Eight Special Tombs from Kuntur Wasilt is an extraordinary circumstance having located eight intact tombs with beautiful gold artifacts and other elaborated objects in a site of slightly more than one hectare during excavations under the strict control of a group of professional archaeologists. This was done in Kuntur Wasi site, on the western flank of the Andes of Cajamarca, northern Peru. Given the preliminary state al the study and analysis of the tombs and their contents, including the human rests, we only present a short summary. / Es un hecho realmente extraordinario haber encontrado ocho tumbas intactas con bellas piezas de oro y otros objetos muy bien elaborados en un sitio comprendido en un área de sólo un poco más de una hectárea, durante excavaciones realizadas bajo el estricto control de arqueólogos profesionales. Se trata del sitio de Kuntur Wasi, ubicado en la falda occidental de la sierra de los Andes de Cajamarca, en el norte del Perú. Ya que el estudio y análisis de las tumbas y sus contenidos, inclusive los restos de los individuos, están en proceso aún, se presenta un breve resumen acerca de ellos para la conveniencia de los estudiosos interesados.

Wari Tombs in the Callejón de Huaylas, Department of AncashExcavations of Wari period chullpas in the Callejon de Huaylas have produced important new evidence of mortuary patterns in that region, while also furnishing associated artifacts that can be compared with materials from the adjacent coast. Based on evaluations of former research results the authors propose the existence of a single socio-political unit that united the coast and highlands of Ancash during the time period under study. / Excavaciones arqueológicas en chullpas de la época wari en el Callejón de Huaylas ofrecen nuevas e importantes evidencias acerca del patrón funerario de la zona y permiten correlacionar los materiales asociados con la costa de Áncash. Con una evaluación de las investigaciones previas realizadas, los autores proponen la existencia de una unidad sociopolítica entre la costa y sierra de Ancash para la época estudiada.

Inca Funerary Practices at Sacsayhuamán: Ceremonial Burial and Funerary ComplexExcavations in the Inca site of Sacsayhuaman, Cuzco, show at least two kinds of Inca burial practices. Archaeological studies conducted by the Instituto Nacional de Cultura (INC) in 1999 in the Suchuna sector revealed a specific cemetery area. This complex of about 80 graves was designated for the disposal of the ordinary people. More recently, in 2001 the Instituto Nacional de Cultura has conducted excavations in the Muycmarca sector. Fifteen funerary contexts were found, which were associated with architectural structures and offerings. It seems that the practices associated with burials at Muyucmarca were of a ritual character. This paper presents the comparative analysis between the Suchuna and the Muyucmarca burials with the goal of advancing our understanding of various distinctive Incaic funerary practices and burial patterns. / Excavaciones recientes realizadas en el complejo de Sacsayhuamán, Cuzco, evidencian la existencia de, por lo menos, dos tipos de prácticas funerarias incaicas. Los trabajos de investigación realizados en 1999 en el sector de Suchuna, subsector Cementerio, a cargo del Instituto Nacional de Cultura (INC), permitieron delimitar un área que tenía el uso específico de complejo funerario y que fue destinada al enterramiento masivo de la población común. Además, excavaciones realizadas durante 2001 en el sector de Muyucmarca sacaron a la luz 15 contextos funerarios, así como restos de numerosas ofrendas. En este último caso se trata de entierros asociados a estructuras arquitectónicas y eventos ceremoniales. En el presente artículo se hace un análisis comparativo entre los hallazgos de Suchuna y Muyucmarca con el objetivo de avanzar en el entendimiento de los distintos patrones funerarios incaicos.

