From mboxrd@z Thu Jan 1 00:00:00 1970 From: Thomas S. Dye Subject: Re: merge trees? Date: Thu, 03 Sep 2015 09:15:17 -1000 Message-ID: References: Mime-Version: 1.0 Content-Type: multipart/mixed; boundary="=-=-=" Return-path: Received: from eggs.gnu.org ([2001:4830:134:3::10]:60805) by lists.gnu.org with esmtp (Exim 4.71) (envelope-from ) id 1ZXaIR-0000NH-8K for emacs-orgmode@gnu.org; Thu, 03 Sep 2015 15:35:49 -0400 Received: from Debian-exim by eggs.gnu.org with spam-scanned (Exim 4.71) (envelope-from ) id 1ZXaIK-0003i4-P3 for emacs-orgmode@gnu.org; Thu, 03 Sep 2015 15:35:43 -0400 Received: from qproxy4-pub.mail.unifiedlayer.com ([66.147.248.250]:59696) by eggs.gnu.org with smtp (Exim 4.71) (envelope-from ) id 1ZXaIJ-0003hk-UV for emacs-orgmode@gnu.org; Thu, 03 Sep 2015 15:35:36 -0400 In-reply-to: List-Id: "General discussions about Org-mode." List-Unsubscribe: , List-Archive: List-Post: List-Help: List-Subscribe: , Errors-To: emacs-orgmode-bounces+geo-emacs-orgmode=m.gmane.org@gnu.org Sender: emacs-orgmode-bounces+geo-emacs-orgmode=m.gmane.org@gnu.org To: Matt Price Cc: Org Mode --=-=-= Content-Type: text/plain Aloha Matt, Matt Price writes: > sounds interesting, can you send me a copy of the source? I don't usei > nternal links very much! Here is a link to the course syllabus and schedule, so you can see the result: http://www.tsdye.com/anth_323/anth_323_syllabus.html My students seem to appreciate the Course Calendar and they definitely appreciate the ReadTheOrg style. I've attached the Org mode source, which probably depends on some code in my library of Babel. At least you'll be able to see how I structure the file and use internal links. I really like using the ID properties for internal links to headlines, so I'm free to change the headline text without breaking the link. Also, there is a bunch of material in the attached file related to exporting slide-show lectures to pdf, which you can ignore. I've stripped out the lecture content because it's not relevant to your query. All the best, Tom --=-=-= Content-Type: text/x-org; charset=utf-8 Content-Disposition: attachment; filename=syllabus-to-matt-price.org Content-Transfer-Encoding: 8bit Content-Description: ANTH 323 syllabus #+TITLE: Fall 2015 ANTH 323 Pacific Islands Archaeology #+AUTHOR: Thomas S. Dye #+LATEX_HEADER: \newcommand{\myuni}{University of Hawai`i at M\={a}noa} - Classroom: Saunders Hall 345 - Meeting Times: MWF 12:30--1:20 - Instructor: Dr. Thomas S. Dye (tdye@hawaii.edu) - Office: Saunders Hall 346B - Office Hour: Friday 11:00--12:00, or by appointment * Syllabus :PROPERTIES: :EXPORT_FILE_NAME: anth-323-f15-syllabus :EXPORT_TITLE: Fall 2015 Syllabus for ANTH 323 :END: This course is an introduction to archaeological research in Oceania, a region including the islands of Polynesia, Melanesia, and Micronesia. The exploration of this oceanic world, the ability of Pacific Islanders to colonize remote, environmentally diverse landforms, and their success developing a range of island societies represent remarkable achievements in the history of humanity. We will examine evidence for systematic long-distance voyaging, the human colonization of previously uninhabited landscapes, and the independent evolution of cultures descendant from a common ancestral heritage. The course is open to both undergraduate and graduate students. The central questions we address are: What is archaeology's place in the study of Oceania's past alongside oral history, history, historical linguistics, comparative ethnography, and genetics? What have been archaeology's main contributions to the history of Oceania? What is the future of archaeology in Oceania? This class is writing intensive. There will be a research paper (10 pages plus bibliography) and other shorter writing assignments. This course is designed for upper-division undergraduates and graduate students. We welcome all students with interests in Oceania. A background in archaeology is helpful but not a prerequisite. ** Textbook The required textbook for this semester is Patrick Kirch's /On the Road of the Winds:/ /An Archaeological History of the Pacific Islands before European Contact/. Kirch is an emeritus professor at the University of California Berkeley. He grew up in M\amacron{}noa, attended Punahou School, earned a Bachelor's degree at the University of Pennsylvania, and went on to earn a PhD in Anthropology at Yale University. He has an unparalleled range of archaeological experience throughout the Pacific starting when he was a teenager in Hawai`i and continuing today. He is: - an avid reader about all things Pacific who has made contributions to the fields of linguistics and anthropology, in addition to archaeology; - a strong proponent of a multi-disciplinary approach that integrates archaeology with various natural sciences, linguistics, and ethnography; - a prolific author with a fluid writing style. We will read and discuss the book critically, focusing primarily on the archaeological materials and secondarily on the relationship of archaeological evidence to other kinds of evidence. In addition, in class discussions and through students' term paper research, we will discuss findings made since the textbook was published more than a decade ago. ** Class Meetings The class meets Monday, Wednesday, and Friday from 12:30 to 1:20 in Saunders Hall 345. The class is organized as a seminar, so please sit at