D4.1 European Identity, Belonging and the Role for Digital CH
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Blackwhite Performance Differences on Measures of Performance on Tests-Based Uponand Validated by Themajority Culture Reproducti
J' DOCUMENT RESUME 4 . /7 LS ' ED 240 192 UD 023' 329 AUTHOR Grubb, Henry Jefferson TITLE The Cultural - Distance Approach:.A Model for Analyzing BlackWhite Performance Differences on Measures of IQ. % PUB DATE t83] NOTE 33p.; Document contains light print and may,te marginally -legible. PUB .TYPE Information Analyses (070) -- Viewpoints (120) EDRS PRICE AF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Blacks;,Chpnge Strategies; Children; Cro'ss Cultural Studies;, *Cultural Differences; *Cultural Isolation;. *Intelligence Differences; *Intelligence Tests; Minorify Groups; Nature Nurture Contreiversy; Racial Differences; Standardized Tests; Subcultures; *Test Bias; Testing Problems;'Test F-terpretation; Whites . o ABSTRACT . % The basic tenet of this paper is that the difference betweeti black and white children on IQ measures is not due to genetics but describes the cultural- distanCe,between- the two grbups. The cultural distance approach is descrjbe'd as an Amalgam of the environmental and social psychology points of view. It holds that any subcultUre operating according to principles not present or equally operatiye in the majority culture processes functional information differently from the majority culture. Therefore, minority performance on tests-based uponand validated by themajority culture will show response patterns different from the norm. These patterns are indicators of what is present in the tests that is salient to each subculture and to the majority culture. The tests, however, are not responsive to what is salient to the specific minority subbultures but absent in the.majority culture. Thus, bias is assumed to be present in all standardized IQ tests. Evidence from the United States and around the world shows that multicultural societies must, and.for'the most part do, interpret standardized IQ scores of minority individuals in a different light from those of majority individuals. -
Tribal Social Instincts and the Cultural Evolution of Institutions to Solve Collective Action Problems
UC Riverside Cliodynamics Title Tribal Social Instincts and the Cultural Evolution of Institutions to Solve Collective Action Problems Permalink https://escholarship.org/uc/item/981121t8 Journal Cliodynamics, 3(1) Authors Richerson, Peter Henrich, Joe Publication Date 2012 DOI 10.21237/C7clio3112453 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Cliodynamics: the Journal of Theoretical and Mathematical History Tribal Social Instincts and the Cultural Evolution of Institutions to Solve Collective Action Problems Peter Richerson University of California-Davis Joseph Henrich University of British Columbia Human social life is uniquely complex and diverse. Much of that complexity and diversity arises from culturally transmitted ideas, values and skills that underpin the operation of social norms and institutions that structure our social life. Considerable theoretical and empirical work has been devoted to the role of cultural evolutionary processes in the evolution of social norms and institutions. The most persistent controversy has been over the role of cultural group selection and gene- culture coevolution in early human populations during Pleistocene. We argue that cultural group selection and related cultural evolutionary processes had an important role in shaping the innate components of our social psychology. By the Upper Paleolithic humans seem to have lived in societies structured by institutions, as do modern populations living in small-scale societies. The most ambitious attempts to test these ideas have been the use of experimental games in field settings to document human similarities and differences on theoretically interesting dimensions. These studies have documented a huge range of behavior across populations, although no societies so far examined follow the expectations of selfish rationality. -
The Bird-Nester, the Jaguar and the Fire-Theft: a New Approach to the Culture-Nature Dimension in Amazonian Myth
Tipití: Journal of the Society for the Anthropology of Lowland South America ISSN: 2572-3626 (online) Volume 14 | Issue 1 Article 2 4-30-2016 The irB d-Nester, the Jaguar and the Fire-Theft: A New Approach to the Culture-Nature Dimension in Amazonian Myth Deon Liebenberg Cape Peninsula University of Technology Follow this and additional works at: http://digitalcommons.trinity.edu/tipiti Part of the Anthropology Commons Recommended Citation Liebenberg, Deon (2016). "The irB d-Nester, the Jaguar and the Fire-Theft: A New Approach to the Culture-Nature Dimension in Amazonian Myth," Tipití: Journal of the Society for the Anthropology of Lowland South America: Vol. 14: Iss. 1, Article 2, 15-29. Available at: http://digitalcommons.trinity.edu/tipiti/vol14/iss1/2 This Article is brought to you for free and open access by Digital Commons @ Trinity. It has been accepted for inclusion in Tipití: Journal of the Society for the Anthropology of Lowland South America by an authorized editor of Digital Commons @ Trinity. For more information, please contact [email protected]. ARTICLE The Bird-Nester, the Jaguar and the Fire-Theft: A New Approach to the Culture-Nature Dimension in Amazonian Myth Deon Liebenberg Cape Peninsula University of Technology Cape Town, South Africa Introduction: The Bird-Nester and The Jaguar The relationship between culture and nature in Amerindian myth is a remarkably rich and sophisticated one that sometimes appears paradoxical in character. The last-mentioned feature will be the focus of this article, which will attempt to demonstrate that there is a clear and consistent logic that underlies it. -
