Subject index and checklist of history and archaeology dissertations and research essays submitted at the University of Botswana, 1976 - 1998

Four MA dissertations and 222 BA research essays are listed alphabetically, and indexed by reference number under three subject categories-geographical area (by district, etc.), ethnic group, and a general subject index of 42 headings. All but 31 of the 226 alphabetical entries contain research solely on Botswana: the other countries being South Africa (12 entries), Zimbabwe (11), Namibia (6), Angola and Zambia (1 each). The most researched district of Botswana is Central (54 entries), followed by Kgatleng and Kweneng (25 each), North-East (24), South-East (16), Southern (9), Ngamiland (6), Chobe and Ghanzi (3 each), and Kgalagadi (2). The subject index of 29 ethnic groups ranges from Afrikaners (2 entries) and Amandebele (2) through Babirwa (7), Bakalanga (24), Bakgatla (27), Bakhalagari (4), Bakwena (21), Bangwato (19), Basarwa (5), and Batlharo (1), to Indians (3) and Ovambanderu (2). The general subject index ranges from Administration (29 entries), Agriculture (18), and Archaeology (21), through Biography (28), Cattle (7), Chieftainship (27), Class formation (7), Councils (7), Economic development (23), Education (14), and Heritage management (7), to Labour and labour migration (7), Medicine (4), Nationalism (13), Religion (15), Serfdom, servitude and slavery (7), Settlement history (19), Trade and commerce (13), Trade unions (6), and Urbanization (15). With the notable exception of one MA dissertation, there is a lack of cultural studies which may partly be attributed to research being done instead under the aegis of other departments in the Faculty of Humanities

Mobility, Sedentism, and Intensification: Organizational Responses to Environmental and Social Change Among the San of Southern Africa

HUNTER-GATHERER ADAPTATIONS included mobility strategies that were geared toward mapping people on to both resources and other people. There are factors that condition the ways in which people position themselves on the landscape and move over it. Mobility strategies are organizational responses to the structural properties of the natural and social environments (Binford 1980, 2001). The logistical component of a settlement system, in which task-specific groups range out from residential locations for purposes of obtaining food, raw materials, or information, is related to the organization of production of a society as well as to the distribution of critical resources in the environment. Anthropologists and archaeologists are concerned about the organization of human actions. Mobility, or the movement from one place to another by a group or individual, is an important aspect of human behavior, in part because it has important influences on social systems and ecosystems. Mobility is a characteristic feature of human adaptive strategies. Movements are undertaken for a variety of purposes, some of them relating to the need to exploit spatially and temporally variable resources and others for social, political, and ideological purposes

Acute Renal Failure from Callilepsis laureola

This article describes the clinical course and management of a patient who developed hyperkalaemic acute renal failure due to a herbal medicine, Callilepsis laureola

Cultivating bioliteracy, biodiscovery, data literacy, and ecological monitoring in undergraduate courses with iNaturalist

iNaturalist is a large and growing open-source online platform connecting a global community of users to the natural world and to each other. iNaturalist makes it simple for anyone to share observations, get identifications, and make identifications of any species. We demonstrate how iNaturalist can connect students to nature in undergraduate courses, simultaneously contributing to biodiversity knowledge. Our three case studies use iNaturalist to improve student bioliteracy (awareness and knowledge of biodiversity), to engage them in biodiscovery (discovering undocumented biodiversity occurrences, behaviors, and interactions), to introduce students to systematic ecological sampling (documenting biodiversity patterns and trends), and to improve their data literacy (by depositing and accessing open biodiversity data and by performing analyses). Included are examples from a variety of contexts-a required general science course, introductory courses for science majors, and more specialized electives. We discuss the rationale for iNaturalist inclusion, how iNaturalist inspires students and complements courses, and outputs of our students' iNaturalist use. Introducing students to tools such as iNaturalist helps build the next generation of bioliterate and biocurious citizens and scientists, fluent in open collaborative research and learning. With wider uptake and coordination, iNaturalist has potential to connect undergraduate ecology courses to form a distributed virtual global biodiversity observatory

Ishi and the California Indian Genocide as Developmental Mass Violence

Ishi represents a form of sentimental folk reductionism. But he can be a teaching tool for the California Indian Genocide, John Sutter also. His mill was where gold was discovered – setting off a frenzied settlement in which Indians were legally enslaved and slaughtered, finally ending a decade after the Emancipation Proclamation. They had already experienced wholesale devastation under Spanish and Mexican colonization. The mission system itself was inhumane and genocidal. It codified enslavement and trafficking of Indians as economically useful and morally purposeful. Mexican administration paid lip service to Indian emancipation but exploited them ruthlessly as peons. The California genocide typifies an expanded understanding of genocide and how it operates in a developmental paradigm. We then turn to a related model of the indigenous experience. Using developmental genocide in a gangland “democracy” and Andrew Woolford’s ontologies of destruction, a 500-year wholesale assault, we champion genocide as generic while including specific modes mediated by economic or civil destruction and challenging the unmediated model – direct mass killing – as the archetypical form. Allied with this, a model mediated by civil war also helps explain genocide in the Americas, including California. Genocide of native peoples operates through a cultural and moral reductionism that allows them to be manipulated (and destroyed) as objects

Introduction to \u3ci\u3eEndangered Peoples of Africa and the Middle East : Struggles to Survive and Thrive\u3c/i\u3e

