This document summarizes research on land tenure and community practices in Orkney, Scotland during the later prehistoric period. It discusses three time periods: the later Bronze Age, early Iron Age, and middle Iron Age. During the later Bronze Age and early Iron Age, communities made extensive use of space and defined areas in different ways, with varied practices across the landscape connected by movement. In the middle Iron Age, life centered around the roundhouse, with nested spaces and intensive investment within a small area, while other resources existed beyond. The identities of communities shifted from an interlaced network during the earlier periods to more localized identities focused on the household and territory later on.
How to explore Volcanic Areas with children in a safe and educational way. Links to your National Curricula and tips on home schooling for parents and teachers.
How to explore Volcanic Areas with children in a safe and educational way. Links to your National Curricula and tips on home schooling for parents and teachers.
this is an overview of the five themes of geography. this presentation was created by visual teaching technology. find out more information at visualteachingtechnologies.com
this is an overview of the five themes of geography. this presentation was created by visual teaching technology. find out more information at visualteachingtechnologies.com
Cross Connections: Linking Art, Science and Identity, ANU School of MusicTracey M Benson
A lecture for the School of Music, The Australian National University, April 2014 by Dr Tracey Benson, Adjunct Postdoctoral Research Fellow, School of Music.
The presentation focuses on cross connecting themes of art, science and technology in Benson's work, her role with the Australian Government and her involvement with Intercreate.org and SCANZ2013.
A number of projects are explored:
- Big Banana Time Inc. (1996 – 2001)
- Performances in real and cyberspace
- Fauxonomy (2007 – current)
- Finding Balance
- Words for Water
Archaeologists studying the Middle Stone Age in Mossel Bay's Pinnacle Point Caves have discovered the earliest evidence for modern human behaviour: here's a guide to how you can experience the Garden Route and learn about human origins at the same time
Mossel Bay's Pinnacle Point Caves on South Africa's Garden Route Coast have revealed the earliest evidence for modern human behaviour - which places Mossel Bay as the birthplace of culture and complex technology. This is drawing great interest from the public. In this document we present a background to the research, and provide information on attractions, activities, and some suggested itineraries for visitors who are interested in the subject of our origins.
Episode 5(5): Mnemonics and the rise of social complexity - Meetup session 20William Hall
This is the 20th of 23 presentations in a series introducing and outlining my hypertext book project, "Application Holy Wars or a New Reformation - A Fugue on the Theory of Knowledge". The project explores the interactions of technology and cognition in the extraordinary evolutionary history of the human species.
It is probable that the rise of social complexity in the development of agricultural and industrial economies required a major revolution in the social capacity to accumulate and manage the transmission of "working" (i.e., technical) knowledge. There is interesting evidence assembled by the Australian science writer, Lynne Kelly, that this revolution was based initially on a technology (defined as the practical application of knowledge especially in a particular area) based (1) on the construction and use of monumental theaters of the mind for effectively indexing objects of knowledge in living memory and (2) the practice within or around those theaters of particular social rituals for the accurate learning, maintenance, and transfer of those memory objects. This technology enabled initiates to store, manage, and accurately propagate a body of knowledge orders of magnitude larger than could be maintained by uninitiated.
For several thousands of years before the invention of counting tokens and symbolic and alphabetic scripts enabled knowledge to be objectified and stored by durable objects, such mnemonic technologies supported the emergence and maintenance of complex agricultural economies and specialized industries involved in the establishment of city states and state religions.
This session explains the circumstances of the Agricultural Revolution in the Neolithic and how mnemonic technologies extended the geospacial indexing and navigating capabilities that seem to be basic functions in the mammalian brain.
The presentation is aimed at students who are thinking of a career in teaching in Scotland. It offers an overview of the teaching profession at both Primary and Secondary school level. In addition it will outline the nature of Teacher Education training courses as well as academic entry requirements, the application and interview process and current employment prospects.
