DOCSLIB.ORG

Cultural Geography

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cultural Geography This document was produced by the Ministère de l’Éducation, du Loisir et An electronic version of this document is available on the Ministère’s Web du Sport. site at: www.mels.gouv.qc.ca Coordination and content Direction de la formation générale des jeunes © Gouvernement du Québec Coordination of production and publishing Ministère de l'Éducation, du Loisir et du Sport, 2014 Direction des communications ISBN 978-2-550-70960-2 (PDF) Title of original document ISBN 978-2-550-70961-9 (French, PDF) Géographie culturelle Legal Deposit – Bibliothèque et Archives nationales du Québec, 2014 English translation Direction de la communauté anglophone — Services langagiers Ministère de l’Éducation, du Loisir et du Sport For additional information, contact: General Information Direction des communications Ministère de l’Éducation, du Loisir et du Sport 1035, rue De La Chevrotière, 28 e étage Québec (Québec) G1R 5A5 Telephone: 418-643-7095 Toll-free: 1-866-747-6626 14-00181 Table of Contents Cultural Geography Introduction to the Cultural Geography Program . 1 Program Content . 14 Contribution of the Cultural Geography Program to Prescribed Elements of the Program Content . 15 Students' Education . 1 Designated focus . 16 Nature of the Program . 1 Objects of learning . 16 How the Competencies Work Together . 1 Concepts . 16 Knowledge related to the geography of the cultural areas . 16 From the Elementary Level to Secondary Cycle Two . 3 Other Resources for Helping Students Develop the Competencies . 16 Cultural Areas . 17 Making Connections: Cultural Geography and the Other African Cultural Area . 18 Dimensions of the Québec Education Program . 4 Arab Cultural Area . 21 Connections With the Broad Areas of Learning . 4 East Asian Cultural Area . 24 Connections With the Cross-Curricular Competencies . 5 Indian Cultural Area . 27 Connections With the Other Subject Areas . 6 Latin American Cultural Area . 30 Western Cultural Area . 33 Pedagogical Context . 7 Students: Curious, Organized and Reflective . 7 Techniques . 36 The Teacher: A Guide, a Mentor and a Mediator . 7 Interpreting and creating a map . 36 A Large Variety of Resources . 7 Interpreting a landscape . 36 Meaningful, Open and Complex Learning and Evaluation Situations . 7 Making a geographical sketch of a landscape . 39 Appropriate Evaluation . 8 Interpreting a written document . 41 Interpreting a picture . 42 Competency 1 Understands the organization of a cultural area . 9 Interpreting and creating a graph . 43 Focus of the Competency . 9 Interpreting and constructing a table . 45 Key Features of Competency . 10 Evaluation Criteria . 10 Tables . 47 End-of-Year Outcomes . 10 Bibliography . 51 Competency 2 Interprets the dynamics of a cultural area . 11 Focus of the Competency . 11 Key Features of Competency 2 . 12 Evaluation Criteria . 12 End-of-Year Outcomes . 12 Program Structure . 13 Québec Education Program Social Sciences Cultural Geography Making Connections: Cultural Geography and the Other Dimensions of the Québec Education Program Understands the organization of a cultural area e atics, Scienc and Techno them logy Ma Cu ltu CIES ME r ETEN THOD a MP Uses creativity OLO l L CO GIC S G UA Exercises critical Adopts effective AL o e ECT CO c o s LL MP i g e TE judgment work methods ET a r g IN EN l a a CI S p u Solves problems ES c h g Health and Career Planning i y Uses information e n Well-Being and Entrepreneurship n a and communication L c Uses information Construction of identity technologies e s Construction STUDENT of world-view Citizenship and Empowerment Environmental Community Awareness and Life C Consumer Rights a and Responsibility r Media n e Literacy o e i C t r O Achieves his/her M Communicates a D M c U potential S e N appropriately CIE u ICA Cooperates EN d v TIO ET e N- with others MP E l REL CO s o ATE CIAL t p D CO SO r m MP L AND A e ETENC SONA nt Y PER Aims of the PFEQ P ment Broad Areas of Learning ersonal Develop Cross-Curricular Competencies Suject Areas Interprets the dynamics of a cultural area Suject-Specific Competencies in Cultural Geography Québec Education Program Introduction to the Cultural Geography Program Reflecting on cultures and studying cultures is more than just thinking about other places . it involves reflecting on the world. Yves Chevrier [Translation] Cultural geography is one of the subfields of human geography, a discipline Nature of the Program that deals with relationships between societies and the spaces they occupy and transform. A cultural area is defined as a vast social space made up of Space and territory are part of cultural geography inasmuch as their analysis territories with common geographic and cultural characteristics–architectural, makes it possible to identify values and identities shared by societies. The linguistic and religious characteristics, among others. The program divides the study of cultural areas reveals relationships between societies and their world into cultural areas on the basis of two aspects: language and religion. environment. It enables us to understand the processes human beings have used to develop territories. In the Cultural Geography program, students consider questions related to Contribution of the Cultural Geography cultural complexity and develop geographic techniques. Placed in contexts Program to Students' Education