the table. The course is structured to maximize discussion time during class meetings. The successful student will come to class well-prepared and eager to engage in discussion. In particular, please prepare for class by completing the reading and pondering the discussion questions. All inquiry begins with doubt. Please come to class with questions of your own! Tip: Discuss your term paper research in class, as appropriate. The responses you get from your instructor and fellow students might help you understand your term paper topic in a new or interesting way. ** Grading Your grade will be based on the total number of points you earn in the mid-term examination, research paper, discussion papers, annotated maps, and class participation. Note that you must complete the final term paper and turn it in on time to pass the course. *** Distribution of Points There are 127 possible points. Their distribution is as follows: | Assignment | Points | |-----------------------------------------------+-----------------------| | [[id:6AB45747-EFFB-46C3-B93F-C91C49CB0E8B][A mid-term examination]] | 15 | | | | | [[id:FE11B1CA-0F84-4322-8FD1-C8F8D24DB543][A term paper]] | 64 total | | Step 1. Topic | 2 | | Step 2. Report on research to form questions | 2 | | Step 3. Refined proposal (1 page) | 2 | | Step 4. Research pitch session | 2 | | Step 5. Abstract and bibliography (2 pages) | 4 | | Step 6. Introduction and outline (2 pages) | 4 | | Step 7. Two body paragraphs (2 pages) | 4 | | Step 8. First draft (10 pages + bibliography) | 20 | | Step 9. Final draft (10 pages + bibliography) | 20 | | Step 10. Class presentation | 4 | | | | | [[id:35E7B1F0-9AF3-4F12-B792-71ED9C2BE5E6][Six discussion papers]] (1--2 pages each) | 3 each, 18 total | | [[id:8FC1339A-03C8-4F1C-9B29-D7D752174B3B][Seven annotated maps]] | 2 each, 14 total | | [[id:CB24D8B4-60E8-41EA-AE33-9B9A9761B58E][Sixteen weeks of class participation]] | 1 each week, 16 total | | TOTAL | 127 | *** Grading Scale Students who complete the term paper and turn it in on time will be graded on the following point scale. | Grade | Points | |-------+----------| | A+ | 101--127 | | A | 94--100 | | A- | 90--93 | | B+ | 87--89 | | B | 84--86 | | B- | 80--83 | | C+ | 77--79 | | C | 74--76 | | C- | 70--73 | | D+ | 67--69 | | D | 64--66 | | D- | 60--63 | | F | 0--59 | ** Term Paper Schedule | Date | Assignment | |-----------+----------------------------------------------------| | 9/4 (F) | [[id:B0AC070B-B855-4C7E-86CE-3A61CFCDFC7B][Step 1. Choose topic]] | | 9/11 (F) | [[id:2FCB770C-8B4D-4C5F-8A99-0A6135F00272][Step 2. Form questions (1 page)]] | | 9/18 (F) | [[id:D8A45370-E7AD-4353-9B9D-D129218DC5FF][Step 3. Refine proposal (1 page)]] | | 9/23 (W) | [[id:138B03A7-9B87-4098-BD44-FC91FDD80019][Step 4. Pitch research]] | | 10/2 (F) | [[id:572B02A2-3033-49B9-B116-3572FC837760][Step 5. Abstract and bibliography (2 pages)]] | | 10/9 (F) | [[id:221B8BD9-1A77-4D87-8632-B5E64254A1D7][Step 6. Introduction and outline (2 pages)]] | | 10/16 (F) | [[id:1B3777A1-553F-4E48-B10A-C2197AE4E635][Step 7. Two body paragraphs (2 pages)]] | | 10/30 (F) | [[id:E731767D-7E28-4114-81C5-0D2737E71DB7][Step 8. First draft (10 pages + bibliography)]] | | 12/4 (F) | [[id:5E480E65-3DA3-4FB5-B371-43286244854F][Step 9. Final term paper (10 pages + bibliography)]] | | 12/4 (F) | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10. Class presentation]] | | 12/7 (M) | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10. Class presentation]] | | 12/9 (W) | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10. Class presentation]] | ** Stipulations - Writing assignments must be submitted as Portable Document Format (pdf) files via Laulima - Maps can be submitted as graphic files via Laulima, or as marked up hard copy submitted at the start of class on the due date - No credit for late assignments without a written medical excuse - Steps 1--10 of the Research Paper are /required/, whether or not you choose to submit Steps 1--3 and 5--8 for points on or before the due date - You /must/ attend class on 9/23 (W) to complete Step 4 - You /must/ attend class on 12/4 (F), 12/7 (M), and/or 12/9 (W) to complete Step 10 - Final term papers /will not be accepted/ after the due date and time - Failure to submit a final term paper on time results in a failing grade for the course ** The Writing Center Many students lack confidence in their writing ability. Fortunately, good writing is a skill that can be acquired with study and practice. If you want to improve your writing skills, please explore the services offered on campus by the [[https://sites.google.com/a/hawaii.edu/writingcenter/appointments][Writing Center]] in the English Department. ** Reasonable Accommodations If you feel that you need reasonable accommodations because of the impact of a disability: - contact the [[http://www.hawaii.edu/kokua/][KOKUA Program]] at 956--7511 or 956--7612 in room 013 of the QLCSS - speak with me privately to discuss your specific needs I will be happy to work with you and the [[http://www.hawaii.edu/kokua/][KOKUA Program]] to meet your access needs related to a documented disability. * Course Calendar :PROPERTIES: :ID: B76B9F9E-9E38-41EE-B83A-8ED1AF3BE974 :END: | Day | Topic | Preparation | Assignment due | |-----------+----------------------------------------+------------------------------------------------------------------+----------------------------------------------------------------------------| | 