Engaging Archaeology
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Visual Development Processes for a Multicultural Storytelling Tool
348 CONFIA . International Conference on Ilustration & Animation Viana do Castelo . Portugal . June 2019 . ISBN: 978-989-54489-1-3 Visual Development Processes for a Multicultural Storytelling Tool Gabriela Sá1, Douglas Menegazzi2, Ana Paula Caruso3, and Cristina Sylla4 {gabrielasa, douglasmenegazzi, anapaulacaruso, cristinasylla}@mobeybou.com [Drawing and Video Games / Desenho e Videojogos] Abstract Keywords Visual Development, This paper presents the evolution of the visual development process for Multiculturalism, Mobeybou, a digital manipulative that aims at promoting multicultural Representation. awareness through creative storytelling. It presents children with a variety of characters, objects and landscapes from various cultures around the world. Here, we refect on three diferent approaches of the visual devel- opment, and on how to efectively create visual elements that represent a given culture, which have the potential to foster the children’s imagination and creativity. The frst approach was carried out by a single illustrator and was mainly informed by research on the web. It was time efcient and resulted in the creation of visual elements that may have been too obvious. The second one took longer, had more input from other team members and often resorted to pop culture as reference; the resulting visual elements were easily identifed by the children, probably because they depicted somewhat stereotyped representations. The third approach was a collabo- rative process from the start, that relied heavily on the opinions and insight of people who were born and raised in the country being represented. It resulted in a more complex relationship between the visuals and the culture they portrayed, which was potentially enriching for the viewer but may hamper the immediate identifcation of the culture. -
No Words, No Problem, P.15 Genre Legends: 8Pm, Upfront Theatre
THE GRISTLE, P.06 + ORCHARD OUTING, P.14 + BEER WEEK, P.30 c a s c a d i a REPORTING FROM THE HEART OF CASCADIA WHATCOM SKAGIT ISLAND COUNTIES 04-25-2018* • ISSUE:*17 • V.13 PIPELINE PROTESTS Protecting the Salish Sea, P.08 SKAGIT STOP Art at the schoolhouse, P.16 MARK LANEGAN A post- Celebrate AGI grunge SK T powerhouse, P.18 No words, no problem, P.15 Genre Legends: 8pm, Upfront Theatre Paula Poundstone: 8pm, Lincoln Theatre, Mount 30 A brief overview of this Vernon Backyard Brawl: 10pm, Upfront Theatre FOOD week’s happenings THISWEEK DANCE Contra Dance: 7-10:30pm, Fairhaven Library 24 MUSIC Dylan Foley, Eamon O’Leary: 7pm, Littlefield B-BOARD Celtic Center, Mount Vernon Skagit Symphony: 7:30pm, McIntyre Hall, Mount Vernon 23 WORDS FILM Book and Bake Sale: 10am-5pm, Deming Library Naomi Shihab Nye: 7pm, Performing Arts Center, Politically powered standup WWU 18 comedian Hari Kondabolu COMMUNITY MUSIC Vaisaikhi Day Celebration: 10am-5pm, Guru Nanak stops by Bellingham for an April Gursikh Gurdwaram, Lynden 16 GET OUT ART 29 gig at the Wild Buffalo Have a Heart Run: 9am, Edgewater Park, Mount Vernon 15 Everson Garden Club Sale: 9am-1pm, Everson- Goshen Rd. Native Flora Fair: 10am-3pm, Fairhaven Village STAGE Green 14 FOOD Pancake Breakfast: 8-10am, American Legion Hall, Ferndale GET OUT Pancake Breakfast: 8-10:30am, Lynden Community Center Bellingham Farmers Market: 10am-3pm, Depot 12 Market Square WORDS VISUAL Roger Small Reception: 5-7pm, Forum Arts, La WEDNESDAY [04.25.18] Conner 8 Spring has Sprung Party: 5-9pm, Matzke Fine Art MUSIC Gallery, Camano Island F.A.M.E. -
Classifying Textile