presenting the dynamics and complexity of cultural areas, which reflect, in By studying the world’s cultural areas, students come to understand the part, the growing mobility of populations, students analyze how individuals relationships that societies maintain with the space they transform into and communities act on cultural areas in constant change. territories organized in a particular way. In addition, by considering the relationships that societies within these cultural areas maintain with each other, students develop their capacity for critical thinking. Examining other How the Competencies Work Together cultures as well as their own culture gives the students a better The Cultural Geography program focuses on the development of two understanding of the world in which they have an opportunity to become competencies: involved as citizens. − Understands the organization of a cultural area The Cultural Geography program aims to: − Interprets the dynamics of a cultural area – help students understand the diversity and complexity of the cultures in These competencies are of equal importance in students’ education. They the world are developed together and in interaction, drawing on the same program – help students develop a geographic perspective that fosters their content. Since students understand the organization and interpret the understanding of other cultures dynamics of the same cultural area, teachers should ensure that the two competencies are used together by offering learning and evaluation situations that involve both of them. › 1 Chapter 7 Québec Education Program Social Sciences Cultural Geography The development of these competencies requires the study of at least four › 2 of the six cultural areas prescribed in the program. When students attempt Chapter 7 to understand the organization of a cultural area, they discover cultural characteristics that human beings have given the space in question, as well as natural and human factors that explain the area's organization. When they interpret the dynamics of the area, they apply the knowledge they acquired while developing an understanding of its organization. They examine, among other things, the movements to which the area gives rise and the external movements that affect it. They discern changes in the area and recognize reactions to the different movements. Québec Education Program From the Elementary Level to Secondary Cycle Two At the elementary level, students were introduced to the social sciences by Students in the Secondary V Contemporary World program interpret problems developing the competencies targeted in the Geography, History and facing societies today and take positions on issues in those societies. They Citizenship Education program. 1 In this program, they considered the learn that problems take different forms depending on the temporal or organization of societies and looked at questions raised by the development spatial scale used. The teacher asks them to interpret problems of the and organization of their territory in space and time. They learned to seek contemporary world, using the geographic and historical perspectives and connections between the past and present and to construct their own considering the economic and political dimensions. Finally, since the program interpretation of social and territorial phenomena. They also began to focuses on major world concerns today, the students should consider the assimilate concepts such as territory , society , organization , change , diversity media’s treatment of these concerns, in order to determine how this may and duration . They learned about human action past and present, here and influence public opinion and their own opinion. elsewhere, and they became aware of the diversity of societies. In the History of the 20th Century program, students have an opportunity In Secondary Cycle One, students broadened their horizons and grasped the to apply the competencies they acquired in the History and Citizenship role of human action in social change. The compulsory learning helped them Education programs for Secondary Cycles One and Two, in particular when construct new knowledge and develop specific competencies in geography they
Load more

Recommended publications
  • Ethnicity, Confession and Intercultural Dialogue at the European Union's
    Munich Personal RePEc Archive Ethnicity, Confession and Intercultural Dialogue at the European Union’s East Border Brie, Mircea and Horga, Ioan and Şipoş, Sorin University of Oradea, Romania 2011 Online at https://mpra.ub.uni-muenchen.de/44082/ MPRA Paper No. 44082, posted 31 Jan 2013 05:28 UTC ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER Mircea BRIE Ioan HORGA Sorin ŞIPOŞ (Coordinators) Debrecen/Oradea 2011 This present volume contains the papers of the international conference Ethnicity, Confession and Intercultural Dialogue at the European Union‟s East Border, held in Oradea between 2nd-5th of June 2011, organized by Institute for Euroregional Studies Oradea-Debrecen, University of Oradea and Department of International Relations and European Studies, with the support of the European Commission and Bihor County Council. CONTENTS INTRODUCTORY STUDIES Mircea BRIE Ethnicity, Religion and Intercultural Dialogue in the European Border Space.......11 Ioan HORGA Ethnicity, Religion and Intercultural Education in the Curricula of European Studies .......19 MINORITY AND MAJORITY IN THE EASTERN EUROPEAN AREA Victoria BEVZIUC Electoral Systems and Minorities Representations in the Eastern European Area........31 Sergiu CORNEA, Valentina CORNEA Administrative Tools in the Protection and Promotion of the Rights of Ethnic Minorities .............................................................................................................47