Em que medida as vozes infantis são consideradas pelos educadores? Que marcas elas imprimem no cenário educativo? Balizada por essas inquietações, a construção da presente pesquisa objetivou compreender a articulação existente entre a voz infantil - concebida como as formas de manifestação do pensamento infantil, verbal e não verbal - e os contextos da educação da infância. Com esse propósito, o estudo problematizou as concepções de infância, criança e educação infantil, analisando os desafios e as possibilidades da consolidação de uma Pedagogia da Educação Infantil que considere a escuta das crianças, bem como o olhar infantil inédito e surpreendente sobre o mundo, como eixos fundantes da organização dos contextos educativos. O aporte teórico, que dialogou com os dados coletados da pesquisa de campo, foi constituído notadamente pelas produções e pesquisas oriundas ou inspiradas na abordagem Reggio Emilia, concernente à educação infantil, na teoria sócio-histórica de Vygotsky e nos pressupostos da Sociologia da Infância. Os encaminhamentos metodológicos desse estudo de caso, inspirado pelas orientações etnográficas, apontam para o desafio de construir um olhar pesquisador horizontal, mais próximo dos pequenos e não sobre eles, na busca de revelar as vozes infantis, desvelando sua polifonia, significado e importância. A construção metodológica do trabalho e sua efetivação no campo de pesquisa incluíram o registro em caderno de campo, fotos e vídeo-gravação. Os registros das professoras (Diário de Bordo) e os portfólios das crianças também constituíram fonte de análise, com o intuito de reconhecer como as vozes infantis impulsionam, interferem ou são consideradas como elemento constitutivo do fazer educativo. A pesquisa buscou, ainda, problematizar a discussão sobre o protagonismo compartilhado entre estes atores/autores de pouca idade e suas professoras, tendo como interlocutores um grupo de 24 crianças de 2 a 3 anos e 2 docentes, de um Centro de Educação Infantil da rede direta da cidade de São Paulo. A análise dos dados revelou, nesse percurso, como a escuta das vozes infantis favorece a construção de contextos educativos pautados na valorização e potencialização da autonomia infantil, na sensibilidade e acolhida das proposições das crianças, bem como no encorajamento de suas ações frente aos desafios, dando oportunidade para a construção de processo significativos de aprendizagens. / To what point are Children´s voices considered by educators? What influence do these voices have on the educational setting? Inspired by these concerns, the following research aimed to understand the connection between the young voice conceived here as manifestations of childhood thinking, both verbal and nonverbal, and the context of early childhood education. With this purpose the study questioned traditional conceptions of childhood, being a child and childhood education. It analyzed the possibilities and challenges of incorporating an educational pedagogy that considers the childs unique world perspective as referral base for the organization of educational contexts.This theory was based on the data collected from field research, and was inspired by the Reggio Emilia approach, concerning early childhood education; the Vygotsky Cultural-Historical theory and assumptions of childhood sociology. Referrals methodology of this case study, inspired by ethnographic guidelines, point to the challenge of having a closer horizontal look at children, listening to their voices, to understand their meaning and importance.The methodical construction of this work and its application in the research field included the register in a field notebook, photos and video recording. The teachers register (Diary) and the childrens portfolios were also source of analysis, with the objective of recognizing how children\'s voices impel, interfere or are considered as a constitutive element in making education. The research also wanted to discuss the issues on the roles of protagonists shared between these early age actors/authors and their teachers in a group of 24 children aged from 2 to 3 and 2 teachers, in a Public Early Childhood Center, in São Paulo, Brazil. Data analysis revealed in its course, how listening to childrens voices favors the construction of educational enhancement, guided by the maximization of children autonomy, sensitivity and acceptance of children´s propositions as well as in the encouragement of their actions to face challenges, creating opportunities to build meaningful learning processes.

Made available in DSpace on 2015-04-11T13:49:00Z (GMT). No. of bitstreams: 1 edison.pdf: 698923 bytes, checksum: 0e31a9522753bdf7e893c98476370407 (MD5) Previous issue date: 2013-08-09 / Fundação de Amparo à Pesquisa do Estado do Amazonas / By using narratives, this text deals with the loss of languages in which speakers, for external (social) reasons, went through a process of linguistic and communicative loss. Three adults volunteered to participate in this project. The data collection was carried out through open interviews, which allowed the construction of the narratives about their life stories marked by immigration and the passage of a productive and receptive bilingualism to a loss situation in which subjects see the former domain of a language decline in several ways, reaching a strictly receptive use of a previously spoken language. The narratives were analyzed through the perspective of sociocognitive and sociopragmatic theories in order to investigate the phenomenon of losing a language due to social contexts and factors. The loss of a language, caused by external factors, is a phenomenon that has to do mainly with two contexts which are essential to speakers linguistic and communicative evolution: family and school contexts. This paper examines these contexts in life stories narrated by speakers, filtered by their subjectivity and by the interpretations these speakers gave to the phenomenon of losing, although partially, a language. / Utilizando narrativas, este texto trata da perda de línguas em falantes que, por razões externas (sociais), passaram por um processo de perda linguística e comunicativa. Três indivíduos adultos ofereceram-se para participar deste projeto, cuja coleta de dados foi realizada mediante entrevistas abertas, construindo narrativas de histórias de vida marcadas pela imigração e pela passagem de um bilinguismo produtivo e receptivo a uma situação de perda em que os sujeitos veem o domínio anterior de uma língua diminuído de várias formas, chegando até a um uso estritamente receptivo da língua falada anteriormente. As narrativas são analisadas do ponto de vista teórico do Sociocognitivismo e da Sociopragmática, com o fim de investigar o fenômeno da perda de uma língua a os contextos e fatores sociais envolvidos nesse processo. A perda de uma língua, causada por fatores externos, é um fenômeno que tem a ver, sobretudo, com dois contextos que são muito importantes na evolução linguística e comunicativa dos falantes, o contexto familiar e o escolar. Este texto examina esses contextos nas histórias de vida narradas pelos falantes, filtrados pela subjetividade dos falantes e das interpretações que eles dão ao fenômeno da perda, ainda que parcial, de uma língua.

