SEM Awards Honorary Memberships for 2020
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Chapter 5 Bioacoustics Approaches in Biodiversity Inventories
Chapter 5 Bioacoustics approaches in biodiversity inventories by Martin K. Obrist Swiss Federal Research Institute WSL, Biodiversity and Conservation Biology Zürcherstrasse 111, CH-8903 Birmensdorf, Switzerland Email: [email protected] Gianni Pavan Centro Interdisciplinare di Bioacustica e Ricerche Ambientali Dipartimento di Biologia Animale, Università di Pavia Via Taramelli 24, 27100 Pavia, Italy Email: [email protected] Jérôme Sueur Muséum national d'Histoire naturelle, Département Systématique et Evolution UMR 7205 CNRS OSEB, 45 rue Buffon, 75005 Paris, France Email: [email protected] Klaus Riede Zoologisches Forschungsmuseum Alexander Koenig Adenauerallee 160, 53113 Bonn, Germany Email: [email protected] Diego Llusia Fonoteca Zoológica, Museo Nacional de Ciencias Naturales (CSIC) José Gutierrez Abascal 2, 28006 Madrid, Spain Email: [email protected] Rafael Márquez Fonoteca Zoológica, Museo Nacional de Ciencias Naturales (CSIC) José Gutierrez Abascal 2, 28006 Madrid, Spain Email: [email protected] 68 Abstract Acoustic emissions of animals serve communicative purposes and most often contain species-specific and individual information exploitable to listeners, rendering bioacoustics predestined for biodiversity monitoring in visually inaccessible habitats. The physics of sound define the corner stones of this communicative framework, which is employed by animal groups from insects to mammals, of which examples of vocalisations are presented. Recording bioacoustic signals allows reproducible identification and documentation of species’ occurrences, but it requires technical prerequisites and behavioural precautions that are summarized. The storing, visualizing and analysing of sound recordings is illustrated and major software tools are shortly outlined. Finally, different approaches to bioacoustic monitoring are described, tips for setting up an acoustic inventory are compiled and a key for procedural advancement and a checklist to successful recording are given. -
The Musical Influences of Nature: Electronic Composition and Ornithomusicology
University of Huddersfield Repository McGarry, Peter The Musical Influences of Nature: Electronic Composition and Ornithomusicology Original Citation McGarry, Peter (2020) The Musical Influences of Nature: Electronic Composition and Ornithomusicology. Masters thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/id/eprint/35489/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ Peter McGarry U1261720 The Musical Influences of Nature: 1 Electronic Music and Ornithomusicology University Of Huddersfield The School of Music, Humanities and Media Masters Thesis Peter McGarry The Musical Influences of Nature: Electronic Composition and Ornithomusicology Supervisor: Dr. Geoffery Cox Submitted: 23/12/2020 Peter McGarry U1261720 The Musical Influences of Nature: 2 Electronic Music and Ornithomusicology Abstract Zoomusicology is the study of animal sounds through a musical lens and is leading to a new era of sonic ideas and musical compositions. -
A Definition of Song from Human Music Universals Observed in Primate Calls
bioRxiv preprint doi: https://doi.org/10.1101/649459; this version posted May 24, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. This article is a US Government work. It is not subject to copyright under 17 USC 105 and is also made available for use under a CC0 license. A definition of song from human music universals observed in primate calls David Schruth1*, Christopher N. Templeton2, Darryl J. Holman1 1 Department of Anthropology, University of Washington 2 Department of Biology, Pacific University *Corresponding author, [email protected] bioRxiv preprint doi: https://doi.org/10.1101/649459; this version posted May 24, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. This article is a US Government work. It is not subject to copyright under 17 USC 105 and is also made available for use under a CC0 license. Abstract Musical behavior is likely as old as our species with song originating as early as 60 million years ago in the primate order. Early singing likely evolved into the music of modern humans via multiple selective events, but efforts to disentangle these influences have been stifled by challenges to precisely define this behavior in a broadly applicable way. Detailed here is a method to quantify the elaborateness of acoustic displays using published spectrograms (n=832 calls) culled from the literature on primate vocalizations. Each spectrogram was scored by five trained analysts via visual assessments along six musically relevant acoustic parameters: tone, interval, transposition, repetition, rhythm, and syllabic variation. -
