* merge trees?
@ 2015-09-03 17:07 Matt Price
2015-09-03 17:48 ` Thomas S. Dye
2015-09-03 18:44 ` Rasmus
0 siblings, 2 replies; 5+ messages in thread
From: Matt Price @ 2015-09-03 17:07 UTC (permalink / raw)
To: Org Mode
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Eveyr year at this time, I struggle with the structure of my course
syllabi, and move bits an pieces around with wild abandon. At the end of
my struggles, my course outline will be filled with headings like this:
------------------------
** <2015-10-06 Tue> Spatial History
Thinking about the visual presentation of information, especially in map
form
*** Readings
+ Franco Moretti, /Graphs, Maps, Trees/, ch. 1 ([[
http://2012.hackinghistory.ca/wp-content/uploads/2012/09/placing-history.pdf][Graphs]]
).
+ Knowles, A. K. “GIS and History.” [[
http://2012.hackinghistory.ca/wp-content/uploads/2012/09/pariser-filter-bubble.pdf][/Placing
History: How Maps, Spatial Data, and GIS Are Changing Historical
Scholarship/]] (2008): 1–13.
+ Bondenhamer, David J. “History and GIS: Implications for the Discipline.”
/Placing History: How Maps, Spatial Data, and GIS Are Changing Historical
Scholarship/ (2008): 219-234.
+ Theibault, John. “[[
http://writinghistory.trincoll.edu/evidence/theibault-2012-spring/][Visualizations
and Historical Arguments]].” Writing History in the Digital Age, March 23,
2012.
*** Lab: Google Maps and Javascript
--------------------------
Unfortunately, the Seminar topics, labs, and readings do not always match
up very well. It occurs to me that it would be preferable to maintain
separate trees of seminar topics and labs, and merge them, so eg:
* Topics
** Introduction
** Crowds and Publics
** Spatial History
* Labs
** Intro to HTML
** Styling with CSS
** The Google Maps Javascript API
The two subtrees can be manipulated independently, then merged to create
something like:
* Schedule
** <2015-09-15>
*** Seminar: Introduction
*** Lab: Intro to HTML
(each subheading will also include content, e.g., a description of the
class, some lab instructions, etc.).
Is there an easy way to do this already? Or is the best thing to do to
write a piece of elisp that generates the appropriate structure using
org-element, and put that code in a babel block? And if the latter, does
anyone, um, want to write the code for me?
Many thanks for your help,
Matt
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^ permalink raw reply [flat|nested] 5+ messages in thread
* Re: merge trees?
2015-09-03 17:07 merge trees? Matt Price
@ 2015-09-03 17:48 ` Thomas S. Dye
2015-09-03 18:31 ` Matt Price
2015-09-03 18:44 ` Rasmus
1 sibling, 1 reply; 5+ messages in thread
From: Thomas S. Dye @ 2015-09-03 17:48 UTC (permalink / raw)
To: Matt Price; +Cc: Org Mode
Aloha Matt,
Matt Price <moptop99@gmail.com> writes:
> Eveyr year at this time, I struggle with the structure of my course
> syllabi, and move bits an pieces around with wild abandon. At the end of
> my struggles, my course outline will be filled with headings like this:
> ------------------------
> ** <2015-10-06 Tue> Spatial History
> Thinking about the visual presentation of information, especially in map
> form
> *** Readings
> + Franco Moretti, /Graphs, Maps, Trees/, ch. 1 ([[
> http://2012.hackinghistory.ca/wp-content/uploads/2012/09/placing-history.pdf][Graphs]]
> ).
> + Knowles, A. K. “GIS and History.” [[
> http://2012.hackinghistory.ca/wp-content/uploads/2012/09/pariser-filter-bubble.pdf][/Placing
> History: How Maps, Spatial Data, and GIS Are Changing Historical
> Scholarship/]] (2008): 1–13.
> + Bondenhamer, David J. “History and GIS: Implications for the Discipline.”
> /Placing History: How Maps, Spatial Data, and GIS Are Changing Historical
> Scholarship/ (2008): 219-234.
> + Theibault, John. “[[
> http://writinghistory.trincoll.edu/evidence/theibault-2012-spring/][Visualizations
> and Historical Arguments]].” Writing History in the Digital Age, March 23,
> 2012.
> *** Lab: Google Maps and Javascript
> --------------------------
>
> Unfortunately, the Seminar topics, labs, and readings do not always match
> up very well. It occurs to me that it would be preferable to maintain
> separate trees of seminar topics and labs, and merge them, so eg:
>
> * Topics
> ** Introduction
> ** Crowds and Publics
> ** Spatial History
>
> * Labs
> ** Intro to HTML
> ** Styling with CSS
> ** The Google Maps Javascript API
>
> The two subtrees can be manipulated independently, then merged to create
> something like:
>
> * Schedule
> ** <2015-09-15>
> *** Seminar: Introduction
> *** Lab: Intro to HTML
>
> (each subheading will also include content, e.g., a description of the
> class, some lab instructions, etc.).
>
> Is there an easy way to do this already? Or is the best thing to do to
> write a piece of elisp that generates the appropriate structure using
> org-element, and put that code in a babel block? And if the latter, does
> anyone, um, want to write the code for me?
>
I keep separate headings for readings, discussion questions, lectures,
etc., and don't attach dates directly to the headings. Then, I put
together a course calendar as a table that includes links to all the
relevant parts. I export this to html, using Fabrice Niessen's
ReadTheOrg stylesheet, and I'm good to go. My students like it, too.
Not sure if this is what you're after, but it is working for me.
All the best,
Tom
--
Thomas S. Dye
http://www.tsdye.com
^ permalink raw reply [flat|nested] 5+ messages in thread
* Re: merge trees?
2015-09-03 17:48 ` Thomas S. Dye
@ 2015-09-03 18:31 ` Matt Price
2015-09-03 19:15 ` Thomas S. Dye
0 siblings, 1 reply; 5+ messages in thread
From: Matt Price @ 2015-09-03 18:31 UTC (permalink / raw)
To: Thomas S. Dye; +Cc: Org Mode
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sounds interesting, can you send me a copy of the source? I don't usei
nternal links very much!
On Thu, Sep 3, 2015 at 1:48 PM, Thomas S. Dye <tsd@tsdye.com> wrote:
> Aloha Matt,
>
> Matt Price <moptop99@gmail.com> writes:
>
> > Eveyr year at this time, I struggle with the structure of my course
> > syllabi, and move bits an pieces around with wild abandon. At the end of
> > my struggles, my course outline will be filled with headings like this:
> > ------------------------
> > ** <2015-10-06 Tue> Spatial History
> > Thinking about the visual presentation of information, especially in map
> > form
> > *** Readings
> > + Franco Moretti, /Graphs, Maps, Trees/, ch. 1 ([[
> >
> http://2012.hackinghistory.ca/wp-content/uploads/2012/09/placing-history.pdf][Graphs
> ]]
> > ).
> > + Knowles, A. K. “GIS and History.” [[
> >
> http://2012.hackinghistory.ca/wp-content/uploads/2012/09/pariser-filter-bubble.pdf][/Placing
> > History: How Maps, Spatial Data, and GIS Are Changing Historical
> > Scholarship/]] (2008): 1–13.
> > + Bondenhamer, David J. “History and GIS: Implications for the
> Discipline.”
> > /Placing History: How Maps, Spatial Data, and GIS Are Changing Historical
> > Scholarship/ (2008): 219-234.
> > + Theibault, John. “[[
> >
> http://writinghistory.trincoll.edu/evidence/theibault-2012-spring/][Visualizations
> > and Historical Arguments]].” Writing History in the Digital Age, March
> 23,
> > 2012.
> > *** Lab: Google Maps and Javascript
> > --------------------------
> >
> > Unfortunately, the Seminar topics, labs, and readings do not always match
> > up very well. It occurs to me that it would be preferable to maintain
> > separate trees of seminar topics and labs, and merge them, so eg:
> >
> > * Topics
> > ** Introduction
> > ** Crowds and Publics
> > ** Spatial History
> >
> > * Labs
> > ** Intro to HTML
> > ** Styling with CSS
> > ** The Google Maps Javascript API
> >
> > The two subtrees can be manipulated independently, then merged to create
> > something like:
> >
> > * Schedule
> > ** <2015-09-15>
> > *** Seminar: Introduction
> > *** Lab: Intro to HTML
> >
> > (each subheading will also include content, e.g., a description of the
> > class, some lab instructions, etc.).
