Exploring Exchange and Direct Procurement Strategies for Natufian
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Northern Africa Western Asia Fact Sheet MA
Arab States and Northern Africa fact sheet – 2020 GEM Report Please note that this factsheet only contains some of the mentions from the region. The full Report and all regional mentions can be found here: Bit.ly/2020gemreport Embargo : 23 June Headline statistic: 20% of countries in the region did not target the marginalised in their education response to Covid-19 Persistent exclusion • 17 million children and youth are entirely excluded from education in the region, with poverty the main constraint to access. • The stateless bidoon in the Gulf countries have difficulty gaining access to education • Pre-primary: Djibouti has the world’s lowest early childhood education participation rate. Morocco lacks a public pre-primary education system; the share of private institutions, mostly attached to mosques, in total enrolment was 87% in 2018, and enrolment levels have stagnated over the past two decades. • Refugees are taught in parallel education systems. Sahrawi refugees in Algeria have a separate education system and curriculum. Malian refugees in refugee camps in Mauritania still follow the Malian curriculum • Exclusion can happen inside school walls as well: In Yemen, children of the Muhamasheen, a historically marginalized social group associated with garbage collection, face persistent discrimination, abuse by teachers and bullying by peers • Over 30% of children feel like outsiders in school in Jordan and Qatar • 57% of lesbian, gay, bisexual and transgender youth felt unsafe in school Inequitable foundations: Alongside today’s new Report, the GEM Report has launched a new website, PEER, with descriptions of laws and policies on inclusion in education for every country in the world. -
Common Misconceptions and Stereotypes About the Middle East
Common Misconceptions and Stereotypes about the Middle East The Middle East does not have clear-cut boundaries. There are cross-cultural connections that stretch from North Africa through Western Asia into Central Asia. The most basic map of the Middle The Middle East is a clearly defined East includes Bahrain, Cyprus, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, the Palestinian Territories, Qatar, Saudi place. Arabia, Syria, Turkey, the United Arab Emirates, and Yemen. People in the Middle East live as nomads. Very few people in the Middle East live as nomads. The Middle East is quite urbanized and has some of the oldest cities in the world. There is nothing but desert and oil in 60% of the region’s population lives in major cities such as the Middle East. Damascus, Istanbul and Cairo. Ancient Middle Eastern kingdoms such as Sumer, Babylon and Egypt were all cradles for western The Middle East and the Islamic World civilization. are the same. Everyone in the Middle East speaks There is more than desert and oil in the Middle East. The geography of the Middle East is diverse and includes everything from fertile Arabic. river deltas and forests, to mountain ranges and arid plateaus. Some Everyone in the Middle East is Muslim. countries in the Middle East are oil rich, while others have little or no All Arabs are Muslim. oil reserves. Violence in the Middle East is The Middle East and the Islamic World are not the same. While inevitable. Islam first developed in the Arabian Peninsula and Arabic is its Everyone in the Middle East hates the liturgical language, the majority of the world’s Muslims are not Arab and live outside the Middle East. -
Play As a Foundation for Hunter-Gatherer Social Existence
Play as a Foundation for Hunter- Gatherer Social Existence • Peter Gray The author offers the thesis that hunter-gatherers promoted, through cultural means, the playful side of their human nature and this made possible their egalitar- ian, nonautocratic, intensely cooperative ways of living. Hunter-gatherer bands, with their fluid membership, are likened to social-play groups, which people could freely join or leave. Freedom to leave the band sets the stage for the individual autonomy, sharing, and consensual decision making within the band. Hunter- gatherers used humor, deliberately, to maintain equality and stop quarrels. Their means of sharing had gamelike qualities. Their religious beliefs and ceremonies were playful, founded on assumptions of equality, humor, and capriciousness among the deities. They maintained playful attitudes in their hunting, gathering, and other sustenance activities, partly by allowing each person to choose when, how, and how much they would engage in such activities. Children were free to play and explore, and through these activities, they acquired the skills, knowl- edge, and values of their culture. Play, in other mammals as well as in humans, counteracts tendencies toward dominance, and hunter-gatherers appear to have promoted play quite deliberately for that purpose. I am a developmental/evolutionary psychologist with a special inter- est in play. Some time ago, I began reading the anthropological literature on hunter-gatherer societies in order to understand how children’s play might contribute to children’s education in those societies. As I read, I became in- creasingly fascinated with hunter-gatherer social life per se. The descriptions I read, by many different researchers who had observed many different hunter- gatherer groups, seemed to be replete with examples of humor and playfulness in adults, not just in children, in all realms of hunter-gatherers’ social existence. -
Is Settling Good for Pastoralists?
