Racial History and bio-cultural adaptation of Nubian archaeological populations

1973 ◽  
Vol 14 (4) ◽  
pp. 555-564 ◽  
Author(s):  
Dennis P. Van Gerven ◽  
David S. Carlson ◽  
George J. Armelagos
Keyword(s):  
Cultural History ◽  
Skeletal Remains ◽  
Cultural Dynamics ◽  
Skeletal Morphology ◽  
Evolution And Development ◽  
Culture History ◽  
Racial History ◽  
History Of ◽  
Physical Anthropologist ◽  
Biological Relationships

A principal role of the physical anthropologist has been the analysis of the human skeleton. Such analysis has traditionally utilized similarities in skeletal morphology and, in some instances, hypothetical racial affinities, to establish the biological relationships between populations. Established biological relationships are then assumed to reflect cultural affinities. As a result of this approach to the skeletal remains of Nubian populations, the culture history of Nubia has been explained in terms of type, hybridization, and atavism, rather than the more biologically and culturally meaningful units of variation, evolution and development. Our analysis of skeletal remains associated with Meroitic, X-Group and Christian cultural horizons in Sudanese Nubia has emphasized a bio-cultural approach to detectable patterns of mortality, skeletal growth and pathology. Rather than seeking to reconstruct cultural history from such biological evidence, this approach utilizes independently established evidence of culural adaptation as the principal environmental context within which these biological processes occur. From this conceptual framework, it becomes possible to gain new insight into the biological and cultural dynamics of variation, evolution and development within the Nubian corridor.

scholarly journals Em Foco a Aritmética do Curso Primário: Um Estudo de Cadernos Escolares e do Manual “Práticas Escolares”

2018 ◽  
Vol 11 (1) ◽  
pp. 47
Author(s):  
Rosimeire Aparecida Soares Borges ◽  
Cristiano José de Oliveira
Keyword(s):  
Primary School ◽  
Cultural History ◽  
Teaching And Learning ◽  
History Of Mathematics ◽  
Historical Study ◽  
School Practices ◽  
New School ◽  
Culture History ◽  
History Of ◽  
Cultura Escolar

Este estudo histórico investigou apropriações das propostas reformistas da Escola Nova no que tange ao ensino da Aritmética para a escola primária em cinco cadernos de um aluno, de terceiro e quarto anos do curso primário, dos anos de 1952 e 1953, respectivamente, e no primeiro volume do manual didático “Práticas Escolares” que teve sua primeira edição em 1940 e décima edição em 1965, de autoria de Antonio D’Ávila. Utiliza-se como base teórico-metodológica a História Cultural na direção de dar significado às apropriações que foram feitas em relação à aritmética da escola primária em tempos da Escola Nova. Há uma predominância da resolução de problemas aritméticos ligados ao cotidiano dos alunos, indicando uma preocupação com a abstração dos conceitos com foco em uma aritmética prática, que tinha por finalidade preparar o aluno para a vida fora da escola após quatro anos de estudo no curso primário. Observa-se uma valorização do aluno como indivíduo, com respeito ao seu ritmo e dificuldades apresentadas na aprendizagem da Aritmética, um dos aspectos marcantes da Escola Nova, o aluno considerado como protagonista do processo de ensino e de aprendizagem, podendo interagir no meio social em uma formação mais humana.Palavras-chave: Aritmética. Ensino Primário. Manual Didático para Professores. Cadernos de aluno. Cultura escolar. História da Educação Matemática.AbstractThis historical study investigated appropriations of the New School for the teaching of Arithmetic for the primary school in five books of a student, of the third and the fourth years of the primary course, of the years of 1952 and 1953, respectively, And in the first Volume of the didactic manual “School Practices” that had its first edition in 1940 and tenth edition in 1965, authored by Antonio D’Ávila. It is used as a theoretical-methodological basis for the Cultural History in the direction of provide meaning the appropriations that were made in relation to the primary school in times of the New School. There is a predominance of solving arithmetic problems related to students’ daily life, indicating a preoccupation with an abstraction of concepts with a focus on an arithmetic practice, whose purpose was to prepare a student for the life outside of school after four years of primary school. It is observed the evaluation of the student as an individual, with respect to its rhythm and difficulties presented in the learning of Arithmetic, one of the markers of the New School, the student considered the protagonist of the process of teaching and learning, being able To interact in the social environment in a more humane formation.Keywords: Arithmetic. Primary school. Didactic Manual for Teachers. Books of a student. School culture. History of Mathematics Education.

Indicators of Possible Driving Forces for the Spread of Quechua and Aymara Reflected in the Archaeology of Cuzco

2012 ◽  
Author(s):  
GORDON F. McEWAN
Keyword(s):  
Cultural History ◽  
Driving Force ◽  
Driving Forces ◽  
Alternative Possibilities ◽  
The Past ◽  
The North ◽  
The Andes ◽  
Inca Empire ◽  
Culture History ◽  
History Of

Linguistic studies have shown that the traditional idea that the expansion of the Inca Empire was the driving force behind the spread of all Quechua cannot be correct. Across much of its distribution, Quechua has far greater time-depth than can be accounted for by the short-lived Inca Empire. Linguistics likewise suggests that Aymara spread not from the south into Cuzco in the late Pre-Inca period, but also from an origin to the north. Alternative explanations must be sought for the expansion of these language families in the culture history of the Andes. Archaeological studies over the past two decades now provide a broad, generally agreed-upon outline of the cultural history of the Cuzco region. This chapter applies those findings to examine alternative possibilities for the driving forces that spread Quechua and Aymara, offering a clearer cross-disciplinary view of Andean prehistory.

