DOCSLIB.ORG

OSTEOMETRY of MAKAH and COAST SALISH DOGS Susan J. Crockford

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
OSTEOMETRY of MAKAH and COAST SALISH DOGS Susan J. Crockford OSTEOMETRY of MAKAH and COAST SALISH DOGS Susan J. Crockford Osteometry of Makah and Coast Salish Dogs by Susan J. Crockford with a contribution by Nobuo Shigehara, Satoru Onodera, and Moriharu Eto Archaeology Press Simon Fraser University c. Archaeology Press 1997 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, without prior written permission of the publisher. Printed and bound in Canada ISBN 0-86491-165-3 Publication No. 22 Archaeology Press Department of Archaeology Simon Fraser University Burnaby, B.C. V5A 1S6 (604) 291-3135 Fax: (604) 291-5666 CONTENTS Page Preface ..........................................................................................................................................xi CHAPTER 1. In tro d u c tio n .........................................................................................................................l Ethnogragphic and historic evidence of dogs.............................................................2 Research methods....................................................................................................... 3 Prehistoric skeletal evidence....................................................................................... 3 Previous studies........................................................................................................... 4 2. T he Skeletal S a m p le .........................................................................................................6 Sampling strategy........................................................................................................ 6 Data set description................................................................................................... 6 Archaeological context and dating.............................................................................7 Problems presented by the data set.............................................................................. 8 Sex determination....................................................................................................... 8 Measurement definitions............................................................................................9 Taxonomic status........................................................................................................9 3. S tatistical P ro c e d u re s .................................................................................................... 13 Evaluating of sample variation........................................... 13 Interpreting sample variation.....................................................................................16 Multivariate analysis.................................................................................................. 18 4. C r a n ia ...................................................................................................................................22 Osteological descriptions ...................................... 22 Sex determination and sex ratios..............................................................................25 Type classification.................................................................................................... 26 Discriminant function analysis.................................................................................. 27 Previously reported NWC materiaktype classification.............................................27 Comparison to other data sets...................................................................................27 Intact puppy crania .................................................................................................. 29 Measurement definitions and data tables..................................................................37 5. M a n d ib le s ........................................................................................................................... 38 Osteological description............................................................................................38 Sex determination and sex ratios............................................................................... 38 Type classifications................................................................................................... 40 Discriminant function analysis................................................................................. 40 Previously reported NWC materiaktype classification............................................40 Measurement definitions and data tables...................................................................41 C O N T E N T S (con't) CHAPTER Page 6. F orelim b E le m e n ts...........................................................................................................46 Scapula, humerus, radius, ulna, and metacarpals: Osteological description, type classification, discriminant function analysis........................................................46 Previously reported material: type classification............................................................47 Measurement definitions and data tables....................................................................... 47 7. H indlim b E le m e n ts..........................................................................................................58 Innominate, femur, tibia, fibula, tarsals and metatarsals: Osteological description type classification, discriminant function analysis............................................... 58 Previously reported material: type classification........................................................... 59 Measurement definitions and data tables........................................................................59 8. V e rte b ra e ............................................................................................................................ 70 Cervical, thoracic, lumbar and sacrum: Osteological description, type classification, discriminant function analysis........................................................70 Definition of vertebral measurement codes....................................................................71 9. Characterization of Dog Types .................................................................................. 87 Variation of type classifications within individuals......................................................87 Live shoulder height estimates.......................................................................................88 Body proportion estimates............................................................................................. 89 Osteological and morphological characteristics of dog types........................................90 Comparison to other prehistoric dogs............................................................................90 10. D istribution an d C hronology of Dog T ypes ........................................................99 11. S um m ary an d D iscussion............................................................................................103 Recommended analysis methods for future studies..................................................... 104 References .................................................................................................................................. 106 APPENDIX A - N. Shigehara, S. Onodera and M. Eto Sex determination by discriminant analysis and evaluation of non-metrical traits in the dog skeleton............................................................................................... 113 APPENDIX B Catalogue of Archaeological Specimens used in this Study............................................ 127 LIST OF FIGURES (abbreviated titles) FIGURE Page 2-1 Map of the south central coast of North America with site locations................................................. 11 2- 2 Prehistoric wolf vs. dog mandibles.................................................................................................... 12 3- 1 Distribution graphs of mandible, ulna, metatarsalII and cervical vertebra #2 samples....................20 4- 1 Type 1 female cranium (0801)...........................................................................................................30 4-2 Type 1 female cranium (0805)........................................................................................................... 30 4-3 Type 1 male cranium (0803).............................................................................................................. 31 4-4 Type 1 male cranium (2400).............................................................................................................. 31 4-5 Type 1 male cranium (3001).............................................................................................................. 32 4-6 Type 2 male cranium (0925)............................................................................................................... 32 4-7 Type 2 male cranium (0109)............................................................................................................... 33 4-8 Type 2 male vs. type 1 male crania (0109;2400)................................................................................33 4-9 Type 1 male vs. type 1 female crania (2400;0801).............................................................................33 4-10 Graph: cranial measurement # 2 vs # 23 ...................................................................................
