The Twisting Paths of Recall: Khipu (Andean Cord Notation) As Artifact Frank Salomon University of Wisconsin-Madison
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The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
Portland State University PDXScholar Mathematics and Statistics Faculty Fariborz Maseeh Department of Mathematics Publications and Presentations and Statistics 3-2018 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hu Sun University of Macau Christine Chambris Université de Cergy-Pontoise Judy Sayers Stockholm University Man Keung Siu University of Hong Kong Jason Cooper Weizmann Institute of Science SeeFollow next this page and for additional additional works authors at: https:/ /pdxscholar.library.pdx.edu/mth_fac Part of the Science and Mathematics Education Commons Let us know how access to this document benefits ou.y Citation Details Sun X.H. et al. (2018) The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes. In: Bartolini Bussi M., Sun X. (eds) Building the Foundation: Whole Numbers in the Primary Grades. New ICMI Study Series. Springer, Cham This Book Chapter is brought to you for free and open access. It has been accepted for inclusion in Mathematics and Statistics Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Authors Xu Hu Sun, Christine Chambris, Judy Sayers, Man Keung Siu, Jason Cooper, Jean-Luc Dorier, Sarah Inés González de Lora Sued, Eva Thanheiser, Nadia Azrou, Lynn McGarvey, Catherine Houdement, and Lisser Rye Ejersbo This book chapter is available at PDXScholar: https://pdxscholar.library.pdx.edu/mth_fac/253 Chapter 5 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hua Sun , Christine Chambris Judy Sayers, Man Keung Siu, Jason Cooper , Jean-Luc Dorier , Sarah Inés González de Lora Sued , Eva Thanheiser , Nadia Azrou , Lynn McGarvey , Catherine Houdement , and Lisser Rye Ejersbo 5.1 Introduction Mathematics learning and teaching are deeply embedded in history, language and culture (e.g. -
Archaeological Recovery at Quebrada De La Vaca, Chala, Peru Francis A
Andean Past Volume 8 Article 16 2007 Archaeological Recovery at Quebrada de la Vaca, Chala, Peru Francis A. Riddell deceased Follow this and additional works at: https://digitalcommons.library.umaine.edu/andean_past Part of the Archaeological Anthropology Commons, and the Architectural History and Criticism Commons Recommended Citation Riddell, Francis A. (2007) "Archaeological Recovery at Quebrada de la Vaca, Chala, Peru," Andean Past: Vol. 8 , Article 16. Available at: https://digitalcommons.library.umaine.edu/andean_past/vol8/iss1/16 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Andean Past by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. ARCHAEOLOGICAL RECOVERY AT QUEBRADA DE LA VACA, CHALA, PERU FRANCIS A. RIDDELL Founder of the California Institute for Peruvian Studies INTRODUCTION1 Elements of the Inca road system were clearly visible as they came into the settlement. The site of Quebrada de la Vaca (PV77-3) These, combined with the excellent overall is a few kilometers west (up coast) from the condition of the ruins, made it apparent to von town of Chala in the Department of Arequipa Hagen that further investigation would make a on the south coast of Peru (Figures 1 and 2). It major contribution to his study of Inca roads. is also called Puerto Inca. Max Uhle visited Because of its clear juxtaposition to both roads Quebrada de la Vaca in 1905 (Rowe 1956:138). and the sea, as well as the extensive area of However, interest in the site developed cultivatable land that surrounds it, the following Victor von Hagen’s decision to make settlement at Quebrada de la Vaca played an investigations there an aspect of his study of the important role in Inca procurement, storage, Inca road system (von Hagen 1955). -
Directions for Knots: Reef, Bowline, and the Figure Eight
Directions for Knots: Reef, Bowline, and the Figure Eight Materials Two ropes, each with a blue end and a red end (try masking tape around the ends and coloring them with markers, or using red and blue electrical tape around the ends.) Reef Knot (square knot) 1. Hold the red end of the rope in your left hand and the blue end in your right. 2. Cross the red end over the blue end to create a loop. 3. Pass the red end under the blue end and up through the loop. 4. Pull, but not too tight (leave a small loop at the base of your knot). 5. Hold the red end in your right hand and the blue end in your left. 6. Cross the red end over and under the blue end and up through the loop (here, you are repeating steps 2 and 3) 7. Pull Tight! Bowline The bowline knot (pronounced “bow-lin”) is a loop knot, which means that it is tied around an object or tied when a temporary loop is needed. On USS Constitution, sailors used bowlines to haul heavy loads onto the ship. 1. Hold the blue end of the rope in your left hand and the red end in your right. 2. Cross the red end over the blue end to make a loop. 3. Tuck the red end up and through the loop (pull, but not too tight!). 4. Keep the blue end of the rope in your left hand and the red in your right. 5. Pass the red end behind and around the blue end. -
