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Master of Science

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This report presents an analysis of a prehistoric Pueblo community in structural, functional, and evolutionary terms; it is a sequel to William A. Longacre's Archaeology as Anthropology. The emphasis is on social organization (including the patterning of community activities) and on understanding changes in this organization in terms of adaptive responses to a shifting environment.

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This thesis deals with different aspects of the processes of production of sociability among the Xikrin-Mebengokre of the Catete River, central Brazil. I focus on ceremonies and their performance, as ways of access to Mebengokre conceptions concerning the morality and aesthetics of social life. I analyse the semiotics of 'kin'-ship production, the performative aspects of emotion as a sociability tool, the use of song and dance for the co-ordination of collective technical tasks, and a Mebengokre 'theory of language' as social agency. In the conclusion I focus on the criticism of some of the key theoretical aspects of Ge ethnology, in the light of my previous analysis.

This research examines the use of education by the revolutionary government as an agent of directed culture change to effect sexual equality in Cuba. Upon a traditional Latin culture, the Revolution led by Fidel Castro in 1959 superimposed a Marxist sexually equalitarian philosophy. In order to examine education as a directed agent of culture change, it was first necessary to determine the revolutionary leadership's intent regarding the place of women in Cuban society as well as the success of the revolutionary leadership in achieving their intent. The policy and practices implemented to achieve success and the resultant consequences are also examined. A paradigmatic model of culture change is utilized in the analysis. This model is applied first to general cultural change by examining the place of women in four social arenas; three of these arenas (socio-political action, schooling and work) exist in the public culture domain. The fourth arena, the family, is in the private culture domain and warranted special consideration. The role of education in Cuba was then examined by means of a model generated from the educational data in the four arenas. From the above procedure, the specific preconditions necessary for education to act as an agent of directed culture change emerged. Education as implemented in post revolutionary Cuba was found to contain these preconditions. The family arena, however, because it is within the private culture domain is therefore relatively inaccessible to the control of the revolutionary leadership. Despite concerted effort since 1959 to achieve sexual equality, women in Cuba have not yet achieved total equality. This limited success of the revolutionary leadership achieving sexual equality may be attributed to its limited access to and control in the family. Significant advances have been made, however, toward achieving equality for women, and education in Cuba has contributed greatly to the degree of success. Education has been effective as an agent of directed culture change in Cuba because the education process was expanded to include a broad range of information transmission mechanisms, such as mass media and legislation, and because Marxism has provided a measure of philosophical consistency within the education process.

Two teams of researchers conducted participant-observation studies in Middletown in the past fifty years. The first study was made by Robert and Helen Merrill Lynd in 1929 and subsequently, they re-evaluated their work in the 1930’s. The early sixties brought a third to fruition. Whitney Gordon concentrated on Temple Emanu’El, the Jewish Reform synagogue in Middletown. Gordon, following the organizational structure used by the Lynd’s, attempted to study the temple using the concept of stress as his frame of reference.As a revisit, my research attempts to study and understand the ritualand belief patterns within the framework of Temple Emanu’El Temple, a cultural system. Described are the temporal and spatial dimensions which define the tangible boundaries in which the ongoing ritual processes occur. As demonstrated here, a cultural system regulates as well as it is regulated by its membership, the human element necessary for existence.Due to the unique history of Middletown, this revisit study was enhanced. It succeeded three previous studies, the last of which took place in the same cultural system. The question of ethics which is generally faced by a social scientist as well as his subjects received significant attention in this research.

It is commonly maintained that prior to World War I all was well between Jews and Arabs in Palestine. According to this view, the Jews were too few and the Arabs too inarticulate for discord to have manifested itself. Amongst the Arabs there was, at most, only rudimentary opposition to Jewish settlement in the country, and the general harmony was not broken until the British promised national sovereignty to both the Arabs and the Jews in the course of the Great War. This study seeks to do three things. It attempts to trace the development of the Ottoman Government's position regarding Jewish immigration into Palestine between 1882 and 1914, to describe how this policy was translated into practice by the authorities in Palestine, and to discover how the Arabs reacted to this influx of Jews in the light of Ottoman official policy and practice. This study, which is based mainly on diplomatic and Jewish records, reaches the conclusion that the popular notion of Arab- Jewish harmony in Palestine prior to 1914 has little grounding in fact.

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