> >
> > Is there an easy way to do this already? Or is the best thing to do to
> > write a piece of elisp that generates the appropriate structure using
> > org-element, and put that code in a babel block? And if the latter, does
> > anyone, um, want to write the code for me?
> >
>
> I keep separate headings for readings, discussion questions, lectures,
> etc., and don't attach dates directly to the headings. Then, I put
> together a course calendar as a table that includes links to all the
> relevant parts. I export this to html, using Fabrice Niessen's
> ReadTheOrg stylesheet, and I'm good to go. My students like it, too.
>
> Not sure if this is what you're after, but it is working for me.
>
> All the best,
> Tom
> --
> Thomas S. Dye
> http://www.tsdye.com
>
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^ permalink raw reply [flat|nested] 5+ messages in thread
* Re: merge trees?
2015-09-03 17:07 merge trees? Matt Price
2015-09-03 17:48 ` Thomas S. Dye
@ 2015-09-03 18:44 ` Rasmus
1 sibling, 0 replies; 5+ messages in thread
From: Rasmus @ 2015-09-03 18:44 UTC (permalink / raw)
To: emacs-orgmode
Matt Price <moptop99@gmail.com> writes:
> * Topics
> ** Introduction
> ** Crowds and Publics
> ** Spatial History
>
> * Labs
> ** Intro to HTML
> ** Styling with CSS
> ** The Google Maps Javascript API
>
> The two subtrees can be manipulated independently, then merged to create
> something like:
>
> * Schedule
> ** <2015-09-15>
> *** Seminar: Introduction
> *** Lab: Intro to HTML
You should probably use a key for matching. Otherwise I can promise you
it will get messy (it seems you want to match based on the location in the
three).
> Is there an easy way to do this already? Or is the best thing to do to
> write a piece of elisp that generates the appropriate structure using
> org-element, and put that code in a babel block?
Probably the best way might be a custom exporter. ox-koma-script collects
"special headlines" and insert them later. You could do the same.
> And if the latter, does anyone, um, want to write the code for me?
Sounds like the job of a personal, underpaid slav... TA!
You can cook some more on this.
* topics
:PROPERTIES:
:outline_prefix:
:END:
** Intro
:PROPERTIES:
:outline_class: 1
:END:
<2015-09-03 jue>
Intro text
** can I has czz?
:PROPERTIES:
:outline_class: 2
:END:
<2015-09-05 sáb>
x
* labs
:PROPERTIES:
:outline_prefix: Lab
:END:
** intro to html
:PROPERTIES:
:outline_class: 1
:END:
** lab
:PROPERTIES:
:outline_class: 2
:END:
* magic
#+BEGIN_SRC emacs-lisp
(let* ((parse-tree (org-element-parse-buffer))
(classes (delete-duplicates (org-element-map parse-tree 'headline
(lambda (h)
(org-element-property :OUTLINE_CLASS h)))
:test 'equal))
(times (org-element-map (org-element-parse-buffer) 'timestamp
(lambda (time)
(list (org-export-get-node-property :OUTLINE_CLASS time t)
(org-element-property :raw-value time))
)))
(dataz (mapcar (lambda (class)
(list :class class
:schedule (cadr (assoc class times))
:heads (delq nil
(org-element-map parse-tree 'headline
(lambda (h) (and (equal class
(org-element-property :OUTLINE_CLASS h))
h))))))
classes)))
(with-temp-file "/tmp/outline.org"
(erase-buffer)
(insert "* schedule\n")
(mapc (lambda (data)
(insert "** " (plist-get data :schedule) "\n")
;; Here you could add sorting to get it in the desired order.
(insert (mapconcat 'org-element-interpret-data
(mapcar
;; You could add prefixes and so forth
;; using the outline-prefix property
(lambda (h) (let ((l (org-element-property :level h)))
(org-element-put-property h :level (1+ l))))
(plist-get data :heads))
"\n")))
dataz)))
#+END_SRC
--
I hear there's rumors on the, uh, Internets. . .
^ permalink raw reply [flat|nested] 5+ messages in thread
* Re: merge trees?
2015-09-03 18:31 ` Matt Price
@ 2015-09-03 19:15 ` Thomas S. Dye
0 siblings, 0 replies; 5+ messages in thread
From: Thomas S. Dye @ 2015-09-03 19:15 UTC (permalink / raw)
To: Matt Price; +Cc: Org Mode
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Aloha Matt,
Matt Price <moptop99@gmail.com> writes:
> sounds interesting, can you send me a copy of the source? I don't usei
> nternal links very much!
Here is a link to the course syllabus and schedule, so you can see the
result:
http://www.tsdye.com/anth_323/anth_323_syllabus.html
My students seem to appreciate the Course Calendar and they definitely
appreciate the ReadTheOrg style.
I've attached the Org mode source, which probably depends on some code
in my library of Babel. At least you'll be able to see how I structure
the file and use internal links. I really like using the ID properties
for internal links to headlines, so I'm free to change the headline text
without breaking the link.
Also, there is a bunch of material in the attached file related to
exporting slide-show lectures to pdf, which you can ignore. I've
stripped out the lecture content because it's not relevant to your
query.
All the best,
Tom
[-- Attachment #2: ANTH 323 syllabus --]
[-- Type: text/x-org, Size: 58311 bytes --]
#+TITLE: Fall 2015 ANTH 323 Pacific Islands Archaeology
#+AUTHOR: Thomas S. Dye
#+LATEX_HEADER: \newcommand{\myuni}{University of Hawai`i at M\={a}noa}
- Classroom: Saunders Hall 345
- Meeting Times: MWF 12:30--1:20
- Instructor: Dr. Thomas S. Dye (tdye@hawaii.edu)
- Office: Saunders Hall 346B
- Office Hour: Friday 11:00--12:00, or by appointment
* Syllabus
:PROPERTIES:
:EXPORT_FILE_NAME: anth-323-f15-syllabus
:EXPORT_TITLE: Fall 2015 Syllabus for ANTH 323
:END:
This course is an introduction to archaeological research in Oceania,
a region including the islands of Polynesia, Melanesia, and
Micronesia. The exploration of this oceanic world, the ability of
Pacific Islanders to colonize remote, environmentally diverse
landforms, and their success developing a range of island societies
represent remarkable achievements in the history of humanity. We will
examine evidence for systematic long-distance voyaging, the human
colonization of previously uninhabited landscapes, and the independent
evolution of cultures descendant from a common ancestral heritage. The
course is open to both undergraduate and graduate students.
The central questions we address are: What is archaeology's place in
the study of Oceania's past alongside oral history, history,
historical linguistics, comparative ethnography, and genetics? What
have been archaeology's main contributions to the history of Oceania?
What is the future of archaeology in Oceania?
This class is writing intensive. There will be a research paper (10
pages plus bibliography) and other shorter writing assignments. This
course is designed for upper-division undergraduates and graduate
students. We welcome all students with interests in Oceania. A
background in archaeology is helpful but not a prerequisite.
** Textbook
The required textbook for this semester is Patrick Kirch's /On the
Road of the Winds:/ /An Archaeological History of the Pacific Islands
before European Contact/.
Kirch is an emeritus professor at the University of California
Berkeley. He grew up in M\amacron{}noa, attended Punahou School, earned a
Bachelor's degree at the University of Pennsylvania, and went on to
earn a PhD in Anthropology at Yale University. He has an unparalleled
range of archaeological experience throughout the Pacific starting
when he was a teenager in Hawai`i and continuing today. He is:
- an avid reader about all things Pacific who has made contributions
to the fields of linguistics and anthropology, in addition to archaeology;
- a strong proponent of a multi-disciplinary approach that
integrates archaeology with various natural sciences, linguistics,
and ethnography;
- a prolific author with a fluid writing style.
We will read and discuss the book critically, focusing primarily on
the archaeological materials and secondarily on the relationship of
archaeological evidence to other kinds of evidence. In addition, in
class discussions and through students' term paper research, we will
discuss findings made since the textbook was published more than a
decade ago.
** Class Meetings
The class meets Monday, Wednesday, and Friday from 12:30 to 1:20 in
Saunders Hall 345. The class is organized as a seminar, so please sit
at the table.
The course is structured to maximize discussion time during class
meetings. The successful student will come to class well-prepared and
eager to engage in discussion. In particular, please prepare for
class by completing the reading and pondering the discussion questions.