A Short History of Russia (To About 1970)
A Short History of Russia (to about 1970) Foreword. ...............................................................................3 Chapter 1. Early History of the Slavs, 2,000 BC - AD 800. ..........4 Chapter 2. The Vikings in Russia.............................................6 Chapter 3. The Adoption of Greek Christianity: The Era of Kievan Civilisation. ..........................................................7 Chapter 4. The Tatars: The Golden Horde: The Rise of Moscow: Ivan the Great. .....................................................9 Chapter 5. The Cossacks: The Ukraine: Siberia. ...................... 11 Chapter 6. The 16th and 17th Centuries: Ivan the Terrible: The Romanoffs: Wars with Poland. .............................. 13 Chapter 7. Westernisation: Peter the Great: Elizabeth.............. 15 Chapter 8. Catherine the Great............................................. 17 Chapter 9. Foreign Affairs in the 18th Century: The Partition of Poland. .............................................................. 18 Chapter 10. The Napoleonic Wars. .......................................... 20 Chapter 11. The First Part of the 19th Century: Serfdom and Autocracy: Turkey and Britain: The Crimean War: The Polish Rebellion................................................... 22 Chapter 12. The Reforms of Alexander II: Political Movements: Marxism. ........................................................... 25 Chapter 13. Asia and the Far East (the 19th Century) ................ 28 Chapter 14. Pan-Slavism....................................................... -
"The Greeks in the History of the Black Sea" Report
DGIV/EDU/HIST (2000) 01 Activities for the Development and Consolidation of Democratic Stability (ADACS) Meeting of Experts on "The Greeks in the History of the Black Sea" Thessaloniki, Greece, 2-4December 1999 Report Strasbourg Meeting of Experts on "The Greeks in the History of the Black Sea" Thessaloniki, Greece, 2-4December 1999 Report The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. CONTENTS INTRODUCTION..................................................................................................... 5 Introductory remarks by James WIMBERLEY, Head of the Technical Cooperation and Assistance Section, Directorate of Education and Higher Education.................................................................................................................... 6 PRESENTATIONS -Dr Zofia Halina ARCHIBALD........................................................................11 -Dr Emmanuele CURTI ....................................................................................14 CONCLUSIONS AND RECOMMENDATIONS Dr Constantinos CHATZOPOULOS..........................................................................17 APPENDIX I LIST OF PARTICIPANTS.........................................................................................21 APPENDIX II PROGRAMME OF THE SEMINAR.........................................................................26 APPENDIX III INTRODUCTORY PRESENTATION BY PROFESSOR ARTEMIS XANTHOPOULOU-KYRIAKOU.............................................................................30 -
The Emergence of New States in Eastern Europe in 1918—Lessons for All of Europe
The Emergence of New States in Eastern Europe in 1918—Lessons for All of Europe The Emergence of New States in Eastern Europe in 1918—Lessons for All of Europe Adam Balcer WiseEuropa Królewska Street 2/26 Warsaw 00-065, Poland Email: [email protected] Abstract: The year of 1918 was a crucial point in the history of Europe. Its importance does not only stem from the end of World War I, but also from the establishment of new states. Eastern Europe was particularly an arena where many new states emerged after the dissolution of tsarist Russia. The abovementioned process was correlated with the outcome of World War I (the defeat of the Central Powers on the Western Front and their victory on the Eastern Front against the tsarist Russia resulting in imposing their protectorate over Eastern Europe) but simultaneously it was infl uenced by the 1917 Bolshevik Revolution originating from a structural crisis of Russia. The legacy of nation-building processes, taking place in the period of 1917–1921 in the European part of the tsarist Russia— even when some of the states did not manage to survive— occupies a key role in the historical memories of those countries. The importance of this legacy originates from the fact that these states often constituted the most progressive nation-building eff orts in the world. The wider context of these developments and the important interlinkages existing between them are very often unfamiliar to many Europeans today. Despite that, the state-building attempts, undertaken in Eastern Europe between 1917 and 1921, had a huge impact on the trajectory of European history. -
