Conflicting codes: Professional, ethical, and legal obligations in archaeology

Archaeologists employed in governmental positions often deal with issues that produce conflicts between their professional duties to their employer, their ethical responsibilities to the resource, and their obligations as established by legislation. The paper examines some of the conflicts imposed on governmental archaeologists by each of these systems but focuses on the conflicts imposed by federal legislation and regulations on governmental archaeologists, using “Kennewick Man” as an example. This is a revised edition of a paper written for the symposium: “Ethics in Science: Special Problems in Anthropology and Archaeology,” organized by Merrilee Salmon; 1998 Annual Meeting of the American Association for the Advancement of Science (Philadelphia, February 15, 1998). The original paper was in a more conversational style as befitting a discussion atmosphere. Revisions, comments, and opinions are entirely the author’s. Joe Watkins is the Anadarko Agency Archaeologist at the Bureau of Indian Affairs and is a Research Associate in the Department of Anthropology, Indiana University.     

The racial identity and cultural orientation of Lumbee American Indian high school students

The uncertain and complex lineage of the Lumbee American Indian tribe has made the issue of identity of prime concern. The cultural identification, racial identification, bicultural competence, and perceived school environment for 103 Lumbee Indian high school students were examined in this study. Higher self-ratings on American Indian cultural competence and American Indian cultural identification than on White cultural competence and White cultural identification were found, and t-test comparisons revealed no gender differences on responses to the instruments. Analysis of variance was conducted to assess whether differences in perceived school environment could be attributed to cultural orientation. Rather than appearing assimilated, this generation of Lumbees tends to exhibit J. E. Helms's (1995b) Internalization identity status and an American Indian cultural orientation.     

Truth,relativism and western conceptions of indian philosophy

We (relatively few) Western analytic philosophers who also work on classical Indian philosophy commonly encounter puzzlement or suspicion from our colleagues in Western philosophy because of our Indian interests. The ubiquity of these attitudes is itself revealing of Western conceptions of Indian philosophy, though their origins lie in cultural history often unknown to those who hold them. In the first part of this paper I relate a small but significant slice of that history before going on to distinguish and illustrate three different Western conceptions of Indian philosophy associated with three different approaches to India: the magisterial, the exoticist and the curatorial. I argue that none of these three approaches gives us an adequate conception of Indian philosophy: the magisterial approach is overly dismissive, the exoticist approach misrepresents the analytical achievements of Indian philosophy, and the curatorial approach fails to take seriously Indian philosophy's concern with truth. I advocate instead a different Western approach to Indian philosophy, an approach suggested by the Indian philosophers’ own discussions of the problem of truth.     

Behavioral Health and Firefighters: An Intervention and Interviews with Canadian Firefighters

The present study described participatory action research regarding behavioral health of firefighters. At the request of the participant fire department, the Veterans’ Affairs Wellness kit was used to provide wellness information to members. During the intervention, qualitative data from the researcher perspective was collected and subsequently coded to reveal themes about lessons learned during provision of the materials. Following the intervention at the department level, individual interviews were completed with a subsample of members and their spouses. The combined outcomes from these two research phases suggest that wellness interventions for firefighters should be informal, firefighter-specific, focused on programs endorsed by firefighter-related organizations, and supported by management and frontline supervisors. From our data, we suggest that the Veterans’ Affairs Wellness kit should be studied further as a potentially meaningful fire service intervention. Further, we propose that this and other interventions should take into account job aspects identified as important by both members and their spouses.     

Attending but not seeing: The "other race" effect in face and person perception studied through change blindness

We used a change blindness paradigm to examine the “other race” effect in perception. White Caucasian and Indian Asian participants viewed scenes in which White Caucasian and Indian Asian students were present. Changes were made either to the faces of the students, to their bodies or to an independent object in the background. Changes in faces were detected faster than changes in the bodies, which were in turn detected faster than changes in the background. For face detection there was a crossover interaction, with changes in White Caucasian faces detected faster than changes in Indian Asian faces by White Caucasian participants, whilst the opposite result occurred for changes in Indian Asian faces. In contrast, there was no effect of race on the detection of body-part changes or on the detection of changes to background objects. The results suggest that participants of both races attended equally well to subjects from the other race in the scene, but despite this they remained less sensitive to “other race” faces. Change blindness can provide a useful way of analysing attentional and memorial processes in social contexts.     