Nationalism, Colonialism, and the Past
OXFORD STUDIES IN THE HISTORY OF ARCHAEOLOGY Editorial Board BETTINA ARNOLD MICHAEL DIETLER STEPHEN DYSON PETER ROWLEY-CONWY HOWARD WILLIAMS OXFORD STUDIES IN THE HISTORY OF ARCHAEOLOGY consists of scholarly works focusing on the history of archaeology throughout the world. The series covers the development of prehistoric, classical, colonial, and early historic archaeologies up to the present day. The studies, although researched at the highest level, are written in an accessible style and will interest a broad readership. A World History of Nineteenth-Century Archaeology Nationalism, Colonialism, and the Past MARGARITA DI´ AZ-ANDREU 1 3 Great Clarendon Street, Oxford ox26dp Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With oYces in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York ß Margarita Dı´az-Andreu 2007 The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2007 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. -
Knot Masters Troop 90
Knot Masters Troop 90 1. Every Scout and Scouter joining Knot Masters will be given a test by a Knot Master and will be assigned the appropriate starting rank and rope. Ropes shall be worn on the left side of scout belt secured with an appropriate Knot Master knot. 2. When a Scout or Scouter proves he is ready for advancement by tying all the knots of the next rank as witnessed by a Scout or Scouter of that rank or higher, he shall trade in his old rope for a rope of the color of the next rank. KNOTTER (White Rope) 1. Overhand Knot Perhaps the most basic knot, useful as an end knot, the beginning of many knots, multiple knots make grips along a lifeline. It can be difficult to untie when wet. 2. Loop Knot The loop knot is simply the overhand knot tied on a bight. It has many uses, including isolation of an unreliable portion of rope. 3. Square Knot The square or reef knot is the most common knot for joining two ropes. It is easily tied and untied, and is secure and reliable except when joining ropes of different sizes. 4. Two Half Hitches Two half hitches are often used to join a rope end to a post, spar or ring. 5. Clove Hitch The clove hitch is a simple, convenient and secure method of fastening ropes to an object. 6. Taut-Line Hitch Used by Scouts for adjustable tent guy lines, the taut line hitch can be employed to attach a second rope, reinforcing a failing one 7. -
A Thesis Entitled Knotted Numbers, Mnemonics, and Narratives: Khipu
A Thesis entitled Knotted Numbers, Mnemonics, and Narratives: Khipu Scholarship and the Search for the “Khipu Code” throughout the Twentieth and Twenty First Century by Veronica Lysaght Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in History ________________________________________ Charles Beatty-Medina, Committee Chair ________________________________________ Roberto Padilla, Committee Member ________________________________________ Kim Nielsen, Committee Member _______________________________________ Amanda Bryant-Friedrich, Dean College of Graduate Studies The University of Toledo July 2016 Copyright 2016, Veronica Lee Lysaght This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. An Abstract of Knotted Numbers, Mnemonics, and Narratives: Khipu Scholarship and the Search for the “Khipu Code” throughout the Twentieth and Twenty First Century by Veronica Lysaght Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in History The University of Toledo July 2016 My thesis explores the works of European and North American khipu scholars (mainly anthropologists) from 1912 until 2010. I analyze how they incorporated aspects of their own culture and values into their interpretations of Inca khipus’ structure and functions. As Incas did not leave behind a written language or even clear non-written descriptions of their khipus, anthropologists interpreted khipus’ purposes with a limited base of Inca perspectives. Thus, every work of khipu literature that I study reflects both elements of Inca culture and the author’s own cultural perspectives as a twentieth or twenty-first century academic. I show how each work is indicative of modern cultural views on writing, as well as academic movements and broader social trends that were prominent during the author’s time. -
Chinese Knotting