    [Show full text]
  • PDF Download Intercultural Communication for Global
    INTERCULTURAL COMMUNICATION FOR GLOBAL ENGAGEMENT 1ST EDITION PDF, EPUB, EBOOK Regina Williams Davis | 9781465277664 | | | | | Intercultural Communication for Global Engagement 1st edition PDF Book Resilience, on the other hand, includes having an internal locus of control, persistence, tolerance for ambiguity, and resourcefulness. This textbook is suitable for the following courses: Communication and Intercultural Communication. Along with these attributes, verbal communication is also accompanied with non-verbal cues. Create lists, bibliographies and reviews: or. Linked Data More info about Linked Data. A critical analysis of intercultural communication in engineering education". Cross-cultural business communication is very helpful in building cultural intelligence through coaching and training in cross-cultural communication management and facilitation, cross-cultural negotiation, multicultural conflict resolution, customer service, business and organizational communication. September Lewis Value personal and cultural. Inquiry, as the first step of the Intercultural Praxis Model, is an overall interest in learning about and understanding individuals with different cultural backgrounds and world- views, while challenging one's own perceptions. Need assistance in supplementing your quizzes and tests? However, when the receiver of the message is a person from a different culture, the receiver uses information from his or her culture to interpret the message. Acculturation Cultural appropriation Cultural area Cultural artifact Cultural
    [Show full text]
  • Biocultural Prerequisites for the Development of Advanced Technology 1
    Biocultural Prerequisites for the Development of Advanced Technology 1 Garry Chick Department of Anthropology, The Pennsylvania State University, 801 Ford Building, University Park, PA; [email protected] In 1961, astronomer Frank Drake developed an equation to permit the estimation of the number of extraterrestrial civilizations in our galaxy via the quantification of what he felt to be relevant factors. Drake’s equation contains two terms, f i and f c, that refer, respectively, to the fraction of planets that harbor intelligent life and the fraction of those with intelligent life that develops a technology that would allow communication with other worlds. These are two of the most difficult terms in the equation to estimate and, not surprisingly, a relatively wide range of values has been offered for each. Estimates of the values of the terms depend on a number of conjectures and assumptions. These include aspects of embodiment, such as sensory modalities and faculties to manipulate the environment, and aspects of culture that seem to be crucial for the development of advanced technology. However, the only data on technological development that we have available is from Earth. Several terrestrial species use technologies, although all of these are very simple with the exception of those created by humans. Similarly, a variety of species are now also claimed to have culture, depending on how it is defined. The purpose of this paper is to examine how embodiment, culture, and their interaction, based on their Earthly manifestations, might affect the values of fi and f c. Keywords : Technology, SETI, cultural evolution. 1. INTRODUCTION In 1961, Frank Drake attempted to quantify the number of civilizations capable of interstellar in the Milky Way galaxy.
    [Show full text]
  • What Is Civilization?—A New Approach
    Comparative Civilizations Review Volume 38 Number 38 Spring 1998 Article 3 4-1-1998 What Is Civilization?—A New Approach Shuntaro Ito Reitaku University Follow this and additional works at: https://scholarsarchive.byu.edu/ccr Recommended Citation Ito, Shuntaro (1998) "What Is Civilization?—A New Approach," Comparative Civilizations Review: Vol. 38 : No. 38 , Article 3. Available at: https://scholarsarchive.byu.edu/ccr/vol38/iss38/3 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Comparative Civilizations Review by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Ito: What Is Civilization?—A New Approach 5 What Is Civilization? — A New Approach* SHUNTARO ITO The International Society for the Comparative Study of Civilizations is a gathering of scholars which is devoted to the study of civilizations, whatever they may be.' What are civilizations? The concept itself is often vague, uti- lized differently by various writers and thinkers. I would like to make clear my concept of civilization and contrast this concept to that of "culture." How do civilization and culture differ? As you know, Kroeber and Kluckhohn gave us such a variety of definitions of culture in their book Culture — A Critical Review of Concepts and Definitions that we cannot help but have diffi- culty in choosing the best. One very likely candidate is perhaps the most famous definition. Edward Tyler defines it as follows: Culture, or civilization ... is that complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society.