Classifying textile In this detailed guide you can find definitions of common garments, clearly explained. While it may seem complex at first glance, you should check the attributes of the garments to ensure that they are being correctly classified. Often a small feature or point of difference will mean classifying your garments in a different classification code than you may otherwise assume. Classifying garments for the upper parts of the body ..............................................................................................1 Classifying garments for the lower parts of the body...............................................................................................5 Classifying dresses..................................................................................................................................................5 Classifying suits and ensembles ..............................................................................................................................6 Classifying clothing accessories...............................................................................................................................7 Classifying specialist clothing..................................................................................................................................7 Classifying garments for the upper parts of the body Blouses and shirt-blouses Shirts and shirt blouses are classified under heading codes 6106 (if knitted or crocheted) or 6206. They are defined as garments: • designed -
Rise of the Veil: Islamic Modernity and the Hui Woman Zainab Khalid SIT Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2011 Rise of the Veil: Islamic Modernity and the Hui Woman Zainab Khalid SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Asian Studies Commons, Comparative Methodologies and Theories Commons, Family, Life Course, and Society Commons, History of Religions of Eastern Origins Commons, and the Women's Studies Commons Recommended Citation Khalid, Zainab, "Rise of the Veil: Islamic Modernity and the Hui Woman" (2011). Independent Study Project (ISP) Collection. 1074. https://digitalcollections.sit.edu/isp_collection/1074 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Rise of the Veil: Islamic Modernity and the Hui Woman Zainab Khalid SIT FALL 2011 5/1/2011 1 Introduction: Assimilation/Dissimilation The Hui are a familiar sight in most cities in China; famed for their qingzhen restaurants and their business acumen. Known usually as the “Chinese speaking Muslims,” they are separated from the nine other Muslim xiaoshu minzu by a reputation for assimilation and adaptability that is a matter of pride for Hui in urban areas. A conversation with Hui women at Nancheng Mosque in Kunming revealed that they believed Hui to be at an advantage compared to other xiaoshu minzu because of their abilities to adapt and assimilate, “we are intelligent; we know what to do in order to survive in any environment.” Yet, the Hui of Yunnan also have a history of dissimilation- the Panthay Rebellion of 1856 took the shape of a Sultanate in Dali as Hui forces led a province-wide revolt against the Qing Empire. -
Journal 33.Pdf
1 GOVERNMENT OF INDIA GEOGRAPHICAL INDICATIONS JOURNAL NO. 33 APRIL 30, 2010 / VAISAKHA 2, SAKA 1932 2 INDEX Page S.No. Particulars No. 1. Official Notices 4 2. G.I Application Details 5 3. Public Notice 11 4. Sandur Lambani Embroidery 12 5. Hand Made Carpet of Bhadohi 31 6. Paithani Saree & Fabrics 43 7. Mahabaleshwar Strawberry 65 8. Hyderabad Haleem 71 9. General Information 77 10. Registration Process 81 3 OFFICIAL NOTICES Sub: Notice is given under Rule 41(1) of Geographical Indications of Goods (Registration & Protection) Rules, 2002. 1. As per the requirement of Rule 41(1) it is informed that the issue of Journal 33 of the Geographical Indications Journal dated 30th April 2010 / Vaisakha 2, Saka 1932 has been made available to the public from 30th April 2010. 4 G.I. Geographical Indication Class Goods App.No. 1 Darjeeling Tea (word) 30 Agricultural 2 Darjeeling Tea (Logo) 30 Agricultural 3 Aranmula Kannadi 20 Handicraft 24, 25 & 4 Pochampalli Ikat Textile 27 5 Salem Fabric 24 Textile 6 Payyannur Pavithra Ring 14 Handicraft 7 Chanderi Fabric 24 Textile 8 Solapur Chaddar 24 Textile 9 Solapur Terry Towel 24 Textile 10 Kotpad Handloom fabric 24 Textile 24, 25 & 11 Mysore Silk Textile 26 12 Kota Doria 24 & 25 Textile 13 Mysore Agarbathi 3 Manufactured 14 Basmati Rice 30 Agricultural 15 Kancheepuram Silk 24 & 25 Textile 16 Bhavani Jamakkalam 24 Textile 17 Navara - The grain of Kerala 30 Agricultural 18 Mysore Agarbathi "Logo" 3 Manufactured 19 Kullu Shawl 24 Textile 20 Bidriware 6, 21 & 34 Handicraft 21 Madurai Sungudi Saree 24 & 25 -