Endangered Peoples of Africa and the Middle East: Struggles to Survive and Thrive is about human populations residing in Africa and the Middle East, a diverse region that is connected geographically, culturally, and historically. The African continent is vast and covers 11.7 million square miles, or an area slightly larger than the combined area of the United States and South America (Table 1). Today, the African continent is home to some 771 million people distributed within fifty-four separate countries. Of the world\u27s continents, Africa is by far the most diverse culturally. In Sudan, for example, there are over 200 ethnic groups speaking some 134 languages, while in Nigeria there are some 600 or more ethnic groups who speak as many as 505 different languages. The Middle East, for purposes of this volume, is taken to include fifteen countries, ranging from Afghanistan in the east to Turkey and Syria in the west. Together, these countries cover a total of 2,704,730 square miles and support a population of 254,428,629 (Table 2). The Middle East includes large, petroleum-rich countries (e.g., Iraq, Iran, Saudi Arabia) and small countries such as Bahrain (an island monarchy) and a federation of seven small monarchies (the United Arab Emirates)

Introduction to \u3ci\u3eEndangered Peoples of Africa and the Middle East : Struggles to Survive and Thrive\u3c/i\u3e

Endangered Peoples of Africa and the Middle East: Struggles to Survive and Thrive is about human populations residing in Africa and the Middle East, a diverse region that is connected geographically, culturally, and historically. The African continent is vast and covers 11.7 million square miles, or an area slightly larger than the combined area of the United States and South America (Table 1). Today, the African continent is home to some 771 million people distributed within fifty-four separate countries. Of the world\u27s continents, Africa is by far the most diverse culturally. In Sudan, for example, there are over 200 ethnic groups speaking some 134 languages, while in Nigeria there are some 600 or more ethnic groups who speak as many as 505 different languages. The Middle East, for purposes of this volume, is taken to include fifteen countries, ranging from Afghanistan in the east to Turkey and Syria in the west. Together, these countries cover a total of 2,704,730 square miles and support a population of 254,428,629 (Table 2). The Middle East includes large, petroleum-rich countries (e.g., Iraq, Iran, Saudi Arabia) and small countries such as Bahrain (an island monarchy) and a federation of seven small monarchies (the United Arab Emirates)

Grounded Theory Ethnography: Merging Methodologies for Advancing Naturalistic Inquiry

This inquiry explores the history and potential of blending grounded theory and ethnography for conducting qualitative research in education and the social sciences. We argue that grounded theory ethnography can be an effective strategy for bridging the research-to-practice gap particularly in practitioner-based fields such as adult education

Single-Case Designs and Qualitative Methods: Applying a Mixed Methods Research Perspective

The purpose of this conceptual paper is to describe a design that mixes single-case (sometimes referred to as single-subject) and qualitative methods, hereafter referred to as a single-case mixed methods design (SCD-MM). Minimal attention has been given to the topic of applying qualitative methods to SCD work in the literature. These two approaches potentially can be integrated using a mixed methods perspective to yield a powerful approach for understanding localized causality and describing intervention application. The SCD-MM also can be used within the context of action research if the purpose of such work is to investigate a causal question

The effects of mindfulness-based cognitive therapy on affective memory recall dynamics in depression:A mechanistic model of rumination

Objectives: converging research suggests that mindfulness training exerts its therapeutic effects on depression by reducing rumination. Theoretically, rumination is a multifaceted construct that aggregates multiple neurocognitive aspects of depression, including poor executive control, negative and overgeneral memory bias, and persistence or stickiness of negative mind states. Current measures of rumination, most-often self-reports, do not capture these different aspects of ruminative tendencies, and therefore are limited in providing detailed information about the mechanisms of mindfulness. Methods: we developed new insight into the potential mechanisms of rumination, based on three model-based metrics of free recall dynamics. These three measures reflect the patterns of memory retrieval of valenced information: the probability of first recall (Pstart) which represents initial affective bias, the probability of staying with the same valence category rather than switching, which indicates strength of positive or negative association networks (Pstay), and probability of stopping (Pstop) or ending recall within a given valence, which indicates persistence or stickiness of a mind state. We investigated the effects of Mindfulness-Based Cognitive Therapy (MBCT; N = 29) vs. wait-list control (N = 23) on these recall dynamics in a randomized controlled trial in individuals with recurrent depression. Participants completed a standard laboratory stressor, the Trier Social Stress Test, to induce negative mood and activate ruminative tendencies. Following that, participants completed a free recall task consisting of three word lists. This assessment was conducted both before and after treatment or wait-list. Results: while MBCT participant’s Pstart remained relatively stable, controls showed multiple indications of depression-related deterioration toward more negative and less positive bias. Following the intervention, MBCT participants decreased in their tendency to sustain trains of negative words and increased their tendency to sustain trains of positive words. Conversely, controls showed the opposite tendency: controls stayed in trains of negative words for longer, and stayed in trains of positive words for less time relative to pre-intervention scores. MBCT participants tended to stop recall less often with negative words, which indicates less persistence or stickiness of negatively valenced mental context. Conclusion: MBCT participants showed a decrease in patterns that may perpetuate rumination on all three types of recall dynamics (Pstart, Pstay, and Pstop), compared to controls. MBCT may weaken the strength of self-perpetuating negative associations networks that are responsible for the persistent and “sticky” negative mind states observed in depression, and increase the positive associations that are lacking in depression. This study also offers a novel, objective method of measuring several indices of ruminative tendencies indicative of the underlying mechanisms of rumination