ESJOA Spring 2011
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Andean Textile Traditions: Material Knowledge and Culture, Part 1 Elena Phipps University of California, Los Angeles, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln PreColumbian Textile Conference VII / Jornadas de Centre for Textile Research Textiles PreColombinos VII 11-13-2017 Andean Textile Traditions: Material Knowledge and Culture, Part 1 Elena Phipps University of California, Los Angeles, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/pct7 Part of the Art and Materials Conservation Commons, Chicana/o Studies Commons, Fiber, Textile, and Weaving Arts Commons, Indigenous Studies Commons, Latina/o Studies Commons, Museum Studies Commons, Other History of Art, Architecture, and Archaeology Commons, and the Other Languages, Societies, and Cultures Commons Phipps, Elena, "Andean Textile Traditions: Material Knowledge and Culture, Part 1" (2017). PreColumbian Textile Conference VII / Jornadas de Textiles PreColombinos VII. 10. http://digitalcommons.unl.edu/pct7/10 This Article is brought to you for free and open access by the Centre for Textile Research at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in PreColumbian Textile Conference VII / Jornadas de Textiles PreColombinos VII by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Andean Textile Traditions: Material Knowledge and Culture, Part 1 Elena Phipps In PreColumbian Textile Conference VII / Jornadas de Textiles PreColombinos VII, ed. Lena Bjerregaard and Ann Peters (Lincoln, NE: Zea Books, 2017), pp. 162–175 doi:10.13014/K2V40SCN Copyright © 2017 by the author. Compilation copyright © 2017 Centre for Textile Research, University of Copenhagen. 8 Andean Textile Traditions: Material Knowledge and Culture, Part 1 Elena Phipps Abstract The development of rich and complex Andean textile traditions spanned millennia, in concert with the development of cul- tures that utilized textiles as a primary form of expression and communication. -
Civilization Studies 1
Civilization Studies 1 Civilization Studies Civilization studies provide an in-depth examination of the development and accomplishments of one of the world's great civilizations through direct encounters with significant and exemplary documents and monuments. These sequences complement the literary and philosophical study of texts central to the humanities sequences, as well as the study of synchronous social theories that shape basic questions in the social science sequences. Their approach stresses the grounding of events and ideas in historical context and the interplay of events, institutions, ideas, and cultural expressions in social change. The courses emphasize texts rather than surveys as a way of getting at the ideas, cultural patterns, and social pressures that frame the understanding of events and institutions within a civilization. And they seek to explore a civilization as an integrated entity, capable of developing and evolving meanings that inform the lives of its citizens. Unless otherwise specified, courses should be taken in sequence. Note the prerequisites, if any, included in the course description of each sequence. Some civilization sequences are two-quarter sequences; others are three- quarter sequences. Students may meet a two-quarter civilization requirement with two courses from a three- quarter sequence. Because civilization studies sequences offer an integrated, coherent approach to the study of a civilization, students cannot change sequences. Students can neither combine courses from a civilization sequence with a freestanding course nor combine various freestanding courses to create a civilization studies sequence. Students who wish to use such combinations are seldom granted approval to their petitions, including petitions from students with curricular and scheduling conflicts who have postponed meeting the civilization studies requirement until their third or fourth year in the College. -
Cultural Materialism and Behavior Analysis: an Introduction to Harris Brian D