Professor Martin Price, director of the Centre for Mountain Studies at Perth College UHI and UNESCO chair in sustainable mountain development, welcomes the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
Conducting Climate Change Risk and Vulnerability Assessments in Rural Mountain Communities in the Columbia Basin Region of Canada. Presented by Jeff Zukiwsky at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
Global Change in Katunskiy Biosphere Reserve: Vulnerability of ecosystems and Adaptation Strategy. Presented by Tatyana Yashina at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
Water transparency to UV radiation in montane lakes: consequences of climate-driven changes in terrestrial inputs. Presented by Craig Williamson at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Later Prehistoric Atlantic Scotland
Later Bronze Age
(c.1200 – 800BC)
Early Iron Age
(c.800 – 400BC)
Middle Iron Age
(c.400BC – AD200)
3. PRACTICE
IDENTITY
It is not by their inner attributes
that persons or organisms are
identified but by their positions
vis-à-vis one another in the
relational field
(Ingold 2000, 149)
TENURE
Tenure is not simply the
relationship between people and
the soil, it represents the
appropriation and transcendence
of the natural world by humans
(Johnston 2001, 101)
7. I feel really at home
amongst the heather,
thistles, hills and
sheep…cradled within
the landscape
(AEA - 7th
August 2008)
8. ...more sheltered amongst the
burnt mounds…surrounding
slopes almost create an
armchair of visibility looking
towards the coast.
(GJL – 9th
October 2008)
9. Sounds of water; waves
crashing behind me and
trickling streams inland…
(JMM – 27th
November 2008)
10. …limited visibility, a
ridge to the south and
the big dyke to the
north…the broch
provides a comforting
presence…feel
sheltered despite the
wind in my face.
(JMM - 14th
May 2009)
11. Late Bronze Age – Early Iron Age
An extensive use of space
Different ways of defining these spaces
Different practices in different parts of the landscape, linked by
movement and vision
No single centre – a patchwork of spaces centred on the self?
Middle Iron Age
A world centred upon the roundhouse – home is where the
hearth is
A series of nested spaces
Intensive investment in a small area of the landscape
Other practices and resources beyond
12. Changing Identities
Extensive practices (LBA-EIA)
− An interlaced network of places, plots and paths
− People appropriate different parts of the landscape in subtly different
ways
− Diversity of practices and social interaction
Intensive practices (MIA)
− A contraction of space – inside/outside
− Soil as an artefact
− Areas ‘beyond the pale’
− Clearer ties between people and parts of the landscape
− Reinforcement of local identities focused upon the house and
‘territory’?
13. Finally a huge thank you to all of the students, friends
and colleagues who have supported me, helped me and
provided much needed motivation on cold, wet mornings.
Thank you
Editor's Notes
A persistent obsession with structures, at the expense of the wider landscape and the role and value of the sea.
These ideas continue to focus predominantly on the brochs themselves rather than considering how people acted and lived within the landscape and how they negotiated their relationships with the world, both natural and cultural, around them
The landscape as a socially constructed medium for human agency rather than a passive backdrop or container
Landscapes, and in particular boundaries, are not simply a map of relations, rights of access and territories which can simply be read – they represent the conditions through which relations with others, and with the world, were generated, learned and understood
(Giles 2007, 110 after Marshall Sahlins; Maurice Godelier)
Archaeology as dwelling
Blend of qualitative and quantative data
More data the merrier!!
An area of more than 250ha with a range of places, spaces and paths
Relationships both physically and visually with a range of other places and things in the landscape
A landscape that has defined spaces (cultivation plots and the promontory fort), but also undefined but characterised areas (e.g. clearance cairns & burial mounds) as well as points within the landscape (e.g. burnt mounds)
1.1ha of very enhanced soils – resused with later Ridge & Furrow…only pocket because it is so fertile?
An ‘infield’ – intensively cultivated and apparently very similar to the soils found at Scatness, Tofts Ness etc.
Such intensive cultivation represents a very different set of practices, and relationships to the soil
– The soil as an artefact (Mother Earth?)
- No apparent boundary feature…unenclosed?
Nested spaces: Roundhouse – Infield – Boundary
The boundary defines (at least partially) an area very closely associated with the roundhouse
Beyond the Pale - ?Undifferentiated hill land & earlier burial monuments – again requiring a subtly different negotiation and relationships
Extensive use of space
Diversity of types of space reflecting a diversity of practices physically and visually inter-related within the landscape
Linked by movement, centred as Barrett suggests on the self
All of these practices are opportunities for people to interact – generating, learning and reworking these relationships with other people and with their world