8/24 (M) | Introduction to ANTH 323 | | | | 8/26 (W) | What is Pacific Islands archaeology? | [[file:anth-323-archaeology.pdf][Lecture: What is Archaeology?]] [[*Lecture 1, What is Archaeology?][Discussion questions]] | [[id:C1FF83F1-E5D3-4F4A-B1E6-44BEF4EA13EA][Annotated map 1]] | | 8/28 (F) | | Textbook: Introduction [[id:176B8682-109F-463A-A07A-CFA9BA3E3C56][Discussion questions]] | [[id:5866BEA8-07D2-45E1-BF83-584412A58AB9][Annotated map 2]] | | 8/31 (M) | History of archaeological research | Textbook: Chapter 1 [[id:AC360A4E-372C-41A7-9536-D7E41BE580FA][Discussion questions]] | [[id:5DF8980B-9639-4B37-92B1-85BE50825D37][Annotated map 3]] | | 9/2 (W) | | | | | 9/4 (F) | Topics in Pacific Islands archaeology | | [[id:B0AC070B-B855-4C7E-86CE-3A61CFCDFC7B][Step 1: Choose topic]] | | 9/7 (M) | Holiday | No class | | | 9/9 (W) | Environmental setting | Textbook: Chapter 2 [[id:61D64EB7-E558-42F6-B136-5182C15F3379][Discussion questions]] | [[id:4AF61A5B-F0D2-4833-8BB8-0626EA29D244][Discussion paper 1 (1-2 pages)]], [[id:F4F10555-5978-49B4-A14A-1FDE6E8B758E][Annotated map 4]] | | 9/11 (F) | Where do I start? | | [[id:2FCB770C-8B4D-4C5F-8A99-0A6135F00272][Step 2: Form questions (1 page)]] | | 9/14 (M) | Faint traces from the Pleistocene | Textbook: Chapter 3 [[id:9BF242C1-5BD3-4344-85C4-DECAD387FA56][Discussion questions]] | [[id:009BA056-1921-4F84-8389-CDBD8B54CD45][Discussion paper 2 (1-2 pages)]] | | 9/16 (W) | | | | | 9/18 (F) | Developing a research focus | | [[id:D8A45370-E7AD-4353-9B9D-D129218DC5FF][Step 3: Refine proposal (1 page)]] | | 9/21 (M) | The Lapita horizon | Textbook: Chapter 4 [[id:5A38DE98-633B-4993-9CB5-881E50ABE258][Discussion questions]] | [[id:3C9B7DC2-D124-433A-92C7-A6DB8E7B4186][Annotated map 5]] | | 9/23 (W) | Class presentations | | [[id:138B03A7-9B87-4098-BD44-FC91FDD80019][Step 4: Pitch research]] | | 9/25 (F) | | | | | 9/28 (M) | | [[https://www.youtube.com/watch?v=DWp5MiiVR1k][Movie: The Wayfinders]] [[id:C2266D7F-EDE0-400A-A771-08D79DB69309][Discussion questions]] | | | 9/30 (W) | | | | | 10/2 (F) | Scholarly citations | | [[id:572B02A2-3033-49B9-B116-3572FC837760][Step 5: Abstract and bibliography (2 pages)]] | | 10/5 (M) | [[id:6AB45747-EFFB-46C3-B93F-C91C49CB0E8B][Mid-term examination]] | | | | 10/7 (W) | Post-Lapita developments in the west | Textbook: Chapter 5 [[id:BBAC7E77-31C5-4317-A208-94C6859A4513][Discussion questions]] | [[id:80BADA59-E24D-490A-AD5F-7BCBCC944298][Discussion paper 3 (1-2 pages)]], [[id:96EBDB24-E208-4151-87FB-1D41C2282A8F][Annotated map 6]] | | 10/9 (F) | Outlining your term paper | | [[id:221B8BD9-1A77-4D87-8632-B5E64254A1D7][Step 6: Introduction and outline (2 pages)]] | | 10/12 (M) | | | | | 10/14 (W) | | | | | 10/16 (F) | Writing your term paper | | [[id:1B3777A1-553F-4E48-B10A-C2197AE4E635][Step 7: Two body paragraphs (2 pages)]] | | 10/19 (M) | Northwestern Remote Oceania | Textbook: Chapter 6 [[id:10862712-70F7-4650-9DCD-39AF74E6FC2F][Discussion questions]] | [[id:5AD19156-D305-4102-ACA5-D362335CAEB6][Discussion paper 4 (1-2 pages)]] | | 10/21 (W) | | | | | 10/23 (F) | | | | | 10/26 (M) | Getting it all together (sort of) | | [[id:CCB59B44-AB9F-4609-811E-1046C2ECFD98][Annotated map 7]] | | 10/28 (W) | | | | | 10/30 (F) | | | [[id:E731767D-7E28-4114-81C5-0D2737E71DB7][Step 8: First draft (10 pages + bibliography)]] | | 11/2 (M) | The final phase of human dispersal | Textbook: Chapter 7 [[id:68FBA2A7-FF17-44B7-90E7-A7DE1AFB8638][Discussion questions]] | | | 11/4 (W) | | | | | 11/6 (F) | | Lecture: The Radiocarbon Revolution, [[*Lecture 2, The Radiocarbon Revolution][Discussion questions]] | | | 11/9 (M) | | | | | 11/11 (W) | Holiday | No class | | | 11/13 (F) | | | | | 11/16 (M) | Developments in Eastern Remote Oceania | Textbook: Chapter 8 [[id:E110D6D8-4F1E-476A-8FD5-5F551968DDEA][Discussion questions]] | | | 11/18 (W) | | Lecture: The Kingdoms of Tonga and Hawai`i, [[*Lecture 3, The Kingdoms of Tonga and Hawai`i][Discussion questions]] | | | 11/20 (F) | | | | | 11/23 (M) | | | | | 11/25 (W) | | | [[id:246C4EB5-7FC1-4CB9-9330-AA9D621B0DD8][Discussion paper 5 (1-2 pages)]] | | 11/27 (F) | Holiday | No class | | | 11/30 (M) | Archaeology's role in Pacific history | Textbook: Chapter 9 [[id:4CE3AC6E-BABB-4C01-9457-3EB80C575498][Discussion questions]] | | | 12/2 (W) | | | | | 12/4 (F) | Class Presentations | | [[id:5E480E65-3DA3-4FB5-B371-43286244854F][Step 9: Final term paper (10 pages + bibliography)]], [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10: Presentations]] | | 12/7 (M) | Class Presentations | | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10: Presentations]] | | 12/9 (W) | Class Presentations | | [[id:B76B9F9E-9E38-41EE-B83A-8ED1AF3BE974][Step 10: Presentations]] | * Term Paper :PROPERTIES: :EXPORT_FILE_NAME: anth-323-f15-term-paper :EXPORT_TITLE: ANTH 323 Term Paper Schedule :ID: FE11B1CA-0F84-4322-8FD1-C8F8D24DB543 :END: In this course you will undertake a term-long writing project on the general topic of Pacific Islands archaeology. Please write about a specific topic that particularly interests you. Your topic might concern: - some facet of archaeological practice in the Pacific - the history of archaeological research in an island, island group, or region - Pacific Islands archaeology in its disciplinary nexus, such as its relationship to the physical and life sciences