Archaeology of Olive Domestication

Olives are the fruit of a tree that today can be found as nearly 2,000 separate cultivars within the Mediterranean basin alone. Today olives come in a huge variety of fruit sizes, shape, and color, and they are grown on every continent except Antarctica. And that may in part be why the history and domestication story of olives is a complicated one. Olives in their native state are virtually inedible by humans, although domestic animals like cattle and goats dont seem to mind the bitter flavor. Once cured in brine, of course, olives are very tasty. Olive wood burns even when wet; which makes it very useful and that may be one attractive characteristic that drew people towards the management of olive trees. One later use was for olive oil, which is virtually smoke-free and can be used in cooking and lamps, and in many other ways. Olive History The olive tree (Olea europaea var. europaea) is thought to have been domesticated from the wild oleaster (Olea europaea var. sylvestris), at a minimum of nine different times. The earliest probably dates to the Neolithic migration into the Mediterranean basin, ~6000 years ago. Propagating olive trees is a vegetative process; that is to say, successful trees are not grown from seeds, but rather from cut roots or branches buried in the soil and allowed to root, or grafted onto other trees. Regular pruning helps the grower keep access to the olives in the lower branches, and olive trees are known to survive for centuries, some reportedly for as much as 2,000 years or more. Mediterranean Olives The first domesticated olives are likely from the Near East (Israel, Palestine, Jordan), or at least the eastern end of the Mediterranean Sea, although some debate persists about its origins and spread. Archaeological evidence suggests that the domestication of olive trees spread into the western Mediterranean and North Africa by the Early Bronze Age, ~4500 years ago. Olives, or more specifically olive oil, has a significant meaning to several Mediterranean religions: see the History of Olive Oil for a discussion of that. Archaeological Evidence Olive wood samples have been recovered from the Upper Paleolithic site of Boker in Israel. The earliest evidence of olive use discovered to date is at Ohalo II, where ca 19,000 years ago, olive pits and wood fragments were found. Wild olives (oleasters) were used for oils throughout the Mediterranean basin during the Neolithic period (ca 10,000-7,000 years ago). Olive pits have been recovered from the Natufian period (ca 9000 BC) occupations in Mount Carmel in Israel. Palynological (pollen) studies on the contents of jars have identified the use of  olive oil presses by the early Bronze Age (ca 4500 years ago) in Greece and other parts of the Mediterranean. Scholars using molecular and archaeological evidence (presence of pits, pressing equipment, oil lamps, pottery containers for oil, olive timber, and pollen, etc.) have identified separate domestication centers in Turkey, Palestine, Greece, Cyprus, Tunisia, Algeria, Morocco, Corsica, Spain, and France. DNA analysis reported in Diez et al. (2015) suggests that the history is complicated by admixture, connecting domesticated versions with wild versions throughout the region. Important Archaeological Sites Sites Archaeological sites important to understanding the domestication history of the olive include Ohalo II, Kfar Samir, (pits dated to 5530-4750 BC); Nahal Megadim (pits 5230-4850 cal BC) and Qumran (pits 540-670 cal AD), all in Israel; Chalcolithic Teleilat Ghassul (4000-3300 BC), Jordan; Cueva del Toro (Spain). Sources and Further Information Plant Domestication and the Dictionary of Archaeology. Breton C, Pinatel C, Mà ©dail F, Bonhomme F, and Bervillà © A. 2008. Comparison between classical and Bayesian methods to investigate the history of olive cultivars using SSR-polymorphisms. Plant Science 175(4):524-532. Breton C, Terral J-F, Pinatel C, Mà ©dail F, Bonhomme F, and Bervillà © A. 2009. The origins of the domestication of the olive tree. Comptes Rendus Biologies 332(12):1059-1064. Diez CM, Trujillo I, Martinez-Urdiroz N, Barranco D, Rallo L, Marfil P, and Gaut BS. 2015. Olive domestication and diversification in the Mediterranean Basin. New Phytologist 206(1):436-447. Elbaum R, Melamed-Bessudo C, Boaretto E, Galili E, Lev-Yadun S, Levy AA, and Weiner S. 2006. Ancient olive DNA in pits: preservation, amplification and sequence analysis. Journal of Archaeological Science 33(1):77-88. Margaritis E. 2013. Distinguishing exploitation, domestication, cultivation, and production: the olive in the third millennium Aegean. Antiquity 87(337):746-757. Marinova, Elena. An experimental approach for tracing olive processing residues in the archaeobotanical record, with preliminary examples from Tell Tweini, Syria. Vegetation History and Archaeobotany, Jan M. A. van der Valk, Soultana Maria Valamoti, et al., 20(5), ResearchGate, September 2011. Terral JF, Alonso N, Capdevila RBi, Chatti N, Fabre L, Fiorentino G, Marinval P, Jordà ¡ GP, Pradat B, Rovira N, et al. 2004. Historical biogeography of olive domestication ( Journal of Biogeography 31(1):63-77.Olea europaea L.) as revealed by geometrical morphometry applied to biological and archaeological material.