The Balkans by Ulf Brunnbauer
The Balkans by Ulf Brunnbauer This article begins – drawing on research on imaginations of the Balkans – with a critical discussion of the representation of the Balkans as a border region, as this holds the danger of essentializing the Balkans as at least partially a non-European region. The question should instead be asked whether large regions are not border regions because different networks of interaction and communication overlap in them. The following depiction of the history of the Balkans region from about 1450 to 1950 thematizes on the one hand the integration of the region into broad contexts of interconnection (e.g. imperial contexts), and on the other hand the establishment of (new) borders in the Balkans and the societal consequences of these. A longue durée factor in the history of the Balkans was the central importance of external factors for historical developments in the region. TABLE OF CONTENTS 1. Introduction 2. Terminology 3. Historical Overview (ca. 1450–1950) 1. The Imperial Context 2. The Era of the Nation State 4. Spaces of Communication and Interaction 5. Conclusion 6. Appendix 1. Sources 2. Literature Indices Citation Introduction One standard work on the (political) history of the Balkan countries describes the region as follows: ▲1 An der Nahtstelle zweier Kontinente gelegen war die Balkanhalbinsel durch die Jahrhunderte den verschiedenartigsten äußeren Einwirkungen ausgesetzt gewesen. Sie ist als klassisches Übergangs- und Durchzugsgebiet in die Geschichte eingegangen, als eine Begegnungszone der Völker und Kulturen, an der in gleicher Weise der Okzident wie der Orient, die westlich-abendländische und die orientalische und asiatische Welt, der kontinentaleuropäische und der mediterrane Bereich Anteil haben.1 The Balkans is indeed a site of very varied cultural transfers (➔ Media Link #ab) and contacts, and with a high degree of linguistic and religious diversity. -
Foundation Paper: the Australian Consortium on Higher Education
Higher Education Community Engagement Social Responsibility 1 The views expressed in this Foundation Paper do not reflect any official position on behalf of Australian Consortium members or its auspice body The Joint Committee on Higher Education. This publication may be used in private study, research, criticism and review. The publication is copyright, and may not be reproduced without the prior permission of the authors. February 2004 About the Authors: Naomi Sunderland is a Senior Research Officer at ‘UQ Boilerhouse’ Community Service and Research Centre at The University of Queensland, Australia Email: [email protected] Bruce Muirhead is Director of ‘UQ Boilerhouse’ Community Service and Research Centre at The University of Queensland, Australia Email: [email protected] Richard Parsons is Research Associate (Sustainability and Social Responsibility) with ‘UQ Boilerhouse’ Community Service and Research Centre at The University of Queensland, Australia. Email: [email protected] Duncan Holtom is an International Research Associate of ‘UQ Boilerhouse’ Community Service and Research Centre at The University of Queensland, Australia. Email: [email protected] Higher Education Community Engagement Social Responsibility 2 Contents CONTENTS .............................................................................................................................................2 OVERVIEW.............................................................................................................................................3 -
World History--Part 1. Teacher's Guide [And Student Guide]
DOCUMENT RESUME ED 462 784 EC 308 847 AUTHOR Schaap, Eileen, Ed.; Fresen, Sue, Ed. TITLE World History--Part 1. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS). INSTITUTION Leon County Schools, Tallahassee, FL. Exceptibnal Student Education. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. PUB DATE 2000-00-00 NOTE 841p.; Course No. 2109310. Part of the Curriculum Improvement Project funded under the Individuals with Disabilities Education Act (IDEA), Part B. AVAILABLE FROM Florida State Dept. of Education, Div. of Public Schools and Community Education, Bureau of Instructional Support and Community Services, Turlington Bldg., Room 628, 325 West Gaines St., Tallahassee, FL 32399-0400. Tel: 850-488-1879; Fax: 850-487-2679; e-mail: cicbisca.mail.doe.state.fl.us; Web site: http://www.leon.k12.fl.us/public/pass. PUB TYPE Guides - Classroom - Learner (051) Guides Classroom Teacher (052) EDRS PRICE MF05/PC34 Plus Postage. DESCRIPTORS *Academic Accommodations (Disabilities); *Academic Standards; Curriculum; *Disabilities; Educational Strategies; Enrichment Activities; European History; Greek Civilization; Inclusive Schools; Instructional Materials; Latin American History; Non Western Civilization; Secondary Education; Social Studies; Teaching Guides; *Teaching Methods; Textbooks; Units of Study; World Affairs; *World History IDENTIFIERS *Florida ABSTRACT This teacher's guide and student guide unit contains supplemental readings, activities, -