or to written and oral history - an archaeological assemblage from a particular island, island group, or region - an archaeological sequence from an island, island group, or region - a cha\icirc{}ne op\eacute{}ratoire for a particular artifact - archaeological evidence for a cultural process of some kind - archaeological evidence for or against a particular theory of change or development ** Choose topic (Friday 9/4) :PROPERTIES: :ID: B0AC070B-B855-4C7E-86CE-3A61CFCDFC7B :END: Your first task is to focus the topic more sharply. Remember: "topics" are broad. Your initial proposal will state your topic and list some preliminary questions that you hope to investigate. ** Form questions (Friday 9/11) :PROPERTIES: :ID: 2FCB770C-8B4D-4C5F-8A99-0A6135F00272 :END: Different topics suggest different strategies, including consulting special subject encyclopedias, referring to peer-reviewed journals, and even using Google. As we talk about how to use sources to refine your thinking, you will also learn how to find the information that you need. We will also talk about what to do when, for instance, you find material that undermines your initial premise, or sources that are at odds with each other. We will discuss how to use sources responsibly. ** Refine proposal (Friday 9/18) :PROPERTIES: :ID: D8A45370-E7AD-4353-9B9D-D129218DC5FF :END: Research requires the continual refinement of a topic and a set of research questions. Accordingly, you are likely to challenge your initial premises and arrive at various conclusions as you work. For this assignment, you should present a refined proposal and a set of focused questions that reflect your current thinking about your research. ** Pitch research (Wednesday 9/23) :PROPERTIES: :ID: 138B03A7-9B87-4098-BD44-FC91FDD80019 :END: Here you will pitch your research plan in class. Your “pitch session” should include a succinct statement of your proposed argument, the questions you intend to address, and some plan for addressing/researching these questions. Your classmates' and instructor's responses will help you to see the strengths and weaknesses of your research plan. ** Abstract and bibliography (Friday 10/2) :PROPERTIES: :ID: 572B02A2-3033-49B9-B116-3572FC837760 :END: Write a 75 word abstract summarizing the paper you think you're going to write. Attach a draft of your bibliography. This bibliography should identify a list of five or more sources that include books, journals, and on-line resources. You can use Google and Wikipedia as much or little as you like, but your bibliography /must/ include some books and journal articles. ** Introduction and outline (Friday 10/9) :PROPERTIES: :ID: 221B8BD9-1A77-4D87-8632-B5E64254A1D7 :END: By this step, you should have a working thesis and introduction for your term paper. Your introduction should contextualize your thesis and engage your reader. It should also offer the reader a suggestion of your paper's structure. ** Two body paragraphs (Friday 10/16) :PROPERTIES: :ID: 1B3777A1-553F-4E48-B10A-C2197AE4E635 :END: You will write, and your classmates and instructor will review, a couple of body paragraphs in class to determine how well you've set up, employed, analyzed, and cited your sources. A discussion of plagiarism is included here. ** First draft (Friday 10/30) :PROPERTIES: :ID: E731767D-7E28-4114-81C5-0D2737E71DB7 :END: Here your goal is to produce a coherent whole. The draft can be rough but it should have an introduction, a body, and a conclusion. It also needs in-text citations and a bibliography of references cited! You will receive feedback on your draft. "Write your first draft with your heart. Re-write with your head." ~ from the movie /Finding Forrester/ ** Final term paper (Friday 12/4) :PROPERTIES: :ID: 5E480E65-3DA3-4FB5-B371-43286244854F :END: "I'm not a very good writer, but I'm an excellent rewriter." ~ James Michener ** Class presentation (Friday 12/4 through Wednesday 12/9) :PROPERTIES: :ID: C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2 :END: Your research presentation should /not/ be a simple "replay" of your topic but should be re-designed so that you - spend some time talking spontaneously - employ more than one medium - engage your classmates in discussion A successful presentation will focus on one part of the research, without trying to cover all of the research in your paper. You will have twenty minutes to make your presentation; this will include time devoted to questions and answers. Your presentation will be graded separately from your paper. * Mid-term Examination :PROPERTIES: :ID: 6AB45747-EFFB-46C3-B93F-C91C49CB0E8B :END: The mid-term examination consists of three questions chosen from the Discussion Questions from [[*Lecture 1, What is Archaeology?][Lecture 1]], [[id:AC360A4E-372C-41A7-9536-D7E41BE580FA][Chapter 1]], [[id:61D64EB7-E558-42F6-B136-5182C15F3379][Chapter 2]], [[id:9BF242C1-5BD3-4344-85C4-DECAD387FA56][Chapter 3]], and [[id:5A38DE98-633B-4993-9CB5-881E50ABE258][Chapter 4]]. Each answer is worth a maximum of five points, for a total of 15 points. * Discussion Papers :PROPERTIES: :ID: 35E7B1F0-9AF3-4F12-B792-71ED9C2BE5E6 :END: You can complete up to six discussion papers, each of which is 1--2 pages long, optionally including a bibliography, and worth a maximum of 3 points. Choose a discussion question from the appropriate list and write a well-structured, short essay that attempts to