All inquiry begins with doubt. Please come to class with questions of
your own!
Tip: Discuss your term paper research in class, as appropriate. The
responses you get from your instructor and fellow students might help
you understand your term paper topic in a new or interesting way.
** Grading
Your grade will be based on the total number of points you earn in the
mid-term examination, research paper, discussion papers, annotated
maps, and class participation. Note that you must complete the final
term paper and turn it in on time to pass the course.
*** Distribution of Points
There are 127 possible points. Their distribution is as follows:
| Assignment | Points |
|-----------------------------------------------+-----------------------|
| [[id:6AB45747-EFFB-46C3-B93F-C91C49CB0E8B][A mid-term examination]] | 15 |
| | |
| [[id:FE11B1CA-0F84-4322-8FD1-C8F8D24DB543][A term paper]] | 64 total |
| Step 1. Topic | 2 |
| Step 2. Report on research to form questions | 2 |
| Step 3. Refined proposal (1 page) | 2 |
| Step 4. Research pitch session | 2 |
| Step 5. Abstract and bibliography (2 pages) | 4 |
| Step 6. Introduction and outline (2 pages) | 4 |
| Step 7. Two body paragraphs (2 pages) | 4 |
| Step 8. First draft (10 pages + bibliography) | 20 |
| Step 9. Final draft (10 pages + bibliography) | 20 |
| Step 10. Class presentation | 4 |
| | |
| [[id:35E7B1F0-9AF3-4F12-B792-71ED9C2BE5E6][Six discussion papers]] (1--2 pages each) | 3 each, 18 total |
| [[id:8FC1339A-03C8-4F1C-9B29-D7D752174B3B][Seven annotated maps]] | 2 each, 14 total |
| [[id:CB24D8B4-60E8-41EA-AE33-9B9A9761B58E][Sixteen weeks of class participation]] | 1 each week, 16 total |
| TOTAL | 127 |
*** Grading Scale
Students who complete the term paper and turn it in on time will be
graded on the following point scale.
| Grade | Points |
|-------+----------|
| A+ | 101--127 |
| A | 94--100 |
| A- | 90--93 |
| B+ | 87--89 |
| B | 84--86 |
| B- | 80--83 |
| C+ | 77--79 |
| C | 74--76 |
| C- | 70--73 |
| D+ | 67--69 |
| D | 64--66 |
| D- | 60--63 |
| F | 0--59 |
** Term Paper Schedule
| Date | Assignment |
|-----------+----------------------------------------------------|
| 9/4 (F) | [[id:B0AC070B-B855-4C7E-86CE-3A61CFCDFC7B][Step 1. Choose topic]] |
| 9/11 (F) | [[id:2FCB770C-8B4D-4C5F-8A99-0A6135F00272][Step 2. Form questions (1 page)]] |
| 9/18 (F) | [[id:D8A45370-E7AD-4353-9B9D-D129218DC5FF][Step 3. Refine proposal (1 page)]] |
| 9/23 (W) | [[id:138B03A7-9B87-4098-BD44-FC91FDD80019][Step 4. Pitch research]] |
| 10/2 (F) | [[id:572B02A2-3033-49B9-B116-3572FC837760][Step 5. Abstract and bibliography (2 pages)]] |
| 10/9 (F) | [[id:221B8BD9-1A77-4D87-8632-B5E64254A1D7][Step 6. Introduction and outline (2 pages)]] |
| 10/16 (F) | [[id:1B3777A1-553F-4E48-B10A-C2197AE4E635][Step 7. Two body paragraphs (2 pages)]] |
| 10/30 (F) | [[id:E731767D-7E28-4114-81C5-0D2737E71DB7][Step 8. First draft (10 pages + bibliography)]] |
| 12/4 (F) | [[id:5E480E65-3DA3-4FB5-B371-43286244854F][Step 9. Final term paper (10 pages + bibliography)]] |
| 12/4 (F) | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10. Class presentation]] |
| 12/7 (M) | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10. Class presentation]] |
| 12/9 (W) | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10. Class presentation]] |
** Stipulations
- Writing assignments must be submitted as Portable Document Format
(pdf) files via Laulima
- Maps can be submitted as graphic files via Laulima, or as marked up
hard copy submitted at the start of class on the due date
- No credit for late assignments without a written medical excuse
- Steps 1--10 of the Research Paper are /required/, whether or not you
choose to submit Steps 1--3 and 5--8 for points on or before the
due date
- You /must/ attend class on 9/23 (W) to complete Step 4
- You /must/ attend class on 12/4 (F), 12/7 (M), and/or 12/9 (W) to
complete Step 10
- Final term papers /will not be accepted/ after the due date and time
- Failure to submit a final term paper on time results in a failing
grade for the course
** The Writing Center
Many students lack confidence in their writing ability. Fortunately,
good writing is a skill that can be acquired with study and practice.
If you want to improve your writing skills, please explore the
services offered on campus by the [[https://sites.google.com/a/hawaii.edu/writingcenter/appointments][Writing Center]] in the English
Department.
** Reasonable Accommodations
If you feel that you need reasonable accommodations because of
the impact of a disability:
- contact the [[http://www.hawaii.edu/kokua/][KOKUA Program]] at 956--7511 or 956--7612 in room 013 of the QLCSS
- speak with me privately to discuss your specific needs
I will be happy to work with you and the [[http://www.hawaii.edu/kokua/][KOKUA Program]] to meet your
access needs related to a documented disability.
* Course Calendar
:PROPERTIES:
:ID: B76B9F9E-9E38-41EE-B83A-8ED1AF3BE974
:END:
| Day | Topic | Preparation | Assignment due |
|-----------+----------------------------------------+------------------------------------------------------------------+----------------------------------------------------------------------------|
| 8/24 (M) | Introduction to ANTH 323 | | |
| 8/26 (W) | What is Pacific Islands archaeology? | [[file:anth-323-archaeology.pdf][Lecture: What is Archaeology?]] [[*Lecture 1, What is Archaeology?][Discussion questions]] | [[id:C1FF83F1-E5D3-4F4A-B1E6-44BEF4EA13EA][Annotated map 1]] |
| 8/28 (F) | | Textbook: Introduction [[id:176B8682-109F-463A-A07A-CFA9BA3E3C56][Discussion questions]] | [[id:5866BEA8-07D2-45E1-BF83-584412A58AB9][Annotated map 2]] |
| 8/31 (M) | History of archaeological research | Textbook: Chapter 1 [[id:AC360A4E-372C-41A7-9536-D7E41BE580FA][Discussion questions]] | [[id:5DF8980B-9639-4B37-92B1-85BE50825D37][Annotated map 3]] |
| 9/2 (W) | | | |
| 9/4 (F) | Topics in Pacific Islands archaeology | | [[id:B0AC070B-B855-4C7E-86CE-3A61CFCDFC7B][Step 1: Choose topic]] |
| 9/7 (M) | Holiday | No class | |
| 9/9 (W) | Environmental setting | Textbook: Chapter 2 [[id:61D64EB7-E558-42F6-B136-5182C15F3379][Discussion questions]] | [[id:4AF61A5B-F0D2-4833-8BB8-0626EA29D244][Discussion paper 1 (1-2 pages)]], [[id:F4F10555-5978-49B4-A14A-1FDE6E8B758E][Annotated map 4]] |
| 9/11 (F) | Where do I start? | | [[id:2FCB770C-8B4D-4C5F-8A99-0A6135F00272][Step 2: Form questions (1 page)]] |
| 9/14 (M) | Faint traces from the Pleistocene | Textbook: Chapter 3 [[id:9BF242C1-5BD3-4344-85C4-DECAD387FA56][Discussion questions]] | [[id:009BA056-1921-4F84-8389-CDBD8B54CD45][Discussion paper 2 (1-2 pages)]] |
| 9/16 (W) | | | |
| 9/18 (F) | Developing a research focus | | [[id:D8A45370-E7AD-4353-9B9D-D129218DC5FF][Step 3: Refine proposal (1 page)]] |
| 9/21 (M) | The Lapita horizon | Textbook: Chapter 4 [[id:5A38DE98-633B-4993-9CB5-881E50ABE258][Discussion questions]] | [[id:3C9B7DC2-D124-433A-92C7-A6DB8E7B4186][Annotated map 5]] |
| 9/23 (W) | Class presentations | | [[id:138B03A7-9B87-4098-BD44-FC91FDD80019][Step 4: Pitch research]] |
| 9/25 (F) | | | |
