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As environmental management becomes of increasing concern to both industrial and developing societies, it is instructive to look at the fundamental relationship between man and environment as exemplified by the hunter-gatherer cultures, in which resource management was and is vital to the very existence of human life. The authors of this book look at hunting and gathering societies in Australia and North America, searching for the essential, as distinct from local, manifestations of human-environment relations. They examine the availability of resources in relation to the requirements of stable and expanding human populations, explore the ontological and structural principles of ecological relations in these societies, and describe the rationale of geographic boundaries and control of access to resources within and across boundaries. A number of current theoretical issues are addressed: the use of fire as a tool for environmental management; the ecological consequences of seasonal mobility patterns; the functional basis for differing forms of control over resources; the social organization of production, including the symbolism of the sexual division of labor; the tactical exercise of jural rights in the use of resources; and the ecological consequences of religious beliefs. The book concludes with a summary of the case materials in terms of what they contribute to the understanding of hunting/gathering as an "economic" category and to the conflict over management of natural resources where societies of hunter-gatherers are encapsulated within industrial societies.
In this book, Robert L. Kelly challenges the preconceptions that hunter-gatherers were Paleolithic relics living in a raw state of nature, instead crafting a position that emphasizes their diversity, and downplays attempts to model the original foraging lifeway or to use foragers to depict human nature stripped to its core. Kelly reviews the anthropological literature for variation among living foragers in terms of diet, mobility, sharing, land tenure, technology, exchange, male-female relations, division of labor, marriage, descent and political organization. Using the paradigm of human behavioral ecology, he analyzes the diversity in these areas and seeks to explain rather than explain away variability, and argues for an approach to prehistory that uses archaeological data to test theory rather than one that uses ethnographic analogy to reconstruct the past.
This is the first book to examine social learning and innovation in hunter–gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter–gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter–gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban–industrial cultures. Controversy continues on problems such as: do hunter–gatherers teach? If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter–gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter–gatherers, 2) modes and processes of social learning in hunter–gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans.
This thesis is about the scope of executive power under the American Constitution, and the degree to which President may, in extraordinary circumstances, assert authority not explicitly granted to them by that document. It is about the extent to which the American executive may assert what John Locke termed "prerogative: " the ability to act beyond or even against the letter of the law to protect the public's best interests. It is an individual's discretion to do what he (or she) believes is necessary, even when he (or she) has little or no authority to do so. At first glance, this may seem odd. The very idea of prerogative is in direct conflict with the American adage that "we are a country of laws, not men," and there is no explicit mention of executive "prerogative" anywhere in the Constitution. Article II Sections 2 and 3 describe the President's powers without describing any such power:
This is Kaniuekutat's book. In it, he tells the story of his life and that of Innu culture in the northern parts of Labrador. The pages of this book are filled with the voice of Kaniuekutat giving his account of an Innu hunter's life and the problems and distress that have been caused by sedentarization and village life. Kaniuekutat invites us to see Innu society and culture from the inside, the way he lives it and reflects upon it. He was greatly concerned that young Innu may lose their traditional culture and the skills necessary to make a living as hunters, and wanted to convey a message: the Innu must take care of their language, their culture and their traditions.
In the vast anthropological literature devoted to hunter-gatherer societies, surprisingly little attention has been paid to the place of hunter-gatherer children. Children often represent 40 percent of hunter-gatherer populations, thus nearly half the population is omitted from most hunter-gatherer ethnographies and research. This volume is designed to bridge the gap in our understanding of the daily lives, knowledge, and development of hunter-gatherer children.The twenty-six contributors to Hunter-Gatherer Childhoods use three general but complementary theoretical approaches--evolutionary, developmental, cultural--in their presentations of new and insightful ethnographic data. For instance, the authors employ these theoretical orientations to provide the first systematic studies of hunter-gatherer children's hunting, play, infant care by children, weaning and expressions of grief. The chapters focus on understanding the daily life experiences of children, and their views and feelings about their lives and cultural change. Chapters address some of the following questions: why does childhood exist, who cares for hunter-gatherer children, what are the characteristic features of hunter-gatherer children's development and what are the impacts of culture change on hunter-gatherer child care?The book is divided into five parts. The first section provides historical, theoretical and conceptual framework for the volume; the second section examines data to test competing hypotheses regarding why childhood is particularly long in humans; the third section expands on the second section by looking at who cares for hunter-gatherer children; the fourth section explores several developmental issues such as weaning, play and loss of loved ones; and, the final section examines the impact of sedentism and schools on hunter-gatherer children.This pioneering volume will help to stimulate further research and scholarship on hunter-gatherer childhoods, th
Man the Hunter is a collection of papers presented at a symposium on research done among the hunting and gathering peoples of the world. Ethnographic studies increasingly contribute substantial amounts of new data on hunter-gatherers and are rapidly changing our concept of Man the Hunter. Social anthropologists generally have been reappraising the basic concepts of descent, fi liation, residence, and group structure. This book presents new data on hunters and clarifi es a series of conceptual issues among social anthropologists as a necessary background to broader discussions with archaeologists, biologists, and students of human evolution.
