Foundations of Ethnobotany : 21St Century Perspective
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January 7, 1999 (Km**)*>^
*' ~Q0¥rT9UmCA^m.n Weather cancels local games, see Sports Section C PcmwnotuvtHY • k> pi *» w*»«F*»« on km. • k>nx5lb\vn i;»H>tl'MI!^IOM«NlH»IIKK' Putting you in touch [ Thiiriday with your world .] January 7,1,999 Serving tfeW $ VOLUMF 34 NUMBER G2 WfSUANO. MhCMiG.w • 64 PAjits • http: • observer occiMitric.com S(VE\T\-F;vl CtNTS O IMS H*mT«w* Cowan totiom Ffowotfc, Inc. IN THE PAPER dig out after storm TODAY • City road crews finished their first offensive against a weekend storm and launched anew effort to SPECIAL SECTION help residents dig out from 12 inches or more of snow. Step right up: One of the BY DARRELL CLEM STAFF WBrnot bright spots in one of the dclemOoe.homeconLm.net coldest winter months Westland road crews around here is the North today are expected to American International continue second-round efforts to plow city Auto Show at Cobo Cen streets, following a, ter in Detroit. Check out fierce snowstorm that our special section inside residents and officials ranked among the worst they've seen. for all the details. Tve been here 27 years, and it's one of the worst I've seen,"' Public Services Director Richard Dittmar said. COMMUNITY LIFE City road crews early Tuesday fin ished their first offensive against the massive storm and launched a new Community support: The street-plowing effort to help residents generosity of business, dig out from 12 inches or more of snow. As workers battled the storm'that hit churches, clubs and indi Saturday and early Sunday, fresh snow viduals has helped fell Wednesday and made their job brighten life for clients of even more complicated. -
Native Americans in the Cape Fear, by Dr. Jan Davidson
Native Americans in the Cape Fear, By Dr. Jan Davidson Archaeologists believe that Native Americans have lived in what is now the state of North Carolina for more than 13,000 years. These first inhabitants, now called Paleo-Indians by experts, were likely descended from people who came over a then-existing land bridge from Asia.1 Evidence had been found at Town Creek Mound that suggests Indians lived there as early as 11000 B.C.E. Work at another major North Carolinian Paleo-Indian where Indian artifacts have been found in layers of the soil, puts Native Americans on that land before 8000 B.C.E. That site, in North Carolina’s Uwharrie Mountains, near Badin, became an important source of stone that Paleo and Archaic period Indians made into tools such as spears.2 It is harder to know when the first people arrived in the lower Cape Fear. The coastal archaeological record is not as rich as it is in some other regions. In the Paleo-Indian period around 12000 B.C.E., the coast was about 60 miles further out to sea than it is today. So land where Indians might have lived is buried under water. Furthermore, the coastal Cape Fear region’s sandy soils don’t provide a lot of stone for making tools, and stone implements are one of the major ways that archeologists have to trace and track where and when Indians lived before 2000 B.C.E.3 These challenges may help explain why no one has yet found any definitive evidence that Indians were in New Hanover County before 8000 B.C.E.4 We may never know if there were indigenous people here before the Archaic period began in approximately 8000 B.C.E. -
A Time to Print, a Time to Reform
Chapman University Chapman University Digital Commons ESI Working Papers Economic Science Institute 3-2019 A Time to Print, a Time to Reform Lars Boerner Martin-Luther University of Halle-Wittenberg Jared Rubin Chapman University, [email protected] Battista Severgnini Copenhagen Business School Follow this and additional works at: https://digitalcommons.chapman.edu/esi_working_papers Part of the Econometrics Commons, Economic Theory Commons, and the Other Economics Commons Recommended Citation Boerner, L., Rubin, J., & Severgnini, B. (2019). A time to print, a time to reform. ESI Working Paper 19-07. Retrieved from https://digitalcommons.chapman.edu/esi_working_papers/264/ This Article is brought to you for free and open access by the Economic Science Institute at Chapman University Digital Commons. It has been accepted for inclusion in ESI Working Papers by an authorized administrator of Chapman University Digital Commons. For more information, please contact [email protected]. A Time to Print, a Time to Reform Comments Working Paper 19-07 This article is available at Chapman University Digital Commons: https://digitalcommons.chapman.edu/ esi_working_papers/264 A Time to Print, a Time to Reform∗ Lars Boerner† Jared Rubin‡ Battista Severgnini§ Abstract The public mechanical clock and movable type printing press were arguably the most important and complex technologies of the late medieval period. We posit that towns with clocks became upper-tail human capital hubs|clocks required extensive technical know-how and fine mechanical skill. This meant that clock towns were in position to adopt the printing press soon after its invention in 1450, as presses required a simi- lar set of mechanical and technical skills to operate and repair. -
The Impact of the Columbian Exchange on Native American Populations Katelyn K. Chiolan Introduction This Unit Is Written For