Load more

Recommended publications
  • Songhees Pictorial
    Songhees Pictorial A History ofthe Songhees People as seen by Outsiders, 1790 - 1912 by Grant Keddie Royal British Columbia Museum, Victoria, 2003. 175pp., illus., maps, bib., index. $39.95. ISBN 0-7726-4964-2. I remember making an appointment with Dan Savard in or­ der to view the Sali sh division ofthe provincial museum's photo collections. After some security precautions, I was ushered into a vast room ofcabi nets in which were the ethnological photographs. One corner was the Salish division- fairly small compared with the larger room and yet what a goldmine of images. [ spent my day thumbing through pictures and writing down the numbers name Songhees appeared. Given the similarity of the sounds of of cool photos I wished to purchase. It didn't take too long to some of these names to Sami sh and Saanich, l would be more cau­ see that I could never personally afford even the numbers I had tious as to whom is being referred. The oldest journal reference written down at that point. [ was struck by the number of quite indicating tribal territory in this area is the Galiano expedi tion excellent photos in the collection, which had not been published (Wagner 1933). From June 5th to June 9th 1792, contact was to my knowledge. I compared this with the few photos that seem maintained with Tetacus, a Makah tyee who accompanied the to be published again and again. Well, Grant Keddie has had expedi tion to his "seed gathering" village at Esquimalt Harbour. access to this intriguing collection, with modern high-resolution At this time, Victoria may have been in Makah territory or at least scanning equipment, and has prepared this edited collecti on fo r high-ranking marriage alliances gave them access to the camus our v1ewmg.
    [Show full text]
  • The Coast Salish: Connecting Art, Environment and Traditions
    THE COAST SALISH: CONNECTING ART, ENVIRONMENT AND TRADITIONS Welcome to 21st Century Learning – Links to Our Collection. This online module and supplemental education guide was developed to allow access to hundreds of digitized images and lesson plans from Glenbow Museum’s collections. Our hope is to extend our vision of ‘More people, interacting with art, culture and ideas more often.’ Please visit and enjoy 21st Century Learning – The Coast Salish: Connecting Art, Environment and Traditions. 1 This educator’s package presents the traditional way of life of the Coast Salish people. The information encourages students to examine artifacts from the Glenbow Museum’s collection and connects them to other cultures, communities and environments from within Canada. Included in this guide are: Information on the Coast Salish people including high-resolution photographs artifacts, archival photographs and essays. Lesson plans including discussions for looking at primary sources, curriculum connections and lesson plans for a variety of ages and abilities. Detailed listing of vocabulary and concepts. Suggested sources for further research and other information. 2 HISTORY OF GLENBOW MUSEUM Glenbow Museum began with the remarkable vision of petroleum entrepreneur and lawyer Eric Lafferty Harvie. Mr. Harvie came into his fortune when oil was discovered in 1949 on land near Leduc and Redwater, for which he held the mineral rights. With this prosperity, he decided to pursue his favourite passion — collecting — and simultaneously return some of his good fortune back to the region that had been so generous to him. Mr. Harvie's goal was to collect the objects representing the history and culture of Western Canada as well as from around the world.