Conclusion

2017 ◽  
Author(s):  
Adrian O'Connor
Keyword(s):  
Cultural History ◽  
French Revolution ◽  
Theory And Practice ◽  
The Political ◽  
Cultural Dynamics ◽  
History Of ◽  
New Institutions ◽  
Public Instruction ◽  
Historical Moment ◽  
The Revolution

The conclusion discusses how re-examining the ‘education question’ in Ancien Régime and Revolutionary France offers new insight to the cultural dynamics at work in the political upheavals of late-eighteenth century France. It argues that recognizing the practical nature of many of the debates over education – even into the radical period of the Revolution – helps us to situate revolutionary politics within its historical moment and to better understand how participatory and representative politics were pursued after 1789. The conclusion situates the pursuit of both public instruction and representative government within the broader legacy of the Revolution, a legacy that has shaped modern political culture in lasting and fundamental ways. It also argues that approaching the political and cultural history of revolutionary France through the interplay of ideas about education and practical efforts to establish new institutions (political and pedagogical alike) suggests new ways to think about the relationship between the Enlightenment and the French Revolution and about the legacy of the Revolution for the theory and practice of democratic politics ever since.

scholarly journals NILAI PEMBELAJARAN SEJARAH KEBUDAYAAN ISLAM DALAM KURIKULUM MADRASAH

2015 ◽  
Vol 12 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Rofik Rofik
Keyword(s):  
Cultural History ◽  
Content Standards ◽  
Instructional Time ◽  
Learning History ◽  
Functional Value ◽  
Culture History ◽  
Grand Design ◽  
History Of ◽  
Value Of Learning ◽  
Value Functional

One criticism to Learning of Islamic Culture History (SKI) in Madrasah / School is memorization (rote) stigma. This criticism is quite reasonable, because in practical terms Islam Cultural History as a subject is often taught in informative or just in rote. One fact is reflected in the allotment of instructional time in the curriculum of 1994, for example, only one lesson hour. Medium scope and sequence of material is very wide and deep. This article aims to eliminate the stigma by finding Learning Value of Cultural History of Islam in the grand design SKI Content Standards in the madrasa curriculum of 1994, 2004, 2006, 2008 (specially PAI and Arabic Madrasa) and 2013. In order to be found on the basis of their human values, namely Islam, as a religion, then traced to the values of Islam to the Islamic Cultural History Value and finally to the Value of Learning History Islamic Cultural embodied in four categories, namely material value, formal value, functional value, and essential values.

A Prehistoric Maritime Culture of the Okhotsk Sea

1964 ◽  
Vol 30 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Harumi Befu ◽  
Chester S. Chard
Keyword(s):  
Cultural History ◽  
Bering Sea ◽  
Cultural Center ◽  
Cultural Elements ◽  
Maritime Culture ◽  
Culture History ◽  
History Of ◽  
Northern Pacific ◽  
Northeastern Coast ◽  
Siberian Coast

AbstractThis paper analyzes the culture history of the little-known Okhotsk culture and makes suggestions about its relationships with neighboring cultures. The Okhotsk culture is important in understanding the cultural history of the northern Pacific because it shows no affinities with the Ainu and Japanese cultures and has an economy remarkably like that of the more distant Aleut and Eskimo. The Okhotsk culture appears to have historical relationships with cultures in Siberia and Manchuria. The maritime hunting economy of this culture was probably derived from the Eskimo via Bering Sea and the Siberian coast. Other cultural elements, the most noticeable being ceramics, were of mainland origin and served as an influential force in forming Okhotsk culture. Once established on Sakhalin, this culture moved southward along the northeastern coast of Hokkaido, where a secondary and later cultural center developed. Migrations up the Kuriles occurred shortly thereafter. This culture probably flourished for at least a thousand years, beginning in Sakhalin several centuries before Christ and persisting until sometime after A.D. 1000 and possibly until the 17th century in the Kuriles. Several unsolved problems concerning the Okhotsk culture are presented.