Hunter-gatherers are the quintessential anthropological topic. They constitute the subject matter that, in the last instance, separates anthropology from its sister social science disciplines: psychology, sociology, economics, and political science. In that central position, hunter-gatherers are the acid test to which any reasonably comprehensive anthropological theory must be applied. Several such theories-some narrow, some broad-are examined in light of the hunter gatherer case in this book. My purpose, then, is that of a review of ideas rather than of a literature. I do not-probably could not-survey all that has been written about hunter-gatherers: Many more works are ignored than considered. That is not because the ones ignored are uninteresting, but because it is my broader purpose to concentrate on certain theoretical contributions to anthro pology in which hunter-gatherers figure most prominently. The book begins with two chapters that deal with the history of anthro pological research and theory in relation to hunter-gatherers. The point is not to present a comprehensive or even-handed accounting of developments. Rather, I sketch a history of selected ideas that have determined the manner in which social scientists have viewed, and thus studied, hunter-gatherers. This lays the groundwork for subjects subsequently addressed and establishes two funda mental points. First, the social sciences have always portrayed hunter-gatherers in ways that serve their theories; in short, hunter-gatherer research has always been a theoretical enterprise. Second, these theoretical treatments have gener ally been either evolutionary or materialist-or both-in perspective.
Climate change in the Arctic Ocean has stirred a remarkable surge of interest and concern. Study after study has revealed the astonishing speed of physical, chemical, ecological, and economic change throughout the expanse of the Arctic. What is more, the consequences of the changing Arctic are not restricted to the Arctic itself, but affect everyone in the Northern Hemisphere, ranging as they do from extreme weather to resource availability and food security, with implications for politics, economics, and sociology. The challenge is to comprehend the full extent and variety of these consequences, and meeting this challenge will demand a multi- and transdisciplinary understanding. Only by this means can we hope to map out a knowledge-based ecosystem and move toward knowledge-based resource management—the essential precondition for any sustainable future. In this book, leading international experts, from many felds of science and across the entire pan-Arctic region, give their specifc takes on where the Arctic Ocean is heading. All have taken care in their writing not to exclude non-experts, in the conviction that multi- and transdisciplinarity can only be achieved when communication and outreach are not tribal in nature. The recurrent guiding theme throughout these pages is “Whith -er the Arctic Ocean?” Taken in concert, the essays synthesize the current state of scientifc knowledge to project how climate change may impact on the Arctic Ocean and the continents around it. How can and how should we prepare for the imminent future that is already lapping at the threshold of the commons? What readers will hopefully take from this multi- and transdisciplinary endeavor is not the individual perspective of each contribution, but the picture that emerges across the entire suite of essays. As we move into a near future that will encompass both the probable and surprises, this book attempts to conjure the multi-dimensional space in which a sustainable future must be brought into being.
Your Vision from the Hunter out of Africa Inspirational Pages to Help you Realise Your True Self Pierre Pambou Tsitsi come from a humble background, growing up in a Central African village without a car, electricity, or even running water. Most of the town’s residents expect to spend their lives working for the local oil company. But Pambou Tsitsi wanted so much more; he wanted to see the world, learn more about life, and break free of the past. In Your Vision from the Hunter out of Africa, he narrates his story, telling how his mother insisted he learn well at school, read books continuously, and never let go of his dream to live a larger life. Through his testimony, he demonstrates that it’s possible to break out of a situation or an environment one is born into by facing fear and breaking the chain of convention. Your Vision from the Hunter out of Africa offers inspiration to help you realise your true self, encourage you to seek out your destiny, and make a clear plan to achieve your goals. “I believe Pierre has found the right vehicle to take you from the brink of possibility to the path of infinite opportunity.” -- Alok Sharma, CEO, Unique Insurance Group