MANE-005 Environmental Anthropology Indira Gandhi National Open University School of Social Sciences
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Ethnicity, Confession and Intercultural Dialogue at the European Union's
Munich Personal RePEc Archive Ethnicity, Confession and Intercultural Dialogue at the European Union’s East Border Brie, Mircea and Horga, Ioan and Şipoş, Sorin University of Oradea, Romania 2011 Online at https://mpra.ub.uni-muenchen.de/44082/ MPRA Paper No. 44082, posted 31 Jan 2013 05:28 UTC ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER Mircea BRIE Ioan HORGA Sorin ŞIPOŞ (Coordinators) Debrecen/Oradea 2011 This present volume contains the papers of the international conference Ethnicity, Confession and Intercultural Dialogue at the European Union‟s East Border, held in Oradea between 2nd-5th of June 2011, organized by Institute for Euroregional Studies Oradea-Debrecen, University of Oradea and Department of International Relations and European Studies, with the support of the European Commission and Bihor County Council. CONTENTS INTRODUCTORY STUDIES Mircea BRIE Ethnicity, Religion and Intercultural Dialogue in the European Border Space.......11 Ioan HORGA Ethnicity, Religion and Intercultural Education in the Curricula of European Studies .......19 MINORITY AND MAJORITY IN THE EASTERN EUROPEAN AREA Victoria BEVZIUC Electoral Systems and Minorities Representations in the Eastern European Area........31 Sergiu CORNEA, Valentina CORNEA Administrative Tools in the Protection and Promotion of the Rights of Ethnic Minorities .............................................................................................................47 -
Human Geography
HUMAN GEOGRAPHY www.eiilmuniversity.ac.in Subject: HUMAN GEOGRAPHY Credits: 4 SYLLABUS Nature and Scope of Human Geography Growth and Development of Human Geography, Age of Human vs. Physical Debate, Determinism and Possiblism Evolution and Race of Man Chemical Evolution, Theory of Spontaneous Generation, Biological Evolution, Life Cycle, Adaptation Age of Fossils Determined, Various Model of Human Evolution, Human Race and Classification Trends and Patterns of World Population Growth of World Populations, Cultural Factors that Affected Population Growth, Major Tribes of World Regional Division of Population on the Basis of Growth Rate, Demographic Transition, Theories of Migration Economic Activities Food Gathering and Hunting, Secondary Activities, Tertiary Activities Human Settlement Origin of Settlements, Stage of Development, Pattern of Rural Settlement, Urban Settlement Suggested Reading 1. James M. Rubenstein, The Cultural Landscape: An Introduction to Human Geography, Prentice Hall 2. H.J. de Blij, Alexander B. Murphy, Erin H. Fouberg, Human Geography: People, Place, and Culture, John Wiley & Sons 3. William Norton, Human Geography, Oxford University Press 4. Jerome D. Fellmann, Mark D. Bjelland, Arthur Getis, Judith Getis, Human Geography: Landscapes of Human Activities, Brown & Benchmark Chapter1- Population: Its Nature and Perspective Learning Objectives To define the Population. To explain the Geographical Scrutiny of Population. To explain the Population Growth and Decline. To describe the Population Movement. 1.1 Population A population is a summation of all the organisms of the same group or species, which live in the same region, and have the capability of interbreeding. In ecology, the population of a certain species in a certain region is estimated using the Lincoln Index. -
Archaeology As Restoration Ecology: a Model from Sunwatch
ARCHAEOLOGY AS RESTORATION ECOLOGY: A MODEL FROM SUNWATCH INDIAN VILLAGE/ARCHAEOLOGICAL PARK (33My57) A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Master of Science Sara Rose DeAloia August 2004 This thesis entitled ARCHAEOLOGY AS RESTORATION ECOLOGY: A MODEL FROM SUNWATCH INDIAN VILLAGE/ARCHAEOLOGICAL PARK (33My57) BY SARA ROSE DeALOIA has been approved for the Program of Environmental Studies and the College of Arts and Sciences by Elliot Abrams Professor of Anthropology Leslie A. Flemming Dean, College of Arts and Sciences DeALOIA, SARA ROSE. M.S. August 2004. Environmental Studies Archaeology as Restoration Ecology: A Model from SunWatch Indian Village/ Archaeological Park (33My57)(87 pp.) Director of Thesis: Elliot Abrams This research is intended to demonstrate how SunWatch Indian Village/Archaeological