The Macroeconomic Situation in the USA - 646 Words

Micro-Economic Situation in the USA United States economy was faced with grim economic prospects that nearly plunged the economy into recession. The measures that were put in place by the Congress and the Federal Reserve Bank did make the US economy survive the recession scare that was realized in August 2011. This recession scare was occasioned by the figures generated from the July 29th GDP report (Bullard, 2011). The Federal Open Market Committee (FOMC) has however remained on the outlook and has warned the players in the financial markets of a possible downside risk originating from Europe. The basis of FOMC assertion was premised on European sovereign debt crisis that eroded the confidence households and businesses had in certain financial institutions. However, the drops in confidence have not impacted growth because large businesses have focused their growth strategies to Asia as opposed to Europe. Besides, households are less bothered by events unfolding in Europe which they consider too distant to make them ch ange their behavior (Bullard, 2011). As at January 2013, civilian unemployment rate stood at 7.9%. This was coupled with a four week moving average of 350,500 initial jobless claims (Federal Reserve Bank of St. Louis, 2013). This means there was a 0.1 percentage increase in civilian unemployment rates considering that the civilian unemployment rate was 7.8% as at December 2012. There was also a +157 change in payroll employment as at January 2013. ForShow MoreRelatedThe Impact of the Deficit Surplus and Debt of the United States1225 Words   |  5 PagesTrade deficit refers to the situation when the value of imports exceeds the value of exports. This is synonymous to surplus when the nation has a surplus of imported goods. The whole affects the income of the USA during that given period hence affecting the national debt. 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Century Skills Free Essays

A New Method for a New Century The world is always changing, from the environment to the economy, from stock market crashes to global warming. With so many uncertainties, one thing remains ABA solute: students will not be prepared to face the challenges presented by today’s changing w oral if the schools’ methods of education remain the same. The concept of the integration of 21st century skills into school curriculums has been an ongoing debate for some time now While opponents argue that such skills should not replace the current system, which focuses primarily on the memorization of content, proponents defend their contempt ray methods, advocating 21st century skills and the importance of their understanding in the fastened, intermediate society that exists today. We will write a custom essay sample on Century Skills or any similar topic only for you Order Now Both arguments, however, are supported with valid facts, many of which cannot be ignored. Because of the benefits of both methods of learning, a General Education class emphasizing the understanding and integration of 21st century skills in the work force and other environments should be required for all students at College of the Canyons in order to strengthen their ability sees and create a fundamental base that will help prepare them to enter the workforce. Schools cannot ignore the fact that the very next step for the vast majority of student following the completion of their education is the securing of a Job in a career field the at functions in the modern world. In such a competitive workforce, students cannot be successful if the education they received focuses solely on the memorization of content NT rather than the application of skills. What good is an extensive grasp of facts if nothing g can be done with that knowledge? We need to ensure that all students are critical thinks RSI and problem solvers, that students can take on complex problems,† said Page Johnson, a POP board member and worldwide manager for K 12 education at Intel Corp.. This is where the benefits of 21st century skills come in. Such skills include learning and innovation skill Is, information, media and technology skills, life and career skills, and an all around indispensable foundation students will be able to employ into their lives following SC hollo w. Where the heavy dependence of memorizing facts usually ends after one exits the SC hollow system, the need to understand and the ability to integrate 21st century skills only in creases significantly. Thirteen states have already begun to incorporate 21st century skills into their education system in different ways, such as Wisconsin, which has â€Å"overhauled its socio al studies curriculum in order to meet the criteria established by POP . As more begin to