The Behavior Analyst 2007, 30, 37–47 No. 1 (Spring) Cultural Materialism and Behavior Analysis: An Introduction to Harris Brian D. Kangas University of Florida The year 2007 marks the 80th anniversary of the birth of Marvin Harris (1927–2001). Although relations between Harris’ cultural materialism and Skinner’s radical behaviorism have been promulgated by several in the behavior-analytic community (e.g., Glenn, 1988; Malagodi & Jackson, 1989; Vargas, 1985), Harris himself never published an exclusive and comprehensive work on the relations between the two epistemologies. However, on May 23rd, 1986, he gave an invited address on this topic at the 12th annual conference of the Association for Behavior Analysis in Milwaukee, Wisconsin, entitled Cultural Materialism and Behavior Analysis: Common Problems and Radical Solutions. What follows is the publication of a transcribed audio recording of the invited address that Harris gave to Sigrid Glenn shortly after the conference. The identity of the scribe is unknown, but it has been printed as it was written, with the addendum of embedded references where appropriate. It is offered both as what should prove to be a useful asset for the students of behavior who are interested in the studyofcultural contingencies, practices, and epistemologies, and in commemoration of this 80th anniversary. Key words: cultural materialism, radical behaviorism, behavior analysis Cultural Materialism and Behavior Analysis: Common Problems and Radical Solutions Marvin Harris University of Florida Cultural materialism is a research in rejection of mind as a cause of paradigm which shares many episte- individual human behavior, radical mological and theoretical principles behaviorism is not radically behav- with radical behaviorism. -
Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals
A Partner for Healthier Communities Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals www.calendow.org Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals Prepared for The California Endowment Edited by M. Jean Gilbert, Ph.D. Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals is a publication of The California Endowment. No part of this publication may be reproduced without attribution to The California Endowment. To be added to The California Endowment database and alerted to upcoming publications, please e-mail us at [email protected]. You may also call us at 800-449-4149, ext. 3513, or write to us at: The California Endowment 21650 Oxnard Street, Suite 1200 Woodland Hills, CA 91367 800.449.4149 Established by Blue Cross of California CM/Principles 02/03 A Table of Contents Preface i Acknowledgments iii Introduction v I. Guiding Principles and Recommended Standards for Cultural Competence Education and Training of Health Care Professionals 1 II. Recommended Standards for the Content of Cultural Competence Education 3 III. Recommended Standards for Training Methods and Modalities 7 IV. Standards for Evaluating Cultural Competence Learning 8 V. Standards Relating to the Qualifications of Cultural Competence Teachers and Trainers 9 VI. Appendices A. Appendix 1: Glossary of Terms 11 B. Appendix 2: Policy Statements and Standards 13 C. Appendix 3: Models for Culturally Competent Health Care 19 D. Appendix 4: Videos and CD-ROMs 34 E. Appendix 5: Web Sites 61 Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals Preface Dear Colleague: The California Endowment is pleased to share our publication Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals. -
Community Formation and the Emergence of the Inca
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2019 Assembling States: Community Formation And The meE rgence Of The ncI a Empire Thomas John Hardy University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the History of Art, Architecture, and Archaeology Commons Recommended Citation Hardy, Thomas John, "Assembling States: Community Formation And The meE rgence Of The ncaI Empire" (2019). Publicly Accessible Penn Dissertations. 3245. https://repository.upenn.edu/edissertations/3245 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/3245 For more information, please contact [email protected]. Assembling States: Community Formation And The meE rgence Of The Inca Empire Abstract This dissertation investigates the processes through which the Inca state emerged in the south-central Andes, ca. 1400 CE in Cusco, Peru, an area that was to become the political center of the largest indigenous empire in the Western hemisphere. Many approaches to this topic over the past several decades have framed state formation in a social evolutionary framework, a perspective that has come under increasing critique in recent years. I argue that theoretical attempts to overcome these problems have been ultimately confounded, and in order to resolve these contradictions, an ontological shift is needed. I adopt a relational perspective towards approaching the emergence of the Inca state – in particular, that of assemblage theory. Treating states and other complex social entities as assemblages means understanding them as open-ended and historically individuated phenomena, emerging from centuries or millennia of sociopolitical, cultural, and material engagements with the human and non-human world, and constituted over the longue durée. -
