to happen on (or at least very near) campus.

For comparative purposes, one of numerous studies in progress over the topic of biofuel from microalgae is that being performed by Texas AgriLife Research. Along with a technology company called General Atomics, AgriLife has been given over $4 million via a grant from Texas’ Emerging Technology Fund (ETF), which has been matched in amount by the US Department of Defense. On a smaller scale, Klein’s project would run an estimated $6,000 for a one-year period.

For Klein and his proposal, algae is important because of its rapid growth rate—it can double in mass multiple times daily—and high lipid and carbohydrate content. It is said that nearly 50% of algae is comprised of that, allowing it to yield high rates of oil. Not only that, but studies also suggest that algae is 15 times more productive than other alternative sources. Another benefit is that once the oil is “squeezed” from it, the algae itself can then be used to feed livestock and other animals. One acre of algae can produce 33,000 gallons of oil per year.

The construction of such a project is complex. Klein would like to use a basement building like the ones found here on campus (which would be an ideal breeding ground for algae), and with a structure that he has the IT welding class helping him build, direct sunlight from above ground to the algae below. A parabola, a type of trough-looking metal structure, is mounted on a base unit, and will rotate to track the sun throughout the day.
Another bar would then direct the sunlight and a series of plastic tubing would water the algae inside the building. The system would be entirely recyclable; nothing would go to waste.

 “Other solar collector projects,” Professor Klein says, “direct the sunlight onto a metal bar that spans the parabola. It turns the sunlight directly into heat, and makes energy that way. I don’t want to turn it into heat. I want to capture that concentrated beam of light, and direct it onto the algae.” From there, the sunlight would be processed by the algae and then produce the oil.

Professor Klein, and since this past semester student Charles Chochet, have been working on this for a little over a year. The second phase of this project is proposed to start in September of this year if it is approved.

Getting a Blackboard E-ducation

By Adam Cuellar
Skyline Reporter

This semester, I enrolled in my first completely online course. I was a bit hesitant because of shaky experiences with Blackboard in some of my previous lecture classes. I was intrigued, however, at the idea of a revamped Blackboard system. Only a few lecture and online courses were piloting the system, and I was eager to try it out.

I must say that at first I wasn’t entirely impressed. I had heard that Blackboard Enterprise was significantly more expensive for the school, yet I didn’t immediately see any major differences. The overall presentation looked very familiar, save for a few navigation tabs and buttons along the top and side of the page. As classes kicked off, though, I found just how useful and student- friendly the system was.

One new feature I am in love with is the report card. On the home page after login, there is a quite convenient display of each one of your classes followed by your corresponding grades. This saves a lot of time and tedious clicking for the student. You can see right away if any changes have been made without having to click and navigate into every single class.

Another aspect I enjoy is the new discussion board. The design is seamless and even allows students to view the number of hits every post has received. I absolutely love this ability.

Submitting assignments is the exact same, but the assignment page is quite different. It definitely feels more organized, making it easier for the students to stay on track and plan ahead to avoid deadlines.

Blackboard is currently being used by colleges worldwide. Its popularity continues to grow among administrators and students alike due to its simplicity and ease of use. It is even being utilized by various militaries.
Knowing this, however, I was still incredibly surprised at a notion made by Physical Education Chairman and Professor Roger Grant.

“In three to five years from now there won’t be any textbooks. Everything is going to be electronic and everyone will have to get used to it.”

As a student, the idea of increased online courses and online textbooks is amazing. Most of the students already live on their laptops or PDAs, so for them the transition would truly be minimal (not to mention the fact that they wouldn’t have to groan about those pesky eight o’clock classes any longer.)

Though Dr. Grant does find tremendous value and upsides to the program, I share a few of his major concerns as a future educator.

“Social elements are critical to education. Students have to learn self-discipline by going to class and interacting with each other. I think this is a very important part of the acquisition of knowledge.”

As the technological craze proceeds, there are sure to be many aspects of education and social interactions that are sacrificed, if not completely lost. The other day I was in a friend’s room and he was “myspacing” his own roommate to take out the trash. This is just a sign of the age we live in; whether this is acceptable or utterly depressing differs, depending on who you ask.

What Is Romance (And Can It Last)?

By Robbie McDaniel
Skyline Reporter

What is romance, anyway?  Some adjectives might include:  loving, passionate, tender, amorous, adoring, starry-eyed, dreamy, idealistic, quixotic, and impractical.

Men and women seem to experience romance in different ways.  Often, women seem to see romance as the experience of being courted by a man.  Flowers, candy, being taken on a date which might include a quiet, intimate dinner, or going to the movies to see a love story.  Men on the other hand, might experience romance as having their favorite meal cooked for them, having their romantic partner dressed in sexy lingerie, or dispensing with the pleasantries and heading straight to the bedroom.  These differing preferences might just be the benchmarks that set the tone for a couple’s entire relationship.

Apparently, the experts believe that there are five key factors that influence the way relationships develop, and another five for how they deteriorate. According to M. L. Knapp and A. L. Vangelisti, in “Interpersonal Communication and Human Relationships,” those factors are:

*Initiating – First impressions and sizing up of the other person.

*Experimenting – Finding out more about the person, and sharing information.

*Intensifying – Active participation, mutual concern, an awareness that the relationship is developing, and more personal exchanges.

*Integrating – Mirroring the other’s behavior in manner, dress, and language; merging of social circles; and sharing of interests and values.

*Bonding – Commitment, exchanging of personal items, and public bonding rituals (ie; marriage).

Once couples have progressed through these five stages, they enter a period of “relational maintenance” in which they begin to establish strategies for keeping the relationship together.  Relationships stabilize as the partners reach a basic level of agreement about what they want from the relationship.  This stage seems to be critical.  Communicating and compromising skills are honed and actively engaged.  Individuals in the relationship struggle with the need to be integrated into the relationship, yet separate and independent.  They also struggle with issues such as stability vs. change, and expression vs. privacy.

The five stages of relationship deterioration include:

*Differentiating – Partners begin emphasizing their individual differences instead of their similarities.  They begin to participate in individual activities with their own friends, instead of spending time as a couple.

*Circumscribing – Decreased interaction, shorter times together, and less depth to sharing.  The exchange of feelings, the demonstrations of commitment, and the obvious pairing are disappearing.

*Stagnating – Minimal common activity or interaction, conversations become awkward instead of stimulating; each individual may find external outlets for developmental stages.

*Avoiding – Reluctance to interact, active avoidance, or hostility.  Partners get in each other’s way, each seeing the other as an obstacle or limitation.  Arguing and disagreements are common.

*Terminating – Dissociation, sharing nothing, division of property, divorce and dissolution.

Individuals do not always progress through these stages in a linear fashion, but move within stages to maintain their equilibrium or stability.  Communication skills can greatly alter the relational trajectory.  In relationships that are dysfunctional or deteriorated, communication can help to heal or remedy problems. 

Research shows that people base decisions to develop relationships on such factors as physical attractiveness, personal charisma, and communication behaviors.  In general, we are more likely to attempt to develop relationships with people who are attractive, emotionally expressive, extroverted, and spontaneous.

No matter the gender, age, race or nationality of the persons involved, or the stage of the relationship involved, there are key behaviors which are critical to interpersonal connecting: communication, appreciation, and validation.  If individuals can communicate effectively with the people in their lives, appreciate them for who they are, and validate them for what they have to offer, it will add depth and connection to any relationship.

Knowing the romantic preferences of your partner, and trying to accommodate those preferences can keep cupid alive and well in your relationship.