| 9/28 (M) | | [[https://www.youtube.com/watch?v=DWp5MiiVR1k][Movie: The Wayfinders]] [[id:C2266D7F-EDE0-400A-A771-08D79DB69309][Discussion questions]] | |
| 9/30 (W) | | | |
| 10/2 (F) | Scholarly citations | | [[id:572B02A2-3033-49B9-B116-3572FC837760][Step 5: Abstract and bibliography (2 pages)]] |
| 10/5 (M) | [[id:6AB45747-EFFB-46C3-B93F-C91C49CB0E8B][Mid-term examination]] | | |
| 10/7 (W) | Post-Lapita developments in the west | Textbook: Chapter 5 [[id:BBAC7E77-31C5-4317-A208-94C6859A4513][Discussion questions]] | [[id:80BADA59-E24D-490A-AD5F-7BCBCC944298][Discussion paper 3 (1-2 pages)]], [[id:96EBDB24-E208-4151-87FB-1D41C2282A8F][Annotated map 6]] |
| 10/9 (F) | Outlining your term paper | | [[id:221B8BD9-1A77-4D87-8632-B5E64254A1D7][Step 6: Introduction and outline (2 pages)]] |
| 10/12 (M) | | | |
| 10/14 (W) | | | |
| 10/16 (F) | Writing your term paper | | [[id:1B3777A1-553F-4E48-B10A-C2197AE4E635][Step 7: Two body paragraphs (2 pages)]] |
| 10/19 (M) | Northwestern Remote Oceania | Textbook: Chapter 6 [[id:10862712-70F7-4650-9DCD-39AF74E6FC2F][Discussion questions]] | [[id:5AD19156-D305-4102-ACA5-D362335CAEB6][Discussion paper 4 (1-2 pages)]] |
| 10/21 (W) | | | |
| 10/23 (F) | | | |
| 10/26 (M) | Getting it all together (sort of) | | [[id:CCB59B44-AB9F-4609-811E-1046C2ECFD98][Annotated map 7]] |
| 10/28 (W) | | | |
| 10/30 (F) | | | [[id:E731767D-7E28-4114-81C5-0D2737E71DB7][Step 8: First draft (10 pages + bibliography)]] |
| 11/2 (M) | The final phase of human dispersal | Textbook: Chapter 7 [[id:68FBA2A7-FF17-44B7-90E7-A7DE1AFB8638][Discussion questions]] | |
| 11/4 (W) | | | |
| 11/6 (F) | | Lecture: The Radiocarbon Revolution, [[*Lecture 2, The Radiocarbon Revolution][Discussion questions]] | |
| 11/9 (M) | | | |
| 11/11 (W) | Holiday | No class | |
| 11/13 (F) | | | |
| 11/16 (M) | Developments in Eastern Remote Oceania | Textbook: Chapter 8 [[id:E110D6D8-4F1E-476A-8FD5-5F551968DDEA][Discussion questions]] | |
| 11/18 (W) | | Lecture: The Kingdoms of Tonga and Hawai`i, [[*Lecture 3, The Kingdoms of Tonga and Hawai`i][Discussion questions]] | |
| 11/20 (F) | | | |
| 11/23 (M) | | | |
| 11/25 (W) | | | [[id:246C4EB5-7FC1-4CB9-9330-AA9D621B0DD8][Discussion paper 5 (1-2 pages)]] |
| 11/27 (F) | Holiday | No class | |
| 11/30 (M) | Archaeology's role in Pacific history | Textbook: Chapter 9 [[id:4CE3AC6E-BABB-4C01-9457-3EB80C575498][Discussion questions]] | |
| 12/2 (W) | | | |
| 12/4 (F) | Class Presentations | | [[id:5E480E65-3DA3-4FB5-B371-43286244854F][Step 9: Final term paper (10 pages + bibliography)]], [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10: Presentations]] |
| 12/7 (M) | Class Presentations | | [[id:C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2][Step 10: Presentations]] |
| 12/9 (W) | Class Presentations | | [[id:B76B9F9E-9E38-41EE-B83A-8ED1AF3BE974][Step 10: Presentations]] |
* Term Paper
:PROPERTIES:
:EXPORT_FILE_NAME: anth-323-f15-term-paper
:EXPORT_TITLE: ANTH 323 Term Paper Schedule
:ID: FE11B1CA-0F84-4322-8FD1-C8F8D24DB543
:END:
In this course you will undertake a term-long writing project on the
general topic of Pacific Islands archaeology. Please write about a
specific topic that particularly interests you. Your topic might
concern:
- some facet of archaeological practice in the Pacific
- the history of archaeological research in an island, island group, or region
- Pacific Islands archaeology in its disciplinary nexus, such as its
relationship to the physical and life sciences or to written and
oral history
- an archaeological assemblage from a particular island, island group, or region
- an archaeological sequence from an island, island group, or region
- a cha\icirc{}ne op\eacute{}ratoire for a particular artifact
- archaeological evidence for a cultural process of some kind
- archaeological evidence for or against a particular theory of
change or development
** Choose topic (Friday 9/4)
:PROPERTIES:
:ID: B0AC070B-B855-4C7E-86CE-3A61CFCDFC7B
:END:
Your first task is to focus the topic more sharply. Remember:
"topics" are broad. Your initial proposal will state your
topic and list some preliminary questions that you hope to
investigate.
** Form questions (Friday 9/11)
:PROPERTIES:
:ID: 2FCB770C-8B4D-4C5F-8A99-0A6135F00272
:END:
Different topics suggest different strategies, including consulting
special subject encyclopedias, referring to peer-reviewed journals,
and even using Google. As we talk about how to use sources to refine
your thinking, you will also learn how to find the information that
you need. We will also talk about what to do when, for instance, you
find material that undermines your initial premise, or sources that
are at odds with each other. We will discuss how to use sources
responsibly.
** Refine proposal (Friday 9/18)
:PROPERTIES:
:ID: D8A45370-E7AD-4353-9B9D-D129218DC5FF
:END:
Research requires the continual refinement of a topic and a set of
research questions. Accordingly, you are likely to challenge your
initial premises and arrive at various conclusions as you work. For
this assignment, you should present a refined proposal and a set of
focused questions that reflect your current thinking about your
research.
** Pitch research (Wednesday 9/23)
:PROPERTIES:
:ID: 138B03A7-9B87-4098-BD44-FC91FDD80019
:END:
Here you will pitch your research plan in class. Your “pitch session”
should include a succinct statement of your proposed argument, the
questions you intend to address, and some plan for
addressing/researching these questions. Your classmates' and
instructor's responses will help you to see the strengths and
weaknesses of your research plan.
** Abstract and bibliography (Friday 10/2)
:PROPERTIES:
:ID: 572B02A2-3033-49B9-B116-3572FC837760
:END:
Write a 75 word abstract summarizing the paper you think you're going
to write. Attach a draft of your bibliography. This bibliography
should identify a list of five or more sources that include books,
journals, and on-line resources. You can use Google and Wikipedia as
much or little as you like, but your bibliography /must/ include
some books and journal articles.
** Introduction and outline (Friday 10/9)
:PROPERTIES:
:ID: 221B8BD9-1A77-4D87-8632-B5E64254A1D7
:END:
By this step, you should have a working thesis and introduction for
your term paper. Your introduction should contextualize your thesis
and engage your reader. It should also offer the reader a suggestion
of your paper's structure.
** Two body paragraphs (Friday 10/16)
:PROPERTIES:
:ID: 1B3777A1-553F-4E48-B10A-C2197AE4E635
:END:
You will write, and your classmates and instructor will review, a
couple of body paragraphs in class to determine how well you've set
up, employed, analyzed, and cited your sources. A discussion of
plagiarism is included here.
** First draft (Friday 10/30)
:PROPERTIES:
:ID: E731767D-7E28-4114-81C5-0D2737E71DB7
:END:
Here your goal is to produce a coherent whole. The draft can be rough
but it should have an introduction, a body, and a conclusion. It also
needs in-text citations and a bibliography of references cited! You
will receive feedback on your draft.
"Write your first draft with your heart. Re-write with your head."