Made available in DSpace on 2016-02-26T14:51:51Z (GMT). No. of bitstreams: 1 LuisBenedetti.pdf: 3716531 bytes, checksum: 705dd1ca707ede1f98a4da297f97497b (MD5) Previous issue date: 2012-05-30 / This research aims a discussion about the insertion of the digital information and communication technologies in the Act-do of educators and teachers dedicated to teaching of languages, primarily on the complex bi or multilingual contexts, work on the use of the web sites called blogs, or virtual diaries, as a pedagogical technique. This is the fi rst step to futures initiatives intending to develop a methodology, which s the fi rst product, was already delivered back to the community, the class: Teaching on multicultural and multilinguistic scenes directed to indigenous teachers from the city of Dourados, Mato Grosso do Sul, in particular the bilingual speakers working in the indigenous schools of the municipality. Initiate in a contextualization about the contemporary society, placed into the information age, or postmodernity, to the construction, helped by theoretical contributions from bilingualism, of a way for the use of the blogs in the school routine. Brings also the discussion held with the participating teachers about the importance of the blogs in the indigenous school, by its ability to provide transparency and to help the school to penetrate in the community, encouraging the school to become to be a space for the Guarani Nhandeva/Kaiowá and Terena s language/ culture rescue and promotion. Conclude pointing about the interest generated in the group of indigenous teachers participating, as well as the feedback given by then to the questions made, placing a list of the blogs built by these teachers during their participation in the course. / Este trabalho traz uma discussão sobre a inserção das tecnologias digitais da informação e da comunicação no agir-fazer pedagógico de educadores e professores dedicados ao ensino-aprendizagem de línguas, especialmente em contextos bi ou multilíngues complexos. Está focado na utilização dos mini sítios de internet chamados de blogs, ou diários virtuais, como ferramenta pedagógica. Trata-se do ponto de partida para novos estudos de uma metodologia cujo primeiro produto já foi entregue à comunidade, o curso: A formação do professor de cenário plurilíngue e pluricultural , direcionado a professores indígenas de Dourados, Mato Grosso do Sul, preferencialmente falantes bilíngues, que trabalhem nas escolas das aldeias do município. Parte de uma contextualização da sociedade contemporânea dentro da era informacional, ou pós- -modernidade, para a construção, a partir de aportes teóricos do bilinguismo, de uma proposta de aplicação dos blogs no cotidiano escolar. Traz a discussão realizada com os professores participantes sobre a importância do blog na escola indígena, sua capacidade de dotá-la de transparência e de capacidade de penetração na comunidade, para que o espaço escolar também se torne um espaço de resgate da língua e da cultura Guarani Ñhandeva/Kaiowá e Terena. Conclui apontando o interesse gerado no grupo de professores indígenas participantes, bem como o retorno dado por estes professores aos questionamentos levantados, trazendo uma lista dos blogs construídos pelo grupo durante sua participação no curso.

O objetivo dessa dissertação é entender quais são e como se dão os padrões de variabilidade de contextos funerários dos grupos Guarani e Tupinambá, com foco na região da bacia dos rios Paranapanema e alto Paraná. Para tal, fizemos um levantamento bibliográfico de sítios com contextos funerários, escavados por diversos arqueólogos e arqueólogas, que se localizam nos estados de São Paulo, Paraná, Mato Grosso do Sul e Rio de Janeiro. Desses sítios, escolhemos aqueles que possuíam mais informação e material disponível para análise como a base para nossas considerações. Analisamos material cerâmico e remanescentes humanos, e fizemos um levantamento de práticas funerárias de grupos Tupinambá e diversos grupos Guarani a partir de fontes etnohistóricas. Os dados analisados demonstram que a variabilidade das práticas funerárias desses grupos é constituída por continuidades e descontinuidades, elementos básicos que se repetem e elementos que se distinguem. Esses elementos estão presentes na cerâmica, na espacialidade funerária, e conversam com padrões de assentamento. Eles mostram como grupos Guarani e Tupinambá ocuparam áreas ao longo do Paranapanema e afluentes, formando diferentes ocupações que por vezes podem ter existido em um período próximo, no qual esses dois grupos - ou ao menos pessoas que faziam cerâmicas desses dois tipos - podem ter convivido. / The aim of this dissertation is to understand what are and how are the patterns of variability of the funerary contexts of Guarani and Tupinambá groups, focused on the region of the Paranapanema and upper Paraná rivers basins. For such purpose we had conducted an extensive literature review of sites with funerary contexts, excavated by different archaeologists, located in São Paulo, Paraná, Mato Grosso do Sul and Rio de Janeiro states. From these sites we selected those who had more information and material available for analysis as the basis of the research. We analyzed pottery and human remains, and we consulted ethnohistorical sources about funerary practices of Tupinambá groups and several Guarani groups. The analyzed data demonstrate that the variability of the funerary practices of these groups is constituted by continuities and discontinuities, basic elements that are repeated and elements that are distinguished. These elements are present in pottery, funerary spatiality and settlement patterns. They show how Guarani and Tupinambá groups occupied areas along the Paranapanema and tributaries, forming different occupations that may have existed, in some cases, in a near period, in which these two groups - or people who produced these two different types of pottery - may have coexisted.