realize the importance of 21st century skills, College of the Canyons should follow in t he footsteps of those who have broadened the content of education taught at their SOHO Such skills should begin to be integrated into core classes, but to ensure that the full est. potentials of students learning these skills can be met, a General Education class foci used entirely on the utilization and understanding of 21st century skills should be added a acquirement for all students. This will ensure that students will not only master the c intent of their classes, but will be able to produce, evaluate, and synthesize the information the eye have learned in order to prepare themselves for their futures. Students would be able e to experience hands on activities and learn to thrive in a modern work environment thru cough interactive projects and the like, of which will sharpen skills ranging from communicant dive to technological. Opponents are firmly grounded to the belief that older methods of learning are essential to a student’s education. Richard Alienating, a professor at the University of Tennessee, advocates developing 18th century literacy, and claims that, â€Å"[t]he research, to date, has provided no evidence that having either computers or whiteboards in shoo Is has any positive effects on students’ reading and writing proficiencies,† and is rooted to t belief that libraries are essential in order to develop literate students. However, prop moments are not arguing against this. Rather, they are facing the inescapable fact that educate reform has become more and more necessary as society and technology further diva once. It is true that without the understanding of the content taught in school, students lace k the basic knowledge and rigor required to engage successfully in situations in which critic thinking, problem solving, and teamwork are crucial. However, without the skills of the e 21st century, students are left with much information, but little understanding of what to do with it. 1st century skills fuse content with skill, creating the best possible foundation of lea ring for students. The application of these skills is crucial not only for the education of today’s students, but for the success of tomorrows employees. Employers are not looking to ire encyclopedias in the guise of humans, but rather capable people who can adapt and evolve to the changing work environment and use the skills they’ve acquired in order to be competitive an d efficient. According to Michelle L. Casts, a Whole Life Coach, speaker, and author, the top ten skills for the new world of work include communication, create pity, technology, teamwork, flexibility, and information management, along with other trade sees that all fall under the category of the indispensable 21st century skills necessary for any looking to become a valuable asset to their company. Schools need to begin to teach dents skills that will enable them to do more than achieve passing scores on multi pale choice tests, because interviews don’t come with a cantors and a number two pencil The teaching of modern skills should not be a controversy in such a modern world. The incorporation of 21st century skills into school curriculum offers nothing but Ben felts, building upon past conceptions of learning and guiding students in order for them to adapt to today’s competitive workforce. The 2013 News STEM Solutions Conference address sees the sad truth that, the natural curiosity that small kids have, where they touch everything, experiment and discover the world, is being trained out of them as they grow up Lear inning things by rote to pass tests. † Education should not hinder one’s curiosity, but enable I t to grow. How to cite Century Skills, Papers

Globalisation Essay Example For Students

Globalisation Essay The phenomenon known as globalisationIntroductionTo begin with, tell them that they will need to look at the essay questions todayLater we will be doing a trial reflective exerciseLets look at GlobalisationMy storyWhen my colleagues and I were faced with redundancy we were placed in a unique position. Or perhaps it wasnt quite so unique, just unspoken; experts are not renowned for publicly applying their own theories to themselves. After years working as labour researchers or workplace change consultants we found ourselves in the position of having the stories we told other workers and their managements about why change was happening being reflected back to us by our managers and the people employed to facilitate our departures. We shifted from being purveyors of the discourses and narratives about why change was necessary to sitting in judgement of whether these very discourses and narratives applied to us, made sense to us, or were believable. Armed