2 the Cultural Economy of Fandom JOHN FISKE
2 The Cultural Economy of Fandom JOHN FISKE Fandom is a common feature of popular culture in industrial societies. It selects from the repertoire of mass-produced and mass-distributed entertainment certain performers, narratives or genres and takes them into the culture of a self-selected fraction of the people. They are then reworked into an intensely pleasurable, intensely signifying popular culture that is both similar to, yet significantly different from, the culture of more ‘normal’ popular audiences. Fandom is typically associated with cultural forms that the dominant value system denigrates – pop music, romance novels, comics, Hollywood mass-appeal stars (sport, probably because of its appeal to masculinity, is an exception). It is thus associated with the cultural tastes of subordinated formations of the people, particularly with those disempowered by any combination of gender, age, class and race. All popular audiences engage in varying degrees of semiotic productivity, producing meanings and pleasures that pertain to their social situation out of the products of the culture industries. But fans often turn this semiotic productivity into some form of textual production that can circulate among – and thus help to define – the fan community. Fans create a fan culture with its own systems of production and distribution that forms what I shall call a ‘shadow cultural economy’ that lies outside that of the cultural industries yet shares features with them which more normal popular culture lacks. In this essay I wish to use and develop Bourdieu’s metaphor of 30 THE CULTURAL ECONOMY OF FANDOM describing culture as an economy in which people invest and accumulate capital. -
Cultural History in Spain History of Culture and Cultural History: Same Paths and Outcomes?*
Cultural History in Spain History of Culture and Cultural History: same paths and outcomes?* CAROLINA RODRÍGUEZ-LÓPEZ An overview &XOWXUDOKLVWRU\LVFXUUHQWO\DERRPLQJWRSLFLQ6SDLQ&XOWXUDOKLVWRU\LVQRZ ÁRXULVKLQJ DQG FHUWDLQ DUHDV KDYH GLVWLQJXLVKHG WKHPVHOYHV DV DXWRQRPRXV ÀHOGVRIVWXG\WKHKLVWRU\RIFXOWXUDOSROLWLFVUHDGLQJDQGSULQWLQJDQGPHGLFDO FXOWXUDOSUDFWLFHVIRUH[DPSOH+RZHYHUZKDWLVGHÀQHGDVcultural history in FXUUHQW6SDQLVKKLVWRULRJUDSK\LVQRWDQHDV\LVVXH/LNHWKHUHVWRI(XURSHDQ HYHQ$PHULFDQ KLVWRULRJUDSKLHV6SDQLVKKLVWRULRJUDSK\KDVJRQHWKURXJKDQ H[WHQVLYHDQGLQWHUHVWLQJSURFHVVVKLIWLQJIURPVRFLDOWRFXOWXUDOKLVWRU\7KH SURFHVV KDV QRW EHHQ H[HPSW IURP SUREOHPV DQG PLVXQGHUVWDQGLQJV DQG KDV GHWHUPLQHGQRWRQO\WKHZD\VLQZKLFKFXOWXUDOKLVWRU\KDVWUDGLWLRQDOO\ÁRZHG EXWDOVRWKHNLQGVRIUHVHDUFKDQGVFLHQWLÀFZRUNVWKDWKDYHEHHQODEHOHGZLWK the cultural history title. 7KLVFKDSWHURIIHUVDEULHIRYHUYLHZRIZKDW,KDYHMXVWPHQWLRQHGDERYH ,QRUGHUWRGRVRLWLVGLYLGHGLQWRWKUHHVHFWLRQV7KHÀUVWRQHGHDOVZLWKWKH KLVWRULFDODQGKLVWRULRJUDSKLFDOFRQWH[WVZKHQWKHÀUVWUHVHDUFKDQGGHEDWHVLQ 6SDLQIRFXVHGRQFXOWXUDOKLVWRU\,QWKHVHFRQGVHFWLRQ,LQWURGXFHWKHUHVHDUFK JURXSVLQVWLWXWLRQVDFDGHPLFSURJUDPVDQGSXEOLVKLQJKRXVHSURMHFWVWKDWKDYH HQFRXUDJHG DQG DUH FXUUHQWO\ RUJDQL]LQJ 6SDQLVK FXOWXUDO KLVWRU\ NQRZOHGJH DQGSURGXFWLRQ$QGODVWEXWQRWOHDVW,SUHVHQWDÀUVWDQGWHQWDWLYHOLVWRIH[DFW- ,DPJUDWHIXOWR(OHQD+HUQiQGH]6DQGRLFDIRUGHWDLOHGVXJJHVWLRQVDQGWR3DWULFLD %HUDVDOXFHDQG(OLVDEHWK.OHLQIRUDFFXUDWHUHDGLQJRIWKLVFKDSWHUάVÀUVWYHUVLRQ 211 Carolina Rodríguez-López O\ZKDW6SDQLVKKLVWRULDQVKDYHZULWWHQRQWKHÀHOGRIFXOWXUDOKLVWRU\,QRWKHU -
Introduction Multicultural Education Means Different Things to Different