The Impact of the Columbian Exchange on Native American Populations Katelyn K. Chiolan Introduction This unit is written for teachers of history courses, specifically eighth grade United States History I. Through this course, students are expected to learn about the beginnings of American history, starting with Native American culture and ending at the Reconstruction Era. It is crucial for students of this course and grade level to begin using certain historical skills, such as conducting basic independent research. To help teach students the importance and value of independent historical research, this unit focuses on applying the concept of numeracy to social studies by evaluating the credibility and reliability of data found through the students’ investigations. The concept of numeracy is one that has been largely ignored by educators but is useful across all curriculums. When I was first introduced to the term numeracy, I assumed that it was a mathematics idiom and would have virtually no part in my history classroom. However, in a social studies class like United States history, being able to understand where data come from and how to apply them to social constructs is not only helpful but necessary; this skill is at the root of numeracy. Students conducting research projects must be able to approach social issues with the ability to discover the truth behind the myriad of myths and misleading information. We must infuse numeracy education into math and other classes so that we and our students can better understand data in research as well as everyday information. Today’s students live in a time when information is so readily available that it seems almost silly to conduct in-depth research. -
Approved: the DIFFUSION of SHELL ORNAMENTS in THE
The diffusion of shell ornaments in the prehistoric Southwest Item Type text; Thesis-Reproduction (electronic) Authors McFarland, Will-Lola Humphries, 1900- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 05:59:07 Link to Item http://hdl.handle.net/10150/553574 THE DIFFUSION OF SHELL ORNAMENTS IN THE PREHISTORIC SOUTH-FEST by V/ill-Lola McFarland A Thesis submitted to the faculty of the Department of Anthropology in partial fulfillment of the requirements for the degree of Master of Arts' in the Graduate College University of Arizona 1 9 4 1 Approved: I - 2- C--V/ Director of Thesis ~ Date 4 '-V- - *- l. ACKKO mLKIXjj IrJTT I wish to expro: s appreciation to my cat Liable advioar, Mrs. Clara Lee Tanner, for her inspiration and untiring effort in assisting mo with the preparation of this thesis. I also wish to thank Dr. iSwil ... Haury, head of the Anthropology Department, and Dr. 3d ward W. jplccr for giving nu the benefit of their exper ience in their very helpful guidance and suggestions. ;,.L HOF. 1 3 < t b b l TABLE OF CONTENTS CflAPT^£R : . • . ' PACE 32ITRODUCTIOH................... ........... i I. STATUS OF SOXJTHV/NSTCULTURE.. ^ • 1 Gopgraphleal Distribution and General Outline........ .................... 1 Ilohokaa............................. 3 Anasazl............................. 9 Mogollon.......... .................. 16 II. SHELL TYPES AI!D THE EORKINa OF SHELL. -
The Americans
UUNNIITT AmericanAmerican BeginningsBeginnings CHAPTER 1 Three Worlds Meet toto 17831783 Beginnings to 1506 CHAPTER 2 The American Colonies Emerge 1492–1681 CHAPTER 3 The Colonies Come of Age 1650–1760 CHAPTER 4 The War for Independence 1768–1783 UNIT PROJECT Letter to the Editor As you read Unit 1, look for an issue that interests you, such as the effect of colonization on Native Americans or the rights of American colonists. Write a letter to the editor in which you explain your views. Your letter should include reasons and facts. The Landing of the Pilgrims, by Samuel Bartoll (1825) Unit 1 1 Native Americans observe the arrival of a European ship. 1200 B.C. Olmec society, 500 B.C. which created Adena C. 20,000 B.C. C. 5000 B.C. culture begins Asian peoples Corn is raised this colossal 200 B.C.– A.D. 400 stone head, building large begin migrating as a domesti- earthen mounds Hopewell culture, to America across cated crop in develops in which created this what is now in what is now the Beringia land central Mexico. southern Ohio. mica bird claw, flour- bridge. southern Mexico. ishes in the Midwest. AMERICAS B.C.* A.D.* WORLD 1200 500 1020 B.C. 753 B.C. 622 The prophet Israel becomes Rome is founded. Muhammad founds Islam. a kingdom. * B.C.corresponds to B.C.E., or “before the common era.” A.D.corresponds to C.E., or “common era.” 2 CHAPTER 1 INTERACT WITH HISTORY You live on a Caribbean island in the 15th century. Your society hunts game freely, grows crops of great variety, and trades actively with nearby cul- tures. -
The Columbian Exchange