Park presents possibilities for how restoration ecology and archaeology can augment and inform each other by looking at both the site and the environmental restoration at the site from an historical ecology perspective. There are two major themes of this work: first, the application of archaeological data to modern environmental issues and second, the importance of viewing landscapes as both natural and cultural phenomena which interact in a series of complex relationships throughout time. I present a comprehensive overview of the site, providing the paleothnobotanical data collected by previous researchers in order to show how such archaeological data can be used to inform restoration work. The research ends with a presentation of how SunWatch can provide a model for doing this work in other places, as well as a series of questions and criteria necessary for determining when and where it is appropriate. -
Cultural Geography
This document was produced by the Ministère de l’Éducation, du Loisir et An electronic version of this document is available on the Ministère’s Web du Sport. site at: www.mels.gouv.qc.ca Coordination and content Direction de la formation générale des jeunes © Gouvernement du Québec Coordination of production and publishing Ministère de l'Éducation, du Loisir et du Sport, 2014 Direction des communications ISBN 978-2-550-70960-2 (PDF) Title of original document ISBN 978-2-550-70961-9 (French, PDF) Géographie culturelle Legal Deposit – Bibliothèque et Archives nationales du Québec, 2014 English translation Direction de la communauté anglophone — Services langagiers Ministère de l’Éducation, du Loisir et du Sport For additional information, contact: General Information Direction des communications Ministère de l’Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, 28 e étage Québec (Québec) G1R 5A5 Telephone: 418-643-7095 Toll-free: 1-866-747-6626 14-00181 Table of Contents Cultural Geography Introduction to the Cultural Geography Program . 1 Program Content . 14 Contribution of the Cultural Geography Program to Prescribed Elements of the Program Content . 15 Students' Education . 1 Designated focus . 16 Nature of the Program . 1 Objects of learning . 16 How the Competencies Work Together . 1 Concepts . 16 Knowledge related to the geography of the cultural areas . 16 From the Elementary Level to Secondary Cycle Two . 3 Other Resources for Helping Students Develop the Competencies . 16 Cultural Areas . 17 Making Connections: Cultural Geography and the Other African Cultural Area . 18 Dimensions of the Québec Education Program . 4 Arab Cultural Area . -
Ethnoecology and Conservation, Spring 2015, J
ETHNOECOLOGY AND CONSERVATION, SPRING 2015, J. R. STEPP, UNIVERSITY OF FLORIDA 1 Ethnoecology and Conservation LAS 6290/ANT 6930/ANT4930 M periods 6-8 (12:50 pm-3:20 pm) GRINTER HALL 376 Instructor: Richard Stepp Office Hours: 9-12 pm Monday or by appointment Office phone: 392-0299 Ethnoecology is the study of the dynamic relationships between people, biota and the environment. This seminar will provide an overview along with an emphasis on how indigenous and small scale societies know and utilize natural resources and the implications for conservation and development. It will also explore tensions between small-scale societies and big conservation and exclusionary protected areas. Additionally, the course will explore useful research skills and methods for students desiring to add an ethnoecological component to their existing or future research. Case studies will be examined from all over the tropics and world. Readings and discussions in the course will draw from both the social sciences and the biological sciences. The course is part of the interdisciplinary TCD (Tropical Conservation and Development) core curriculum, although students from any discipline are welcome and encouraged to take the course. There are no prerequisites needed. Texts There are 3 required texts for the course: 1) Anderson, E. et al.(eds) 2011. Ethnobiology. Wiley-Blackwell. 2) Dowie, M. 2009. Conservation Refugees: The Hundred Year Conflict between Global Conservation and Native Peoples. MIT Press. 3) Stevens, S. (ed.) 2014. Indigenous Peoples, National Parks, and Protected Areas: A New Paradigm Linking Conservation, Culture, and Rights. U Arizona Press. Additional readings will be made available through the class email listserv as pdf files at least 1 week prior to discussion. -