Is Settling Good for Pastoralists? The Effects of Pastoral Sedentarization on Children’s Nutrition, Growth, and Health Among Rendille and Ariaal of Marsabit District, Northern Kenya Elliot Fratkin, Martha A Nathan, and Eric A. Roth Elliot Fratkin PhD, Department of Anthropology, Smith College, Northampton, Massachusetts 01063 USA and Graduate Faculty, Department of Anthropology, University of Massachusetts-Amherst, Amherst MA 01002 USA ([email protected] for correspondence) Martha A Nathan MD, Brightwood Health Center, Baystate Medical Center, 380 Plainfield Street, Springfield MA 01107 and Tufts University School of Medicine, Boston MA Massachusetts 02111 ([email protected]) Eric A. Roth PhD, Department of Anthropology, University of Victoria, P.O. Box 3050, Victoria, British Columbia Presentation for “Pastoralism and Poverty Reduction in East Africa: A Policy Research Conference” International Livestock Research Institute, 27-28 June 2006, Nairobi Abstract The settling of formerly mobile pastoral populations is occurring rapidly throughout East Africa. Pastoral sedentarization has been encouraged by international development agencies and national governments to alleviate problems of food insecurity, health care delivery, and national integration. However, it has not been demonstrated that abandoning the pastoral way of life, and particularly access to livestock products, has been beneficial to the health and well-being of pastoral populations. This paper reports the results of a three-year study of pastoral and settled Rendille and Ariaal (mixed Samburu/Rendille) communities in Marsabit District northern Kenya, which compares levels of child malnutrition and illness between five different Rendille communities, ranging from purely pastoral to agricultural and urban communities. Analysis of bimonthly dietary recalls, anthropometric measurements, morbidity data, and economic differentiation and specialization among 202 mothers and their 488 children under age 9 reveals large differences in the growth patterns and morbidity of nomadic vs. -
Grade 6 Social Studies
Grade 6 SEPTEMBER OCTOBER NOVEMBER 5 Themes of Geography – Europe Europe st (1 week or 2) E.1 E.1 A. absolute and relative On a map of the world, locate On a map of the world, locate locations, B. climate, C. the continent of Europe. On a the continent of Europe. On a major physical characteristics, map of Europe, locate the map of Europe, locate the D. major natural resources, Atlantic Ocean, Arctic Ocean, Atlantic Ocean, Arctic Ocean, E. population size Norwegian Sea, and Barents Norwegian Sea, and Barents Sea. Locate the Volga, Sea. Locate the Volga, Europe Danube, Ural, Rhine, Elbe, Danube, Ural, Rhine, Elbe, E.1 Seine, Po, and Thames Seine, Po, and Thames On a map of the world, locate Rivers. Locate the Alps, Rivers. Locate the Alps, the continent of Europe. On a Pyrenees, and Balkan Pyrenees, and Balkan map of Europe, locate the Mountains. Locate the Mountains. Locate the Atlantic Ocean, Arctic Ocean, countries in the northern, countries in the northern, Norwegian Sea, and Barents southern, central, eastern, and southern, central, eastern, and Sea. Locate the Volga, western regions of Europe. western regions of Europe. Danube, Ural, Rhine, Elbe, E.2 E.2 Seine, Po, and Thames Use a map key to locate Use a map key to locate Rivers. Locate the Alps, countries and major cities in countries and major cities in Pyrenees, and Balkan Europe. (G) Europe. (G) Mountains. Locate the E.3 E.3 countries in the northern, Explain how the following five Explain how the following five southern, central, eastern, and factors have influenced factors have influenced western regions of Europe. -
History and Social Science