AP European History: Summer Assignment
AP European History: Summer Assignment Sheridan This assignment, which is due on the second day of the 2018-19 school year, is designed to help me evaluate your written and analytical skill levels. Your grade will not be determined based on whether your answers are “right” or “wrong,” but in the effort shown in completing the assignment and your ability to follow directions. Why am I giving you a summer assignment? Its purpose, in addition to the assessment already mentioned, is to provide you with some necessary background information for this course, as well as give you a bit of experience in the kinds of documents, both primary and secondary, that you will be working with over the course of the year. The AP European History curriculum officially covers the period from 1450 A.D. to the present. However, in order for you to accurately understand the events commencing in 1450, it is critical that you have a basic understanding of some of the major events and trends that led up to that point. There are two parts to the assignment. The first is a reading providing a broad background on Medieval Europe leading up to the Renaissance, with several associated questions and definitions. The second is a simple version of a DBQ, or Document Based Question, introducing you to one type of essay (and analysis) that will be required during this course, and giving you the opportunity to engage in some simple analysis of content and point of view in primary documents. It shouldn’t take more than 2-3 hours to finish the assignment, as I didn’t want to overwhelm you with work – enjoy the heck out of summer, get lots of rest, and have fun! If at any time you have questions about the assignment, please contact me at [email protected], and I’ll get back to you as quickly as I can. -
Chapter 10: Europe
278-279 U4 CH10 UO TWIP-860976 3/13/04 9:25 PM Page 278 Unit Woman in Hungary creating folk art Ancient ruins in Delphi, Greece 278 278-279 U4 CH10 UO TWIP-860976 3/13/04 9:26 PM Page 279 EuropeEurope ou have learned about Y the Americas. Now let us spin the globe and travel to Europe. Relatively small as continents go, Europe is rich in history and culture. Like the United States, most nations in Europe are industri- alized and have high stan- dards of living. Unlike the United States, however, the people of Europe do not share a common language or government. NGS ONLINE ▲ The Louvre museum, Paris, France www.nationalgeographic.com/education 279 280-291 U4 CH10 RA TWIP-860976 3/13/04 9:35 PM Page 280 REGIONAL ATLAS Focus on: Europe BOTH A CONTINENT and a region, Europe has a wide range of cultures—and a history of conflict among its people. Recently, connections in trade, communication, and transportation have helped to create greater unity among European nations. The Land Rivers For centuries, Europe’s rivers have pro- vided links between coastal ports and inland Jutting westward from Asia, Europe is a population centers. In western Europe, the Rhine great peninsula that breaks into smaller penin- flows northwest from the Alps until it empties sulas and is bordered by several large islands. into the North Sea. The Danube winds through Europe’s long, jagged coastline is washed by eastern Europe on its way to the Black Sea. many bodies of water, including the Arctic and Atlantic Oceans, and the North, Baltic, and te Mediterranean Seas. -
The Penguin History of Europe
THE PENGUIN HISTORY OF EUROPE J. M. ROBERTS PENGUIN BOOKS Contents List of Maps xi List of Chronologies xiii Foreword xv Book One HERITAGES 1 Bedrock 3 Geography • The earliest Europeans • The Neolithic and agricultural revolutions • Migrants and immigrants • Mentalities • Early Aegean civilization 2 Ancient Greece 22 The importance of the classical past • The Greeks • The Greek diaspora • The city-state • Conflict in the Greek world » The Greek 'achievement' • 77;e beginnings of systematic enquiry • /4« attempt to summarize 3 The Making of the Roman World 44 Etruscan origins • Macedon and the Hellenistic age • Alexander the Great • 7/je Hellenistic world • 77ie me o/ Roman power o 77ie Pum'c fFaw • Empire • Celtic Europe » Republican decay » Civil war » The Jews and the Roman empire « /asMS of Nazareth » St Paul 4 Imperial Rome and World History 65 Establishing the empire • The imperial legacy • Law and order • Christi- anity and the empire • Imperial problems: the east • Imperial problems: Europe • Diocletian • Christian empire * Decline and fall in the west • Western Europe at the end of antiquity * The Merovingians Book Two CHRISTENDOM 1 Re-definition 91 The age of Justinian • The burdens of empire » Changing religious desti- nies: monasticism « Bishops and popes • The western Church and the barbarians • Drifting apart • Doctrinal division • Byzantium and nearer vi Contents Asia • Islam • The Arab conquests • An alternative civilization • Islam in Europe • Byzantium's new challengers • Slavs and Bulgars » Religious dispute 2 The Re-shaping