Defining Ethnomusicology
10 1. THE HARMLESS DRUDGE : DEFINING ETHNOMUSICOLOGY DEFINITIONS. For years, people have been asking me the question: "You're an ethnomusicologist?" Shortly after 1950 it was likely to be accompanied by expressions of wonder and of the belief that I was somehow involved with "folk" music, with "primitive music," and particularly with "ancient music," and also that I must have a great deal of companionship with a tape recorder. By 1960 the questioner would likely bring up participation in an Indonesian gamelan, or perhaps an ability to "play" many of the world's odd instruments. In the 1970s, the conversation might well include the term "ethnic" music or even the etymologically outrageous "ethnomusic," and in the eighties and nineties, free association might lead to “diversity” and “world music.” I have always found it difficult to come to a precise, concise, and readily intelligible definition. Dictionaries differ considerably but espouse limited views. In the 120 years in which modern ethnomusicology can be said to have existed, since pioneer works such as those of Ellis (1885), Baker (1882), and Stumpf (1886), attitudes and orientations have changed greatly, and so has the name, from something very briefly called “Musikologie” (in the 1880s), to “comparative musicology” (through about 1950), then to “ethno- musicology” (1950–ca. 1956), quickly to “ethnomusicology” (removing the hyphen actually was an ideological move trying to signal disciplinary independence), with suggestions such as “cultural musicology” (Kerman 1985) and “socio-musicology” (Feld 1984) occasionally thrown in. The changes in name paralleled changes in intellectual orientation and emphasis. It is difficult to find a single, simple definition, to which most people in this field would subscribe, and thus ethnomusicologists have been perhaps excessively concerned with defining themselves. -
Intercultural Competence and Skills in the Biology Teachers Training from the Research Procedure of Ethnobiology
Science Education International 30(4), 310-318 https://doi.org/10.33828/sei.v30.i4.8 ORIGINAL ARTICLE Intercultural Competence and Skills in the Biology Teachers Training from the Research Procedure of Ethnobiology Geilsa Costa Santos Baptista*, Geane Machado Araujo 1Department of Education, State University of Feira de Santana, Feira de Santana City, Bahia State, Brazil, 2Department of Biology, State University of Feira de Santana, Feira de Santana City, Bahia State, Brazil *Corresponding Author: [email protected] ABSTRACT We present and discuss the results of qualitative research based on a case study with biology undergraduate students from a public University of Bahia state, Brazil. The objective was to identify the influence of practical experiences involving ethnobiology applied to science teaching on intercultural dialogue into their initial training. To collect data, undergraduate students were asked to construct narratives revealing the influences of ethnobiology into their training as future teachers. Data were analyzed according to Bardin (1977) and supported by specific literature from the fields of science education and teaching. The thematic categories generated lead us to conclude that the undergraduates of biology teaching made reflections that allowed them to build opinions with meanings that should influence their pedagogical practices with intercultural dialogue. We recommend further studies involving ethnobiology and the training of biology teachers, with a larger sample of participants and the methodological and theoretical procedures of this science. Improvements could be made in biology teacher education curricula that encourage respect and consideration of cultural diversity. We highlight that it is imperative for teacher education courses to generate opportunities for on-site practical experience, in addition to the theory used in the classroom. -
Animal Bioacoustics