    [Show full text]
  • Friedrich Ratzel, Clark Wissler, and Carl Sauer, Culture Area Research and Mapping
    UC Santa Barbara CSISS Classics Title Friedrich Ratzel, Clark Wissler, and Carl Sauer, Culture Area Research and Mapping. CSISS Classics Permalink https://escholarship.org/uc/item/87r6388d Author Brown, Nina Publication Date 2001 eScholarship.org Powered by the California Digital Library University of California CSISS Classics - Friedrich Ratzel, Clark Wissler, and Carl Sauer: Culture Area Research and ... Friedrich Ratzel, Clark Wissler, and Carl Sauer: Culture Area Research and Mapping By Nina Brown Innovation A culture area is a region of the world in which people share similar cultural traits. Researchers may define a culture area by plotting the distribution of a single cultural trait, such as maize agriculture, and uniting all the communities that share this trait into a single cultural area. Alternatively, researchers sometimes choose to group communities into a culture area because the communities share several distinctive cultural traits, known as having a common cultural complex. Culture area analysis has been used widely in both anthropology and cultural geography because it facilitates comparisons between regions, assists in the historical reconstruction of cultural development, and lends itself to questions about the impact of the natural environment on the form of human cultures. Although distinctions between regions based on culture are as old as mankind, the roots of the culture area concept can be traced to Europe, where the work of the German geographer Friedrich Ratzel (1844–1904) inspired the development of the Kulturkreise (cultural circles) school. Kulturkreise, which attempted to reconstruct the diffusion, or spread, of cultural traits from a few dominant cultural clusters, was associated with the German anthropologists Leo Frobenius (1873–1938) and Fritz Graebner (1877–1934).
    [Show full text]
  • Identity Politics in the European Capital of Culture Initiative
    dissertations Tuuli Lähdesmäki | 84 | Tuuli Lähdesmäki | Identity Politics in the European Capital of Culture Initiative The European Capital of Culture is one of the longest running cultural Tuuli Lähdesmäki Identity Politics in the European Capital Culture of Initiative initiatives of the EU. The research investigates the dynamics and power relations in the identity politics of the Identity Politics in the initiative. The focus is on the produc- tion and relations of local, regional, European Capital of national, and European identities and their intertwinement with policy, pro- Culture Initiative motional, and reception discourses of the initiative. The inter-disciplinary investigation combines sociology with policy, urban, reception, and cultural studies. Publications of the University of Eastern Finland Dissertations in Social Sciences and Business Studies Publications of the University of Eastern Finland Dissertations in Social Sciences and Business Studies isbn 978-952-61-1486-6 issn 1798-5757 Identity Politics in the European Capital of Culture Initiative Dissertations in Social Sciences and Business Studies No 84 TUULI LÄHDESMÄKI Identity Politics in the European Capital of Culture Initiative Publications of the University of Eastern Finland Dissertations in Social Sciences and Business Studies No 84 Itä-Suomen yliopisto Yhteiskuntatieteiden ja kauppatieteiden tiedekunta Joensuu 2014 Print: Joensuu, Grano Oy 2014 Editor in-chief: Prof. Kimmo Katajala Editor: MA Eija Fabritius Sales: University of Eastern Finland Library Cover illustration: Colourscape in Turku2011. Photo: Tuuli Lähdesmäki. Back cover illustration: The International Folk Dance Festival in Pécs2010. Photo: Tuuli Lähdesmäki. ISBN (bind): 978-952-61-1485-9 ISSN (bind): 1798-5749 ISSN-L: 1798-5749 ISBN (PDF): 978-952-61-1486-6 ISSN (PDF): 1798-5757 Author: Lähdesmäki, Tuuli Identity Politics in the European Capital of Culture Initiative, 94 p.