Whilst previous research has explored women's experiences of disclosing symptoms of postnatal depression (PND) to health professionals, very little qualitative research exists on women's experiences of disclosing to people in their personal support networks. Research has shown that some mothers with PND find it difficult to disclose to professionals and prefer to seek support from partners, family and friends. Aim: The current study aimed to explore the overall process mothers go through to disclose PND - to people with whom they have personal relationships, as well as health professionals. Method: Five women who experienced and disclosed PND participated in semi-structured interviews. Verbatim transcripts were analysed using Interpretative Phenomenological Analysis. Results: The analysis produced four super-ordinate themes: 'Trying to cope whilst making sense of experiences', 'Deciding whether to disclose: Facilitative and inhibiting factors', 'The two-way interpersonal nature of disclosure', 'Disclosure as part of a transformative process'. Conclusions: This study highlighted the influence of internalised expectations of motherhood and stigma surrounding PND on how mothers try to cope with their initial symptoms and on their decisions about whether or not to disclose. The participants described a cautious approach to disclosure in which they had to deal with setbacks. Consequences of disclosing were considered alongside how the disclosure process was influenced by recovery from PND.

This study explored the potential for physical activity to be an effective, healthy coping strategy alternative to self-harm behaviors. Regression analyses were performed to assess how physical activity level related to risk factors (i.e., emotional dysregulation, self-esteem, and depression) and self-harm behaviors. The relationship between selfharm and exercise motivations was also examined. Participants were recruited from two high schools (n = 95) and one university (n = 72) in the southeastern region of the United States. Analyses were run using the following measures from a survey packet: adapted Exercise Questionnaire (Helmerhorst, Brage, Warren, Besson, & Ekelund, 2012), Exercise Motivations Inventory—Second Edition (Markland & Ingledew, 1997), Inventory of Statements About Self-Injury (Klonsky & Olino, 2008), Reynolds Adolescent Depression Scale – 2nd Edition (Reynolds, 2002), Eating Disorders Inventory – 3 (Garner, 2004), and Center for Epidemiologic Studies Depression Scale (Miller, Anton, & Townson, 2008). Of the 167 who participated, 41.3% endorsed at least one instance of nonsuicidal self-injury (NSSI). Results indicated that NSSI frequency was significantly negatively associated with physical activity (β = -.22, p < 0.01). An interaction was found between physical activity and depression, such that physical activity moderated the relationship between depression and self-harm. The overall model explained 28.2% of the variance, F(3,145) = 10.02, p < .01. Affiliation and appearancebased exercise motivations significantly associated with decreased (β = -.244, p = .047) and increased (β = .320, p = .001) frequencies of self-harm, respectively. Overall, the findings suggest that physical activity may possess a protective nature against self-harm behaviors, especially in individuals with depressive symptoms.

In aviation safety incident reports, lack of situation awareness (SA) is often attributed as the cause of negative safety outcomes, such as accidents. While the predominant model of SA has identified three components of SA, perception, comprehension, and projection, assumptions of their relationships with each other and external criteria are yet tested empirically. Specifically, SA theory suggests comprehension SA fully mediates the relationship between perception and projection SA. Additionally, research on the relationships between individual differences and SA is lacking. The purpose of the current study is to test a comprehensive model of SA which simultaneously examines the described mediation, relationships with individual differences antecedents of SA, and its utility as a predictor of safety using structural equation modeling (SEM). A sample of 349 employees from a diverse background of occupational areas were recruited via Amazon Mechanical Turk to test the model. While self-report measurement of SA was an excellent predictor of safety, the current study did not find empirical support for the presumed mediation among the SA components, and found the relationships between individual differences and SA which contradict extant SA theory. The results suggest differentiating between typical versus maximal SA. Implications for theory and practice are discussed.