Sound Perspectives Technical Committee Report Animal Bioacoustics Members of the Animal Bioacoustics Technical Committee have diverse backgrounds and skills, which they apply to the study of sound in animals. Christine Erbe Animal bioacoustics is a field of research that encompasses sound production and Postal: reception by animals, animal communication, biosonar, active and passive acous- Centre for Marine Science tic technologies for population monitoring, acoustic ecology, and the effects of and Technology noise on animals. Animal bioacousticians come from very diverse backgrounds: Curtin University engineering, physics, geophysics, oceanography, biology, mathematics, psychol- Perth, Western Australia 6102 ogy, ecology, and computer science. Some of us work in industry (e.g., petroleum, Australia mining, energy, shipping, construction, environmental consulting, tourism), some work in government (e.g., Departments of Environment, Fisheries and Oceans, Email: Parks and Wildlife, Defense), and some are traditional academics. We all come [email protected] together to join in the study of sound in animals, a truly interdisciplinary field of research. Micheal L. Dent Why study animal bioacoustics? The motivation for many is conservation. Many animals are vocal, and, consequently, passive listening provides a noninvasive and Postal: efficient tool to monitor population abundance, distribution, and behavior. Listen- Department of Psychology ing not only to animals but also to the sounds of the physical environment and University at Buffalo man-made sounds, all of which make up a soundscape, allows us to monitor en- The State University of New York tire ecosystems, their health, and changes over time. Industrial development often Buffalo, New York 14260 follows the principles of sustainability, which includes environmental safety, and USA bioacoustics is a tool for environmental monitoring and management. -
Copyrighted Material
Index Abdul Hadi bin Haji Hasan 9, 129, smallholder planting 108 133 Ahmad Zaidi, Tun 149, 162 Abdul Rahim Kajai 129, 143, 153, Al azhar 184, 225, 233, 241 220 Al-Attas, Syde Naquib 218–219 Abdul Rahman, Tunku 129, Alexander the Great 27, 47, 80, 99, 155–160, 164, 208, 215, 234 100–101, 139 Abdul Razak, Tun 161 All Ceylon Malay Association 117, Abdullah bin Abdul Kadir 135, 178 (Munshi) 64, 70, 73, 92, 110, Amir Hamzah, Tengku 170 112–115, 120, 127–128, 201–203, Andaya, Barbara 95, 174 209, 231, 237, 239 Andaya, Leonard 11, 82, 85, 98–99, Aceh 11, 47, 49, 51, 53, 75, 81, 99, 101, 200 100, 101, 105 Anderson, John 52, 57, 61, 63, 69, adat (custom) 4, 10, 15, 24, 65, 67, 71, 78, 125 70, 77, 113, 128, 134, 137, 139, animism 193 171, 187, 194–197, 199, anthropological work 148, 187, 208–209, 214, 217, 221–222, 189–197, 217–218, 242 228, 236 see also Malay studies determination by the raja 67–68, Anwar Ibrahim 219 137, 171 Archipelago, pre-colonial levels of, and contents 4 civilizational homogeneity 85, 96 persistence of 70 community 96–97 and protectionCOPYRIGHTED of nama 67 competition MATERIAL and fl uidity 53–55 Adtityawarman 18, 39 narrative of decline 50–51 afterlife 28, 68 political fragmentation 49–50 agriculture 55–56, 108–109 population shifts 55–58 cash cropping 109 architecture colonial 108 colonial 110 pioneering character 57, 95 Islamic 142 plantation economy 109, 137 mosques 44–45, 61, 142 276 Index architecture (cont’d) bangsa Melayu 3, 128, 131–132, 138, royal residences 60–61, 79 147–148, 151–153, 158, 160–161, see also housing -
Introduction to Global Music the Center for European
Introduction to Global Music The Center for European Studies (CES) and other Area Studies Centers at the University of North Carolina at Chapel Hill are collaborating with the student-run radio station WXYC in the production of the Global Music Show. This monthly hour-long program features music from a particular area of the world combined with commentary by guest scholars, who discuss the music played in the context of the culture and history of the region that produced it. To support cultural learning, CES has created student listening guides, pre- and post-listening discussion questions, and resource links for each of their Global Music programs. The programs run about one hour, and so listening and discussion would work well for block schedule classes. If your class runs the traditional hour length, you can have the class listen over two periods, and then discuss. Alternatively, you can assign the listening for homework, and hold the discussion during class time. Music can teach us much about a culture that never appears in a textbook. Use these programs and teaching resources to connect your students with European cultures in a dynamic, new way. Encourage students to continue their exploration of Europe through music. Nederhop: Hip Hop from the Netherlands Dan Thornton and Lauren Brenner Pre-Listening Questions Ask students to think about these questions before you listen to the program. Write their answers on the board. 1. What do you think of first when you think of the Netherlands? 2. In this program, you’re going to hear hip hop by Dutch musicians. -
What Is the Purpose of Ethnobiology in Biology Teacher Training?
