skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Building Community in Coastal Deserts: Perspectives from Western South America”. A review of Maritime Communities of the Ancient Andes
Michael Moseley emphasized the importance of maritime resources to the development of social complexity in the Andean region in his theory of the Maritime Foundations of Andean Civilization (1975), which became a central (and controversial) text in the field. This volume builds on his and others’ foundational work and asks, “how did ancient Andean coastal communities build themselves, and their identities, around their proximity to the Pacific Ocean”?  more » « less
Award ID(s):
1805702
PAR ID:
10343300
Author(s) / Creator(s):
Date Published:
Journal Name:
Anthropology book forum
Volume:
7
Issue:
1
ISSN:
2380-7725
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. null (Ed.)
    Abstract Background. Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the capacity for tuning into and valuing someone’s intellectual and emotional experience within an epistemic activity— in ways that support student-centered instruction. Methods. Using a case study approach, I examine the learning journey of one preservice teacher, Keith, who after having expressed strong skepticism about responsive teaching, came to value and take up responsive teaching in his instruction. Findings. The analysis identifies epistemological and affective dynamics in Keith’s interactions with students and in his relationship with science that fostered his epistemic empathy. By easing his worries about arriving at correct answers, Keith’s epistemic empathy shifted his attention toward supporting students’ sensemaking and nurturing their relationships with the discipline. Contributions. These findings highlights teachers’ affective experiences in the discipline as integral to their learning how to teach; they also call attention to epistemic empathy as an important aspect of and target for teacher learning. 
    more » « less
  2. The Andean and Atlantic forests are separated by the open vegetation corridor, which acts as a geographic barrier. However, these forests experienced cycles of connection and isolation in the past, which shaped the phylogeographic patterns of their biotas. We analysed the evolutionary history of the rufous‐capped antshrikeThamnophilus ruficapillus, a species with a disjunct distribution in the Atlantic and Andean forests and thus an appropriate model to study the effect of the open vegetation corridor and the Andes on the diversification of the Neotropical avifauna. We performed a phylogenetic/phylogeographic analysis, including the five subspecies, using mitochondrial and nuclear genomic DNA, and studied their differences in vocalizations and plumage coloration. Both the mitochondrial and nuclear DNA evidenced a marked phylogeographic structure with three differentiated lineages that diverged without signs of gene flow in the Pleistocene (1.0–1.7 million years ago): one in the Atlantic Forest and two in the Andean forest. However, the two Andean lineages do not coincide with the two disjunct areas of distribution of the species in the Andes. Vocalizations were significantly different between most subspecies, but their pattern of differentiation was discordant with that of the nuclear and mitochondrial DNA. In fact, we did not find song differentiation between the subspecies of the Atlantic Forest and that of the northwestern Bolivian Andes, even though they differ genetically and belong to different lineages. Consistently, no differences were found in plumage coloration between the subspecies of the Atlantic Forest and that of the southern Andes. Our results suggest a complex evolutionary history in this species, which differentiated both due to dispersion across the open vegetation corridor, likely during a period of connection between the Andean and Atlantic forests, and the effect of the Bolivian Altiplano as a geographic barrier. In both cases, Pleistocene climatic oscillations appear to have influenced the species diversification. 
    more » « less
  3. Seagroves, Scott; Barnes, Austin; Metevier, Anne; Porter, Jason; Hunter, Lisa (Ed.)
    The author reflects on his experience as a participant in the Professional Development Program (PDP) in 2005 and 2006 and how he has implemented elements of inquiry learning in his curriculum. He taught courses in Japan and Australia and touches on his perception of how the students in his units learned, and what the effects of (learning) culture are on inquiry learning. Through his experiences, the author found that in the first stages of a learning process, inquiry learning can help to engage and motivate students. In the end stage of learning, inquiry learning can help students to demonstrate their ability to think and work independently. One should carefully consider the learning background of students before implementing aspects of inquiry learning, as it can be affected by the culture in which they grew up. 
    more » « less
  4. Abstract Geological events such as mountain uplift affect how, when, and where species diversify, but measuring those effects is a longstanding challenge. Andean orogeny impacted the evolution of regional biota by creating barriers to gene flow, opening new habitats, and changing local climate. B⁢o⁢m⁢a⁢r⁢e⁢a (Alstroemeriaceae) are tropical plants with (often) small, isolated ranges; in total, B⁢o⁢m⁢a⁢r⁢e⁢a species occur from central Mexico to central Chile. This genus appears to have evolved rapidly and quite recently, and rapid radiations are often challenging to resolve with traditional phylogenetic inference. In this study, we apply phylogenomics—with hundreds of loci, gene-tree-based data curation, and a multispecies-coalescent approach—to infer the phylogeny of B⁢o⁢m⁢a⁢r⁢e⁢a. We use this phylogeny to untangle the potential drivers of diversification and biogeographic history. In particular, we test if Andean orogeny contributed to the diversification of B⁢o⁢m⁢a⁢r⁢e⁢a. We find that B⁢o⁢m⁢a⁢r⁢e⁢a originated in the central Andes during the mid-Miocene, then spread north, following the trajectory of mountain uplift. Furthermore, Andean lineages diversified faster than non-Andean relatives. B⁢o⁢m⁢a⁢r⁢e⁢a thus demonstrates that—at least in some cases—geological change rather than environmental stability has driven high species diversity in a tropical biodiversity hotspot. These results also demonstrate the utility (and danger) of genome-scale data for making macroevolutionary inferences. 
    more » « less
  5. null (Ed.)
    Abstract The Andean bear is the only extant member of the Tremarctine subfamily and the only extant ursid species to inhabit South America. Here, we present an annotated de novo assembly of a nuclear genome from a captive-born female Andean bear, Mischief, generated using a combination of short and long DNA and RNA reads. Our final assembly has a length of 2.23 Gb, and a scaffold N50 of 21.12 Mb, contig N50 of 23.5 kb, and BUSCO score of 88%. The Andean bear genome will be a useful resource for exploring the complex phylogenetic history of extinct and extant bear species and for future population genetics studies of Andean bears. 
    more » « less