with more information than the a verage potentially redundant worker, we gathered around photocopiers, water coolers, staff room dining tables, coffee shop booths, each others desks and discussed, argued, complained, questioned. As labour researchers we turned on labour theories, as change consultants we turned on theories of workplace change, and asked ourselves and each other, Is what Ive been saying for the last ten years really the case in my case? Now that Im down there amongst it all instead of looking at it from the safety of an analysts lofty heights, does the story look and sound the same? The Globalisation StoryThe stories we told the workers went generally like this: Globalisation led to economic and industry restructuring which leads to organisational change which means jobs change which means you have to do things differently to how you did them before and if you do not change, you wont be able to give your customers what they want and you and your company and your country are gone (hereafter called T he Globalisation Story). Simple. Logical. Inexorable. Until we started telling it to ourselves and to each other.Then, with remarkable alacrity, we shifted from a reliance on causal explanation to an emphasis on interpretive understanding. Putting yourself inside the pictureWith many of us experts in different stories some were macroeconomists who understood globalisation theory, some of us were labour or industry economists who understood the theories of work and industry change, some were organisation researchers who knew about change management we started to pick holes in other peoples stories and they picked holes in ours, many with the preface, Your story doesnt work for me because We were forced, many of us for the first time, to look reflexively at our own stories about how the world works, and also at how the various stories fitted together into the one that we delivered with such assertive nonchalance at the many workplaces we visited. Mikhail Bakhtin had a way of describing this. Morson and Emerson (1989: 17-18) point to the distinction Bakhtin draws between knowledge and acknowledgement. Many writers, as my colleagues and I had done, take theories and knowledge as representative of our world but with ours elves outside of it. It is only when we find ourselves within that world when we are put in the position of having to acknowledge that knowledge as forming the content of our particular and singular worlds that we hesitate and question. We refuse to sign on, as it were. As Bakhtin argues, any sort of practical orientation of my life within the theoretical world is impossible: it is impossible to live in it, impossible to perform answerable deeds (1993: 9). He describes the distanced possession of knowledge that experts display as an alibi for being, an alibi for taking responsibility for what we say and do, of placing ourselves within the same world that we so willingly place others. .ufa9bed25e68a6470054814205e871765 , .ufa9bed25e68a6470054814205e871765 .postImageUrl , .ufa9bed25e68a6470054814205e871765 .centered-text-area { min-height: 80px; position: relative; } .ufa9bed25e68a6470054814205e871765 , .ufa9bed25e68a6470054814205e871765:hover , .ufa9bed25e68a6470054814205e871765:visited , .ufa9bed25e68a6470054814205e871765:active { border:0!important; } .ufa9bed25e68a6470054814205e871765 .clearfix:after { content: ""; display: table; clear: both; } .ufa9bed25e68a6470054814205e871765 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufa9bed25e68a6470054814205e871765:active , .ufa9bed25e68a6470054814205e871765:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufa9bed25e68a6470054814205e871765 .centered-text-area { width: 100%; position: relative ; } .ufa9bed25e68a6470054814205e871765 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufa9bed25e68a6470054814205e871765 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufa9bed25e68a6470054814205e871765 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufa9bed25e68a6470054814205e871765:hover .ctaButton { background-color: #34495E!important; } .ufa9bed25e68a6470054814205e871765 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufa9bed25e68a6470054814205e871765 .ufa9bed25e68a6470054814205e871765-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufa9bed25e68a6470054814205e871765:after { content: ""; display: block; clear: both; } READ: Assisted Suicide Cannot Be A Right EssaySo what will I be talking about and how? How is important. Firstly, I argue that the macro literature orders perceived events in a particular way to demonstrate that globalisation or restructuring is happening, and a particular vocabulary of concepts is constructed to show how and why it is happening. These events, the writers argue, must be responded to