Portuguese and Spanish Overseas Expansion, 1450-1600 The rise of the New Monarchies led directly to European overseas expansion. The first phase (1450-1600) was dominated by Portugal and Spain. For various reasons, England and France lagged behind. It wasn’t until after 1600 that they, along with the Dutch, also established overseas trade routes and colonies. In this reading we will focus on the Portuguese and Spanish. The first question we must ask is why, after remaining on their own continent throughout the 1000-year-long medieval period (except, perhaps, for the Crusades to the Holy Land) did Europeans begin sailing to Africa, the Americas, and Asia in the 15th century? The answer lies in the desire of the New Monarchies to gain greater wealth and power. Motives for Overseas Exploration The Economic Motive The primary motive for overseas exploration was for the New Monarchies to increase their power by acquiring new sources of wealth. Having centralized their governments at the expense of the feudal nobility and Church, the New Monarchies sought other ways besides internal taxation to increase the wealth and power of their states. As we saw in the previous reading, France and Spain sought to dominate the divided Italian states – much to the dismay of Machiavelli. Besides war, marriage was also used to increase state power. Spain’s influence in Europe grew enormously with the succession of Ferdinand and Isabella’s grandson, Charles Habsburg to the throne of Spain as Charles V. Ruling both Spain and the Holy Roman Empire, the Habsburg dynasty was Europe’s most powerful. -
Download Date 06/10/2021 14:34:02
Native American Cultural Resource Studies at Yucca Mountain, Nevada (Monograph) Item Type Monograph Authors Stoffle, Richard W.; Halmo, David; Olmsted, John; Evans, Michael Publisher Institute for Social Research, University of Michigan Download date 06/10/2021 14:34:02 Link to Item http://hdl.handle.net/10150/271453 Native American Cultural Resource Studies at Yucca Mountain, Nevada Richard W. Stoffle David B. Halmo John E. Olmsted Michael J. Evans The Research Report Series of the Institute for Social Research is composed of significant reports published at the completion of a research project. These reports are generally prepared by the principal research investigators and are directed to selected users of this information. Research Reports are intended as technical documents which provide rapid dissemination of new knowledge resulting from ISR research. Native American Cultural Resource Studies at Yucca Mountain, Nevada Richard W. Stoffle David B. Halmo John E. Olmsted Michael J. Evans Institute for Social Research The University of Michigan Ann Arbor, Michigan 1990 This volume was originally prepared for Science Applications International Corporation of Las Vegas, Nevada (work performed under Contract No. DE- AC08- 87NV10576). Disclaimer: This report was prepared as an account of work sponsored by the United States Government. Neither the United States nor the United States Department of Energy, nor any of their employees, makes any warranty, expressed or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, mark, manufacturer, or otherwise, does not necessarily constitute or imply its endorsement, recommendation, or favoring by the Unites States Government or any agency thereof. -
The Chronological Period Is a Temporal Unito There Is a Wealth of Material on Late Pre-Columbian Middle America Available Sin the Chronicles and Codices
THE POSTCLASSIC STAGE IN MESOAMERICA Jane Holden INTRODUCTION The subject of inquiry in this paper is the PostcLassic stage in Middle America. As used by prehistorians, the term "Postclassic" has referred to either a developmental stage or to a chronological period. These two con- cepts are quite different, both operationally and theoretically. The stage concept in contemporary usage is a classificatory device for st,udying cul- ture units in terms of developmental and theoretical problems. For com- parative purposes, a stage is usually defined in broad and diffuse terms, in order to outline a culture type. A developmental stage is not tempor- c3lyl detined although it is necessarily a function of relative time. The chronological period on the other hand is defined through the temporal alignment of culture units and establishes the historical contemporaneity of those units. Thus the developmental stage is a typological device and the chronological period is a temporal unito There is a wealth of material on late pre-Columbian Middle America available sin the chronicles and codices. However, the study of such mater- ials. is a ppecialty in itself, hence only a minimum of historical informa- tion *ill be presented in this paper and this will be of necessity, based on secondary sources. The following procedure will be employed in this paper. First, brief summaries of formal statements by various authors on the developmental stage concept will be presented, as well as some temporal classifications of the Postclassic. Secondly, the available archaeological evidence will be summarized to provide a temporal framework. And finally, consideration will be given to the implications derived from the comparison of the Post- classic as a temporal category and as a developmental stage. -
Scaprogram.Small .Pdf
