Using new case data from South American, Australian, and Papua New Guinean societies, the authors explore how cultural ideas for humanity are reflected in seemingly universal understandings of our potential for anthropophagy. Whether or not a society actually practices cannibalism, these conceptions are often articulated at the level of folklore and myth, where flesh-eating is imbued with symbolic meanings centered on ideas about regeneration after death, the equivalence between human flesh and food, and the morality of social exchange in and between groups. Thus, cannibalism emerges at once as a resource for political agendas that perpetuate ethnic stereotypes of exotic others; a cultural practice capable of expressing violent suppression as well as transforming death into a life-sustaining process; and a theme whose horrific potentiality engenders baleful monsters and myths for public delectation as well as child control. Cannibalism exists in folklore traditions as the definition of the antithesis of socially accepted morality, as well as something that in practice was a conduit for the regeneration and reproduction of positive values. Cannibalism is seen as bound up with the commerce of exchange between people intent on defining their economic and political worlds in and through symbols. This book is a major milestone, providing a valuable set of correctives for both the academic discourse on cannibalism as well as the wider conventional beliefs about the topic.

Myths are best understood as a convergence of voices from across times and cultures. They are the instruments through which authors and audiences seek to grapple with questions about the fundamental nature of the universe. The answers, however, constantly change in light of changing circumstances such as the interface between western and non-western cultures, or cataclysmic events. The authors argue that these societies' worldviews assume that the process of flow between events, rather than the nature of the events, is critical to a model of human sociality.

Boundaries, whether of a ritual, physical, or social nature, are perceived as constantly broken by the exchange of ideas across time, space, and peoples. Our understanding of such issues as gender relations and the body, social change, imagination, play, and the conceptualization of power is furthered by probing how it is that myth is both expressive as well as constitutive of human thought on these topics.

This volume presents in-depth investigations of the processes of meaning-making during reading at both local (discourse) and global (general knowledge) levels. It considerably extends our knowledge of how mental representations are constructed and updated during reading. The book also provides insight into the process of representation construction by using online measures and relating this process with final memory representations; provides detailed models of these processes; pays attention to the coordination of multiple representations constructed; focuses on the monitoring and updating of mental representations; and applies all this knowledge to richer and more complicated texts than are often used in laboratories.

Every era has its dominant representations. Just as landscape painters of previous centuries captured and expressed new modes of perceiving history, corporate advertisers now devise the imagined landscapes of global capitalism. Advertising functions as an omnipresent discursive form, publicly assembling and circulating the predominant tropes of our era. This project is based on the premise that corporate advertising's landscapes help shape our epoch's imaginative conceptualizations of the spatial relations, the temporal flows, and the cultural geographies that correspond to the emergence of a high-tech global economy.

In "Landscapes of Capital" Robert Goldman and Steven Papson examine how corporate television ads from the last fifteen years have organized predominant images, tropes and narrative representations of a world in transition. The volume takes particular interest in how relations of space, time, speed, capital, technology and globalization are narratively represented in advertising. Goldman and Papson skillfully demonstrate how Capital represents itself at a moment of critical historical transition - the passage into high-tech globalization and the crises associated with it. They argue that corporate ads can be read to reveal how Capital represents itself and the world that is being wrought - in terms of the signifiers it prefers and the stories it tells.

New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded. Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question: What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century? How do learning sciences' tools, strategies, and experiences provide opportunities for them to learn these? What role do teachers play as co-designers of educational innovations? What unique affordances does co-design afford for teacher learning? What do teachers learn through engaging in co-design? How do teachers work and learn as part of interdisciplinary teams within educational systems? What might it look like to design for teacher learning in these broader organizational systems? Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.

New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded. Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question: What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century? How do learning sciences' tools, strategies, and experiences provide opportunities for them to learn these? What role do teachers play as co-designers of educational innovations? What unique affordances does co-design afford for teacher learning? What do teachers learn through engaging in co-design? How do teachers work and learn as part of interdisciplinary teams within educational systems? What might it look like to design for teacher learning in these broader organizational systems? Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.

This volume presents in-depth investigations of the processes of meaning-making during reading at both local (discourse) and global (general knowledge) levels. It considerably extends our knowledge of how mental representations are constructed and updated during reading. The book also provides insight into the process of representation construction by using online measures and relating this process with final memory representations; provides detailed models of these processes; pays attention to the coordination of multiple representations constructed; focuses on the monitoring and updating of mental representations; and applies all this knowledge to richer and more complicated texts than are often used in laboratories.