Chinese Knotting Standards/Benchmarks: Compare and contrast visual forms of expression found throughout different regions and cultures of the world. Discuss the role and function of art objects (e.g., furniture, tableware, jewelry and pottery) within cultures. Analyze and demonstrate the stylistic characteristics of culturally representative artworks. Connect a variety of contemporary art forms, media and styles to their cultural, historical and social origins. Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture. Rationale: I teach a small group self-contained Emotionally Disturbed class. This class has 9- 12 grade students. This lesson could easily be used with a larger group or with lower grade levels. I would teach this lesson to expose my students to a part of Chinese culture. I want my students to learn about art forms they may have never learned about before. Also, I want them to have an appreciation for the work that goes into making objects and to realize that art can become something functional and sellable. Teacher Materials Needed: Pictures and/or examples of objects that contain Chinese knots. Copies of Origin and History of knotting for each student. Instructions for each student on how to do each knot. Cord ( ½ centimeter thick, not too rigid or pliable, cotton or hemp) in varying colors. Beads, pendants and other trinkets to decorate knots. Tweezers to help pull cord through cramped knots. Cardboard or corkboard piece for each student to help lay out knot patterns. Scissors Push pins to anchor cord onto the cardboard/corkboard. -
Alfred Kidder II in the Development of American Archaeology: a Biographical and Contextual View Karen L
Andean Past Volume 7 Article 14 2005 Alfred Kidder II in the Development of American Archaeology: A Biographical and Contextual View Karen L. Mohr Chavez deceased Follow this and additional works at: https://digitalcommons.library.umaine.edu/andean_past Part of the Archaeological Anthropology Commons Recommended Citation Mohr Chavez, Karen L. (2005) "Alfred Kidder II in the Development of American Archaeology: A Biographical and Contextual View," Andean Past: Vol. 7 , Article 14. Available at: https://digitalcommons.library.umaine.edu/andean_past/vol7/iss1/14 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Andean Past by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. ALFRED KIDDER II IN THE DEVELOPMENT OF AMERICAN ARCHAEOLOGY: A BIOGRAPHICAL AND CONTEXTUAL VIEW KAREN L. MOHR CHÁVEZ late of Central Michigan University (died August 25, 2001) Dedicated with love to my parents, Clifford F. L. Mohr and Grace R. Mohr, and to my mother-in-law, Martha Farfán de Chávez, and to the memory of my father-in-law, Manuel Chávez Ballón. INTRODUCTORY NOTE BY SERGIO J. CHÁVEZ1 corroborate crucial information with Karen’s notes and Kidder’s archive. Karen’s initial motivation to write this biography stemmed from the fact that she was one of Alfred INTRODUCTION Kidder II’s closest students at the University of Pennsylvania. He served as her main M.A. thesis This article is a biography of archaeologist Alfred and Ph.D. dissertation advisor and provided all Kidder II (1911-1984; Figure 1), a prominent necessary assistance, support, and guidance. -
Learn to Braid a Friendship Bracelet
Learn to Braid a Friendship Bracelet Rapunzel braided her long hair, and you can use the same technique to make a beautiful bracelet for you or a friend. Adult supervision recommended for children under 8. You will need: Embroidery floss, yarn, or other lightweight string or cord Scissors Measuring tape Masking tape (optional) 1. To begin, measure around your wrist. To find out how long to cut each piece of string, double your wrist measurement For example, if your wrist is 6 inches around, add 6 inches to get 12 inches total. 2. Cut 3 pieces of your string using the total measurement you calculated (12 inches each in this example). They can all be the same color, or you can play with different color combinations. 3. Tie all 3 pieces together in a knot about 1.5-2 inches from one end. To hold the end in place, you can use masking tape to hold the knot down to a table. If you don’t have any masking tape handy, ask a family member to hold the knot so you can work on braiding. 4. To start braiding, spread the 3 strands out so they’re not crossed or tangled. (The photos here start in the middle of the braid, but the process is the same). Lift the strand on the far right (blue in the first photo) and cross it over the middle strand (red). Then lift the left strand (black) and cross it over the middle strand (now blue). 5. Repeat this sequence, continuing on by lifting the right strand (now red) to cross over the middle strand (now black). -
The Quipu of the Incas: Its Place in the History of Communication by Leo J
