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"The Aztec Economy provides a synthesis and updated examination of the Aztec economy (1325-1521 AD). It is organized around seven components that recur with other books in this series: historic and geographic background, domestic economy, institutional economy, specialization, forms of distribution and commercialization, economic development, and future directions. The Aztec world was complex, hierarchical, and multifaceted, and was in a constant state of demographic growth, recoveries from natural disasters, political alignments and realignments, and aggressive military engagements. The economy was likewise complex and dynamic, and characterized by intensive agriculture, exploitation of non-agricultural resources, utilitarian and luxury manufacturing, wide-scale specialization, merchants, markets, commodity monies, and tribute systems"--

Diachronic and multi-disciplinary perspectives on Mesoamerican ethnicity / by Barbara L. Stark and John K. Chance -- Archaeology and ethnicity in postclassic Mesoamerica / by Barbara L. Stark -- Ethnicity and other identities in the sculptures of Tenochtitlan / by Emily Umberger -- Concepts of ethnicity and class in Aztec-period Mexico / by Frances F. Berdan -- Indigenous ethnicity in colonial central Mexico / by John K. Chance -- Blood sacrifice, curing, and ethnic identity among contemporary Nahua of northern Veracruz, Mexico / by Alan R. Sandstrom -- Nahuat ethnicity in a time of agrarian conflict / by James M. Taggart -- Some finishing thoughts and unfinished business / by Alan R. Sandstrom and Frances F. Berdan

"Our elaborate market exchange system owes its existence not to our calculating brain or insatiable self-centeredness, but rather to our sophisticated and nuanced human sociality and to the inherent rationality built into our emotions. The modern economic system is helped a lot more than hindered by our innate social instincts that support our remarkable capacity for building formal and informal institutions. The book integrates the growing body of experimental evidence on human nature scattered across a variety of disciplines from experimental economics to social neuroscience into a coherent and original narrative about the extent to which market (or impersonal exchange) relations are reflective of the basic human sociality that was originally adapted to a more tribal existence. An accessible resource, this book will appeal to students of all areas of Economics, including Behavioral Economics and Neuro-Economics, Microeconomics, and Political Economy"--

This article deals with the arrangement of conquered provinces in the Aztec empire. It has become widely recognized that the empire employed contrasting imperial strategies resulting in tributary and strategic provinces, the latter often tending to insulate the former from potentially dangerous frontiers. Therefore, it is somewhat problematical to find several tributary provinces established on the fringes of the empire and even along hostile borderlands. Explanations for these arrangements are presented from an examination of historical, economic, and military/administrative dimensions of Aztec empire-building.

Cover -- Title Page -- Copyright -- Contents -- List of Figures -- List of Tables -- Prologue -- Acknowledgments -- Part 1: Concepts -- Introduction -- 1. The Scope of Ethnohistory -- 2. The Reality-Mediation Model -- Part 2: Methods -- Introduction -- 3. Paleography -- Case Study: Some Examples of English Paleography in India -- 4. Calendrics -- Case Study: Placing Two East African Visitors in Sequence -- 5. Linguistic Analysis -- Case Study: Martin Frobisher's Accounts -- 6. Interpretation of Names -- Case Study: Place-Names of Tlaxcala, Mexico -- Case Study: Personal Names in the Early Jewish Community of New York -- 7. Source Analysis -- Case Study in External Analysis: The Horn Papers -- Case Study In Internal Analysis: Hans Staden and Tupinamba Cannibalism -- 8. Quantitative Analysis -- Case Study: Conversion amoung the Mid-Seventeenth-Century Iroquois -- 9. Visual Interpretation -- Case Study: Huron and Timucua Farmers -- 10. Map Interpretation -- Case Study: The Ramusio Plan of Hochelaga -- 11. Tapping Complementary Sources of Information -- Case Study in Complementary Evidence: The Custer Battle -- Case Study in Analogy: Native Mexican Weaving Traditions -- Part 3: Strategies -- Introduction -- 12. Formulating Research Topics and Research Designs -- 13. Working in Archives and Elsewere -- Epilogue -- Reference Material -- Appendix A. Bibliography of Paleography in Selected Languages -- Appendix B. Outline for an Ethical Code in Ethnohistory -- References Cited -- Index -- About the Authors.

This study investigated reciprocity in parent–adolescent interactions among 102 families from lower or higher socioeconomic status (SES) backgrounds. Negative behaviors between parents and adolescents were more reciprocal (strongly correlated) in higher SES than lower SES families, and this reciprocity correlated with higher family relationship quality. Lower SES families exhibited reciprocity related to withdrawn behaviors. Reciprocity of these behaviors also correlated with higher relationship quality. Results suggest that SES differences provide insights into a more complex understanding of family relationships within contexts, and importantly, suggest that different types of reciprocity may each have its own adaptive value in families from different SES backgrounds.

In this essay Robert Rhoads, Jennifer Berdan, and Brit Toven-Lindsey examine some of the key literature related to the open courseware (OCW) movement (including the emergence and expansion of massive open online courses, or MOOCs), focusing particular attention on the movement's democratic potential. The discussion is organized around three central problems, all relating in some manner or form to issues of power: the problem of epistemology, the problem of pedagogy, and the problem of hegemony. More specifically, the authors raise issues related to the narrow notion of knowledge typically conveyed in the OCW movement, a limited understanding of what constitutes empowering pedagogy, and the lack of treatment of inequities associated with the production of courseware materials. The authors go on to argue that the lack of critical analysis of the OCW movement is tied to its relative alignment with educational reforms driven by neoliberal ideology and that such alignment serves to limit the movement's democratic possibilities. © 2013 Board of Trustees.

In this essay Robert Rhoads, Jennifer Berdan, and Brit Toven-Lindsey examine some of the key literature related to the open courseware (OCW) movement (including the emergence and expansion of massive open online courses, or MOOCs), focusing particular attention on the movement's democratic potential. The discussion is organized around three central problems, all relating in some manner or form to issues of power: the problem of epistemology, the problem of pedagogy, and the problem of hegemony. More specifically, the authors raise issues related to the narrow notion of knowledge typically conveyed in the OCW movement, a limited understanding of what constitutes empowering pedagogy, and the lack of treatment of inequities associated with the production of courseware materials. The authors go on to argue that the lack of critical analysis of the OCW movement is tied to its relative alignment with educational reforms driven by neoliberal ideology and that such alignment serves to limit the movement's democratic possibilities. © 2013 Board of Trustees.

In this essay Robert Rhoads, Jennifer Berdan, and Brit Toven-Lindsey examine some of the key literature related to the open courseware (OCW) movement (including the emergence and expansion of massive open online courses, or MOOCs), focusing particular attention on the movement's democratic potential. The discussion is organized around three central problems, all relating in some manner or form to issues of power: the problem of epistemology, the problem of pedagogy, and the problem of hegemony. More specifically, the authors raise issues related to the narrow notion of knowledge typically conveyed in the OCW movement, a limited understanding of what constitutes empowering pedagogy, and the lack of treatment of inequities associated with the production of courseware materials. The authors go on to argue that the lack of critical analysis of the OCW movement is tied to its relative alignment with educational reforms driven by neoliberal ideology and that such alignment serves to limit the movement's democratic possibilities. © 2013 Board of Trustees.