    [Show full text]
  • An Examination of Nuu-Chah-Nulth Culture History
    SINCE KWATYAT LIVED ON EARTH: AN EXAMINATION OF NUU-CHAH-NULTH CULTURE HISTORY Alan D. McMillan B.A., University of Saskatchewan M.A., University of British Columbia THESIS SUBMI'ITED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of Archaeology O Alan D. McMillan SIMON FRASER UNIVERSITY January 1996 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: Alan D. McMillan Degree Doctor of Philosophy Title of Thesis Since Kwatyat Lived on Earth: An Examination of Nuu-chah-nulth Culture History Examining Committe: Chair: J. Nance Roy L. Carlson Senior Supervisor Philip M. Hobler David V. Burley Internal External Examiner Madonna L. Moss Department of Anthropology, University of Oregon External Examiner Date Approved: krb,,,) 1s lwb PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission.
    [Show full text]
  • And Taewa Māori (Solanum Tuberosum) to Aotearoa/New Zealand
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Traditional Knowledge Systems and Crops: Case Studies on the Introduction of Kūmara (Ipomoea batatas) and Taewa Māori (Solanum tuberosum) to Aotearoa/New Zealand A thesis presented in partial fulfilment of the requirement for the degree of Master of AgriScience in Horticultural Science at Massey University, Manawatū, New Zealand Rodrigo Estrada de la Cerda 2015 Kūmara and Taewa Māori, Ōhakea, New Zealand i Abstract Kūmara (Ipomoea batatas) and taewa Māori, or Māori potato (Solanum tuberosum), are arguably the most important Māori traditional crops. Over many centuries, Māori have developed a very intimate relationship to kūmara, and later with taewa, in order to ensure the survival of their people. There are extensive examples of traditional knowledge aligned to kūmara and taewa that strengthen the relationship to the people and acknowledge that relationship as central to the human and crop dispersal from different locations, eventually to Aotearoa / New Zealand. This project looked at the diverse knowledge systems that exist relative to the relationship of Māori to these two food crops; kūmara and taewa. A mixed methodology was applied and information gained from diverse sources including scientific publications, literature in Spanish and English, and Andean, Pacific and Māori traditional knowledge. The evidence on the introduction of kūmara to Aotearoa/New Zealand by Māori is indisputable. Mātauranga Māori confirms the association of kūmara as important cargo for the tribes involved, even detailing the purpose for some of the voyages.
    [Show full text]
  • Indigenous History in Burnaby Resource Guide
    Tsleil-Waututh community members paddling Burrard Inlet, June 18, 2014. Copyright Tsleil-Waututh Nation, Photograph by Blake Evans, 2014. Indigenous History in Burnaby Resource Guide 6501 Deer Lake Ave, Burnaby, BC V5G 3T6 | 604-297-4565 | burnabyvillagemuseum.ca 2019-06-03 The Burnaby School District is thankful to work, play and learn on the traditional territories of the hən̓q̓əmin̓əm̓ and Sḵwxwú7mesẖ speaking people. As we inquire into learning more about the history of these lands, we are grateful to Burnaby Village Museum for working with our host First Nation communities. The knowledge being shared in this resource guide through our local communities supports the teaching and learning happening in our classrooms. It deepens our understanding of the history of our community and will increase our collective knowledge of our host First Nations communities’ history in Burnaby. In our schools, this guide will assist in creating place-based learning opportunities that will build pride for our Indigenous learners through the sharing of this local knowledge, but also increase understanding for our non-Indigenous learners. Through this guide, we can move closer to the Truth and Reconciliation’s Call to Action 63 (i and iii): 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Indigenous education issues, including: i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. We would like extend thanks to Burnaby Village Museum staff for their time and efforts in creating this resource guide.