~ from the movie /Finding Forrester/
** Final term paper (Friday 12/4)
:PROPERTIES:
:ID: 5E480E65-3DA3-4FB5-B371-43286244854F
:END:
"I'm not a very good writer, but I'm an excellent rewriter." ~ James Michener
** Class presentation (Friday 12/4 through Wednesday 12/9)
:PROPERTIES:
:ID: C5E8760C-8F92-4A8D-BD7C-9FDF5A3759E2
:END:
Your research presentation should /not/ be a simple "replay" of your
topic but should be re-designed so that you
- spend some time talking spontaneously
- employ more than one medium
- engage your classmates in discussion
A successful presentation will focus on one part of the research,
without trying to cover all of the research in your paper. You will
have twenty minutes to make your presentation; this will include time
devoted to questions and answers.
Your presentation will be graded separately from your paper.
* Mid-term Examination
:PROPERTIES:
:ID: 6AB45747-EFFB-46C3-B93F-C91C49CB0E8B
:END:
The mid-term examination consists of three questions chosen from the
Discussion Questions from [[*Lecture 1, What is Archaeology?][Lecture 1]], [[id:AC360A4E-372C-41A7-9536-D7E41BE580FA][Chapter 1]], [[id:61D64EB7-E558-42F6-B136-5182C15F3379][Chapter 2]],
[[id:9BF242C1-5BD3-4344-85C4-DECAD387FA56][Chapter 3]], and [[id:5A38DE98-633B-4993-9CB5-881E50ABE258][Chapter 4]]. Each answer is worth a maximum of five
points, for a total of 15 points.
* Discussion Papers
:PROPERTIES:
:ID: 35E7B1F0-9AF3-4F12-B792-71ED9C2BE5E6
:END:
You can complete up to six discussion papers, each of which is 1--2
pages long, optionally including a bibliography, and worth a maximum
of 3 points. Choose a discussion question from the appropriate list
and write a well-structured, short essay that attempts to answer it.
Each discussion paper should have an introductory paragraph, one or
more body paragraphs, and a conclusion paragraph.
<<logic>>
Where appropriate, please consider the three step logic of
archaeological inquiry as it relates to your discussion question:
- acquisition: prepare an artifact assemblage for study
- construction: abstract a quality used to classify and/or
measure the artifact assemblage in order to find patterns in
content, space, and/or time
- reconstitution: elaborate a reason for the structure found in the
artifact assemblage, either a
- social scientific law: universal quality of human behavior,
irrespective of time and place, or a
- historical process: change in human behavior in the context of
a particular time and place
** Discussion Paper 1
:PROPERTIES:
:ID: 4AF61A5B-F0D2-4833-8BB8-0626EA29D244
:END:
Please select an appropriate question from either [[id:176B8682-109F-463A-A07A-CFA9BA3E3C56][Introduction]],
[[id:AC360A4E-372C-41A7-9536-D7E41BE580FA][Chapter 1, Discovering the Oceanic Past]], or [[id:61D64EB7-E558-42F6-B136-5182C15F3379][Chapter 2, The Pacific
Islands as a Human Environment]] for this discussion paper.
** Discussion Paper 2
:PROPERTIES:
:ID: 009BA056-1921-4F84-8389-CDBD8B54CD45
:END:
Please select an appropriate question from [[id:9BF242C1-5BD3-4344-85C4-DECAD387FA56][Chapter 3, Sahul]] for this
discussion paper.
** Discussion Paper 3
:PROPERTIES:
:ID: 80BADA59-E24D-490A-AD5F-7BCBCC944298
:END:
Please select an appropriate question from either [[id:5A38DE98-633B-4993-9CB5-881E50ABE258][Chapter 4, Lapita
Expansion]] or [[id:BBAC7E77-31C5-4317-A208-94C6859A4513][Chapter 5, Post-Lapita Melanesia]] for this discussion paper.
** Discussion Paper 4
:PROPERTIES:
:ID: 5AD19156-D305-4102-ACA5-D362335CAEB6
:END:
Please select an appropriate question from [[id:10862712-70F7-4650-9DCD-39AF74E6FC2F][Chapter 6, Micronesia]] for
this discussion paper.
** Discussion Paper 5
:PROPERTIES:
:ID: 246C4EB5-7FC1-4CB9-9330-AA9D621B0DD8
:END:
Please select an appropriate question from either [[id:68FBA2A7-FF17-44B7-90E7-A7DE1AFB8638][Chapter 7,
Polynesian Dispersal]] or [[id:E110D6D8-4F1E-476A-8FD5-5F551968DDEA][Chapter 8, Polynesian Developments]] for this
discussion paper.
** Discussion Paper 6
Please pick an appropriate question from [[id:4CE3AC6E-BABB-4C01-9457-3EB80C575498][Chapter 9, Reconstitution]] for
this discussion paper.
* Discussion Questions
Questions from the following lists will likely be discussed in class
(depending on where the conversation leads us). You should come to
class prepared to talk about them. You will choose your [[id:35E7B1F0-9AF3-4F12-B792-71ED9C2BE5E6][Discussion
Paper]] topics from them. Also, the questions on the [[*Mid-term Examination][mid-term
examination]] will be selected from these lists.
The lists are ordered in the order we're likely to discuss them in class
(depending on where the conversation leads us). Please refer to the [[*Course
Calendar][Course Calendar]] for more detailed information on scheduling.
** Lecture 1, What is Archaeology?
- How is archaeology different from history?
- How is historicism different from social science?
- Why study archaeology?
- Is the temple on L\amacron{}na`i Island a site? Why, or why not?
- What is the necessary condition of inquiry? Is scientific inquiry
fundamentally different from other forms of inquiry? Why or why
not?
- List the three logical steps of [[logic][archaeological inquiry]] and describe
them in your own terms.
** Introduction
:PROPERTIES:
:ID: 176B8682-109F-463A-A07A-CFA9BA3E3C56
:END:
- How can one study change with /synchronic/ data? How with
/diachronic/ data? Do the study processes differ?
** Chapter 1, Discovering the Oceanic Past
:PROPERTIES:
:EXPORT_FILE_NAME: anth-323-f15-discovering
:ID: AC360A4E-372C-41A7-9536-D7E41BE580FA
:END:
- Who were Peter Buck and Te Rangi Hiroa? List some of
their most influential publications and discuss how their careers
intersected with Pacific Islands archaeology.
- What is time depth? How have scholarly views on the time depth of
Oceanic history changed since the nineteenth century?
- Does the caption to Figure 1.16 use the terms "site" and "artifact"
as they were defined in Lecture: What is Archaeology? If not, how
might the caption be re-written to accommodate those definitions?
- Who was Roger Green and what were some of his accomplishments?
- Which universities have played major roles in Oceanic
archaeological research?
- How has racism affected the study of Oceanic history? At which
stage of archaeological inquiry is racism most likely to appear?
** Chapter 2, The Pacific Islands as a Human Environment
:PROPERTIES:
:EXPORT_FILE_NAME: anth-323-f15-environment
:ID: 61D64EB7-E558-42F6-B136-5182C15F3379
:END:
- Describe Near Oceania, Remote Oceania, Melanesia, Polynesia, and
Micronesia in terms of their relationship to tectonic plates. How
is tectonic plate movement related to the geographic distribution
of islands in an island group, such as Hawai`i and the Marquesas?
- What processes are responsible for each of the four main types of
island in Oceania: Island-arc, High, Atoll, and Makatea? What
type of island is O`ahu?
- What is an ENSO? How might ENSO have affected the dispersal of
humans through the Pacific?
- Describe the general pattern of plant and animal diversity in
Oceania. Is there a relationship between diversity and biomass?
What is the pattern of marine life biomass as one moves away from
the shoreline of an Oceanic island?
- What are the two fundamental features of island ecosystems?
Describe the regional variation of these fundamental features
across Oceania. How might these features have affected the
dispersal of humans through the Pacific?
- Describe how one might determine whether or not Oceanic peoples
practiced a "conservation ethic." Is this a useful exercise?
Why, or why not?
** Chapter 3, Sahul
:PROPERTIES:
:EXPORT_FILE_NAME: anth-323-f15-sahul
:ID: 9BF242C1-5BD3-4344-85C4-DECAD387FA56
:END:
- What is Sahul? How is it related to the islands of Near Oceania?
- What kinds of artifact characterize Pleistocene sites in Near
Oceania? How old are they?
- What is the evidence for agriculture at Kuk Swamp in Highland New
Guinea? How old is it?
- What is arboriculture and when does archaeological evidence suggest
it was developed in Near Oceania?
- What is the geographic distribution of malaria in Oceania today?
What influence might the disease have had on Oceanic history?