Proceedings of the American Psychological Association for the legislative year 2007: minutes of the annual meeting of the Council of Representatives and minutes of the meetings of the Board of Directors

Provides the minutes of the Annual Meeting of the Council of Representatives February 16-18, 2007, Washington, DC, and August 9 and 13, 2007, San Francisco, CA, and minutes of the February, June, August, and December 2007 meetings of the Board of Directors. These minutes are the official record of the actions of the American Psychological Association taken during the year by both the Board of Directors (the Board) and the Council of Representatives (Council). The main topical headings are I. Minutes of Meetings; II. Elections, Awards, Membership, and Human Resources; III. Ethics; IV. Board of Directors; V. Divisions and State, Provincial, and Territorial Psychological Associations; VI. Organization of the APA; VII. Publications and Communications; VIII. Convention Affairs; IX. Educational Affairs; X. Professional Affairs; XI. Scientific Affairs; XII. Public Interest; XIII. Ethnic Minority Affairs; XIV. International Affairs; XV. Central Office; and XVI. Financial Affairs.     

Tonal hierarchies in the music of north India

Cross-culturally, most music is tonal in the sense that one particular tone, called the tonic, provides a focus around which the other tones are organized. The specific organizational structures around the tonic show considerable diversity. Previous studies of the perceptual response to Western tonal music have shown that listeners familiar with this musical tradition have internalized a great deal about its underlying organization. Krumhansl and Shepard (1979) developed a probe tone method for quantifying the perceived hierarchy of stability of tones. When applied to Western tonal contexts, the measured hierarchies were found to be consistent with music-theoretic accounts. In the present study, the probe tone method was used to quantify the perceived hierarchy of tones of North Indian music. Indian music is tonal and has many features in common with Western music. One of the most significant differences is that the primary means of expressing tonality in Indian music is through melody, whereas in Western music it is through harmony (the use of chords). Indian music is based on a standard set of melodic forms (called rags), which are themselves built on a large set of scales (thats). The tones within a rag are thought to be organized in a hierarchy of importance. Probe tone ratings were given by Indian and Western listeners in the context of 10 North Indian rags. These ratings confirmed the predicted hierarchical ordering. Both groups of listeners gave the highest ratings to the tonic and the fifth degree of the scale. These tones are considered by Indian music theorists to be structurally significant, as they are immovable tones around which the scale system is constructed, and they are sounded continuously in the drone. Relatively high ratings were also given to the vadi tone, which is designated for each rag and is given emphasis in the melody. The ratings of both groups of listeners generally reflected the pattern of tone durations in the musical contexts. This result suggests that the distribution of tones in music is a psychologically effective means of conveying the tonal hierarchy to listeners whether they are familiar with the musical tradition. Beyond this, only the Indian listeners were sensitive to the scales (thats) underlying the rags. For Indian listeners, multidimensional scaling of the correlations between the rating profiles recovered the theoretical representation of scales described by theorists of Indian music.(ABSTRACT TRUNCATED AT 400 WORDS)     

Test Anxiety: A Cross-Cultural Perspective

The present paper examines test anxiety from a cross-cultural perspective with specific reference to the Indian and American cultures. The construct of test anxiety has been examined in many cultures all over the world. In this review, the importance of understanding and incorporating contextual factors in cross-cultural research is emphasized. Moreover, some of the methodological issues related to investigating culture-behavior relationship are discussed. Specifically, the derived-etic approach for conducting cross-cultural research is espoused. Then, research findings from western, cross-cultural, and Indian studies on test anxiety are reviewed. Consistent with the individualistic orientation of the western society, much of the research in the western world has adopted a de-contextualized approach. Inasmuch as many of the cross-cultural and Indian studies on test anxiety have their roots in western research, they have ignored the cultural context as well. To address this void, contextual variables relevant to test anxiety in the Indian setting are examined and hypotheses regarding the nature of test anxiety in Indian children are proposed. Finally, a research agenda is presented to examine these hypotheses using a derived-etic approach.     