Culture and Sustainability: Environmental Anthropology in the Anthropocene
PERSPECTIVES: AN OPEN INTRODUCTION TO CULTURAL ANTHROPOLOGY SECOND EDITION Nina Brown, Thomas McIlwraith, Laura Tubelle de González 2020 American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201 ISBN Print: 978-1-931303-67-5 ISBN Digital: 978-1-931303-66-8 http://perspectives.americananthro.org/ This book is a project of the Society for Anthropology in Community Colleges (SACC) http://sacc.americananthro.org/ and our parent organization, the American Anthropological Association (AAA). Please refer to the website for a complete table of contents and more information about the book. Perspectives: An Open Introduction to Cultural Anthropology by Nina Brown, Thomas McIlwraith, Laura Tubelle de González is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Under this CC BY-NC 4.0 copyright license you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. 1414 CULTURE AND SUSTAINABILITY: ENVIRONMENTAL ANTHROPOLOGY IN THE ANTHROPOCENE Christian T. Palmer, Windward Community College [email protected] Learning Objectives • Identify the methods and theories anthropologists use to examine human interactions with the environment. • Define political ecology and explain its relationship to anthropology. • Describe the Anthropocene and discuss how anthropology contributes to understanding the human role in environmental destruction. -
Toward Principles of Historical Ecology1
NEWS & VIEWS AMERICAN JOURNAL OF BOTANY ON THE NATURE OF THINGS: ESSAYS New Ideas and Directions in Botany Toward principles of historical ecology1 Erin Beller 2,3,10 , Loren McClenachan 4 , Andrew Trant5 , Eric W. Sanderson 6 , Jeanine Rhemtulla7 , Anita Guerrini 8 , Robin Grossinger 2 , and Eric Higgs 9 Rising temperatures and sea levels, biological homogenization and on a broad range of qualitative and quantitative sources that vary biodiversity loss, habitat fragmentation, and other environmental in temporal and spatial coverage, require creative and thoughtful changes are dramatically reshaping landscapes across the globe. In methods to synthesize and interpret, and are oft en integrated in this context, understanding the patterns, drivers, and conse- ways that cross traditional disciplinary boundaries ( Fig. 1 ). Data quences of these changes has become one of the central challenges include traditional archival sources such as written documents, facing environmental scientists and managers today. Yet to do so maps, oral histories, land surveys, landscape views and photogra- requires a long-term perspective on environmental systems that phy, along with biological and physical data such as sediment and predates many of the accelerated anthropogenic impacts of the re- pollen records, tree rings, species lists, and habitat relationships cent past. How, then, can we understand these changes in the con- ( Swetnam et al., 1999 ; Egan and Howell, 2001 ; Vellend et al., 2013 ). text of decade- and century-scale ecosystem trajectories and While relying on data from the past, historical ecology is an inher- human history? What was the structure, function, and dynamics ently future-oriented discipline given its emphasis on temporal of ecosystems like before these changes? And how have people dynamics and change trajectories ( Higgs et al., 2014 ). -
Julian H. Steward: a Contributor to Fact and Theory in Cultural Anthropology” in Process and Pattern in Culture: Es- Says in Honor of Julian H
NATIONAL ACADEMY OF SCIENCES JULIAN HAYNES S TE W ARD 1902—1972 A Biographical Memoir by RO BE R T A. MANNERS Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1996 NATIONAL ACADEMIES PRESS WASHINGTON D.C. Courtesy of the University of Illinois JULIAN HAYNES STEWARD January 31, 1902–February 6, 1972 BY ROBERT A. MANNERS ULIAN HAYNES STEWARD, ANTHROPOLOGIST, was born in Wash- Jington, D.C., the son of Thomas G., chief of the Board of Examiners of the U.S. Patent Office, and Grace Garriott, whose brother, Edward Garriott, was chief forecaster of the U.S. Weather Bureau. In an autobiographical sketch prepared for the National Academy of Sciences, Steward remarked that nothing in his family background or in his early education accounted for his later interest in anthropology. On the other hand, his school and neighborhood in the suburbs of Washington involved him in close association with the children of writ- ers, senators, representatives, doctors, and “generally per- sons of some distinction” who apparently did contribute to a developing interest in intellectual matters. When he was sixteen, Steward was admitted to the newly established Deep Springs Preparatory School (now Deep Springs College), a school located near Death Valley and devoted to the development of practical skills and to the promotion “of the highest well-being.” At this time, he said This memoir was originally prepared for inclusion in the multivolume American Na- tional Biography to be published by Oxford University Press. -