** Chapter 4, Lapita Expansion
:PROPERTIES:
:ID: 5A38DE98-633B-4993-9CB5-881E50ABE258
:END:
- Compare and contrast these two interpretations of the appearance of
the Lapita cultural complex in Near Oceania
- an indigenous, in situ development from previously established
cultural traditions
- entirely new, intrusive cultural complex that replaced previously
established cultural traditions
- What routes did the Lapita pottery making explorers follow in their
dispersal into Remote Oceania? Is the dispersal process reflected
in the radiocarbon dating evidence shown in Figure 4.5? Why, or
why not?
- What are the various "push" and "pull" factors that scholars have
advanced to explain the Lapita "engine of exploration and
colonization"? Can these be distinguished with archaeological
materials? Why, or why not?
- What plants did the Lapita pottery making people grow for food?
Where did these plants originate? Where were they domesticated?
- What is the archaeological evidence for the "inter-group
competition" (p. 115) ascribed to the Lapita pottery making
peoples?
** The Wayfinders
:PROPERTIES:
:ID: C2266D7F-EDE0-400A-A771-08D79DB69309
:END:
- Mau Piailug died on his home island of Satawal in 2010. If the
Polynesian Voyaging Society had started building the voyaging
canoe H\omacron{}k\umacron{}le`a in 2011, would she have made a non-instrumental
voyage to Tahiti? Why or why not?
- What obstacles did Nainoa Thompson overcome to sail H\omacron{}k\umacron{}le`a to
Tahiti in 1976? Which of these do you think were most difficult
to overcome? Why?
- What role did archaeology play in the voyages of H\omacron{}k\umacron{}le`a?
** Chapter 5, Post-Lapita Melanesia
:PROPERTIES:
:ID: BBAC7E77-31C5-4317-A208-94C6859A4513
:END:
- This chapter reviews post-Lapita history in the islands of
Melanesia and sets aside the post-Lapita history of Tonga and Samoa
for a later chapter. Discuss the decision to structure the
narrative this way in the light of the discussion in the section
entitled /Defining Oceania/ on pages 4--6.
- The section entitled /Change in Ceramic Sequences/ (p. 161--162)
presents two models to explain post-Lapita pottery sequences in
Melanesia. Compare and contrast the two models. Are they similar
to, or different from, the model used to explain the distribution
of Lapita pottery?
- Contemplate the model of changing exchange network configurations
in Figure 5.27. How many dimensions does the model have? How
might an archaeologist measure each of the dimensions? Are there
other archaeologically measurable dimensions of exchange networks
not included in the model?
** Chapter 6, Micronesia
:PROPERTIES:
:ID: 10862712-70F7-4650-9DCD-39AF74E6FC2F
:END:
- Describe the discrepancy between initial settlement date estimates in
Western Micronesia based on paleoenvironmental coring and on
archaeological data. What do you think is the most likely
explanation of the discrepancy? Why?
- When did atoll islets in Eastern Micronesia form? How did this
timing affect settlement and subsequent history?
- Describe the changing configuration of Lelu between initial
settlement of Kosrae and AD 1800. How did the pace of change vary?
** Chapter 7, Polynesian Dispersal
:PROPERTIES:
:ID: 68FBA2A7-FF17-44B7-90E7-A7DE1AFB8638
:END:
- The characterization of Ancestral Polynesian society using the
triangulation method shows "the limitations of any archaeological
sample" (p. 218). What are these limitations? Does the
triangulation method leverage archaeology's strengths?
- The "long pause" in Western Polynesia and a short chronology for
Eastern Polynesia are now generally accepted. The arguments in the
textbook for no pause in dispersal and for a long Eastern
Polynesian chronology are disproved. Apply the [[logic][logic of
archaeological inquiry]] to these arguments. At which
step---acquisition, construction, or reconstitution---do they run
off the rails?
- What is the distribution of Archaic Phase artifact assemblages in
Eastern Polynesia? How old are they?
- Apply the [[logic][logic of archaeological inquiry]] to /A Possible Model of
Eastern Polynesian Dispersals/ on p. 244--245. What evidence is
acquired and how is it structured and reconstituted? Is the
acquired evidence synchronic, diachronic, or both?
** Lecture 2, The Radiocarbon Revolution
- What distinguishes Bayesian calibration of radiocarbon dates from
ad-hoc approaches? What are the pros and cons of Bayesian
calibration?
- Compare and contrast the histories of settlement date estimates in
Hawai`i and New Zealand. Which steps in the [[logic][logic of
archaeological inquiry]] account for the similarities and
differences?
- Is the settlement date an important datum for the [[logic][reconstitution
step]]? Why or why not?
** Chapter 8, Polynesian Developments
:PROPERTIES:
:ID: E110D6D8-4F1E-476A-8FD5-5F551968DDEA
:END:
- Based on its organization and the material it chooses to present,
does this chapter take a historical approach to Polynesia's past or
a social scientific one? Cite examples to support your position.
- Describe Irving Goldman's three-part classification of contact-era
Polynesian societies that is used to organize the presentation of
archaeological materials. What kinds of society are discussed in
this chapter? Why?
- Read carefully the full paragraph in the left-hand column on page
265 that compares the archaeological records of Mangaia and the
Marquesas. What processes and events explain the similarities and
differences in their archaeological records?
- Compare and contrast the cultural periods for the Stratified
society of Hawai`i in Figure 8.28, with the periods in the cultural
sequence of the Open society of the Marquesas in Figure 8.6.
- Figure 8.28 constructs a cultural sequence for Hawai`i nei using
six categories of evidence. Based on the text pages 291--300 and
the footnotes, identify the evidence cited in support of each
category of cultural change. For each category, how much of the
evidence comes from archaeology? (Note: you don't need to read the
sources cited in the text and footnotes.)
- Figures 8.31 and 8.32 present five graphs that are said to measure
population growth. Ignoring the differences in presentation,
describe the population history illustrated by each graph. Are
they the same, or different? Do they support the population growth
scenario outlined for the cultural sequence? Why?
** Lecture 3, The Kingdoms of Tonga and Hawai`i
- What effect might geography have had on the different developmental
trajectories evidenced by Tonga and Hawai`i?
- What effect might time have had on the different developmental
trajectories evidenced by Tonga and Hawai`i?
** Chapter 9, Reconstitution
:PROPERTIES:
:ID: 4CE3AC6E-BABB-4C01-9457-3EB80C575498
:END:
- What are surplus production and autoconsumption? What was the role
of surplus in Pacific Islands history?
- What is meant by "the political economy of dynamic landscapes"
(pages 313--317)?
- What is the role of comparison in Pacific Islands archaeology?
What archaeological materials are best for comparison? What are
some of the factors in the Pacific that make comparisons fruitful?
* Map Annotations
:PROPERTIES:
:ID: 8FC1339A-03C8-4F1C-9B29-D7D752174B3B
:END:
You can complete up to seven map annotations, each of which is worth a
maximum of two points.
** Main island groups
:PROPERTIES:
:ID: C1FF83F1-E5D3-4F4A-B1E6-44BEF4EA13EA
:END:
Identify the main island groups of the Pacific.
You can choose to:
- print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and
turn in the paper map at class time, or
- edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate
software and turn in the map graphic on Laulima.
** Regions of Oceania
:PROPERTIES:
:ID: 5866BEA8-07D2-45E1-BF83-584412A58AB9
:END:
Identify the regions of Near Oceania, Remote Oceania, Melanesia,
Micronesia, and Polynesia.
You can choose to:
- print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and
turn in the paper map at class time, or
- edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate
software and turn in the map graphic on Laulima.
** Locations of Early Archaeological Research
:PROPERTIES:
:ID: 5DF8980B-9639-4B37-92B1-85BE50825D37
:END:
Identify the locations of the earliest archaeological research in the
Pacific.
You can choose to:
- print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and
turn in the paper map at class time, or
- edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate
software and turn in the map graphic on Laulima.
** Pleistocene Site Locations
:PROPERTIES:
:ID: F4F10555-5978-49B4-A14A-1FDE6E8B758E
:END:
Identify the island groups with known Pleistocene sites.
You can choose to:
- print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and
turn in the paper map at class time, or
- edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate
software and turn in the map graphic on Laulima.
** Distribution of Sites with Lapita Pottery
:PROPERTIES:
:ID: 3C9B7DC2-D124-433A-92C7-A6DB8E7B4186
:END:
Identify the geographic limits of sites with Lapita pottery and draw
arrows to show the routes of dispersal into Remote Oceania.