Arts-Integrated Learning
ARTS-INTEGRATED LEARNING THE FUTURE OF CREATIVE AND JOYFUL PEDAGOGY The NCF 2005 states, ”Aesthetic sensibility and experience being the prime sites of the growing child’s creativity, we must bring the arts squarely into the domain of the curricular, infusing them in all areas of learning while giving them an identity of their own at relevant stages. If we are to retain our unique cultural identity in all its diversity and richness, we need to integrate art education in the formal schooling of our students for helping them to apply art-based enquiry, investigation and exploration, critical thinking and creativity for a deeper understanding of the concepts/topics. This integration broadens the mind of the student and enables her / him to see the multi- disciplinary links between subjects/topics/real life. Art Education will continue to be an integral part of the curriculum, as a co-scholastic area and shall be mandatory for Classes I to X. Please find attached the rich cultural heritage of India and its cultural diversity in a tabular form for reading purpose. The young generation need to be aware of this aspect of our country which will enable them to participate in Heritage Quiz under the aegis of CBSE. TRADITIONAL TRADITIONAL DANCES FAIRS & FESTIVALS ART FORMS STATES & UTS DRESS FOOD (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) Kuchipudi, Burrakatha, Tirupati Veerannatyam, Brahmotsavam, Dhoti and kurta Kalamkari painting, Pootha Remus Andhra Butlabommalu, Lumbini Maha Saree, Langa Nirmal Paintings, Gongura Pradesh Dappu, Tappet Gullu, Shivratri, Makar Voni, petticoat, Cherial Pachadi Lambadi, Banalu, Sankranti, Pongal, Lambadies Dhimsa, Kolattam Ugadi Skullcap, which is decorated with Weaving, carpet War dances of laces and fringes. -
Surviving Sudden Environmental Change: Answers from Archaeology
ONE Hazards, Impacts, and Resilience among Hunter-Gatherers of the Kuril Islands Ben Fitzhugh ARCHAEOLOGICAL APPROACHES TO CATASTROPHIC EvEnts in thE huntEr-GathErEr ContExt This chapter explores hunter-gatherer vulnerability in the context of relative isolation and a highly dynamic natural environment. The setting is the Kuril Islands of the Northwest Pacific, and the data set is a 4,000-year record of human settlement and environmental history generated by the Kuril Biocomplexity Project, a large, interdisciplinary, and international research effort fielded from 2006 to 2008. The presupposition entering this project was that this relatively isolated, volcanic, earthquake- and tsunami-prone subarctic region should be among the more difficult habitats for hunter-gatherer populations to occupy consistently and, as a result, that the archaeological record should reflect peri- odic abandonments, at least in the most isolated (and smallest) central islands. The results of this study speak less to this heuristic presupposition than to the idea of resilience in the face of ecological impoverishment, catastrophic events, and climate changes. The history we are uncovering highlights the importance of linked social, economic, and demographic processes in conditioning vulner- ability and shaping people’s resilience in the environment. Hazards and disasters are the focus of increasing interest in natural and social science, stimulated by growing media attention to disasters around the world. Calls for improved prediction of catastrophic events have generated 19 BEN FITZHUGH enhanced support for retrospective studies of historical pattern and periodicity in earthquakes, tsunamis, volcanic eruptions, floods, drought, climate change, and other natural hazards. Social science has entered this arena to better under- stand human responses to hazardous events and environmental change, most recently calling for more integrated research into the socio-natural dynamics of disasters (Blaikie et al. -
India Family Kit For