    [Show full text]
  • Squamish Community: Our People and Places Teacher’S Package
    North Vancouver MUSEUM & ARCHIVES SCHOOL PROGRAMS 2018/19 Squamish Community: Our People and Places Teacher’s Package Grade 3 - 5 [SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT] Introduction SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT features 12 archival photographs selected from the Skwxwú7mesh Úxwumixw: The Squamish Community: Our People and Places exhibit presented at the North Vancouver Museum & Archives in 2010. This exhibit was a collaborative project undertaken by the North Vancouver Museum & Archives and the Squamish Nation. These archival images were selected by the Squamish Elders and Language Authority to represent local landscapes, the community and the individual people within the Squamish Nation. The Squamish Elders and Language Authority also contributed to the exhibit labels which are included on the reverse of each picture. This Kit has been designed to complement BC’s Social Studies curriculum for grades 3 - 5, giving students the opportunity to explore themes related to First Nations cultures in the past and cultural First Nations activities today. Included within this Kit is a detailed teacher’s package that provides instructors with lesson plan activities that guide students in the analysis of archival photographs. The recommended activities encourage skills such as critical thinking and cooperative learning. Altogether, the lesson plan activities are estimated to take 1 hour and 45 minutes and can easily be stretched across several instructional days. Through photo analysis worksheets and activities, students will be introduced to the Squamish Nation and historical photographs. Teachers are encouraged to read through the program and adapt it to meet the learning abilities and individual needs of their students.
    [Show full text]
  • Dog License Application
    DOG IDENTIFICATION License No. Microchip No. RABIES CERTIFICATE REQUIRED Rabies Vaccine: Town of Newstead Date Issued Expiration Date Manufacturer __________________________ DOG LICENSE Serial Number __________________________ Dog Breed Code LICENSE TYPE Dog Color(s) Code(s)  One Year Vacc.  Three Year Vacc. ORIGINAL RENEWAL Date Vaccinated ______________________ Other ID Dog’s Yr. of Birth Last 2 Digits Veterinarian ______________________________ TRANSFER OF OWNERSHIP Markings Dog’s Name OWNER’S PHONE NO. Owner Identification (Person who harbors or keeps dog): Last First Middle Initial Area Code Mailing Address: House No. Street or R.D. No. and P.O. Box No. Phone No. City State Zip County Town, City or Village State TYPE OF LICENSE Local Fee Surcharge Total 1.____Male, neutered 9.00 1.00= 10.00 LICENSE FEE____________________ 2.____Female, spayed 9.00 1.00= 10.00 SPAY/NEUTER FEE_______________ 3.____ Male, unneutered 17.00 3.00= 20.00 4.____ Female, unspayed 17.00 3.00= 20.00 ENUMERATION FEE______________ 5.____Exempt dog Type: ______________________________ TOTAL FEE______________________ _ ___________________________________________________________________________________________________________________ IS OWNER LESS THAN 18 YEARS OF AGE?  YES  NO IF YES, PARENT Owner’s OR GUARDIANSignature SHALL BE DEEMED THE OWNERDate OF RECORD AND THEClerk’s INFORMATION Signature MUST BE COMPLETEDDate BY THEM. Return form, current rabies certificate, spay/neuter certificate (if applicable) and check made out to “Newstead Town Clerk” to: Newstead Town Clerk P.O. Box 227 Akron, NY 14001 _____________________________________ ___________________________________________ Owners Signature/Date Clerk’s Signature/Date OWNER’S INSTRUCTIONS 1. All dogs 4 months of age or older are to be licensed. In addition, any dog under 4 months of age, if running at large must be licensed.
    [Show full text]
  • 2018-05-21 Makah Cert Petition and Appendix
    No. _______ In the Supreme Court of the United States MAKAH INDIAN TRIBE, Petitioner, v. QUILEUTE INDIAN TRIBE AND QUINAULT INDIAN NATION, ET AL., Respondents. ON PETITION FOR A WRIT OF CERTIORARI TO THE UNITED STATES COURT OF APPEALS FOR THE NINTH CIRCUIT PETITION FOR A WRIT OF CERTIORARI GREGORY G. GARRE MARC D. SLONIM BENJAMIN W. SNYDER Counsel of Record LATHAM & WATKINS LLP ZIONTZ CHESTNUT 555 Eleventh Street, NW 2101 Fourth Avenue Suite 1000 Suite 1230 Washington, DC 20004 Seattle, WA 98121 202 637-2207 (206) 448-1230 [email protected] [email protected] Counsel for Petitioner QUESTION PRESENTED On the same day in 1859, the Senate ratified several treaties between the United States and Indian tribes in western Washington. The Treaty of Neah Bay secured to the Makah Indian Tribe the “right of taking fish and of whaling or sealing at usual and accustomed grounds and stations.” The Treaty of Olympia secured to the Quileute Indian Tribe and Quinault Indian Nation, the southern neighbors of Makah along the Washington coast, the “right of taking fish at all usual and accustomed grounds and stations.” Unlike the Treaty of Neah Bay, the Treaty of Olympia expressed only a “right of taking fish”; it did not reference “whaling or sealing.” In this case, the Ninth Circuit held the “right of taking fish” in the Treaty of Olympia includes a right of whaling and sealing. Then, the Ninth Circuit held Quileute and Quinault’s “usual and accustomed” fishing grounds under the treaty extend beyond the areas in which the Tribes customarily fished to areas in which they hunted “‘marine mammals—including whales and fur seals.’” App.
