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The Introduction begins with a description of the final days in the life of Sofia’s main thermal bath that in 1913 stood in the city’s historic center as the last representative of the Ottoman approach to place-making. I show how the decision to demolish one of the structures most characteristic of Sofia’s Ottoman experience cleared the path for the formulation of the national narrative of Sofia’s history. The narrative that still dominates both the scholarly and popular ideas of Sofia’s urbanistic identity is based on an ideologically biased interpretation of the Ottoman understanding of urban space, natural resource management, and public works. In the Introduction, I argue that Sofia’s key position within the Ottoman political and institutional landscapes as well as its role as a hub of cultural and technological exchange make the study of its history a good vantage point for overcoming the artificial spatial boundaries that still divide the research of the European, Asian, and African provinces of the Ottoman Empire. The Introduction shows how the environmental characteristics of Sofia and the Sofia plain make water the most natural and effective thematic pivot for the study of the construction and historical evolution of space and place.
Millions worldwide face poverty daily. While its effects vary by society, poverty consistently marginalizes individuals, limiting their opportunities and access to societal benefits. Myths about poverty undergird and perpetuate socioeconomic exclusion, being the vehicles for cultural processes, such as stigmatization, racialization, and rationalization. These myths abound in law. They include the conception of poverty as solely concerned with the deprivation of basic material goods; equal opportunities and collective amnesia about the past; stigmatization of people in poverty as irresponsible and lazy; the categorization of aspects and elements of their poverty condition as criminal. This Article argues that judges, as (meta)narrators, have the power to challenge myths and develop new narratives about poverty, through the language of non-discrimination and equality. This could open the way to judicially redress certain troubling situations of misrecognition, social exclusion and inequality. Ultimately, as long as myths about poverty prevail in law any attempt to tackle the issue of socioeconomic exclusion is destined to fail. This article contributes to the law and sociology literature on poverty in judgecraft by addressing the research gap on narratives of poverty within judicial reasoning and practice.
Understanding, managing and building positive culture within a workplace are key responsibilities of leadership and management. This chapter outlines what workplace culture is, the effects of poor culture on an organisation and what managers can do to improve workplace culture. the Austrian American management theorist Peter Drucker once famously said, ‘Culture eats strategy over breakfast’. This might seem implausible, because there is an expectation that healthcare managers plan, set out, implement and then evaluate strategy. Drucker’s point is that unless there is a positive workplace culture, seeing a strategy move to successful implementation and adoption is very difficult, sometimes impossible.
The study employs a corpus-based frame analysis, grounded in Barsalou’s frame notion, as a complementary methodological approach to metaphor analysis for studying emotion concepts. We examine the conceptualization of the German ‘Angst’, which is widely recognized as a uniquely German emotion concept, yet it remains insufficiently studied. Through a systematic analysis of linguistic patterns, this study reconstructs the frame structure of ‘Angst’ based on 200,319 instances extracted from newspaper and social media data. The findings show that ‘Angst’ arises from diverse factors, including threats to life and health, prosperity, status, identity, power, relationships and the need for certainty and stability. There is an awareness and acceptance of ‘Angst’, reflected in the openness to expressing personal fear and addressing the fear of others in media discourse. When contextualized within insights from other disciplines, it becomes evident that the ‘Angst’ is rooted in universal biological foundations while also shaped by Germany’s sociohistorical context. Furthermore, it exhibits both alignment with and divergence from its philosophical conceptualization. These insights expose ‘Angst’ as both a psychological and cultural construct and demonstrate the advantage of combining frame analysis with corpus linguistic methods in capturing the specific structures of emotion concepts from large-scale data.