You can choose to:
- print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and
turn in the paper map at class time, or
- edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate
software and turn in the map graphic on Laulima.
** Distribution of Post-Lapita Incised Pottery Traditions
:PROPERTIES:
:ID: 96EBDB24-E208-4151-87FB-1D41C2282A8F
:END:
Identify the geographic limits of sites in which incised pottery
traditions directly follow Lapita pottery.
You can choose to:
- print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and
turn in the paper map at class time, or
- edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate
software and turn in the map graphic on Laulima.
** Western and Eastern Micronesia
:PROPERTIES:
:ID: CCB59B44-AB9F-4609-811E-1046C2ECFD98
:END:
Indicate the geographic regions of Western and Eastern Micronesia and
show the likely routes of dispersal into each region.
You can choose to:
- print this [[file:maps/Oceania-blank.pdf][pdf version of the map]], mark it up with a pencil, and
turn in the paper map at class time, or
- edit this [[file:maps/Oceania-blank.svg][vector graphics version of the map]] with appropriate
software and turn in the map graphic on Laulima.
* Class Participation
:PROPERTIES:
:ID: CB24D8B4-60E8-41EA-AE33-9B9A9761B58E
:END:
You can earn a maximum of 1 point a week by attending all of the class
sessions during the week and /contributing meaningfully/ to the
discussion. One way to participate meaningfully is to contribute
definitions to the [[id:BC344281-5A95-4E17-96B7-F0E3AD14FCB8][list of long and/or obscure words]] in the textbook.
- If you miss a class session you cannot earn a class participation
point for that week
- Your instructor solely determines whether or not you contributed
meaningfully to the discussion
* Long and/or Obscure Words
:PROPERTIES:
:ID: BC344281-5A95-4E17-96B7-F0E3AD14FCB8
:END:
The following list includes definitions for unusual words in /On the
Road of the Winds/, organized by chapter. The list is a class project built up
over the semester.
** Introduction
- Cyclopean :: A style of construction often applied to walls built
of large boulders of a size which called for giants to handle
them and with interstices filled up with small stones.
- megalith :: Literally, a big stone. Often applied as a general
term to monuments which incorporate such stones into their
construction.
- in situ :: In its original position.
* Setup for slide shows :noexport:
, #+OPTIONS: ':nil *:t -:t ::t <:t H:3 \n:nil ^:{} arch:headline
, #+OPTIONS: author:t c:nil creator:nil d:(not "LOGBOOK") date:nil
, #+OPTIONS: e:t email:nil f:t inline:t num:t p:nil pri:nil prop:nil
, #+OPTIONS: stat:t tags:t tasks:t tex:t timestamp:t toc:nil todo:nil |:t
#+OPTIONS: html-link-use-abs-url:nil html-postamble:auto
#+OPTIONS: html-preamble:t html-scripts:t html-style:t
#+OPTIONS: html5-fancy:nil tex:t author:t creator:nil date:nil timestamp:t
#+HTML_DOCTYPE: xhtml-strict
#+HTML_CONTAINER: div
#+CREATOR: <a href="http://www.gnu.org/software/emacs/">Emacs</a> 24.5.1 (<a href="http://orgmode.org">Org</a> mode 8.3beta)
#+SETUPFILE: /Users/dk/.emacs.d/src/org-html-themes/setup/theme-readtheorg.setup
#+SELECT_TAGS: export
#+EXCLUDE_TAGS: noexport
#+STARTUP: entitiespretty
#+LATEX_CLASS: latex-presentation
#+LATEX_HEADER: \addbibresource{local.bib}
#+MACRO: center @@latex:\centering @@
#+MACRO: clearpage @@latex:\clearpage @@
#+MACRO: sizefig #+attr_latex: :height 0.8\textheight
#+MACRO: compactitem #+attr_latex: :environment compactitem
#+MACRO: compactdesc #+attr_latex: :environment compactdesc
#+MACRO: red \textcolor{solarized-red}{$1}
#+MACRO: green \textcolor{solarized-green}{$1}
#+MACRO: blue \textcolor{solarized-blue}{$1}
#+MACRO: cyan \textcolor{solarized-cyan}{$1}
#+MACRO: violet \textcolor{solarized-violet}{$1}
#+MACRO: magenta \textcolor{solarized-magenta}{$1}
#+MACRO: orange \textcolor{solarized-orange}{$1}
#+MACRO: yellow \textcolor{solarized-yellow}{$1}
** Source Code :noexport:
*** Title slide
This source block is called at the start of each slide show, before
the first subheading.
#+name: latex-presentation-title-slide
#+header: :results latex silent
#+header: :exports results
#+begin_src emacs-lisp
(format "\\thispagestyle{empty}
\\begin{tikzpicture}[remember picture,overlay]
\\node [xshift=\\paperwidth/2, yshift=-\\paperheight/2] (mytitlepage) at
(current page.north west)[rectangle, fill, inner sep=0pt, minimum
width=\\paperwidth, minimum height=\\paperheight, top
color=mybgcolor!64, bottom color=mybgcolor]{};
\\draw (0,12mm)
node [right, text width=110mm, anchor=west] {%%\\flushright
\\color{myfontcolor} \\huge \\myhead};
\\draw (\\paperwidth/2.5,-\\paperheight/2)
node [right, text width=150mm, anchor=west] {\\color{myfontcolor} \\large
\\myauthor};
\\draw (\\paperwidth/2.5,-\\paperheight/2-5 mm)
node [right, text width=150mm, anchor=west] {\\color{myfontcolor} \\large
\\myuni};
\\end{tikzpicture}%%
\\clearpage")
#+end_src
*** Presentation class
#+name: latex-presentation
#+header: :results silent
#+BEGIN_SRC emacs-lisp
(require 'ox-latex)
(add-to-list 'org-latex-packages-alist '("pdfpagemode=FullScreen,colorlinks=true,urlcolor=solarized-yellow,linkcolor=solarized-yellow,citecolor=solarized-yellow" "hyperref"))
(add-to-list 'org-latex-packages-alist '("" "newunicodechar"))
(add-to-list 'org-latex-packages-alist '("AUTO" "inputenc"))
(add-to-list 'org-latex-packages-alist '("notes,notetype=endonly,backend=bibtex8" "biblatex-chicago"))
(add-to-list 'org-latex-packages-alist '("" "endnotes"))
(add-to-list 'org-latex-packages-alist '("" "booktabs"))
(add-to-list 'org-latex-packages-alist '("" "paralist"))
(add-to-list 'org-latex-packages-alist '("" "tabularx"))
(add-to-list 'org-latex-packages-alist '("" "tikz"))
(add-to-list 'org-latex-packages-alist '("" "media9"))
(add-to-list 'org-latex-packages-alist '("" "graphicx"))
(add-to-list 'org-latex-packages-alist '("" "xcolor-solarized"))
(add-to-list 'org-latex-packages-alist '("" "bm"))
(add-to-list 'org-latex-packages-alist '("" "tocstyle"))
(add-to-list 'org-latex-packages-alist '("" "titlesec"))
(add-to-list 'org-latex-packages-alist '("" "scrpage2"))
(add-to-list 'org-latex-packages-alist '("includeheadfoot, top=3.5mm, bottom=3.5mm, left=5.5mm, right=5.5mm, headsep=6.5mm, footskip=8.5mm" "geometry"))
(add-to-list 'org-latex-packages-alist '("" "calc"))
(add-to-list 'org-latex-packages-alist '("" "xcolor"))
(add-to-list 'org-latex-packages-alist '("" "microtype"))
(add-to-list 'org-latex-packages-alist '("american" "babel"))
(add-to-list 'org-latex-packages-alist '("bitstream-charter" "mathdesign"))
(add-to-list 'org-latex-packages-alist '("T1" "fontenc"))
(setq org-export-latex-hyperref-format "\\ref{%s}")
(setq org-latex-tables-booktabs t)
(setq org-latex-remove-logfiles nil)