This book addresses the nature, purpose and processes associated with social impact analysis. Because resource development projects occur in human as well as ecological environments, stakeholders - landowners, companies and governments - are compelled to ensure that the benefits of any project are maximized while the negative risks are minimized. Achieving such objectives means implementing programs which monitor and evaluate the ongoing effects of a project on the social and cultural lives of the impacted populace. This book aims to provide a teaching and training resource for students, social scientists (anthropologists, sociologists, human geographers, environmentalists, engineers, etc.) and indigenous personnel and operators who are tasked with community affairs programs in those countries where resource development projects are implemented. The constituent chapters provide how-to guides and frameworks that are generously illustrated with case studies drawn variously from North America and the Asia-Pacific region. Topics addressed include Legal Frameworks and Compliance Procedures, Social Mapping, Environmental Reports, Social and Economic Impact Studies, Social Monitoring Techniques, Project Development, Statistical Packages and Report Production.
This book is unique in so far as it seeks to prioritize application over theory. Moreover, it is the first training resource that is sensitive to non-western indigenes' need to assimilate and apply skills engendered by Western countries.

This innovative book finally takes seriously the need for anthropologists to produce in-depth ethnographies of children's play. In examining the subject from a cross-cultural perspective, the author argues that our understanding of the way children transform their environment to create make-believe is enhanced by viewing their creations as oral poetry. The result is a richly detailed 'thick description' of how pretence is socially mediated and linguistically constructed, how children make sense of their own play, how play relates to other imaginative genres in Huli life, and the relationship between play and cosmology.
Informed by theoretical approaches in the anthropology of play, developmental and child psychology, philosophy and phenomenology and drawing on ethnographic data from Melanesia, the book analyzes the sources for imitation, the kinds of identities and roles emulated, and the structure of collaborative make-believe talk to reveal the complex way in which children invoke their experiences of the world and re-invent them as types of virtual reality. Particular importance is placed on how the figures of the ogre and trickster are articulated. The author demonstrates that while the concept of 'imagination' has been the cornerstone of Western intellectual traditions from Plato to Postmodernism, models of child fantasy play have always intruded into such theorizing because of children's unique capacity to throw into relief our understanding of the relationship between representation and reality.

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

This volume culls scholarship on both what high literacy is and how it is developed. It embraces the call put forth by Langer and Applebee (2016) that high literacy must continue to be our aim and to see more research analyzing and identifying how teachers might promote literacy practices that promote deep thinking around important content. The editors offer a conceptual framework for high literacy that explicates how each component (i.e. reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) relates to the others and from what scholarly literature these concepts have been derived. Individual chapter authors provide in-depth examinations of the existing research base on particular related topics, focusing on the two important cross-cutting aims of the volume: (1) explicating the roles reading, writing, dialogic engagement, and epistemic cognition hold in high literacy development, and (2) providing examples of practices recommended to develop high literacy.

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

In 19 articles presented by leading experts in the field of geometric modelling the state-of-the-art on representing, modeling, and analyzing curves, surfaces as well as other 3-dimensional geometry is given. The range of applications include CAD/CAM-systems, computer graphics, scientific visualization, virtual reality, simulation and medical imaging. The content of this book is based on selected lectures given at a workshop held at IBFI Schloss Dagstuhl, Germany. Topics treated are: - curve and surface modelling - non-manifold modelling in CAD - multiresolution analysis of complex geometric models - surface reconstruction - variational design - computational geometry of curves and surfaces - 3D meshing - geometric modelling for scientific visualization - geometric models for biomedical applications

This book addresses the nature, purpose and processes associated with social impact analysis. Because resource development projects occur in human as well as ecological environments, stakeholders - landowners, companies and governments - are compelled to ensure that the benefits of any project are maximized while the negative risks are minimized. Achieving such objectives means implementing programs which monitor and evaluate the ongoing effects of a project on the social and cultural lives of the impacted populace. This book aims to provide a teaching and training resource for students, social scientists (anthropologists, sociologists, human geographers, environmentalists, engineers, etc.) and indigenous personnel and operators who are tasked with community affairs programs in those countries where resource development projects are implemented. The constituent chapters provide how-to guides and frameworks that are generously illustrated with case studies drawn variously from North America and the Asia-Pacific region. Topics addressed include Legal Frameworks and Compliance Procedures, Social Mapping, Environmental Reports, Social and Economic Impact Studies, Social Monitoring Techniques, Project Development, Statistical Packages and Report Production.
This book is unique in so far as it seeks to prioritize application over theory. Moreover, it is the first training resource that is sensitive to non-western indigenes' need to assimilate and apply skills engendered by Western countries.