The dominant assumptions positing a linear relationship among individualism, capitalism, competition, and inequality are often rooted in the perspectives of social scientists, whose focus is frequently confined to the West in modern times. I argue that these dominant assumptions have been formulated without sufficient opportunities or willingness to consider societies with cultures and systems different from those of the West. In this regard, this book challenges these dominant assumptions by presenting compelling counter-evidence that (1) competition occurs in every society throughout history whenever humans seek to survive and thrive; and (2) competition does not necessarily lead to inequality, but often serves as a tool to mitigate it, as competitions prevent absolute hegemony and allow individuals to challenge incumbent powers or privileged groups across cultures, systems, and eras. This closing chapter encourages readers to reassess their existing beliefs about the sources and consequences of competition and to strive for a deep understanding of competition arenas that they may choose to enter or inadvertently launch.
What does it mean to care for culture? How does an individual, a community, a government, a nongovernmental organization, or an international agency care for objects entangled in the legal and illegal antiquities trade, held in contentious museum collections, or at risk due to cultural or natural disasters? How do the various stewards of the past work across the unpredictable boundaries of private, public, and community ownership? Caring for culture involves a range of activities and commitments aimed at safeguarding tangible and intangible cultural representations and ensuring that they remain accessible to present and future generations while honoring the traditions, beliefs, and identities of the contemporary communities. This editorial introduction to this thematic issue of Advances in Archaeological Practice begins with an analysis of the duty of care for the Neo-Assyrian reliefs at the Virginia Theological Seminary, asking whether the decision to sell one of their fragments was caring for culture or a commodification of the past. The remaining contributions to this issue share the theme of caring for culture, acknowledging and building on the enduring scholarship of Neil J. Brodie and Patty Gerstenblith.
Pakistan and India were born of conflict and have endured over seventy-five years of rivalry since their birth in 1947. This has led to South Asia being one of the least integrated regions in the world, constraining its economic potential and human development. Yet the relationship has not been one of unending conflict; there have been periods of calm and even hope. Cricket, a common heritage and passion for both, has often delivered episodes of optimism, providing glimpses of what India-Pakistan cooperation could achieve were a conducive environment provided. On several occasions cricket has succeeded in uniting people of the estranged nations, allowing the nascent cultural ties that have existed for centuries to flourish. This article looks at how periods of connectivity and rupture between India and Pakistan have been reflected in the cricketing ties between the two nations and how these ties have been impacted by the wider political environment.
Academic health centers (AHC) characterized by an integrated mission serving education, research and clinical care reflect these values in the institution’s vision, decision-making and culture. Embracing this strategy, the University of Alabama at Birmingham (UAB) created a novel, competitive funding initiative through its faculty practice with the Health Services Foundation General Endowment Fund (HSF-GEF). This partnership with the faculty practice leveraged faculty and staff creativity to inform and lead capacity-building and innovation in patient-oriented and laboratory research, clinical care development and education aligned with the best interests of the enterprise. Since 1996, the HSF-GEF has invested over $66M in 442 peer-reviewed proposals led by transdisciplinary teams representing strategic advances with strong potential to generate future extramural support, to improve healthcare delivery, to enhance research capacity and to promote active learning. Beyond financial return on investment, program evaluation revealed benefit on culture, collaboration, camaraderie and infrastructure. By engaging the broad workforce to articulate, select and implement projects, UAB has fostered a purpose-driven culture of collaboration within the AHC that thrives on broad representation, enthusiasm, and ingenuity as well as peer engagement across multiple schools in the academic community.
The Australian Curriculum’s three cross-curriculum priorities are intended to give global, national, and local perspectives, providing students with the tools and language to be able to understand the world in which they live and to consider the future world they could inhabit.Within the Australian Curriculum, three cross-curriculum priorities have been defined: Aboriginal and Torres Strait Islander Histories and Cultures; Asia and Australia’s Engagement with Asia; and Sustainability. These three cross-curriculum priorities are not intended to be taught as separate Learning Areas; instead, they are about exploring relationships between subjects. They offer learning opportunities to add depth and richness to student learning in specific discipline content at the same time as developing knowledge, understanding and skills relating to the three priorities.