Program cover by Emily Carleton The activity which is the subject of this annual meeting program has been financed in part with Federal funds from the National Park Service, Department of the Interior, through the California Office of Historic Preservation. However, the contents and opinions do not necessarily reflect the views or policies of the Department of the Interior or the California Office of Historic Preservation, nor does mention of trade names or commercial products constitute endorsement or recommendation by the Department of the Interior or the California Office of Historic Preservation. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Regulations of the U.S. Department of the Interior strictly prohibit unlawful discrimination in departmental Federally assisted programs on the basis of race, color, sex, age, disability, or national origin. Any person who believes he or she has been discriminated against in any program, activity, or facility operated by a recipient of Federal assistance should write to: Director, Equal Opportunity Program U.S. Department of the Interior National Park Service P.O. Box 37127 Washington, D.C. 20013?7127 1 | Society for California Archaeology Annual Meeting 2014 Society for California Archaeology 48th Annual Meeting Program March 20-23, 2014 Visalia, California 2013-2014 Executive Board President - Richard Fitzgerald Immediate Past President - Michael Newland President–Elect - Jennifer Darcangelo Southern Vice-President - Noelle Shaver Northern Vice-President - Greg Collins Secretary - Maggie Trumbly Treasurer - John Burge Executive Director - Denise Wills Conference Planning Committee Local Arrangements - C. Kristina Roper Program Chair - Linn Gassaway Local Committee - Mary Gorden Banquet Coordinator – Michelle Cross Public Archaeology Coordinators – C. Kristina Roper, Linn Gassaway, and Mary Gorden Silent Auction Donations – Mary Baloian Silent Auction Beverage Donations - Jennifer Farquhar Underwriter Coordinator – Rich V. -
World History and Science the Three Sisters
World History and Science The Three Sisters 9-12 / World History and Science: The Three Sisters Brooke Lewis-Slamkova Apalachee High School Educator and Maple Park Homestead Farmer Overview: This lesson will challenge students to understand how different civilizations influenced others and how agriculture, technology, and culture were transferred due to explorers and colonization. (Time Needed: 2 class periods with option to grow the three sisters plants in the school garden.) World History Standards: ● SSWH8 Describe the diverse characteristics of societies in Central and South America. a. Explain the rise and fall of the Mayan, Aztec, and Inca Empires. b. Compare and contrast the Mayan, Aztec, and Incan societies, include: religion, culture, economics, politics, and technology. ● SSWH10 Analyze the causes and effects of exploration and expansion into the Americas, Africa, and Asia. a. Explain the roles of explorers and conquistadors. b. Analyze the global, economic, and cultural impact of the Columbian Exchange. c. Explain the role of improved technology in exploration. d. Examine the effects of the Transatlantic Slave Trade on Africa and on the colonies in the Americas. Science Standards: ● SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem. ● a. Develop and use a model to compare and analyze the levels of biological organization including organisms, populations, communities, ecosystems, and biosphere. ● b. Develop and use a model based on the Laws of Thermodynamics to predict energy transfers throughout an ecosystem (food chains, food webs, and trophic levels). For more information, visit https://georgiaorganics.org/for-schools/octoberfarmtoschoolmonth (Clarification statement: The first and second law of thermodynamics should be used to support the model.) ● c. -
00-ARQUEOLOGIA 43-INDICE.Pmd
28 ARQUEOLOGÍA 43 enero-abril 2010 Leticia González Arratia* La etapa lítica y las categorías utilizadas en México y Estados Unidos para designar las etapas arqueológicas más antiguas El presente artículo analiza el concepto de etapa lítica y sus subdivisiones (arqueolítico, cenolítico, protoneolítico), que el prehistoriador José Luis Lorenzo introdujo en 1969 como una forma de organizar de manera sistemática los más antiguos materiales arqueológicos de la lítica tallada y pulida, conocidos hasta esa época en México. Dichos materiales abarcan la eta- pa que se inicia con la llegada del hombre antiguo a este territorio (como cazador-recolector), hasta el momento en que las sociedades prehispánicas —con el paso de los milenios y con su conocimiento del territorio— inician el cultivo de sus alimentos. También se incluye el tema de la clasificación y periodización de los materiales líticos de dicha época, según lo exponen los arqueólogos estadounidenses Gordon Willey y Alex Krieger. Finalmente, se lleva a cabo una primera reflexión sobre el uso de la nomenclatura empleada por la arqueología mexicana en el norte de México, misma que se basa en los planteamientos, cronología y nomenclatura aplicada en Texas. Lo anterior constituye un problema, pues al retomar conceptos y cate- gorías de la arqueología estadounidense, se ignora la historia misma del desarrollo de la ar- queología mexicana. Esto se plantea como hipótesis de que dicha situación limita y afecta el desarrollo y originalidad de lo que la arqueología del norte de México pueda estudiar. The article discusses the notion of the Lithic Stage and its subdivisions (Archaeolithic, Ceno- lithic, Protoneolithic) proposed in 1969 by pre-historian José Luis Lorenzo, who introduced it as a means of systematically organizing the most ancient archaeological carved and polished lithic material known up to that time in Mexico.