Family Kit: India Produced by: The Salvation Army World Missions Department 5550 Prairie Stone Pkwy Hoffman Estates, IL 60192 centralmissions.org • [email protected] • 847-294-2108 Family Kit Objectives: • Increase global and cultural awareness • Develop an understanding of God’s love for the nations • Foster a spirit of generosity and compassion toward others How does the Family Kit work? The Family Kit includes a Bible story or lesson based on a missions- related topic, a culture card, several story cards, a summary activity, and “Learn More” activities. At the bottom of each culture and story card is a list of related “Learn More” activities. Detailed instructions and information for each activity is in the “Learn More” appendix at the end of this booklet. There are many resources included in the Family Kit but don’t feel like you need to use them all! Choose the activities that are best suited to your family structure and needs. You might make the Family Kit a part of your family devotions or designate a certain day of the week as Family Kit Day and share one element together each week. Encourage your family to share what they're learning through the Family Kit! Talk about the different lessons and insights with your friends and share photos of projects and activities on social media using #20NewCorps . Suggestions for adapting the Family Kit: Consider adapting Family Kit resources to use in character building programs, music forces, Sunday School, Junior Church, children’s sermon lessons, missionary minutes or as bulletin -
THE 2017 ACTIVITY of the KURILE ISLAND VOLCANOES A.V. Rybin
BULLETIN OF KAMCHATKA REGIONAL ASSOCIATION «EDUCATIONAL-SCIENTIFIC CENTER». EARTH SCIENCES, Vol. 38, No 2 (2018) Original Russian Text © A.V. Rybin, M.V. Chibisova, A.V. Degteryov, 2018, published in Vestnik KRAUNTS. Nauki o Zemle, Vol. 38, No 2 (2018), pp. 102-109. Original text is available at http://www.kscnet.ru/journal/kraesc/article/view/203. THE 2017 ACTIVITY OF THE KURILE ISLAND VOLCANOES A.V. Rybin, M.V. Chibisova, A.V. Degteryov Institute of Marine Geology and Geophysics FEB RAS (Yuzhno-Sakhalinsk), 693022; e-mail: [email protected] The paper provides data characterizing the volcanic activity in the Kurile Islands in 2017. The authors studied eruptions of Ebeko Volcano (Paramushir Island), Chirinkotan (Chirinkotan Island) and intensification of activity of Sarychev Peak (Matua Island) and Kudryavy (Iturup Island) volcanoes. Keywords: Kurile Islands, volcanoes, volcanic activity, eruptions, satellite images, SVERT. INTRODUCTION (SRC «Planeta») (Gordeev et al., 2016; Efremov et al., 2012). The Sakhalin Volcanic Response Team (SVERT) Since 2016 SVERT has been using data from on the basis of the Laboratory of Volcanology the Japan satellite Himawari-8 that are uploaded and Volcanic Hazards at the Institute of Marine onto VolSatView and updated every 10 minutes Geology and Geophysics (IMGG) FEB RAS over being very helpful in volcanic activity monitoring. the past 15 years has been monitoring routinely the This gives an opportunity for estimation of certain volcanic activity within the Kurile Islands using important parametres, i.e. the onset of eruptions, the satellite imagery. The SVERT is aimed at collecting height of eruptive columns, rate of ash spread etc. -
ESL NEWSLETTER a Publication from Fall Semester 2007 English As a Second Language Students
Black Hawk COLLEGE ESL NEWSLETTER A publication from Fall Semester 2007 English as a Second Language Students Students’ View of the ESL at BHC part of the world have enrolled since the By Ekue Ayika program’s inception in 1991. The beginning There is a story of soldier who joined and the continuation of this program have the Allied army. On the battlefield, there not been easy for the program’s builders, wasn’t any possibility of the soldier the instructors, and the students. This essay expressing his thoughts is an insight into the ESL program, telling of because he couldn’t its impact on my life, emphasizing the understand any of the advantages of such a curriculum. It is also languages that were spoken, the opportunity for students to express their and nobody could understand concerns about what they think could be his language. Unable to share his fear of improved. death, his desire to see his family, his need In reality, the ESL program has gone to talk to someone about all that he left through a number of changes, mostly to behind and loved, he began to decline keep the program updated. “We always mentally. When his situation got worse, and want to make it modern so that students can his case was reported, he was finally face the common challenges,” declared removed from the battlefield. A linguist Anne Bollati, Program Coordinator. She eventually found someone who spoke the continued saying that “Moving into soldier’s language. It was the end of his classes online has been one of the trouble because he had someone whom he numerous changes we could speak to, and who could listen and have had to make.” It understand him. -