Se analiza la labor de los ingenieros militares como agentes locales para la resolución de los conflictos globales que afectaron al Caribe español durante el siglo XVIII. Además, se examina su integración en los circuitos de traslación del conocimiento conformados en torno a las principales ciudades caribeñas pertenecientes al Imperio español, y su participación en la transferencia de una cultura materializada en ideas, instituciones e instrumentos. El análisis de estos traslados supone una temática novedosa que permite entender la adaptación de un conocimiento técnico promovido por los ingenieros en su arquitectura, el cual sería determinante en la constitución de una determinada imagen del poder imperial al otro lado del Atlántico.
Drawing from the work of experienced scholars across various fields, countries, and periods, this volume is the first book in any language to provide a comprehensive history of antifascisms in Latin America and the Caribbean. It presents antifascism as a multifaceted phenomenon at the intersection of local, national, and transnational processes that is embraced by a variety of actors with differing agendas. Offering an innovative and fundamental contribution to several bodies of scholarship, including history, art, literature, sports, race, gender, and sexuality, it expands the field of antifascist studies by demonstrating the differences and similarities between Latin American and Caribbean movements and actors and their counterparts elsewhere. Multidisciplinary and accessible, the chapters in this volume will engage a broad audience and offer important insights about the rise of right-wing populism today.
Since the beginning of training at Huachuca, sport and entertainment had been used as diversions from boredom and uncertainty as at other forts. For the 92nd and 93rd Infantry Divisions, however, the latter was stronger than elsewhere as doubt hung over the assignment of the men once training ended. The commander of the fort therefore had the idea of offering a level of leisure and cultural exposure unknown to blacks in civilian life, even though he perpetuated stereotypes about the natural talents of African Americans for sports and music. In a unique gesture of recognition, however, he granted artists-soldiers and -Wacs based in Huachuca new responsibility in the programming and choice of entertainment, even opening the fort to the fine arts. This attitude certainly contributed to explaining the non-explosion of the fort during the war.
Indigenous populations are over-represented in criminal statistics in most developed nations. This has been related to biological and inherited neurocognitive factors. The question needs to be raised as to whether the association is genetic or epigenetic (in the widest sense). In fact, we need to broaden the subject in studying human psychological and psychiatric dysfunction. When we do so, some important factors in personal and psycho-social dysfunction come into view. These include those contributed to by individual differences, socioeconomic variables, cultural alienation, disruption of identity formation and its sites, and in short the partial disruption or loss of ‘the village needed to raise a child’. In some post-colonial settings these factors are slowly and incrementally being addressed, but people who are casualties of the varying difficulties and traumatic complexities emerge for society to deal with. That sociopolitical response deserves a corresponding effort by academia to provide the research and argument that illuminates the subject and their formation in a post-colonial world. The present discussion aims to do that conceptual, scientific, and ethical work which developed and recognised academia owes to the Indigenous people and cultures that have suffered disruption in the names of ‘civilisation’ and ‘enlightenment’.
This article examines the 19th-century ‘antiquities rush’ – the frenzy of archaeological digging, scientific expeditions, and straightforward looting of artefacts in the broader Mediterranean – through the framework of international status competition. To do this, I first situate material culture at the foundation of international status-seeking and demonstrate the importance of cultural objects as status symbols for states. I then elaborate two logics of status-seeking that explain why states engaged in massive cultural extraction practices in the early 19th century. The first logic is that of cultural custodianship, where states pursued status as guardians of the cultural heritage of humankind. The second logic is a claim to cultural descendance, where states sought recognition as cultural heirs of classical civilisations. Cultural extraction, therefore, was critical in the establishment of the 19th-century international cultural hierarchy. Echoes of these arguments reverberate today in the competing claims of ownership and restitution of these antiquities. To illustrate these arguments, the article focuses on the international competition between France and Great Britain over the extraction of antiquities, examining in detail the removal of the Parthenon Marbles from Athens at the turn of the 19th century.