Leslie White (1900-1975)
Neoevolutionism Leslie White Julian Steward Neoevolutionism • 20th century evolutionists proposed a series of explicit, scientific laws liking cultural change to different spheres of material existence. • Although clearly drawing upon ideas of Marx and Engels, American anthropologists could not emphasize Marxist ideas due to reactionary politics. • Instead they emphasized connections to Tylor and Morgan. Neoevolutionism • Resurgence of evolutionism was much more apparent in U.S. than in Britain. • Idea of looking for systematic cultural changes through time fit in better with American anthropology because of its inclusion of archaeology. • Most important contribution was concern with the causes of change rather than mere historical reconstructions. • Changes in modes of production have consequences for other arenas of culture. • Material factors given causal priority Leslie White (1900-1975) • Personality and Culture 1925 • A Problem in Kinship Terminology 1939 • The Pueblo of Santa Ana 1942 • Energy and the Evolution of Culture 1943 • Diffusion Versus Evolution: An Anti- evolutionist Fallacy 1945 • The Expansion of the Scope of Science 1947 • Evolutionism in Cultural Anthropology: A Rejoinder 1947 • The Science of Culture 1949 • The Evolution of Culture 1959 • The Ethnology and Ethnography of Franz Boas 1963 • The Concept of Culture 1973 Leslie White • Ph.D. dissertation in 1927 on Medicine Societies of the Southwest from University of Chicago. • Taught by Edward Sapir. • Taught at University of Buffalo & University of Michigan. • Students included Marshall Sahlins and Elman Service. • A converted Boasian who went back to Morgan’s ideas of evolutionism after reading League of the Iroquois. • Culture is based upon symbols and uniquely human ability to symbolize. • White calls science of culture "culturology" • Claims that "culture grows out of culture" • For White, culture cannot be explained biologically or psychologically, but only in terms of itself. -
An Earthly Cosmology
Forum on Religion and Ecology Indigenous Traditions and Ecology Annotated Bibliography Abram, David. Becoming Animal: An Earthly Cosmology. New York and Canada: Vintage Books, 2011. As the climate veers toward catastrophe, the innumerable losses cascading through the biosphere make vividly evident the need for a metamorphosis in our relation to the living land. For too long we’ve ignored the wild intelligence of our bodies, taking our primary truths from technologies that hold the living world at a distance. Abram’s writing subverts this distance, drawing readers ever closer to their animal senses in order to explore, from within, the elemental kinship between the human body and the breathing Earth. The shape-shifting of ravens, the erotic nature of gravity, the eloquence of thunder, the pleasures of being edible: all have their place in this book. --------. The Spell of the Sensuous: Perception and Language in a More-than-Human World. New York: Vintage, 1997. Abram argues that “we are human only in contact, and conviviality, with what is not human” (p. ix). He supports this premise with empirical information, sensorial experience, philosophical reflection, and the theoretical discipline of phenomenology and draws on Merleau-Ponty’s philosophy of perception as reciprocal exchange in order to illuminate the sensuous nature of language. Additionally, he explores how Western civilization has lost this perception and provides examples of cultures in which the “landscape of language” has not been forgotten. The environmental crisis is central to Abram’s purpose and despite his critique of the consequences of a written culture, he maintains the importance of literacy and encourages the release of its true potency. -
Is Archaeology Anthropology?