answer it. Each discussion paper should have an introductory paragraph, one or more body paragraphs, and a conclusion paragraph. <> Where appropriate, please consider the three step logic of archaeological inquiry as it relates to your discussion question: - acquisition: prepare an artifact assemblage for study - construction: abstract a quality used to classify and/or measure the artifact assemblage in order to find patterns in content, space, and/or time - reconstitution: elaborate a reason for the structure found in the artifact assemblage, either a - social scientific law: universal quality of human behavior, irrespective of time and place, or a - historical process: change in human behavior in the context of a particular time and place ** Discussion Paper 1 :PROPERTIES: :ID: 4AF61A5B-F0D2-4833-8BB8-0626EA29D244 :END: Please select an appropriate question from either [[id:176B8682-109F-463A-A07A-CFA9BA3E3C56][Introduction]], [[id:AC360A4E-372C-41A7-9536-D7E41BE580FA][Chapter 1, Discovering the Oceanic Past]], or [[id:61D64EB7-E558-42F6-B136-5182C15F3379][Chapter 2, The Pacific Islands as a Human Environment]] for this discussion paper. ** Discussion Paper 2 :PROPERTIES: :ID: 009BA056-1921-4F84-8389-CDBD8B54CD45 :END: Please select an appropriate question from [[id:9BF242C1-5BD3-4344-85C4-DECAD387FA56][Chapter 3, Sahul]] for this discussion paper. ** Discussion Paper 3 :PROPERTIES: :ID: 80BADA59-E24D-490A-AD5F-7BCBCC944298 :END: Please select an appropriate question from either [[id:5A38DE98-633B-4993-9CB5-881E50ABE258][Chapter 4, Lapita Expansion]] or [[id:BBAC7E77-31C5-4317-A208-94C6859A4513][Chapter 5, Post-Lapita Melanesia]] for this discussion paper. ** Discussion Paper 4 :PROPERTIES: :ID: 5AD19156-D305-4102-ACA5-D362335CAEB6 :END: Please select an appropriate question from [[id:10862712-70F7-4650-9DCD-39AF74E6FC2F][Chapter 6, Micronesia]] for this discussion paper. ** Discussion Paper 5 :PROPERTIES: :ID: 246C4EB5-7FC1-4CB9-9330-AA9D621B0DD8 :END: Please select an appropriate question from either [[id:68FBA2A7-FF17-44B7-90E7-A7DE1AFB8638][Chapter 7, Polynesian Dispersal]] or [[id:E110D6D8-4F1E-476A-8FD5-5F551968DDEA][Chapter 8, Polynesian Developments]] for this discussion paper. ** Discussion Paper 6 Please pick an appropriate question from [[id:4CE3AC6E-BABB-4C01-9457-3EB80C575498][Chapter 9, Reconstitution]] for this discussion paper. * Discussion Questions Questions from the following lists will likely be discussed in class (depending on where the conversation leads us). You should come to class prepared to talk about them. You will choose your [[id:35E7B1F0-9AF3-4F12-B792-71ED9C2BE5E6][Discussion Paper]] topics from them. Also, the questions on the [[*Mid-term Examination][mid-term examination]] will be selected from these lists. The lists are ordered in the order we're likely to discuss them in class (depending on where the conversation leads us). Please refer to the [[*Course Calendar][Course Calendar]] for more detailed information on scheduling. ** Lecture 1, What is Archaeology? - How is archaeology different from history? - How is historicism different from social science? - Why study archaeology? - Is the temple on L\amacron{}na`i Island a site? Why, or why not? - What is the necessary condition of inquiry? Is scientific inquiry fundamentally different from other forms of inquiry? Why or why not? - List the three logical steps of [[logic][archaeological inquiry]] and describe them in your own terms. ** Introduction :PROPERTIES: :ID: 176B8682-109F-463A-A07A-CFA9BA3E3C56 :END: - How can one study change with /synchronic/ data? How with /diachronic/ data? Do the study processes differ? ** Chapter 1, Discovering the Oceanic Past :PROPERTIES: :EXPORT_FILE_NAME: anth-323-f15-discovering :ID: AC360A4E-372C-41A7-9536-D7E41BE580FA :END: - Who were Peter Buck and Te Rangi Hiroa? List some of their most influential publications and discuss how their careers intersected with Pacific Islands archaeology. - What is time depth? How have scholarly views on the time depth of Oceanic history changed since the nineteenth century? - Does the caption to Figure 1.16 use the terms "site" and "artifact" as they were defined in Lecture: What is Archaeology? If not, how might the caption be re-written to accommodate those definitions? - Who was Roger Green and what were some of his accomplishments? - Which universities have played major roles in Oceanic archaeological research? - How has racism affected the study of Oceanic history? At which stage of archaeological inquiry is racism most likely to appear? ** Chapter 2, The Pacific Islands as a Human Environment :PROPERTIES: :EXPORT_FILE_NAME: anth-323-f15-environment :ID: 61D64EB7-E558-42F6-B136-5182C15F3379 :END: - Describe Near Oceania, Remote Oceania, Melanesia, Polynesia, and Micronesia in terms of their relationship to tectonic plates. How is tectonic plate movement related to the geographic distribution of islands in an island group, such as Hawai`i and the Marquesas? - What processes are responsible for each of the four main types of island in Oceania: Island-arc, High, Atoll, and Makatea? What type of island is O`ahu? - What is an ENSO? How might ENSO have affected the dispersal of humans through the Pacific? - Describe the general pattern of plant and animal diversity in Oceania. Is there a relationship between diversity and biomass? What is the pattern of marine life