A Flexible Corporation: Classic Period House Societies in Eastern Mesoamerica

House society models, based on the work of Levi-Strauss but since refined by cultural anthropologists and archaeologists, provide a good model for understanding social organization among the ancient Maya and their neighbors in Mesoamerica based on a comparative study of societies in the Copan Valley, the lower Ulua Valley (Sula Valley), and the Cuyumapa Valley, all in Honduras. Social Houses are flexible, enduring social groupings that define kinship flexibly, recognizing adoption, marriage, shared residency, and other factors as ways to create ties that endure over generations

Working With Clay

Evidence from sites in the lower Ulua valley of north-central Honduras, occupied between a.d. 500 and 1000, provides new insight into the connections between households, craft production, and the role of objects in maintaining social relations within and across households. Production of pottery vessels, figurines, and other items in a household context has been documented at several sites in the valley, including Cerro Palenque, Travesía, Campo Dos, and Campo Pineda. Differences in raw materials, in what was made, and in the size and design of firing facilities allow us to explore how crafting with clay created communities of practice made up of people with varying levels of knowledge, experience, and skill. We argue that focusing on the specific features of a particular craft and the crafter\u27s perspective gives us insight into the ways that crafting contributed to the reproduction of social identities, local histories, and connections among members of communities of practice who comprised multicrafting households

Heterarchy as Complexity: Archaeology in Yoro, Honduras

Based on archaeological evidence from the Cuyumapa Valley in Honduras, including the presence of multiple ballcourts, this paper argues that archaeologists need to pay more attention to Carole Crumley\u27s concept of heterarchy when considering social relations, political relations, and power in ancient societies such as those of the Maya and their neighbors in Mesoamerica. We redefine complexity to include less centralized but regionally heterogeneous societies in which social and political relations are not all centralized into a single hierarchical structure. The Cuyumapa Valley falls in the zone traditionally described as the southeastern edge or periphery of Mesoamerica. Yet our research shows that the region was not a less complex periphery reacting to stimuli from neighboring Maya societies but a region with its own specific developmental history

Bodies Moving in Space: Ancient Mesoamerican Human Sculpture and Embodiment

Judith Butler’s proposal that embodiment is a process of repeated citation of precedents leads us to consider the experiential effects of Mesoamerican practices of ornamenting space with images of the human body. At Late Classic Maya Copán, life-size human sculptures were attached to residences, intimate settings in which body knowledge was produced and body practices institutionalized. Moving through the space of these house compounds, persons would have been insistently presented with measures of their bodily decorum. These insights are used to consider the possible effects on people of movement around Formative period Olmec human sculptures, which are not routinely recovered in such well-defined contexts as those of the much later Maya sites

Use of progression criteria to support monitoring and commissioning decision making of public health services: : lessons from Better Start Bradford

BACKGROUND:Commissioning and monitoring of community-based interventions is a challenge due to the complex nature of the environment and the lack of any explicit cut-offs to guide decision making. At what point, for example, is participant enrolment to interventions, course completion or satisfaction deemed to be acceptable or sufficient for continued funding? We aimed to identify and quantify key progression criteria for fourteen early years interventions by (1) agreeing the top three criteria for monitoring of successful implementation and progress; and (2) agreeing boundaries to categorise interventions as 'meeting anticipated target' (green); 'falling short of targets' (amber) and 'targets not being met' (red). METHODS:We ran three workshops in partnership with the UK's Big Lottery Fund commissioned programme 'Better Start Bradford' (implementing more than 20 interventions to improve the health, wellbeing and development of children aged 0-3) to support decision making by agreeing progression criteria for the interventions being delivered. Workshops included 72 participants, representing a range of professional groups including intervention delivery teams, commissioners, intervention-monitoring teams, academics and community representatives. After discussion and activities, final decisions were submitted using electronic voting devices. All participants were invited to reconsider their responses via a post-workshop questionnaire. RESULTS:Three key progression criteria were assigned to each of the 14 interventions. Overall, criteria that participants most commonly voted for were recruitment, implementation and reach, but these differed according to each intervention. Cut-off values used to indicate when an intervention moved to 'red' varied by criteria; the lowest being for recruitment, where participants agreed that meeting less than 65% of the targeted recruitment would be deemed as 'red' (falling short of target). CONCLUSIONS:Our methodology for monitoring the progression of interventions has resulted in a clear pathway which will support commissioners and intervention teams in local decision making within the Better Start Bradford programme and beyond. This work can support others wishing to implement a formal system for monitoring the progression of public health interventions

Blackwell Science, LtdOxford, UKJEPJournal of Evaluation in Clinical Practice1365-2753Blackwell Publishing Ltd 200310 3387398 Original Article Introducing the Learning Practice -II

Abstract Rationale, aims and objectives This paper is the second of three related papers exploring the ways in which the principles of Learning Organizations (LOs) could be applied in Primary Care settings at the point of service delivery. Methods Based on a theoretical and empirical review of available evidence, here we introduce the process by which a Practice can start to become a Learning Practice (LP). Results and conclusions Steps taken to enhance both individual and organizational learning begin the process of moving towards a learning culture. Attention is given to the routines that can be established within the practice to make learning systematically an integral part of what the practice does. This involves focusing on all three of single-, double-and triple-loop learning. Within the paper, a distinction is made between individual, collective and organizational learning. We argue that individual and collective learning may be easier to achieve than organizational learning as processes and systems already exist within the Health Service to facilitate personal learning and development with some opportunities for collective and integrated learning and working. However, although organizational learning needs to spread beyond the LP to the wider Health Service to inform future training courses, policy and decisionmaking, there currently seem to be few processes by which this might be achieved. This paper contributes to the wider quality improvement debate in three main ways. First, by reviewing existing theoretical and empirical material on LOs in health care settings it provides both an informed vision and a set of practical guidelines on the ways in which a Practice could start to effect its own regime of learning, innovation and change. Second, it highlights the paucity of opportunities individual general practitioner practices have to share their learning more widely. Thirdly, it adds to the evidence base on how to apply LO theory and activate learning cultures in health care settings

“At ‘Amen Meals’ It’s Me and God” Religion and Gender: A New Jewish Women’s Ritual

New ritual practices performed by Jewish women can serve as test cases for an examination of the phenomenon of the creation of religious rituals by women. These food-related rituals, which have been termed ‘‘amen meals’’ were developed in Israel beginning in the year 2000 and subsequently spread to Jewish women in Europe and the United States. This study employs a qualitative-ethnographic methodology grounded in participant-observation and in-depth interviews to describe these nonobligatory, extra-halakhic rituals. What makes these rituals stand out is the women’s sense that through these rituals they experience a direct con- nection to God and, thus, can change reality, i.e., bring about jobs, marriages, children, health, and salvation for friends and loved ones. The ‘‘amen’’ rituals also create an open, inclusive woman’s space imbued with strong spiritual–emotional energies that counter the women’s religious marginality. Finally, the purposes and functions of these rituals, including identity building and displays of cultural capital, are considered within a theoretical framework that views ‘‘doing gender’’ and ‘‘doing religion’’ as an integrated experience