    [Show full text]
  • MANE-005 Environmental Anthropology Indira Gandhi National Open University School of Social Sciences
    MANE-005 Environmental Anthropology Indira Gandhi National Open University School of Social Sciences Block 2 THEORETICAL AND METHODOLOGICAL ISSUES OF ENVIRONMENTAL ANTHROPOLOGY UNIT 1 Culture Environment Relationship 5 UNIT 2 Application of Concept of Ecosystem in Anthropology 15 UNIT 3 Current Approaches in Environmental Anthropology 31 UNIT 4 Research Methodology in Environmental Anthropology 46 Expert Committee Prof. Veena Basin Faculty of Anthropology SOSS, IGNOU Department of Anthropology Dr. Rashmi Sinha North Campus, University of Delhi, Delhi Reader, Faculty of Anthropology Prof. V. Gangadharam School of Social Sciences Department of Anthropology IGNOU, New Delhi Sri Venkateswara University, Tirupati Dr. Mitoo Das, Assistant Professor Prof. P. K. Biswas Faculty of Anthropology Indian Institute of Forest Management School of Social Sciences Po Box 357, Nehru Nagar, Bhopal IGNOU, New Delhi Prof. Rabindra Nath Pati, Project Director Council Dr. Rukshana Zaman, Assistant Professor for Tribal and Rural Development (CTRD), Faculty of Anthropology Mahamaya Bhawan, HIG-101 School of Social Sciences KananVihar, Phase-I, P.O: Patia, Bhubaneswar IGNOU, New Delhi Prof. Birinchi K. Medhi Dr. P. Venkatramana, Assistant Professor Department of Anthropology Faculty of Anthropology Guwahati University, Guwahati School of Social Sciences IGNOU, New Delhi Dr. Amita Baviskar, Associate Professor Institute of Economic Growth Dr. K. Anil Kumar, Assistant Professor Delhi University Enclave, Delhi Faculty of Anthropology School of Social Sciences Dr. Subha Ray, Associate Professor IGNOU, New Delhi Department of Anthropology University of Calcutta, Dr. N. K. Mungreiphy, Research Associate 35, Ballygunge Circular Road, Kolkata (DBT), Faculty of Anthropology School of Social Sciences, IGNOU Programme Coordinator: Dr. Rashmi Sinha, SOSS, IGNOU, New Delhi Course Coordinator: Dr.
    [Show full text]
  • Interface Between Igbo Theology and Christianity
    Interface Between Igbo Theology and Christianity Interface Between Igbo Theology and Christianity Edited by Akuma-Kalu Njoku and Elochukwu Uzukwu Interface Between Igbo Theology and Christianity, Edited by Akuma-Kalu Njoku and Elochukwu Uzukwu This book first published 2014 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2014 by Akuma-Kalu Njoku, Elochukwu Uzukwu and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-6390-4, ISBN (13): 978-1-4438-6390-2 TABLE OF CONTENTS Introduction ................................................................................................. 1 Akuma-Kalu Njoku and Elochukwu Uzukwu Part One: Challenging the Project – Interface between the Theology of Igbo Indigenous Religions and Christian Theology Christianity Meets Igbo Traditional Religion ............................................ 10 Francis Cardinal Arinze The Interface of Igbo Theology and Christianity ...................................... 20 Msgr Theophilus Okere Ofo na-Ogu and Mmanwu: Ritual Symbolism in the Interface of Igbo Indigenous Religion and Christianity ........................................................ 31 Christopher
    [Show full text]
  • The Church As Covenant, Culture, and Communion
    Theological Studies 61 (2000) THE CHURCH AS COVENANT, CULTURE, AND COMMUNION CARL F. STARKLOFF, S.J. [The Church is the primary sacrament of communion (koinonia) and thus also sign and model for the ways in which communion is to be lived. The secular concept most closely approaching this model is the common good. The Catholic Church, in the face of individu- alistic attitudes in the United States, is in a position to witness to the common good, nationally and internationally. One collective form of individualism is cultural exclusivity, the domination of the body politic or the ecclesial body by one particular culture. The Second Vatican Council and subsequent theologians of communion, espe- cially J.-M.R. Tillard, have shown us how to bear witness to multi- culturalism.] OCUSING ON THE PROBLEM of individualism not only in distinct persons F but also in exclusive cultural groups, I wish to argue here that the theme of the “common good” in Catholic social ethics has a deeply sacra- mental dimension, and that this ecclesial sacramentality disposes the Church to serve as a model for a community of the common good which embraces all the cultures of the world. I appreciate also the fact that the Church, inevitably in its humanity a “cultural system,” can fall into the same trap of exclusivity as secular society, and in fact has often done so. Only if it is constantly attentive to the original covenant by which God established it as well as to its cultural responsibilities and its nature as communion (koinonia) can it transcend this trap and fulfill its sacramental role.