biomass as one moves away from the shoreline of an Oceanic island? - What are the two fundamental features of island ecosystems? Describe the regional variation of these fundamental features across Oceania. How might these features have affected the dispersal of humans through the Pacific? - Describe how one might determine whether or not Oceanic peoples practiced a "conservation ethic." Is this a useful exercise? Why, or why not? ** Chapter 3, Sahul :PROPERTIES: :EXPORT_FILE_NAME: anth-323-f15-sahul :ID: 9BF242C1-5BD3-4344-85C4-DECAD387FA56 :END: - What is Sahul? How is it related to the islands of Near Oceania? - What kinds of artifact characterize Pleistocene sites in Near Oceania? How old are they? - What is the evidence for agriculture at Kuk Swamp in Highland New Guinea? How old is it? - What is arboriculture and when does archaeological evidence suggest it was developed in Near Oceania? - What is the geographic distribution of malaria in Oceania today? What influence might the disease have had on Oceanic history? ** Chapter 4, Lapita Expansion :PROPERTIES: :ID: 5A38DE98-633B-4993-9CB5-881E50ABE258 :END: - Compare and contrast these two interpretations of the appearance of the Lapita cultural complex in Near Oceania - an indigenous, in situ development from previously established cultural traditions - entirely new, intrusive cultural complex that replaced previously established cultural traditions - What routes did the Lapita pottery making explorers follow in their dispersal into Remote Oceania? Is the dispersal process reflected in the radiocarbon dating evidence shown in Figure 4.5? Why, or why not? - What are the various "push" and "pull" factors that scholars have advanced to explain the Lapita "engine of exploration and colonization"? Can these be distinguished with archaeological materials? Why, or why not? - What plants did the Lapita pottery making people grow for food? Where did these plants originate? Where were they domesticated? - What is the archaeological evidence for the "inter-group competition" (p. 115) ascribed to the Lapita pottery making peoples? ** The Wayfinders :PROPERTIES: :ID: C2266D7F-EDE0-400A-A771-08D79DB69309 :END: - Mau Piailug died on his home island of Satawal in 2010. If the Polynesian Voyaging Society had started building the voyaging canoe H\omacron{}k\umacron{}le`a in 2011, would she have made a non-instrumental voyage to Tahiti? Why or why not? - What obstacles did Nainoa Thompson overcome to sail H\omacron{}k\umacron{}le`a to Tahiti in 1976? Which of these do you think were most difficult to overcome? Why? - What role did archaeology play in the voyages of H\omacron{}k\umacron{}le`a? ** Chapter 5, Post-Lapita Melanesia :PROPERTIES: :ID: BBAC7E77-31C5-4317-A208-94C6859A4513 :END: - This chapter reviews post-Lapita history in the islands of Melanesia and sets aside the post-Lapita history of Tonga and Samoa for a later chapter. Discuss the decision to structure the narrative this way in the light of the discussion in the section entitled /Defining Oceania/ on pages 4--6. - The section entitled /Change in Ceramic Sequences/ (p. 161--162) presents two models to explain post-Lapita pottery sequences in Melanesia. Compare and contrast the two models. Are they similar to, or different from, the model used to explain the distribution of Lapita pottery? - Contemplate the model of changing exchange network configurations in Figure 5.27. How many dimensions does the model have? How might an archaeologist measure each of the dimensions? Are there other archaeologically measurable dimensions of exchange networks not included in the model? ** Chapter 6, Micronesia :PROPERTIES: :ID: 10862712-70F7-4650-9DCD-39AF74E6FC2F :END: - Describe the discrepancy between initial settlement date estimates in Western Micronesia based on paleoenvironmental coring and on archaeological data. What do you think is the most likely explanation of the discrepancy? Why? - When did atoll islets in Eastern Micronesia form? How did this timing affect settlement and subsequent history? - Describe the changing configuration of Lelu between initial settlement of Kosrae and AD 1800. How did the pace of change vary? ** Chapter 7, Polynesian Dispersal :PROPERTIES: :ID: 68FBA2A7-FF17-44B7-90E7-A7DE1AFB8638 :END: - The characterization of Ancestral Polynesian society using the triangulation method shows "the limitations of any archaeological sample" (p. 218). What are these limitations? Does the triangulation method leverage archaeology's strengths? - The "long pause" in Western Polynesia and a short chronology for Eastern Polynesia are now generally accepted. The arguments in the textbook for no pause in dispersal and for a long Eastern Polynesian chronology are disproved. Apply the [[logic][logic of archaeological inquiry]] to these arguments. At which step---acquisition, construction, or reconstitution---do they run off the rails? - What is the distribution of Archaic Phase artifact assemblages in Eastern Polynesia? How old are they? - Apply the [[logic][logic of archaeological inquiry]] to /A Possible Model of Eastern Polynesian Dispersals/ on p. 244--245. What evidence is acquired and how is it structured and reconstituted? Is the acquired evidence synchronic, diachronic, or both? ** Lecture 2, The Radiocarbon Revolution - What distinguishes Bayesian calibration of radiocarbon dates from ad-hoc approaches? What are