    [Show full text]
  • Sto:Lo Xwexwilmexw Treaty Association
    Statement of Intent Sto:Lo Xwexwilmexw Treaty Association 1. What is the First Nation Called? Sto:Lo Xwexwilmexw Treaty Association 2. How is the First Nation established? Legislation Please Describe: The Sto: lo Nation comprises 7 First Nations: Aitchelitz, Leq'á:mél, Popkum, Skawahlook, Skowkale, Tzeachten, and Yakweakwioose. Is there an attachment? Yes 3. Who are the aboriginal people represented by the First Nation? The Stó:lo, in our Halq'eméylem languague means the "People of the River". We the Stó:lo continue to maintain our shared and collective aboriginal rights and title to S'ólh Téméxw - "Our Land". Our language consists of three main dialects including the upriver dialest called Halq'eméylem, the downriver dialect called Hun'qumyi'num and the island dialect known as Hul'q'umínum'. We are part of the larger Coast Salish group. 4. How many aboriginal people are represented by the First Nation? Approximately 1,500 with 1,089 registered. Is there any other First Nation that claims to represent the aboriginal people described in questions 3 and 4? If so, please list. 5. Please list any First Nations with whom the First Nation may have overlapping or shared territory. Chawathil, Cheam, Kwantlen, Kwawkwawapilt, Scowlitz, Seabird, Shxw'owhámél, Soowahlie, Sumas, Peteres, Union Bar, Skway, Chehalis, Skwah, Yale, Matsqui, Musqueam, Tsawwassen, Squamish, Squiala, Katzie, Coquitlam, Semiahmoo, New Westminster, Tsleil-Waututh, Nl'akapamux, and In-Shuck-ch. 6. What is the First Nation's traditional territory in BC? S'ólh Téméxw, "Our Land", stretches from the 49th parallel at Frosty Mountain near Manning Park, northward to Ross Lake watershed and on to the Coquihalla watershed up to the Coquihalla Lakes.
    [Show full text]
  • Tribal Ceded Areas in Washington State
    Blaine Lynden Sumas Fern- Nooksack Oroville Metaline dale Northport Everson Falls Lummi Nation Metaline Ione Tribal Ceded Areas Bellingham Nooksack Tribe Tonasket by Treaty or Executive Order Marcus Samish Upper Kettle Republic Falls Indian Skagit Sedro- Friday Woolley Hamilton Conconully Harbor Nation Tribe Lyman Concrete Makah Colville Anacortes Riverside Burlington Tribe Winthrop Kalispel Mount Vernon Cusick Tribe La Omak Swinomish Conner Twisp Tribe Okanogan Colville Chewelah Oak Stan- Harbor wood Confederated Lower Elwha Coupeville Darrington Sauk-Suiattle Newport Arlington Tribes Klallam Port Angeles The Tulalip Tribe Stillaguamish Nespelem Tribe Tribes Port Tribe Brewster Townsend Granite Marysville Falls Springdale Quileute Sequim Jamestown Langley Forks Pateros Tribe S'Klallam Lake Stevens Spokane Bridgeport Elmer City Deer Everett Tribe Tribe Park Mukilteo Snohomish Grand Hoh Monroe Sultan Coulee Port Mill Chelan Creek Tribe Edmonds Gold Bothell + This map does not depict + Gamble Bar tribally asserted Index Mansfield Wilbur Creston S'Klallam Tribe Woodinville traditional hunting areas. Poulsbo Suquamish Millwood Duvall Skykomish Kirk- Hartline Almira Reardan Airway Tribe land Redmond Carnation Entiat Heights Spokane Medical Bainbridge Davenport Tribal Related Boundaries Lake Island Seattle Sammamish Waterville Leavenworth Coulee City Snoqualmie Duwamish Waterway Bellevue Bremerton Port Orchard Issaquah North Cheney Harrington Quinault Renton Bend Cashmere Rockford Burien Wilson Nation
    [Show full text]
  • Coast Salish Culture – 70 Min
