Browsing by Subject "Israel"
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Item In-Class History Simulation: Mid-1940s Middle East Conference Among the Jews, Palestinian Arabs, and the United Nations(2018) Arendale, DavidStudents are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. Students are members of the Middle East Conference negotiation teams representing leaders from the Jews, Palestinian Arabs, and the United Nations. To provide three parties for negotiations, the United Nations was added to avoid deadlock between the groups representing the Jews and Palestinians. Also, it was decided to add the U.N. since their priorities are not always the same for either or both of the other groups in real life. Students know the decisions made will be important for cultural harmony in the region. Students are to focus on the needs of their group. The timeframe for this negotiating session is in the mid-1940s before the Jewish people declare formation of the nation of Israel. A major issue for the simulation is that students must discard their current knowledge of the situation of the Middle East and place them in a different time period when decisions could be made before war was near constant in the region. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.Item Israel - Sustainable horticulture crop production(2010-02-02) Windland, SarahItem Online History Simulation: Mid-1940s Middle East Conference among the Jews, Palestinian Arabs, and the United Nations(2018) Arendale, DavidStudents are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. A major learning objective is to understand the point-of-view of a world leader based on their group’s history. While leaders have their own personalities that impact their style of communication, understanding their country’s history provides deeper influences on their desires for their homeland. The United Nations was added to this simulation to avoid a deadlock between the Jews and Palestinians. The U.N. does have its own agenda which is not necessarily aligned with the desires by individual countries or ethnic groups in this simulation with the Jews and Palestinians. While students share a common Google document among the four or five, a student’s grade is solely depended on their own work. Students are placed into a small group so it is easier to see what other students are doing and perhaps receive some encouragement and ideas. The other small group Google documents are open to view as well. Students write interactive dialogue among the three conference negotiators.Item Three Dimensional Aggregate Flake Scar Analysis and Hominin Behavior at Tabun Cave, Israel(2016-06) Hunstiger, MatthewIn the field of archaeological lithic analysis, dorsal flake scar directionality has been used for decades to infer methods of core reduction or flake production. The established method of analyzing these data has been with an approach that places patterns of scar directions into discreet, two dimensional categories, which can then be simply quantified and compared. The present work grew out of a desire to study this aspect of lithic variability as a continuous variable with enhanced statistical rigor, and to do so in three dimensions (3D). My study involves creating three dimensional virtual flake models, created using a NextEngine Desktop 3D laser scanner and 3D Systems Geomagic software suite for model assembly, orientation and data extraction. The use of 3D models allows for the collection of flake scar directions using 3D vectors. As individual flakes have sample sizes of scars that are too small for statistical analysis, the vectors from the individual flakes are combined into pooled assemblages, from which a host of variables are calculated and compared via bootstrapping. Sample analyses using these new variables are compared to results derived from the traditional two dimensional, categorical method. In this study I used a combination of experimentally produced assemblages representing bifacial, blade, discoidal and levallois reduction methods, and archaeologically derived samples from Tabun Cave, Israel. The experimental samples provide a baseline of comparison for illustrating potential areas of inter- and intra-assemblage variability that are investigated in the archaeological samples. Archaeological samples from Tabun Cave, Israel, representing Units I, IX, respectively Tabun C-type and Tabun D-type, and some of their respective Beds, are subjected to the same analysis, as a test case for the applicability of the method to an archaeological assemblage which is noted both for its layers characterized by certain flake scar patterning that change during the site’s sequence and for its status as a touchstone assemblage for the Levantine Paleolithic. Results from the experimental assemblages suggest different methods of reduction result in statistically distinguishable scar patterning in some cases. Results from the archaeological assemblage analysis suggest some assemblages are indistinguishable, such as the two Beds from Unit I, while other comparisons, such as between Units I and IX as well as between some of the Beds within Unit IX, suggest the utility of the method to differentiate archaeological samples by their 3D scar pattern variables. In particular, the ability of the method to distinguish between individual Beds within Unit IX calls into question the legitimacy of treating Tabun “types” as monolithic categories.