the pros and cons of Bayesian calibration? - Compare and contrast the histories of settlement date estimates in Hawai`i and New Zealand. Which steps in the [[logic][logic of archaeological inquiry]] account for the similarities and differences? - Is the settlement date an important datum for the [[logic][reconstitution step]]? Why or why not? ** Chapter 8, Polynesian Developments :PROPERTIES: :ID: E110D6D8-4F1E-476A-8FD5-5F551968DDEA :END: - Based on its organization and the material it chooses to present, does this chapter take a historical approach to Polynesia's past or a social scientific one? Cite examples to support your position. - Describe Irving Goldman's three-part classification of contact-era Polynesian societies that is used to organize the presentation of archaeological materials. What kinds of society are discussed in this chapter? Why? - Read carefully the full paragraph in the left-hand column on page 265 that compares the archaeological records of Mangaia and the Marquesas. What processes and events explain the similarities and differences in their archaeological records? - Compare and contrast the cultural periods for the Stratified society of Hawai`i in Figure 8.28, with the periods in the cultural sequence of the Open society of the Marquesas in Figure 8.6. - Figure 8.28 constructs a cultural sequence for Hawai`i nei using six categories of evidence. Based on the text pages 291--300 and the footnotes, identify the evidence cited in support of each category of cultural change. For each category, how much of the evidence comes from archaeology? (Note: you don't need to read the sources cited in the text and footnotes.) - Figures 8.31 and 8.32 present five graphs that are said to measure population growth. Ignoring the differences in presentation, describe the population history illustrated by each graph. Are they the same, or different? Do they support the population growth scenario outlined for the cultural sequence? Why? ** Lecture 3, The Kingdoms of Tonga and Hawai`i - What effect might geography have had on the different developmental trajectories evidenced by Tonga and Hawai`i? - What effect might time have had on the different developmental trajectories evidenced by Tonga and Hawai`i? ** Chapter 9, Reconstitution :PROPERTIES: :ID: 4CE3AC6E-BABB-4C01-9457-3EB80C575498 :END: - What are surplus production and autoconsumption? What was the role of surplus in Pacific Islands history? - What is meant by "the political economy of dynamic landscapes" (pages 313--317)? - What is the role of comparison in Pacific Islands archaeology? What archaeological materials are best for comparison? What are some of the factors in the Pacific that make comparisons fruitful? * Map Annotations :PROPERTIES: :ID: 8FC1339A-03C8-4F1C-9B29-D7D752174B3B :END: You can complete up to seven map annotations, each of which is worth a maximum of two points. ** Main island groups :PROPERTIES: :ID: C1FF83F1-E5D3-4F4A-B1E6-44BEF4EA13EA :END: Identify the main island groups of the Pacific. You can choose to: - print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and turn in the paper map at class time, or - edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate software and turn in the map graphic on Laulima. ** Regions of Oceania :PROPERTIES: :ID: 5866BEA8-07D2-45E1-BF83-584412A58AB9 :END: Identify the regions of Near Oceania, Remote Oceania, Melanesia, Micronesia, and Polynesia. You can choose to: - print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and turn in the paper map at class time, or - edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate software and turn in the map graphic on Laulima. ** Locations of Early Archaeological Research :PROPERTIES: :ID: 5DF8980B-9639-4B37-92B1-85BE50825D37 :END: Identify the locations of the earliest archaeological research in the Pacific. You can choose to: - print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and turn in the paper map at class time, or - edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate software and turn in the map graphic on Laulima. ** Pleistocene Site Locations :PROPERTIES: :ID: F4F10555-5978-49B4-A14A-1FDE6E8B758E :END: Identify the island groups with known Pleistocene sites. You can choose to: - print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and turn in the paper map at class time, or - edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate software and turn in the map graphic on Laulima. ** Distribution of Sites with Lapita Pottery :PROPERTIES: :ID: 3C9B7DC2-D124-433A-92C7-A6DB8E7B4186 :END: Identify the geographic limits of sites with Lapita pottery and draw arrows to show the routes of dispersal into Remote Oceania. You can choose to: - print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and turn in the paper map at class time, or - edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate software and turn in the map graphic on Laulima. ** Distribution of Post-Lapita Incised Pottery Traditions :PROPERTIES: :ID: 96EBDB24-E208-4151-87FB-1D41C2282A8F :END: Identify the geographic limits of sites in which incised pottery traditions directly follow Lapita pottery. You can choose to: - print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and turn in the paper map at class time, or - edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate software and turn in the map graphic on Laulima. ** Western and Eastern