Nashoba Regional School District HISTORY AND SOCIAL SCIENCE Standards and Benchmarks Grade 7 Nashoba Regional School District History and Social Science Standards and Benchmarks, 2007-2008. Work in this document is based upon the standards outlined in the Massachusetts History and Social Science Framework, August 2003. History and Social Studies by Grade Level Grade 7 Massachusetts Curriculum Frameworks (August 2003) Overarching Theme The study of world geography includes 5 majors themes: location, place, human interaction with the environment, movement, and regions. Grade Seven Focus: Foundations of Geography Concepts and Skills to be addressed: Students will be able to identify and interpret different kinds of maps, charts, graphs. They will use geographic and demographic terms correctly and use an atlas. They will understand what a nation is and the different international organizations. They will understand basic economic concepts such as supply and demand, economic systems, trade and the effect of these on the standard of living. Big Idea: A nation’s standard of living is impacted by its economic system, its government and geographical characteristics. Essential Questions: In what ways does location affect way of life? What qualities make a nation and how do nations interact? How does the economic system affect standard of living? By the end of SEVENTH Grade, students should be able to answer the Essential Questions above and apply knowledge and concepts attained to be able to: History and Geography • Use map and globe skills learned in pre-kindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps. -
Fish Exploitation at the Sea of Galilee (Israel) by Early Fisher
FISH EXPLOITATION AT THE SEA OF GALILEE (ISRAEL) BY EARLY FISHER- HUNTER-GATHERERS (23,000 B.P.): ECOLOGICAL, ECONOMICAL AND CULTURAL IMPLICATIONS THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY by Irit Zohar SUBMITTED TO THE SENATE OF TEL-AVIV UNIVERSITY November, 2003 FISH EXPLOITATION AT THE SEA OF GALILEE (ISRAEL) BY EARLY FISHER- HUNTER-GATHERERS (23,000 B.P.): ECOLOGICAL, ECONOMICAL AND CULTURAL IMPLICATIONS THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY by Irit Zohar SUBMITTED TO THE SENATE OF TEL-AVIV UNIVERSITY November, 2003 This work was carried out under the supervision of Prof. Tamar Dayan and Prof. Israel Hershkovitz Copyright © 2003 TABLE OF CONTENTS Page CHAPTER 1: INTRODUCTION AND STATEMENT OF PURPOSE 1 1.1 Introduction 1 1.2 Cultural setting 2 1.3 Environmental setting 4 1.4 Outline of research objectives 5 CHAPTER 2: FISH TAPHONOMY 6 2.1 Introduction 6 2.2 Naturally deposited fish 7 2.3 Culturally deposited fish 9 CHAPTER 3: SITE SELECTION AND FIELD TECHNIQUES 11 3.1. The archaeological site of Ohalo-II 11 3.2. Fish natural accumulation 13 3.3 Ethnographic study of fish procurement methods 14 CHAPTER 4: METHODS 18 4.1 Recovery bias 18 4.2 Sampling bias 18 4.3 Identification of fish remains 19 4.4 Fish osteological characteristics 20 4.5 Quantification analysis 20 4.5.1 Taxonomic composition and diversity 21 4.5.2 Body part frequency 22 4.5.3 Survival index (SI) 22 4.5.4 Fragmentation index 23 4.5.5 WMI of fragmentation 24 4.5.6 Fish exploitation index 24 4.5.7 Bone modification 25 4.5.8 Bone spatial distribution 26 Page 4.5.9 Analytic calculations 26 4.6 Osteological measurements 29 4.6.1 Body mass estimation 29 4.6.2 Vertebrae diameter 31 CHAPTER 5: FISH REMAINS RECOVERED AT OHALO-II 32 5.1. -
NHRI Infographic English
Indicator 16.a.1 - Existence of national human rights institutions in compliance with the Paris Principles 2018: 39% OF COUNTRIES HAVE INTERNATIONALLY COMPLIANT NATIONAL HUMAN RIGHTS INSTITUTIONS (NHRI) WHILE 60% HAVE SOUGHT TO ESTABLISH ONE A country with a category "A" NHRI complies with universal standards adopted by the United Nations General Assembly in 1993 (the "Paris Principles"), and guarantees its NHRI: A broad human rights monitoring mandate Adequate powers of investigation Autonomy from government A pluralist composition Sufficient resources to support operations