Introduction Multicultural education means different things to different people. However, the differences are not as great, confusing, or contradictory as some critics and analysts claim. Many of these differences are more semantic than substantive, a reflection of the developmental level in the field and the disciplinary orientation of advocates. One should expect people who have been involved in a discipline or educational movement for a long time to understand and talk about it differently from those who are new to it. Similarly, educators who look at schooling from the vantage point of sociology, psychology, or economics will have differing views of the key concerns of schooling. Yet, these disparate analysts may agree on which issues are the most critical ones. Such differences over means coupled with widespread agreement on substance are naturally found in discussions of multicultural education. But this diversity should not be a problem, especially when we consider that multicultural education is all about plurality. The field includes educational scholars, researchers, and practitioners from a wide variety of personal, professional, philosophical, political, and pedagogical backgrounds. Therefore, we should expect that they will use different points of reference in discussing ethnic diversity and cultural pluralism. Yet, when allowances are made for these differences, a consensus on the substantive components of multicultural education quickly emerges. Such agreement is evident in areas such as the key content dimensions, value priorities, the justification for multicultural education, and its expected outcomes. Only when these fundamentals are articulated do variations emerge. Some advocates talk about expected outcomes, while others consider the major determining factor to be the group being studied; the arena of school action is the primary focus for one set of advocates, and still others are most concerned with distinctions between theory and practice. -
UNDERGRADUATE SEMINAR ANT 3164-7927/ANG 5164-06DA LIMITED ENROLLMENT Spring 2015 by Instructor’S Permission
1 UNDERGRADUATE SEMINAR ANT 3164-7927/ANG 5164-06DA LIMITED ENROLLMENT Spring 2015 By Instructor’s Permission Prof. Michael Moseley Thursday Periods 6-8 Turlington B352 (12:50 - 3:55 pm) [email protected] Turlington (TUR) Room 1208 Course website: http://lss.at.ufl.edu THE INCA AND THEIR ANCESTORS: ADAPTATIONS IN ANDEAN SOUTH AMERICA Drawing from ethnological, historical, and archaeological sources, this seminar explores human adjustments to extreme ecological conditions. Embracing the towering Andean Mountains, the parched Atacama Desert, and the Amazon jungle fringes, the Inca Imperium was the largest empire of antiquity ever to arise south of the equator or in the Western Hemisphere. It synthesized unique adaptations to acute environmental conditions that had precedents in earlier societies and states of the Cordillera. Many of these adjustments continue to sustain the hemisphere’s largest Native American populations. Consequently, ethnographies and ethnohistories of indigenous people capture fascinating cultural institutions that shaped the archaeological past. The seminar will explore both the successes of Andean people and the failures of human development induced by natural disasters. CLASS STRUCTURE In addition to opening presentations, weekly classes will have student commentary and discussion of assigned readings. There will be oral assessments of how the readings articulate with seminar topics. Drawing upon the readings, each participant will bring to class a ~2 page short synopsis of questions and issues for discussion. The weekly briefs are important because they will guide the seminar’s considerations. They will be graded as will oral participation. Attendance is required. WEEKLY READINGS Seminar participants will be assigned weekly reading that form core discussion issues. -
LD5655.V856 1988.G655.Pdf (8.549Mb)
CONTROL OF THE EFFECTS OF WIND, SAND, AND DUST BY THE CITADEL WALLS, IN CHAN CHAN, PERU bv I . S. Steven Gorin I Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Environmental Design and Planning I APPROVED: ( · 44”A, F. Q. Ventre;/Chairman ‘, _/— ;; Ä3“ 7 B. H. Evans E2 i;imgold ___ _H[ C. Miller 1115111- R. P. Schubert · — · December, 1988 Blacksburg, Virginia CONTROL OF THE EFFECTS OF WIND, SAND, AND DUST BY THE CITADEL WALLS IN CHAN CHAN, PERU by S. Steven Gorin Committee Chairman: Francis T. Ventre Environmental Design and Planning (ABSTRACT) Chan Chan, the prehistoric capital of the Chimu culture (ca. A.D. 900 to 1450), is located in the Moche Valley close to the Pacific Ocean on the North Coast of Peru. Its sandy desert environment is dominated by the dry onshore turbulent ' and gusty winds from the south. The nucleus of this large durban community built of adobe is visually and spacially ' dominated by 10 monumental rectilinear high walled citadels that were thought to be the domain of the rulers. The form and function of these immense citadels has been an enigma for scholars since their discovery by the Spanish ca. 1535. Previous efforts to explain the citadels and the walls have emphasized the social, political, and economic needs of the culture. The use of the citadels to control the effects of the wind, sand, and dust in the valley had not been previously considered. -