Human societies reliably develop complex cultural traditions with striking similarities. These “super-attractors” span the domains of magic and religion (e.g., shamanism, supernatural punishment beliefs), aesthetics (e.g., heroic tales, dance songs), and social institutions (e.g., justice, corporate groups), and collectively constitute what I call the “cultural manifold.” The cultural manifold represents a set of equilibrium states of social and cultural evolution: hypothetically cultureless humans placed in a novel and empty habitat will eventually produce most or all of these complex traditions. Although the study of the super-attractors has been characterized by explanatory pluralism, particularly an emphasis on processes that favor individual- or group-level benefits, I here argue that their development is primarily underlain by a process I call “subjective selection,” or the production and selective retention of variants that are evaluated as instrumentally useful for satisfying goals. Humans around the world are motivated towards similar ends, such as healing illness, explaining misfortune, calming infants, and inducing others to cooperate. As we shape, tweak, and preferentially adopt culture that appears most effective for achieving these ends, we drive the convergence of complex traditions worldwide. The predictable development of the cultural manifold reflects the capacity of humans to sculpt traditions that apparently provide them with what they want, attesting to the importance of subjective selection in shaping human culture.
This chapter draws on digital media created in and for the Australian context to show how dimensions of interculturality as a process can be manifested in contexts of teaching and learning through the creation and playing of Indigenous cultural games. It outlines four cultural design approaches that not only bring into creation interculturally produced digital media that students can engage in but are also exceptional exemplars of digital media that engage students in developing their own intercultural understandings through exploration and discussion with educators and peers. Through these examples, the chapter aims to show (1) the importance of understanding “culture” or the “intercultural” as dynamic and relational, not as something that is pre-established and “out there”; and (2) the affordances and constraints of digital technologies in engaging teachers and learners in experiencing interculturality.
Four themes regarding the nature of meaning making are proposed: (1) That humans are inherently motivated to seek and find meaning, from cradle to grave; (2) Meaning making is an active process, always involving an interaction between person and event; (3) There is a dynamic, transactional relationship between meaning and experience, with past meanings impacting what is experienced and new experiences altering meaning systems; and (4) The developmental process underlying meaning making is inextricably social.
Take a global tour of childhood that spans 50 countries and explore everyday questions such as 'Why does love matter?', 'How do children learn right from wrong'? and 'Why do adolescent relationships feel like a matter of life and death?' Combining psychology, anthropology, and evolution, you will learn about topics such as language, morality, empathy, creativity, learning and cooperation. Discover how children's skills develop, how they adapt to solve challenges, and what makes you, you. Divided into three chronological sections – early years, middle childhood, and adolescence – this book is enriched with a full set of pedagogical features, including key points to help you retain the main takeaway of each section, space for recap, a glossary of key terms, learning outcomes and chapter summaries. Embedded videos and animations throughout bring ideas to life and explain the methods researchers use to reveal the secrets of child development.
This chapter defines and juxtaposes some basic concepts: culture, globalisation, and development. Its point of departure is an apparently simple question. How under conditions of manifold crisis is it possible to define positive human development, particularly in relation to critical issues of contemporary social life? These include crises of cultural meaning, political dialogue, economic stability, and ecological sustainability. This question leads us down into an extraordinary labyrinth that we need first to traverse in order to see the glimmerings of a viable alternative. Other concepts overshadow the present discussion. These are ill-defined concepts, such as ‘the economy’, ‘freedom’, ‘progress’, and ‘security’ that once concerned us but have since become naturalised as central to the language of political life. They are creatures of foundational ambivalence, promising much and delivering the world as we now know it in all its glory and degrading chaos. Concepts make little difference in themselves, of course, but they do have material consequences in the context of the patterned practices of talking, negotiating, censoring, shouting, lying, and dissembling.