世界の伝統衣装一覧表 YIEA Collection of Traditional Dress from Around the World
世界の伝統衣装一覧表 YIEA Collection of Traditional Dress from Around the World 2021年2月9日現在 (※1)小さいシミ、傷等あり(※2)取り扱い特別注意(※3)修繕中(※4)アンティークのため汚れ、傷あり 国別 番号 性別 衣装名 男子韓服 ナムジャ・ハンボック Hanbok (ブルー) 1 男 男子韓服 ナムジャ・ハンボック Hanbok (臙脂)※1 L サイズ 2 男 男子韓服 ナムジャ・ハンボック Hanbok (濃ピンク) 韓国 3 男 Korea 女子韓服 ヨジャ・ハンボック Hanbok (ピンク) ※1 4 女 女子韓服 ヨジャ・ハンボック Hanbok (赤) 5 女 女子韓服 ヨジャ・ハンボック Hanbok (白x青) 6 女 女子韓服 ヨジャ・ハンボック Hanbok (水色) 7 女 女子韓服 ヨジャ・ハンボック Hanbok (エメラルドグリーン) 8 女 女子韓服 ヨジャ・ハンボック Hanbok (橙×緑)※1 9 女 韓国 Korea 女子韓服 ヨジャ・ハンボック Hanbok (ピンク×水色) 10 女 男児韓服 ナムア・ハンボック Hanbok (柄/1-2 歳用) 11 男児 男児韓服 ナムア・ハンボック Hanbok (紺/10~12 歳用) ※1 12 男児 女児韓服 ヨア・ハンボック Hanbok (黄/6-7歳用) 13 女児 男児韓服 ナムア・ハンボック Hanbok(ピンク/7-8 歳用) 14 男児 女児韓服 ヨア・ハンボック Hanboku(黄x赤/12 歳用) 15 女児 女子韓服 ヨジャ・ハンボック Hanbok(深紅x茶) 16 女 韓国 Korea 女児韓服 ヨア・ハンボック Hanboku(紫/3-4 歳用) 17 女児 女児韓服 ヨア・ハンボック Hanboku(オレンジ/7-8 歳用) 18 女児 女児韓服 ヨア・ハンボック Hanboku(緑x赤/11-12 歳用) 19 女児 マンダリンジャケット Mandarin jacket 1 男 中国 China マンダリンジャケット Mandarin jacket (黒地花柄) 2 女 マンダリンジャケット Mandarin jacket (赤地花柄) 3 女 長衫/旗袍 チャンシャン/チーパオ Cheonsam/Qipao (赤) 4 女 長衫/旗袍 チャンシャン/チーパオ Cheonsam/Qipao (水色) 5 女 長衫/旗袍 チャンシャン/チーパオ Cheonsam/Qipao (ピンク) ※1 6 女 中国 China 長衫/旗袍 チャンシャン/チーパオ Cheonsam/ Qipao (薄緑)※1 7 女 長衫/旗袍 チャンシャン/チーパオ Cheonsam/Qipao (花柄) 8 女 長袍 チャンパオ Changpao (黒) 9 男 長袍 チャンパオ Changpao (赤) ※1 10 女 デール Deel (青/モンゴル族 Mongolian) ※1 11 男 デール Deel (赤/モンゴル族 Mongolian) 12 女 トン族衣装 Dong dress 13 女 チュバ Chuba (チベット族 Tibettan) 14 女 中国 China マンダリンジャケット/唐服 タンフー Mandarin jacket/Tanfu 15 女 漢服 ハンフー Hanfu 16 男 漢服 ハンフー Hanfu 17 女 長衫/旗袍 チャンシャン/チーパオ Cheonsam/Qipao (赤) 18 女 深衣 シェンイ Shenyi(青 13 歳~14 -
Homebased Work in 21St Century India
HOMEBASED WORK IN 21ST CENTURY INDIA Indrani Mazumdar Occasional Paper No.64 (May 2018) CENTRE FOR WOMEN’S DEVELOPMENT STUDIES An autonomous research institute supported by the Indian Council of Social Science Research 25, BHAI VIR SINGH MARG, NEW DELHI-110001. HOMEBASED WORK IN 21ST CENTURY INDIA Indrani Mazumdar Occasional Paper No.64 (May 2018) CENTRE FOR WOMEN’S DEVELOPMENT STUDIES An autonomous research institute supported by the Indian Council of Social Science Research 25, BHAI VIR SINGH MARG, NEW DELHI-110001. © Centre for Women’s Development Studies, 2018 Published by: Centre for Women’s Development Studies, New Delhi HOMEBASED WORK IN 21ST CENTURY INDIA Indrani Mazumdar A Perspective view on approaches to Homebased Work in India Any review study on homebased work in India today must necessarily be located in the context of several advances in understanding developments in homebased work that have taken place across the two decades preceding the adoption of the ILO Convention on Home Work (1996) and the two decades since then. Through this period which spans almost half a century, substantive and wide ranging research has generated a fairly detailed picture of the varied nature and forms of homebased work, and the conditions of piece rated home workers in particular. Considerable progress has been made towards bringing homebased workers ‘out of the shadows’ through mobilization/organization/lobbying at national and international levels. Advances have been made in defining and including them in macro-level employment surveys and counting them, as also in documentation of a range of experiences through micro-studies. Theorizing around the role of homebased work in global production networks and in women’s employment have also contributed to widening the field, and global networking among scholars and organizations involved with women homebased workers has additionally facilitated solidarities across several countries.