countries have countries have an applied for review NHRI accredited 118 of compliance with under category the Paris Principles 77 "A" Global disparity: some regions are at risk of being left behind Proportion of Countries with Category A NHRI, by Region, as of 2018 100% 52% 41% 40% 39% 35% 29% 29% 8% AUSTRALIA NORTHERN LATIN SUB-SAHARAN WORLD EASTERN WESTERN CENTRAL OCEANIA AND NEW AMERICA AMERICA AFRICA AND ASIA AND AND ZEALAND AND AND THE SOUTH- NORTHERN SOUTHERN EUROPE CARIBBEAN EASTERN AFRICA ASIA ASIA Slow progress: At the current annual average rate of progress, only 54% of countries will have a category "A" NHRI by 2030 At this pace, the 100% target would only be achieved after 2060. Accelerating the Pace of Progress Target: All Countries with Internationally Compliant NHRI by 2030 250 197 200 187 177 167 157 147 150 137 127 117 107 103 106 97 96 99 101 89 92 94 100 87 84 87 77 80 82 70 72 75 50 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 -
3 Appendix 1. United Nations Geoscheme the United Nations
Appendix 1. United Nations Geoscheme The United Nations Geoscheme divides the world into regions and sub-regions. This assignment is for statistical convenience and does not imply any assumption regarding political or other affiliation of countries or territories. Table 1. United Nations Geoscheme (data from https://unstats.un.org/unsd/methodology/m49/) Region Sub-region Countries and Territories Africa Northern Africa Algeria, Egypt, Libya, Morocco, Sudan, Tunisia, Western Sahara Eastern Africa British Indian Ocean Territory, Burundi, Comoros, Djibouti, Eritrea, Ethiopia, French Southern Territories, Kenya, Madagascar, Malawi, Mauritius, Mayotte, Mozambique, Réunion, Rwanda, Seychelles, Somalia, South Sudan, Uganda, United Republic of Tanzania, Zambia, Zimbabwe Middle Africa Angola, Cameroon, Central African Republic, Chad, Congo, Democratic Republic of the Congo, Equatorial Guinea, Gabon, Sao Tome and Principe Southern Africa Botswana, Eswatini, Lesotho, Namibia, South Africa Western Africa Benin, Burkina Faso, Cabo Verde, Côte d’Ivoire, Gambia, Ghana, Guinea, Guinea-Bissau, Liberia, Mali, Mauritania, Niger, Nigeria, Saint Helena, Senegal, Sierra Leone, Togo Americas Latin America and the Caribbean: Anguilla, Antigua and Barbuda, Aruba, Bahamas, Barbados, Bonaire, Sint Caribbean Eustatius and Saba, British Virgin Islands, Cayman Islands, Cuba, Curaçao, Dominica, Dominican Republic, Grenada, Guadeloupe, Haiti, Jamaica, Martinique, Montserrat, Puerto Rico, Saint Barthélemy, Saint Kitts and Nevis, Saint Lucia, Saint Martin (French Part), -
Faultlines of Conflict in Central Asia and the South Caucasus : Implications for the U.S
OF CONFLICT in Central Asia and the South Caucasus Implications for the U.S. Army EDITED BY Olga Oliker Thomas S. Szayna United States Army R Arroyo Center Approved for public release; distribution unlimited The research described in this report was sponsored by the United States Army under Contract No. DASW01-01-C-0003. Library of Congress Cataloging-in-Publication Data Oliker, Olga. Faultlines of conflict in Central Asia and the south Caucasus : implications for the U.S. Army / Olga Oliker, Thomas Szayna.. p. cm. Includes bibliographical references. “MR-1598.” ISBN 0-8330-3260-7 1. Asia, Central—Strategic aspects. 2. Caucasus—Strategic aspects. 3. United States—Military policy. 4. United States. Army—Foreign service—Asia, Central. 5. United States. Army—Foreign service—Caucasus. I. Szayna, Thomas S. II. Rand Corporation. III.Title. UA832.2 .O42 2003 355'.033058—dc21 2002012824 RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND® is a registered trademark. RAND’s publications do not necessarily reflect the opinions or policies of its research sponsors. Cover design by Barbara Angell Caslon © Copyright 2003 RAND All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from RAND. Published 2003 by RAND 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138 1200 South Hayes Street, Arlington, VA 22202-5050 201 North Craig Street, Suite 202, Pittsburgh, PA 15213-1516 RAND URL: http://www.rand.org/ To order RAND documents or to obtain additional information, contact Distribution Services: Telephone: (310) 451-7002; Fax: (310) 451-6915; Email: [email protected] OF CONFLICT in Central Asia and the South Caucasus Implications for the U.S. -