ORIGINAL ARTICLE What is the Purpose of Ethnobiology in Biology Teacher Training? Geilsa Costa Santos Baptista* Department of Education, State University of Feira de Santana, Brazil *Corresponding Author: [email protected] ABSTRACT This article aims to discuss the purpose of ethnobiology in biology teachers’ training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public schools in the state of Bahia (Northeastern Brazil). Analyzes were conducted inductively, using categories based on the teachers’ answers and carefully studying literature on science teaching. Results indicate that teachers expanded their conceptions about ethnobiology after their participation in the training course. They perceived this science as the study of complex relationships between human beings and other living beings. They also perceived the importance of exploring their students’ cultural knowledge to the intercultural dialog and having ethnobiology as a tool in this process. It is concluded that ethnobiology contributes to the biology teachers’ training guiding his/her practices and giving the opportunity to identify students’ cultural knowledge that can be used in an intercultural dialog with the biology taught in schools; hence, it is imperative to offer training courses for teachers as a starting point. KEY WORDS: ethnobiological research; science teacher training; cultural diversity; intercultural dialog; cultural knowledge INTRODUCTION result from countless relations established between human societies, their cultures, and other living beings. Traditional n science teaching, it is important for teachers to identify knowledge – also cited as ethnobiological knowledge, students’ cultural knowledge. -
Global Music Report 2018 ANNUAL STATE of the INDUSTRY
Global Music Report 2018 ANNUAL STATE OF THE INDUSTRY Global top 10 recording artists of 2017 Untitled-3 1 3/4/18 3:58 PM GLOBAL MUSIC REPORT 2018: STATE OF THE INDUSTRY Welcome · 3 Welcome As an artist, I am privileged to perform One of the crucial roles for record com- before audiences around the world and panies is to support and invest in artists see first-hand how essential music is for and to help them develop for their greatest people from every walk of life. creative and commercial success, so that But even as music’s essence is endur- their music can be enjoyed by fans around ing, much about music is changing. the world. The IFPI Global Music Report tells the It is therefore essential that all music cre- PLÁCIDO DOMINGO story of recorded music’s ongoing journey. ators are fairly compensated for their work. I CHAIRMAN, IFPI Today, artists are reaching music fans in have met with policymakers in Europe and ways I never could have imagined when I elsewhere to call on them to back legislation began my own career. Music is global and that would support this by addressing the increasingly digital. This transformation value gap, thereby ensuring a fair and bal- has been fundamental and rapid and offers anced digital marketplace for all. great opportunities. We are living in an incredibly exciting But we can never forget that music time for recorded music. We must persevere does not just happen. It requires the hard with our efforts to ensure its journey benefits work, commitment, investment and artist- the music creators and fans of today, and ry of so many people. -
Permissive Residents: West Papuan Refugees Living in Papua New Guinea
Permissive residents West PaPuan refugees living in PaPua neW guinea Permissive residents West PaPuan refugees living in PaPua neW guinea Diana glazebrook MonograPhs in anthroPology series Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] This title is also available online at: http://epress.anu.edu.au/permissive_citation.html National Library of Australia Cataloguing-in-Publication entry Author: Glazebrook, Diana. Title: Permissive residents : West Papuan refugees living in Papua New Guinea / Diana Glazebrook. ISBN: 9781921536229 (pbk.) 9781921536236 (online) Subjects: Ethnology--Papua New Guinea--East Awin. Refugees--Papua New Guinea--East Awin. Refugees--Papua (Indonesia) Dewey Number: 305.8009953 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design by Teresa Prowse. Printed by University Printing Services, ANU This edition © 2008 ANU E Press Dedicated to the memory of Arnold Ap (1 July 1945 – 26 April 1984) and Marthen Rumabar (d. 2006). Table of Contents List of Illustrations ix Acknowledgements xi Glossary xiii Prologue 1 Intoxicating flag Chapter 1. Speaking historically about West Papua 13 Chapter 2. Culture as the conscious object of performance 31 Chapter 3. A flight path 51 Chapter 4. Sensing displacement 63 Chapter 5. Refugee settlements as social spaces 77 Chapter 6. Inscribing the empty rainforest with our history 85 Chapter 7. Unsated sago appetites 95 Chapter 8. Becoming translokal 107 Chapter 9. Permissive residents 117 Chapter 10. Relocation to connected places 131 Chapter 11. -
Ethnobiology Spring Semester 2011
Anthropology 477: Special Topics – Ethnobiology Spring Semester 2011 Instructor: Karol Chandler-Ezell—Department of Social & Cultural Analysis, Stephen F. Austin State University E-mail: [email protected] Office: 351 Liberal Arts North, Dept. of Social & Cultural Analysis Office hours: M 10-11:30, T 10-11, W 9:30-11:30, 2-4, Th 3:30-4:30, F 10-11:30, 2-3 & by appt. Please call or email me at [email protected] (NOT through the course webpage) to schedule an appointment. Also feel free to talk to me before or after class. Phone: 936-468-2078, Dept. Social & Cultural Analysis. 936-468-4405 Class location and meeting time: T/Th 2:00-3:15 – Ferguson Liberal Arts 482 Required Textbook: 1. Davis, Wade. 1988. Passage of Darkness. The Ethnobiology of the Haitian Zombie. Chapel Hill: The University of North Carolina Press. * Other readings and media materials will be posted on the course website or given in class. Course website & Other Media: Assignments, study guides, schedules, and other lecture materials will be posted on the course website. The class schedule is tentative, as we may go faster or slower on lecture to accommodate class discussions. Website materials are not complete and are not a substitute for attendance. If you have difficulties with the website, you may ask for printed copies of the materials. Course Description: This special topics course is a seminar in ethnobiology, the study of the interrelations between humans and the natural world. Ethnobiology includes ethnobotany, the study of human-plant relationships; ethnozoology, the study of human-animal relationships; and ethnoecology, the study of human- environment interrelations.