Micronesia :PROPERTIES: :ID: CCB59B44-AB9F-4609-811E-1046C2ECFD98 :END: Indicate the geographic regions of Western and Eastern Micronesia and show the likely routes of dispersal into each region. You can choose to: - print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and turn in the paper map at class time, or - edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate software and turn in the map graphic on Laulima. * Class Participation :PROPERTIES: :ID: CB24D8B4-60E8-41EA-AE33-9B9A9761B58E :END: You can earn a maximum of 1 point a week by attending all of the class sessions during the week and /contributing meaningfully/ to the discussion. One way to participate meaningfully is to contribute definitions to the [[id:BC344281-5A95-4E17-96B7-F0E3AD14FCB8][list of long and/or obscure words]] in the textbook. - If you miss a class session you cannot earn a class participation point for that week - Your instructor solely determines whether or not you contributed meaningfully to the discussion * Long and/or Obscure Words :PROPERTIES: :ID: BC344281-5A95-4E17-96B7-F0E3AD14FCB8 :END: The following list includes definitions for unusual words in /On the Road of the Winds/, organized by chapter. The list is a class project built up over the semester. ** Introduction - Cyclopean :: A style of construction often applied to walls built of large boulders of a size which called for giants to handle them and with interstices filled up with small stones. - megalith :: Literally, a big stone. Often applied as a general term to monuments which incorporate such stones into their construction. - in situ :: In its original position. * Setup for slide shows :noexport: , #+OPTIONS: ':nil *:t -:t ::t <:t H:3 \n:nil ^:{} arch:headline , #+OPTIONS: author:t c:nil creator:nil d:(not "LOGBOOK") date:nil , #+OPTIONS: e:t email:nil f:t inline:t num:t p:nil pri:nil prop:nil , #+OPTIONS: stat:t tags:t tasks:t tex:t timestamp:t toc:nil todo:nil |:t #+OPTIONS: html-link-use-abs-url:nil html-postamble:auto #+OPTIONS: html-preamble:t html-scripts:t html-style:t #+OPTIONS: html5-fancy:nil tex:t author:t creator:nil date:nil timestamp:t #+HTML_DOCTYPE: xhtml-strict #+HTML_CONTAINER: div #+CREATOR: Emacs 24.5.1 (Org mode 8.3beta) #+SETUPFILE: /Users/dk/.emacs.d/src/org-html-themes/setup/theme-readtheorg.setup #+SELECT_TAGS: export #+EXCLUDE_TAGS: noexport #+STARTUP: entitiespretty #+LATEX_CLASS: latex-presentation #+LATEX_HEADER: \addbibresource{local.bib} #+MACRO: center @@latex:\centering @@ 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"\\clearpage\\slidehead{%s}") ("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}") ("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}") ("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}") ("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}"))) #+END_SRC *** Audio link :noexport: The audio link is set up to export an invisible audio link into a pdf file for viewing with Adobe Acrobat (doesn't work in Skim). It is set up to playback the audio file in the link when the pdf page is first visible, starting always from the beginning. There are no controls for playback. A playback window shows progress. It appears at the top right corner of the slide. Its typical use is at the beginning or end of a slide. #+name: audio-link #+header: :results silent :exports none #+begin_src emacs-lisp (org-add-link-type "audio" nil (lambda (path desc format) (cond ((eq format 'latex) (format "\\includemedia[ addresource=%s, width=1cm, height=0.5cm, transparent, windowed=@tr, activate=pagevisible, noplaybutton, flashvars={ source=%s &autoPlay=true }, ]{}{APlayer.swf}" path path))))) #+end_src *** TODO Audio link insertion function This would be nice to have, but org-insert-link is crazy complicated and looks difficult to modify. What I'm trying to do is run (org-insert-link) as if it had been called with C-u. #+name: audio-link-insert #+begin_src emacs-lisp (defun td-org-insert-audio-link () (interactive) (org-insert-link t) (while (search-forward "file:" nil nil -1) (replace-match "audio:" t t "file"))) #+end_src #+results: audio-link-insert : td-org-insert-audio-link *** Remove spaces #+name: no-line-spaces-in-org-outline #+begin_src emacs-lisp :results silent (setq org-cycle-separator-lines 0) #+end_src ** Local variables :noexport: # Local Variables: # eval: (require 'ox-latex) # org-fontify-quote-and-verse-blocks: t # org-hide-macro-markers: t # org-latex-title-command: "" # eval: (and (fboundp 'org-sbe) (not (fboundp 'sbe)) (fset 'sbe 'org-sbe)) # org-entities-user: nil # eval: (sbe "no-line-spaces-in-org-outline") # eval: (sbe "user-entities") # eval: (sbe "ebib-link") # eval: (sbe "change-cite-link") # eval: (sbe "ngz-nbsp") # eval: (sbe "define-standard-biblatex-commands") # eval: (sbe "define-biblatex-multicite-link") # org-latex-packages-alist: nil # eval: (sbe "latex-presentation") # eval: (sbe "set-pdf-process-bibtex") # eval: (sbe "tsd-latex-filter-all-cites") # eval: (sbe "rpr-filter-headline-tags") # eval: (add-to-list 'org-export-filter-headline-functions 'tsd-filter-headline-tags) # eval: (sbe "rpr-filter-section-star") # eval: (sbe "jk-keywords") # eval: (sbe "es-small-caps") # eval: (sbe "tsd-xref") # eval: (sbe "audio-link") # End: * Footnotes [fn:1] See http://en.wikisource.org/wiki/The_Fixation_of_Belief. --=-=-= Content-Type: text/plain -- Thomas S. Dye http://www.tsdye.com --=-=-=--