(add-to-list 'org-latex-classes
'("latex-presentation"
"\\documentclass[x11names,paper=128mm:96mm,fontsize=11pt,pagesize,parskip=half-,numbers=noendperiod,captions=nooneline]{scrartcl}
[NO-DEFAULT-PACKAGES]
[PACKAGES]
[EXTRA]
% missing Welsh coverage
\\newunicodechar{Ŵ}{\\^W}
\\newunicodechar{ŵ}{\\^w}
\\newunicodechar{Ŷ}{\\^Y}
\\newunicodechar{ŷ}{\\^y}
% Latin vowels with prosodic marks
\\newunicodechar{Ĕ}{\\u{E}}
\\newunicodechar{ĕ}{\\u{e}}
\\newunicodechar{Ĭ}{\\u{I}}
\\newunicodechar{ĭ}{\\u{\\i}}
\\newunicodechar{Ŏ}{\\u{O}}
\\newunicodechar{ŏ}{\\u{o}}
\\newunicodechar{Ŭ}{\\u{U}}
\\newunicodechar{ŭ}{\\u{u}}
\\newunicodechar{Ā}{\\=A}
\\newunicodechar{ā}{\\=a}
\\newunicodechar{Ē}{\\=E}
\\newunicodechar{ē}{\\=e}
\\newunicodechar{Ī}{\\=I}
\\newunicodechar{ī}{\\={\\i}}
\\newunicodechar{Ō}{\\=O}
\\newunicodechar{ō}{\\=o}
\\newunicodechar{Ū}{\\=U}
\\newunicodechar{ū}{\\=u}
\\newunicodechar{Ȳ}{\\=Y}
\\newunicodechar{ȳ}{\\=y}
\\colorlet{mybgcolor}{solarized-base2}
\\colorlet{myfontcolor}{solarized-base1}
\\let\\footnote=\\endnote
\\let\\footnotemark=\\endnotemark
\\let\\footnotetext=\\endnotetext
\\newcommand{\\rcdatebf}[2]{\\ensuremath{\\mathbf{#1 \\pm #2}}}
\\newcommand{\\deltac}[1]{\\ensuremath{\\delta^{13}C = #1 \\permil}}
% page style
\\pagecolor{solarized-base3}
\\color{solarized-base00}
\\pagestyle{scrheadings}% activates pagestyle from scrpage2
\\clearscrheadfoot% clear head and foot
\\setkomafont{pageheadfoot}{\\normalfont\\color{myfontcolor}\\sffamily}% setting for page head and foot
% optical vertical centering of page contents
\\makeatletter
\\renewcommand*{\\@textbottom}{\\vskip \\z@ \\@plus 1fil}
\\newcommand*{\\@texttop}{\\vskip \\z@ \\@plus .5fil}
\\addtolength{\\parskip}{\\z@\\@plus .25fil}% stretch parskip
\\makeatother
\\ihead{% head left
\\hspace{-2mm}%
\\begin{tikzpicture}[remember picture,overlay]
\\node [xshift=\\paperwidth/2,yshift=-\\headheight] (mybar) at
(current page.north west)[rectangle, fill, inner sep=0pt, minimum
width=\\paperwidth, minimum height=2\\headheight, top
color=mybgcolor!64, bottom color=mybgcolor]{};% bar
\\node[below of=mybar, yshift=3.3mm, rectangle, shade,
inner sep=0pt, minimum width=128mm, minimum height=1.5mm, top
color=solarized-base1!50, bottom color=solarized-base3]{};%
shadow
\\end{tikzpicture}%
\\myhead
}
% \\newlength{\\footheight}
\\setlength{\\footheight}{8mm}
\\addtokomafont{pagefoot}{\\footnotesize}% size for foot
\\setkomafont{pagenumber}{\\color{myfontcolor}}% white page number
\\ifoot{% foot left
\\hspace{-2mm}%
\\begin{tikzpicture}[remember picture,overlay]
\\node [xshift=\\paperwidth/2, yshift=\\footheight/2] at (current
page.south west)[rectangle, fill, inner sep=0pt, minimum
width=\\paperwidth, minimum height =\\footheight, top
color=mybgcolor!64, bottom color= mybgcolor]{};% bar
\\end{tikzpicture}%
\\myauthor\\ \\raisebox{0.2mm}{$\\bm{\\vert}$}\\ \\myuni }
\\ofoot[\\pagemark\\hspace{-2mm}]{\\pagemark\\hspace{-2mm}}% foot right (plain pages do also have page numbers)
\\AtBeginDocument{\\renewcaptionname{american}{\\contentsname}{\\large Outline}}% change name of toc
\\makeatletter
\\newtocstyle[noonewithdot]{nodotnopagenumber}{% define tocstyle without dots and page numbers
\\settocfeature{pagenumberbox}{\\@gobble}%
}
\\makeatother
\\usetocstyle{nodotnopagenumber}
\\makeatletter
\\newcommand{\\myhead}{\\@title}
\\newcommand{\\myauthor}{\\@author}
\\makeatother
\\newcommand{\\slidehead}[1]{\\subsubsection*{#1}}"
("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}")
("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}")
("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}")
("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}")
("\\clearpage\\slidehead{%s}" . "\\clearpage\\slidehead{%s}")))
#+END_SRC
*** Audio link :noexport:
The audio link is set up to export an invisible audio link into a pdf
file for viewing with Adobe Acrobat (doesn't work in Skim). It is set
up to playback the audio file in the link when the pdf page is first
visible, starting always from the beginning. There are no controls
for playback.
A playback window shows progress. It appears at the top right corner
of the slide.
Its typical use is at the beginning or end of a slide.
#+name: audio-link
#+header: :results silent :exports none
#+begin_src emacs-lisp
(org-add-link-type
"audio" nil
(lambda (path desc format)
(cond
((eq format 'latex)
(format "\\includemedia[
addresource=%s,
width=1cm,
height=0.5cm,
transparent,
windowed=@tr,
activate=pagevisible,
noplaybutton,
flashvars={
source=%s
&autoPlay=true
},
]{}{APlayer.swf}" path path)))))
#+end_src
*** TODO Audio link insertion function
This would be nice to have, but org-insert-link is crazy complicated
and looks difficult to modify.
What I'm trying to do is run (org-insert-link) as if it had been
called with C-u.
#+name: audio-link-insert
#+begin_src emacs-lisp
(defun td-org-insert-audio-link ()
(interactive)
(org-insert-link t)
(while (search-forward "file:" nil nil -1)
(replace-match "audio:" t t "file")))
#+end_src
#+results: audio-link-insert
: td-org-insert-audio-link
*** Remove spaces
#+name: no-line-spaces-in-org-outline
#+begin_src emacs-lisp :results silent
(setq org-cycle-separator-lines 0)
#+end_src
** Local variables :noexport:
# Local Variables:
# eval: (require 'ox-latex)
# org-fontify-quote-and-verse-blocks: t
# org-hide-macro-markers: t
# org-latex-title-command: ""
# eval: (and (fboundp 'org-sbe) (not (fboundp 'sbe)) (fset 'sbe 'org-sbe))
# org-entities-user: nil
# eval: (sbe "no-line-spaces-in-org-outline")
# eval: (sbe "user-entities")
# eval: (sbe "ebib-link")
# eval: (sbe "change-cite-link")
# eval: (sbe "ngz-nbsp")
# eval: (sbe "define-standard-biblatex-commands")
# eval: (sbe "define-biblatex-multicite-link")
# org-latex-packages-alist: nil
# eval: (sbe "latex-presentation")
# eval: (sbe "set-pdf-process-bibtex")
# eval: (sbe "tsd-latex-filter-all-cites")
# eval: (sbe "rpr-filter-headline-tags")
# eval: (add-to-list 'org-export-filter-headline-functions 'tsd-filter-headline-tags)
# eval: (sbe "rpr-filter-section-star")
# eval: (sbe "jk-keywords")
# eval: (sbe "es-small-caps")
# eval: (sbe "tsd-xref")
# eval: (sbe "audio-link")
# End:
* Footnotes
[fn:1] See http://en.wikisource.org/wiki/The_Fixation_of_Belief.
[-- Attachment #3: Type: text/plain, Size: 41 bytes --]
--
Thomas S. Dye
http://www.tsdye.com
^ permalink raw reply [flat|nested] 5+ messages in thread
end of thread, other threads:[~2015-09-03 19:35 UTC | newest]
Thread overview: 5+ messages (download: mbox.gz / follow: Atom feed)
-- links below jump to the message on this page --
2015-09-03 17:07 merge trees? Matt Price
2015-09-03 17:48 ` Thomas S. Dye
2015-09-03 18:31 ` Matt Price
2015-09-03 19:15 ` Thomas S. Dye
2015-09-03 18:44 ` Rasmus
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