The Meaning of Life in Indian Philosophy: A Contemporary Reconstruction

In this paper, I would like to discuss the meaning of life in Indian philosophy. All Indian philosophies are philosophies of life. Indian philosophy is not merely an intellectual activity but has practical application which enables men to lead an enlightened life. Any philosophy, either Indian or Western which makes no difference to human life, is not a philosophy. The human life always strives towards freedom, duty, wisdom, well-being, etc. These are the noble values in Indian philosophy that play a very vital role in shaping the meaning of life. All schools of Indian philosophy give importance to individual freedom for self-realization. Every school of Indian philosophy prescribes its way of overcoming ignorance, and thereby overcoming pain, to achieve the goal of life. Thus, every human being has to look within, understand his nature, and figure out her or his way to self-realization. The way to reach this goal includes selfless love, service to others, self-control, and self-purification. Because of their practicality, each system of Indian philosophy is as new today as it was 3000 years ago. These are the ideas which we can find in Vivekananda, Gandhi, Aurobindo, and many others. All these philosophical schools/thinkers hold that philosophy and practical life are necessarily integrated.

     

Mediational role of academic motivation in the association between school self-concept and school achievement among Indian adolescents in Canada and India

The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9?C12 students in Canada and India to assess their academic self-concepts, academic motivation, and academic achievement. Bootstrapped tests of simultaneous multiple indirect effects were conducted to determine the unique ability of each putative mediator??intrinsic motivation, extrinsic motivation, and amotivation??to account for the effect of school self-concept on overall school GPA for Indian immigrant adolescents in Canada and Indian adolescents in India. Mediational analyses revealed the mediational roles of both intrinsic and extrinsic motivation in the association between school self-concept and school achievement for Indian immigrant adolescents in Canada, while intrinsic motivation solely mediated the relations between school self-concept and school achievement for Indian adolescents in India. Amotivation was not a significant mediator for both the Indian immigrant and Indian adolescents. Implications of the findings are discussed.     

Politics of Addressing,Problems of Reception: To Whom Are Anglophone Indian Philosophers Speaking?

The demand for the recognition of non-Western philosophy has often brought about the opposition of substantialized entities such as ‘India’ and the ‘West,’ which has nourished the drifts of nationalistic rhetoric. As a decolonizing process but also as a deconstruction of nationalistic revivals, it is necessary to investigate the presuppositions involved when defining ‘Indian philosophy’ in these post-colonial demands for recognition. Considering that the understanding of what is ‘Indian philosophy’ and its claim for recognition is a prerequisite for its reception, I focus in this paper on analyzing the problems of reception of post-colonial Anglophone Indian philosophy. What is it today that prevents the reception of Anglophone Indian philosophy in Indian academics and in the global world? Leaving aside the insufficient integration in Western structures of non-Western philosophies, I focus here on the internal difficulties of Anglophone Indian philosophy in India today. I suggest that the following interrelated obstacles prevent a global reception: the language, in terms of disparity of linguistic communities; the conditions of distribution and diffusion of the philosophical material; the historical rupture in the forms of transmission of knowledge; regionalism or fragmentation into micro-groups; and finally, the complexity of the situation of utterance or enunciative context, namely, the difficulty for Indian philosophers to answer the question: to whom are we speaking?     

Future Generations and the Metaphysics of the Self: Western and Indian philosophical perspectives

Our present actions can have effects on future generations - affecting not only the environment they will inherit, but even perhaps their very existence. This raises a number of important moral issues, many of which have only recently received serious philosophical attention. I begin by discussing some contemporary Western philosophical perspectives on the problem of our obligations to future generations, and then go on to consider how these approaches might relate to the classical Indian philosophical tradition. Although the Indian commitment to pre-existence and rebirth precludes the arising of the Non-Identity Problem, this does not mean that there is not still a problem about justifying our obligations to future generations. The Indian Non-Reductionists about personal identity have difficulties with this that are comparable to the difficulties of their Western counterparts, but the Indian Buddhist Reductionists offer some provocative arguments for impartiality and the rationality of altruism.     