Diversification and Cultural Construction of a Crop

2016 ◽  
Author(s):  
Dorian Q. Fuller ◽  
Cristina Castillo
Keyword(s):  
Southeast Asia ◽  
Cultural History ◽  
Genetic Selection ◽  
Genetic Mutation ◽  
Cultural Construction ◽  
Alcoholic Beverages ◽  
Crop Varieties ◽  
Culture History ◽  
East And Southeast Asia ◽  
History Of

Rice (Oryza) is one of the world’s most important and productive staple foods, with highly diverse uses and varieties. We use archaeobotany, culture, history, and ethnobotany to trace the history of the development of sticky (or glutinous) forms. True sticky rice is the result of a genetic mutation that causes a loss of amylose starch but higher amylopectin content. These mutations are unknown in wild populations but have become important amongst cultivars in East and Southeast Asia (unlike other regions). In the same region, other cereals have also evolved parallel mutations that confer stickiness when cooked. This points to a strong role for cultural history and food preparation traditions in the genetic selection and breeding of Asian cereal varieties. The importance of sticky rice in ritual foods and alcoholic beverages in East and Southeast Asia also suggests the entanglement of crop varieties and culturally inherited food traditions and ritual symbolism.

The N.E. Monsoon and some Aspects of African History

1962 ◽  
Vol 3 (2) ◽  
pp. 263-267
Author(s):  
William Kirk
Keyword(s):  
Indian Ocean ◽  
Cultural History ◽  
African History ◽  
Cultural Dynamics ◽  
Cultural Patterns ◽  
Ocean Region ◽  
History Of ◽  
Changing Patterns ◽  
The Indian Ocean ◽  
Environmental Element

Of geographical necessity the external culture contacts of Africa have been mainly by sea, and consequently in order to explain the areal differentiations apparent in the cultural history of the continent it would seem necessary to supplement research on the landward traditions of African societies by investigations into the cultural patterns of sea regions embracing the oceanic faces of the continent. In the macro-regional structure of Africa it is possible to recognize entities such as Mediterranean Africa, Atlantic Africa, and Indian Ocean Africa, which possess distinctive personalities that cannot be entirely understood by landward reference but find their true provenance in the cultural dynamics of wider maritime theatres of action. Thus many of the keys to the cultural history and character of the eastern face of Africa must be sought not in Africa itself but in the changing patterns of the Indian Ocean region of which this African zone forms an integral part. As a student of the historical geography of the Indian Ocean, I am concerned here with but one environmental element in the structure of this region and its significance to some aspects of pre-colonial African history.

Some Formal Correspondences between the Imperial Architecture of the Wari and Chimu Cultures of Ancient Peru

1990 ◽  
Vol 1 (2) ◽  
pp. 97-116 ◽  
Author(s):  
Gordon F. McEwan
Keyword(s):  
Cultural History ◽  
North Coast ◽  
Archaeological Record ◽  
Middle Horizon ◽  
Intermediate Period ◽  
The Past ◽  
The North ◽  
Culture History ◽  
Heated Debate ◽  
History Of

The degree and nature of the influence of the Middle Horizon Wari empire (ca. A.D. 540-900) on the culture history of Peru's north coast has been a topic of much heated debate over the past two decades. The arguments have tended to polarize around the issue of whether or not there was a Wari invasion of the north coast. Those arguing against the invasion hypothesis have claimed that there was no direct Wari influence on north coast cultural history. Those arguing in favor of the invasion hypothesis have attributed nearly all changes evident in the archaeological record to the results of a Wari military conquest. An attempt is made here to decouple the issues of Wari influence and Wari invasion. In an analysis of the architecture of the Wari imperial administrative sites and the ciudadela architecture of Chan Chan, capital of the north coastal Chimu empire, some remarkable similarities are seen. The shift from the pre-Middle Horizon Moche (ca. 100 B.C.-A.D. 650) pattern of pyramid-dominated ceremonial centers to the Late Intermediate period (ca. A.D. 900-1476) ciudadela form of the Chimu is seen as a result of conscious imitation of the prestige Wari imperial style. It is argued that this imitation is a likely result regardless of whether or not there was a Wari invasion.

Artefacts, symbols, and the socio-cultural dynamics of niche construction

2021 ◽  
Author(s):  
Chris Sinha
Keyword(s):  
Cultural History ◽  
Niche Construction ◽  
Extended Mind ◽  
Human Cognition ◽  
Cultural Dynamics ◽  
Cognitive Artifacts ◽  
Semiotic System ◽  
Theory Of Evolution ◽  
History Of ◽  
Evolution By Natural Selection

Niche construction theory is a relatively new approach in the biological and socio-cultural sciences that seeks to integrate an ecological dimension into the Darwinian theory of evolution by natural selection. Language itself can be considered as a biocultural niche and evolutionary artifact. An analysis of the cognitive and semiotic status of artifacts, based upon a distinction between the fundamental semiotic relations of “counting as” and “standing for,” reveals that language as a social and semiotic system is not only grounded in embodied engagements with the material and social-interactional world, but also grounds a sub-class of artifacts of particular significance in the cultural history of human cognition. Symbolic cognitive artifacts inherit their representational function from language. They materially and semiotically mediate human cognition, and are not merely informational repositories, but co-agentively constitutive of culturally and historically emergent cognitive domains. Examples of this constitutive role of symbolic cognitive artifacts are drawn from the author’s research with his colleagues on cultural and linguistic conceptualizations of time, and their cultural variability. The implications of conceptualizing cognition as the co-agentive intermeshing of intersubjective and interobjective processes, lead to a distinction between the notion of “extended embodiment” as labeled here and other “extended mind” approaches.

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