The Quipu of the Incas: Its Place in the History of Communication by Leo J. Harris The study of postal history has, through time, been defined in a number of different ways. Most of us consider postal history to be the study of how a paper with writing on it was carried in some sort of organized fashion from place to place. But more broadly, and for the purpose of this short article, postal history could be defined as the study of moving information on an organized basis from one place to another. This definition has particular meaning when one considers the situation in which the prevailing language had no written form. That is precisely the case with the Inca Empire in South America. The Inca Empire (circa 1400 AD to 1532 AD) stretched from Chile and Argentina on the south, through Bolivia and Peru, to Ecuador on the north. The topography was desert, the high Andes mountains, plateaus and jungles. The empire was held together by two principal means. The first was a highly developed, often paved road system, which even today is followed in part by the Pan American highway. The second were “Chasquis,” Indian runners who carried messages from one Tambo (or way-station) to another, over these roads. In this manner adequate communication was assured, but to this had to be added a method to preserve and transmit information. Given the length and breadth of the Empire, the Inca hierarchy needed a significant and continuing flow of information and data to exercise economic and political control over greatly diverse inhabitants. -
Knotting Matters 5
‘KNOTTING MATTERS’ THE QUARTERLY NEWSLETTER OF THE INTERNATIONAL GUILD OF KNOT TYERS President: Percy W. Blandford Hon. Secretary & Editor, Geoffrey BUDWORTH, 45, Stambourne Way, Upper Norwood, London S.E.19 2PY, England. tel: 01-6538757 Issue No. 5 October, 1983 - - - oOo - - - EDITORIAL In an article within this issue Dr. Harry ASHER describes an original method of classifying knots. There will be those - understandably - who dismiss his ideas because they may seem impractical. After all, didn’t Australian knot craftsman Charles H.S. THOMASON write recently in these pages; “I don’t know the names of many of the knots I tie.” One of the Guild’s aims is, however, to undertake research into all aspects of knotting. When I had to produce a training manual entitled ‘The Identification of Knots’ for forensic scientists and other criminal investigators, my first challenge was to devise a system of grouping and classifying over 100 basic knots, bends and hitches. You can’t ask people who don’t know knot names to look one up in an alphabetical index. I chose to group them according to the number of crossing points each one possessed. Scientists can count. Harry ASHER’s method actually describes in a kind of speed-writing how they are tied. Mathematicians studying topology assign numerical values to knots and then evolve formulae to compare them. The “Reidemeister Moves” are, I believe, an attempt to give names to the ways in which a cord may be arranged and rearranged. Some of us will never acquire the mathematical language to understand all of this; but we surely must be able to treat knots systematically and logically if we are to learn more about them than we know already. -
NASCA Gravelots in the Uhle Collection from the Ica Valley, Peru Donald A
University of Massachusetts Amherst ScholarWorks@UMass Amherst Research Report 05: NASCA Gravelots in the Uhle Anthropology Department Research Reports series Collection from the Ica Valley, Peru 1970 NASCA Gravelots in the Uhle Collection from the Ica Valley, Peru Donald A. Proulx University of Massachusetts - Amherst Follow this and additional works at: https://scholarworks.umass.edu/anthro_res_rpt5 Part of the Anthropology Commons, and the Eastern European Studies Commons Proulx, Donald A., "NASCA Gravelots in the Uhle Collection from the Ica Valley, Peru" (1970). Research Report 05: NASCA Gravelots in the Uhle Collection from the Ica Valley, Peru. 7. Retrieved from https://scholarworks.umass.edu/anthro_res_rpt5/7 This Article is brought to you for free and open access by the Anthropology Department Research Reports series at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Research Report 05: NASCA Gravelots in the Uhle Collection from the Ica Valley, Peru by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. " NASCA GRAVELOTS IN THE UHLE COLLECTION FROf'1 THE ICA VALLEY, PERU by Donald A. Proulx Department of Anthropology Uni versi ty of ~Iassachusetts Amherst" 1970 .. i PREfACE This monograph is an outgrowth of research begun in 1962 when I was a graduate student at the University of California at Berkeley. At that time I began an analysis of the Nasca grave lots in the Uhle Collection under the able supervision of Dr. John H. Rowe. He and Mr. Lawrence E. Dawson of the Lowie Museum of Anthropology introduced me to seriational techniques and ceramic analysis and taught me much about the Nasca style.