    [Show full text]
  • International Meeting on Interculturality
    Interculturael. Balance and perspectives International meeting on interculturality. november 2001 Transversal lines of the debates Yolanda Onghena (+34) 93 302 6495 - Fax. (+34) 93 302 6495 - [email protected] (+34) 93 302 6495 - Fax. [email protected] - Calle Elisabets, 12 08001 Barcelona, España Tel. Fundación CIDOB TRANSVERSAL LINES OF THE DEBATES PRESENTATION DYNAMICS • TRANSFORMATION • COMMUNICATION • DIALOGUE • LANGUAGE • STRATEGIES USES • RECIPROCITY • LIVING TOGETHER • ENCOUNTER • RECOGNITION • RELATIONSHIP CONTEXTS • GLOBAL/LOCAL • POLITICAL • PLURALISMS • CENTRALISMS • DIVERSITY • LIMITS • TRANSVERSAL LINES OF THE DEBATES Yolanda Onghena Head of Intercultural Unit CIDOB Foundation Presentation As a supplement to the report, we have chosen to include portions of the debates, which, through the actual words of the participants, provide a synthesis of the meeting. We have decided to divide up the comments into three areas: dynamics, uses, and contexts. While there is something artificial about dividing up constantly overlapping approaches in this manner, we did think it might be useful for the reader if we created what we might call focal points. This is not a complete transcription but rather a selection of presentations touching on the topics most discussed, even at times from opposing positions. The first group, dynamics, contains comments about transformation, communication, dialogue, language, and strategy. The second group is an attempt to reach a definition of interculturality through thinking about its uses: reciprocity, living-together, meeting, recognition, and relationship. This reflection would be incomplete if consideration were not given to different contexts: global and local contexts, the political context, centralisms, diversity and the limits of interculturality. We hope, in this way, to draw the reader into the debate and allow him/her to carry on with the reflections begun here.
    [Show full text]
  • Conservation Area Planning for Tangible Cultural Resources-Working Document
    Conservation Area Planning for Tangible Cultural Resources-working document VC Summary Conservation Area Planning For Tangible Cultural Resources Guatemala, August 2003 (Document not yet available for download) The Nature Conservancy 1 Conservation Area Planning for Tangible Cultural Resources-working document SPECIAL THANKS This document was elaborated with the financial support of the Wallace Research Foundation and through support provided by the Office of Regional Sustainable Development Bureau for Latin America and the Caribbean, U.S. Agency for International Development (USAID), under the terms of Award No. EDG-A-00-01-00023-00 for the Parks in Peril program. The opinions expressed herein are those of the author(s) and do not necessarily reflect the views of the U.S. Agency for International Development. The adaptation of the Methodology for Conservation Area Planning (CAP) for Tangible Cultural Resources, was carried out with the following work team: María Elena Molina: Program Coordinator, TNC-Guatemala and responsible for coordinating the methodology adaptation process. Estuardo Secaira: Conservation Science and Stewardship Advisor, TNC- Guatemala Andreas Lehnhoff: Director, TNC-Guatemala Country Program Angela Martin: Community Conservation Advisor, PROARCA-TNC Rosa María Chan: Natural and Cultural Conservation Planning consultant María José Valverde: Administrative Assistant, TNC-Guatemala Melissa Edwards: Translator This document has received valuable feedback and guidance from professionals and specialists of the Natural
    [Show full text]
  • View / Open Huang Oregon 0171A 12343.Pdf
    “YES! WE HAVE NO BANANAS”: CULTURAL IMAGININGS OF THE BANANA IN AMERICA, 1880-1945 by YI-LUN HUANG A DISSERTATION Presented to the Department of English and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy September 2018 DISSERTATION APPROVAL PAGE Student: Yi-lun Huang Title: “Yes! We Have No Bananas”: Cultural Imaginings of the Banana in America, 1880-1945 This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the English Department by: Mary Wood Chairperson Mark Whalan Core Member Courtney Thorsson Core Member Pricilla Ovalle Core Member Helen Southworth Institutional Representative and Janet Woodruff-Borden Vice Provost and Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded September 2018 ii © 2018 Yi-lun Huang iii DISSERTATION ABSTRACT Yi-lun Huang Doctor of Philosophy Department of English September 2018 Title: “Yes! We Have No Bananas”: Cultural Imaginings of the Banana in America, 1880-1945 My dissertation project explores the ways in which the banana exposes Americans’ interconnected imaginings of exotic food, gender, and race. Since the late nineteenth century, The United Fruit Company’s continuous supply of bananas to US retail markets has veiled the fruit’s production history, and the company’s marketing strategies and campaigns have turned the banana into an American staple food. By the time Josephine Baker and Carmen Miranda were using the banana as part of their stage and screen costumes between the 1920s and the 1940s, this imported fruit had come to represent foreignness, tropicality, and exoticism.
    [Show full text]