This innovative book finally takes seriously the need for anthropologists to produce in-depth ethnographies of children's play. In examining the subject from a cross-cultural perspective, the author argues that our understanding of the way children transform their environment to create make-believe is enhanced by viewing their creations as oral poetry. The result is a richly detailed 'thick description' of how pretence is socially mediated and linguistically constructed, how children make sense of their own play, how play relates to other imaginative genres in Huli life, and the relationship between play and cosmology.
Informed by theoretical approaches in the anthropology of play, developmental and child psychology, philosophy and phenomenology and drawing on ethnographic data from Melanesia, the book analyzes the sources for imitation, the kinds of identities and roles emulated, and the structure of collaborative make-believe talk to reveal the complex way in which children invoke their experiences of the world and re-invent them as types of virtual reality. Particular importance is placed on how the figures of the ogre and trickster are articulated. The author demonstrates that while the concept of 'imagination' has been the cornerstone of Western intellectual traditions from Plato to Postmodernism, models of child fantasy play have always intruded into such theorizing because of children's unique capacity to throw into relief our understanding of the relationship between representation and reality.

Every era has its dominant representations. Just as landscape painters of previous centuries captured and expressed new modes of perceiving history, corporate advertisers now devise the imagined landscapes of global capitalism. Advertising functions as an omnipresent discursive form, publicly assembling and circulating the predominant tropes of our era. This project is based on the premise that corporate advertising's landscapes help shape our epoch's imaginative conceptualizations of the spatial relations, the temporal flows, and the cultural geographies that correspond to the emergence of a high-tech global economy.

In "Landscapes of Capital" Robert Goldman and Steven Papson examine how corporate television ads from the last fifteen years have organized predominant images, tropes and narrative representations of a world in transition. The volume takes particular interest in how relations of space, time, speed, capital, technology and globalization are narratively represented in advertising. Goldman and Papson skillfully demonstrate how Capital represents itself at a moment of critical historical transition - the passage into high-tech globalization and the crises associated with it. They argue that corporate ads can be read to reveal how Capital represents itself and the world that is being wrought - in terms of the signifiers it prefers and the stories it tells.

Using new case data from South American, Australian, and Papua New Guinean societies, the authors explore how cultural ideas for humanity are reflected in seemingly universal understandings of our potential for anthropophagy. Whether or not a society actually practices cannibalism, these conceptions are often articulated at the level of folklore and myth, where flesh-eating is imbued with symbolic meanings centered on ideas about regeneration after death, the equivalence between human flesh and food, and the morality of social exchange in and between groups. Thus, cannibalism emerges at once as a resource for political agendas that perpetuate ethnic stereotypes of exotic others; a cultural practice capable of expressing violent suppression as well as transforming death into a life-sustaining process; and a theme whose horrific potentiality engenders baleful monsters and myths for public delectation as well as child control.

Cannibalism exists in folklore traditions as the definition of the antithesis of socially accepted morality, as well as something that in practice was a conduit for the regeneration and reproduction of positive values. Cannibalism is seen as bound up with the commerce of exchange between people intent on defining their economic and political worlds in and through symbols. This book is a major milestone, providing a valuable set of correctives for both the academic discourse on cannibalism as well as the wider conventional beliefs about the topic.

Myths are best understood as a convergence of voices from across times and cultures. They are the instruments through which authors and audiences seek to grapple with questions about the fundamental nature of the universe. The answers, however, constantly change in light of changing circumstances such as the interface between western and non-western cultures, or cataclysmic events. The authors argue that these societies' worldviews assume that the process of flow between events, rather than the nature of the events, is critical to a model of human sociality.

Boundaries, whether of a ritual, physical, or social nature, are perceived as constantly broken by the exchange of ideas across time, space, and peoples. Our understanding of such issues as gender relations and the body, social change, imagination, play, and the conceptualization of power is furthered by probing how it is that myth is both expressive as well as constitutive of human thought on these topics.

This volume contains empirical research on issues relevant to understanding the educational experiences of minority language students in American public schools. Bringing together some of the most recent empirical findings regarding the acquisition of literacy in English as a second language from fields such as anthropology, special education, cognitive psychology, discourse analysis and sociolinguistics, it helps readers understand the difficulties involved in the process of English literacy acquisition of speakers of other languages and the reasons why some minorities experience lower levels of academic success.