Copyrighted Material Not for Distribution
Contents MATERIAL List of Figures vii List of Tables xi 1. Surplus: The Politics of ProductionDISTRIBUTION and the Strategies of Everyday and Life—An Introduction Christopher T. Morehart and Kristin De Lucia 3 FOR 2. The Cost ofCOPYRIGHTED Conquest: Assessing the Impact of Inka Tribute Demands on the Wanka of Highland Peru Cathy Lynne CostinNOT 45 3. Surplus and Social Change: The Production of Household and Field in Pre-Aztec Central Mexico Kristin De Lucia and Christopher T. Morehart 73 4. Surplus in the Indus Civilization: Agricultural Choices, Social Relations, Political Effects Heather M.-L. Miller 97 v vi Contents 5. Surplus from Below: Self-Organization of Production in Early Sweden T. L. Thurston 121 6. From Surplus Land to Surplus Production in the Viking Age Settlement of Iceland Douglas J. Bolender 153 7. Surplus Capture in Contrasting Modes of Religiosity: Perspectives from Sixteenth-Century Mesoamerica E. Christian Wells 175 8. Surplus Houses: Palace Politics in the Bight of Benin West Africa, AD 1650–1727 Neil L. Norman 203 9. Surplus Labor, Ceremonial Feasting, and Social Inequality at Cahokia: A Study MATERIALin Social Process James A. Brown and John E. Kelly 221 10. The Sociality of Surplus among Late Archaic Hunter-Gatherers of CoastalDISTRIBUTION Georgia Victor D. Thompson and Christopher R. Moore 245 11. The Transactional DynamicsFOR of Surplus in LandscapesCOPYRIGHTED of Enslavement: Scalar Perspectives from Interstitial West Africa Ann B. StahlNOT 267 12. Conclusions: Surplus and the Political Economy in Prehistory Timothy Earle 307 List of Contributors 327 Index 329 Figures 2.1. Inka empire MATERIAL 47 2.2. -
Middle East” As a Framework of Analysis: Re-Mapping a Region in the Era of Globalization
The “Middle East” as a Framework of Analysis: Re-mapping A Region in the Era of Globalization Rashid Khalidi In recent years, there has been increasing dissatisfac- English term. The Turkish and Persian terms for the region tion among many scholars with the term “Middle East” as a are also translations of the term “Middle East.” Sadly, al- designation for the vast region lying between the Atlantic sharq al-awsat in Arabic, and analogous terms in other Ocean, Central Asia and India. This dissatisfaction results regional languages, indicate that an external perception of in part from the fact that the term is one of many relics of an the region is prevalent in countries of the “Middle East” earlier, Eurocentric era, when things were “near,” or “far,” or itself. In Western countries, this reaches the point of a per- in the “middle,” in relation to the privileged vantage point verse sense that in this region — perhaps even more than of Europe.1 in others in the non-Western world — the West has a pecu- While similar designations for other regions, such as liar proprietary interest. This was clearly indicated during “the Far East,” and “the Indian subcontinent,” are being the second Gulf War (the Iran-Iraq war being the first) when discarded in academia in favor of more geographically neu- politicians and commentators in the United States fre- tral terms like East Asia and South Asia, this has not hap- quently referred to “our oil,” speaking not of the oil-fields pened with regard to the “Middle East.” It would certainly of Texas and Oklahoma but of those of Saudi Arabia and be feasible to describe this region strictly in terms of its Kuwait.