    Lesson 2: The Big Picture: Coast Salish Culture – 70 min. Short Description: By analyzing and comparing maps and photographs from the Renton History Museum’s collection and other sources, students will gain a better understanding of Coast Salish daily life through mini lessons. These activities will include information on both life during the time of first contact with White explorers and settlers and current cultural traditions. Supported Standards: ● 3rd Grade Social Studies ○ 3.1.1 Understands and applies how maps and globes are used to display the regions of North America in the past and present. ○ 3.2.2 Understands the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education. ○ 4.2.2 Understands how contributions made by various cultural groups have shaped the history of the community and the world. Learning Objectives -- Students will be able to: ● Inspect maps to understand where Native Americans lived at the time of contact in Washington State. ● Describe elements of traditional daily life of Coast Salish peoples; including food, shelter, and transportation. ● Categorize similarities and differences between Coast Salish pre-contact culture and modern Coast Salish culture. Time: 70 min. Materials: ● Laminated and bound set of Photo Set 2 Warm-Up 15 min.: Ask students to get out a piece of paper and fold it into thirds. 5 min.: In the top third, ask them to write: What do you already know about Native Americans (from the artifacts you looked at in the last lesson)? Give them 5 min to brainstorm. 5 min.: In the middle, ask them to write: What do you still want to know? Give them 5min to brainstorm answers to this.
    [Show full text]
  • Curren T Anthropology
    Forthcoming Current Anthropology Wenner-Gren Symposium Curren Supplementary Issues (in order of appearance) t Human Biology and the Origins of Homo. Susan Antón and Leslie C. Aiello, Anthropolog Current eds. e Anthropology of Potentiality: Exploring the Productivity of the Undened and Its Interplay with Notions of Humanness in New Medical Anthropology Practices. Karen-Sue Taussig and Klaus Hoeyer, eds. y THE WENNER-GREN SYMPOSIUM SERIES Previously Published Supplementary Issues April THE BIOLOGICAL ANTHROPOLOGY OF LIVING HUMAN Working Memory: Beyond Language and Symbolism. omas Wynn and 2 POPULATIONS: WORLD HISTORIES, NATIONAL STYLES, 01 Frederick L. Coolidge, eds. 2 AND INTERNATIONAL NETWORKS Engaged Anthropology: Diversity and Dilemmas. Setha M. Low and Sally GUEST EDITORS: SUSAN LINDEE AND RICARDO VENTURA SANTOS Engle Merry, eds. V The Biological Anthropology of Living Human Populations olum Corporate Lives: New Perspectives on the Social Life of the Corporate Form. Contexts and Trajectories of Physical Anthropology in Brazil Damani Partridge, Marina Welker, and Rebecca Hardin, eds. e Birth of Physical Anthropology in Late Imperial Portugal 5 Norwegian Physical Anthropology and a Nordic Master Race T. Douglas Price and Ofer 3 e Origins of Agriculture: New Data, New Ideas. The Ainu and the Search for the Origins of the Japanese Bar-Yosef, eds. Isolates and Crosses in Human Population Genetics Supplement Practicing Anthropology in the French Colonial Empire, 1880–1960 Physical Anthropology in the Colonial Laboratories of the United States Humanizing Evolution Human Population Biology in the Second Half of the Twentieth Century Internationalizing Physical Anthropology 5 Biological Anthropology at the Southern Tip of Africa The Origins of Anthropological Genetics Current Anthropology is sponsored by e Beyond the Cephalic Index Wenner-Gren Foundation for Anthropological Anthropology and Personal Genomics Research, a foundation endowed for scientific, Biohistorical Narratives of Racial Difference in the American Negro educational, and charitable purposes.
    [Show full text]