Cultural Theorizing Has Dramatically Increased
Cultural CHAPTER 9 Theorizing Another Embarassing Confession Like the concept of social structure, the conceptualization of culture in sociology is rather vague, despite a great deal of attention by sociologists to the properties and dynamics of cul- ture. There has always been the recognition that culture is attached to social structures, and vice versa, with the result that sociologists often speak in terms of sociocultural formations or sociocultural systems and structures. This merging of structure and culture rarely clarifies but, instead, further conflates a precise definition of culture. And so, sociology’s big idea— culture—is much like the notion of social structure. Its conceptualization is somewhat meta- phorical, often rather imprecise, and yet highly evocative. There is no consensus in defini- tions of culture beyond the general idea that humans create symbol systems, built from our linguistic capacities, which are used to regulate conduct. And even this definition would be challenged by some. Since the 1980s and accelerating with each decade, the amount of cultural theorizing has dramatically increased. Mid-twentieth-century functional theory had emphasized the importance of culture but not in a context-specific or robust manner; rather, functional- ism viewed culture as a mechanism by which actions are controlled and regulated,1 whereas much of the modern revival of culture has viewed culture in a much more robust and inclusive manner. When conflict theory finally pushed functionalism from center stage, it also tended to bring forth a more Marxian view of culture as a “superstructure” generated by economic substructures. Culture became the sidekick, much like Tonto for the Lone Ranger, to social structure, with the result that its autonomy and force indepen- dent of social structures were not emphasized and, in some cases, not even recognized. -
Y MUSEO CONTISUYO INFORME DE CAMPO E
CHICAGO, ILLINOIS EEUU GAINESVILLE, FLORIDA EEUU y MUSEO CONTISUYO MOQUEGUA, PERU INFORME DE CAMPO E INFORME FINAL PROYECTO ARQUEOLOGICO CERRO BAUL 2010 Dr. Patrick Ryan Williams Lic. Manuel Lizárraga I Mag. Nicola Sharratt Reg. Nac. de Arqlo. Reg. Nac. de Arqlo. PhD. C. BW-9507 AL-0708 Universidad de Illinois Moquegua - Perú 2010 AGRADECIMIENTO Los resultados del Proyecto Arqueológico Cerro Baúl 2010 fueron obtenidos gracias al financiamiento de la “Fundación Nacional de las Ciencias de los EEUU”, bajo los auspicios del Museo Field de Historia Natural y del Fondo para Estudios Andinos del Museo Field. Las instituciones auspiciadoras del proyecto fueron: El Museo Field de Chicago, Illinois (EEUU) y la Universidad de Florida, Gainesville (EEUU). Debemos agradecer -con mucho aprecio- a todos los participantes en el proyecto y al equipo del “Museo Contisuyo” dirigido por el Lic. Antonio Oquiche H., por el apoyo de integrar las colecciones recuperadas al sistema museológico y por la ayuda logística en Moquegua. Agradecemos también, a los supervisores del trabajo de campo por toda su diligencia en la preparación de presente informe. Finalmente, agradecemos a los miembros de la “Comisión Nacional Técnica de Arqueología” del Instituto Nacional de Cultura (INC) por sus sugerencias sobre las excavaciones y, por la oportunidad de poder realizar las investigaciones que hemos podido llevar a cabo. I N D I C E G E N E R A L Introducción ............................................................................................................. 7 SECCION I 1. Naturaleza y fines de la Investigación ................................................................. 7 2. Descripción geográfica del área de estudio ........................................................ 8 3. Trabajos anteriores (antecedentes) .................................................................... 9 4. Lista de Participantes y sus funciones permanentes y eventuales ...................