Is Archaeology Anthropology? Deborah L. Nichols, Dartmouth College Rosemary A. Joyce, University of California, Berkeley Susan D. Gillespie, University of Florida Archeology is anthropology...save that the people archeology studies happen to be dead. —Braidwood (1959:79) n a famous phrase, Philip Phillips (1955:246-247) of archaeology, some of them quite successful (notably Istated that "New World archaeology is anthropology at Boston University and Calgary University; Ferrie 2001; or it is nothing." A few years later, Robert Braidwood Wiseman 1980, 1983), recent events have brought this made a similar characterization for the Old World (see issue greater attention and garnered more broad-based epigraph). That these well-established archaeologists support for separation. They have also provoked equally were motivated to make such pronouncements indicates passionate arguments from the other side. a sense of uncertainty even then of the relationship be- Most visible among the recent proposals for an au- tween archaeology and anthropology. This uncertainty tonomous archaeology was the forum "Archaeology Is has not abated, and nearly 50 years later the relationship Archaeology" organized by T. Douglas Price at the 2001 has become more strained. Archaeology in the United Society for American Archaeology meeting (reported in States, as in many other countries, is viable outside of Wiseman 2001,2002). It motivated a Point-Counterpoint anthropology. Academically it is housed in nonanthro- exchange among James Wiseman (2002), Robert Kelly pology departments, institutes, and interdisciplinary pro- (2002), and Susan Lees (2002) in the SAA Archaeologi- grams at a number of universities. Most professional cal Record, with Kelly (SAA President) and Lees (co- archaeologists are employed outside the academy where editor of American Anthropologist) arguing against their identity as anthropologists (if it exists) is often separation from anthropology. -
Past Imperfect: Using Historical Ecology and Baseline Data for Conservation and Restoration Projects in North America
Past Imperfect: Using Historical Ecology and Baseline Data for Conservation and Restoration Projects in North America Peter S. Alagona Department of History & Environmental Studies Program, 4231 Humanities and Social Sciences Building, University of California, Santa Barbara, CA 93106-9410; [email protected] John Sandlos Department of History, Memorial University of Newfoundland, St. John’s, NL, A1C 5S7, Canada; [email protected] Yolanda F. Wiersma Department of Biology, Memorial University of Newfoundland, St. John’s, NL, A1B 3X9, Canada; [email protected] Conservation and restoration programs usually involve nostalgic claims about the past, along with calls to return to that past or recapture some aspect of it. Knowledge of history is essential for such programs, but the use of history is fraught with challenges. !is essay examines the emergence, development, and use of the “ecological baseline” concept for three levels of biological organization. We argue that the baseline concept is problematic for establishing restoration targets. Yet historical knowledge—more broadly conceived to include both social and ecological processes—will remain essential for conservation and restoration. Introduction Conservation almost always involves nostalgic claims about the past—along with calls to return to that past or recapture some aspect of it. Activists, scholars, and practitioners regularly invoke images of historical abundance and subsequent decline in their pleas to preserve what is left of wild nature, and they use these images to promote programs that aim to return ecosystems to their natural, or “original,” conditions. Such calls span the diversity of environmental discourse— from the conservation of endangered species, to the restoration of ecosystems, to the re-wilding of entire landscapes and even the North American continent.