A question of honor: Chief Wahoo and American Indian stereotype activation among a university based sample

For over 30 years, a debate has raged regarding the appropriateness of high school, university, and professional sports teams using American Indian mascots. Proponents of such mascots state that these images are traditions and honor Indigenous People. Opponents of these images argue that the symbols foster stereotypes (Pewewardy, 1999) and negatively affect American Indians (Fryberg, Markus, Oyserman, & Stone, 2008). The purpose of this investigation was to examine if exposure to an American Indian mascot activated American Indian stereotypes in a predominately European American sample. In addition, we explored the role of personal motivation, prejudice level, and experience on stereotype activation. We found that the Chief Wahoo image (i.e., Cleveland Indian's logo) compared to other images activated negative, but not positive, American Indian stereotypes. Participants' motivation to control prejudice, prejudice level, and experience did not predict negative stereotype activation. Limitations and directions for future research are discussed.     

Changing and diverse roles of women in American Indian cultures

This article explores traditional and contemporary sex roles of Indian women. It emphasizes the renewing power of the feminine—a creative, healing balance that arises as traditional and contemporary strengths are brought together. The survival of the extended family throughout two hundred years of governmental policy attests to Indian women's resilience despite continuous role readjustment, value conflict, and economic pressure. Tribal diversity and predominantly egalitarian structural similarities are affirmed in this work through reviews of ethnographic studies addressing the roles of Indian women prior to European contact. The conventional and alternative roles of Indian women in traditional times are examined with an eye toward the spiritual source of Indian women's strength. Studies outlining the emotional and spiritual costs of contemporary Indian women living bicultural lifestyles, especially those pursuing advanced educational training, highlight the continued use of traditional Indian coping mechanisms. Finally, the current movement toward retraditionalization of roles of Indian women as caretakers and transmitters of cultural knowledge is posited as an effective means of overcoming problems and achieving Indian self-determination.We would like to thank Myra Strober and Janet Sorrel for their helpful comments concerning earlier versions of this article.     

Relationship Between Academic Motivation and Mathematics Achievement Among Indian Adolescents in Canada and India

This study examined the relationships between academic motivation—intrinsic motivation, extrinsic motivation, amotivation—and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed.     

The influence of Mayan education on middle school students in Guatemala

The purpose of this study was to examine the influence of Mayan education on the academic achievement of Indian and Ladino middle school students (N = 353) in Guatemala. This study also examined changes in ethnic identity achievement and the effects of changes in ethnic identity achievement on gains in self-esteem and other-group attitudes. Superior gains in academic skills for both Ladino and Indian students attending Mayan schools were found. The results also suggested that those students who increased their ethnic identity scores during their first year of middle school also increased their other-group attitudes. These results are discussed in terms of the benefits of Mayan education and ethnic identity achievement for both Indian and Ladino students.     

Roots of Indian Materialism in Tantra and Pre-Classical Sāṃkhya

Materialism is considered to be an anathema to Indian philosophy. Despite this, Indian tradition boasts of a strong materialist trend predating the Vedas. This paper traces the proto-materialist ideas as found in the ancient Tantra and pre-classical or original Sā?khya. Representing the naturalistic trend in Indian philosophy, ancient Tantra identified the brain as the seat of human consciousness. The pre-classical Sā?khya considered matter as the primal non-intelligent or non-sentient first cause from which the universe was to evolve. It considers the material cause to be self-sufficient for the purpose of producing the world; the principle of consciousness is potentially contained in the primeval matter. This paper aims to provide an overview of the Indian materialist viewpoint for multidisciplinary scholars.     

Social contexts of drug offers among American Indian youth and their relationship to substance use: an exploratory study

In this exploratory study the authors examined the social contexts of American Indian youths' encounters with drug offers and their relationship to substance use. Using an inventory of drug use-related problem situations developed specifically for American Indian youth, questionnaires were completed by 71 American Indian youth at public middle schools in a Southwest metropolitan area. Regression analyses highlight the importance of situational and relational contexts in understanding substance use among the youth in this sample. Exposure to drug offers through parents, other adults, cousins, friends and other peers was associated with different types of substance use. Exposure through parents was particularly salient in predicting the drug use of female respondents. The study underscores the need for development of culturally grounded prevention programs in schools, reservations, and nonreservation communities.