医学人类学视角下侗族村落多元化医疗模式研究

侗族村寨中多元医疗模式的形成与共存是医学人类学研究内容之一。侗族村寨多元化医疗体系包括传统医学、宗教巫术和现代医学在侗族文化中的交融与互补。在文化“主位”“客位”分析下,阐释了多元医疗模式的文化合理性,展示了文化内部的自给自足和对外部知识的开放接纳。从文化功能、文化自资的角度审视,发现多元医疗模式不仅提供全面的健康保障,而且强化社会凝聚、文化传承和身份认同。研究揭示了侗族村寨多元医疗模式的必然性,体现了社区对自身文化、自然环境和现代社会的深刻理解,为跨文化医学的理论与实践提供了丰富的经验范本。

Sustainability of Touristic Potential of the Old Van City and Castle of Van in Terms of Cultural, Historical and Natural Values

Tourism has become the world＇s fastest growing sector due to acceleration of technology and information flow in the globalized world of today, development of the modem mass transport system and increase in people＇s disposable income. Upon tourism＇s being considered as a serious development strategy in the developments of the countries, all the countries of the world have begun to accelerate their investments in this area through utilizing the natural and cultural assets of their countries （heritage） with a view to provide revenue to their economy as well as creation of jobs. This situation, which has emerged as a result of the globalization of supply and demand in tourism, has created certain problems in terms of environmental balance and the living conditions of local people as a result of poor management of the utilization of natural and cultural resources. The objective of this paper is to examine the concepts and principles germane to sustainable tourism which has significant contribution to the development of the countries, made at the macro level both in the world and in Turkey. The aim of this paper, at the micro level, is to create awareness incident to the tourism resources of the Van Region and the Old Van province and ensure the utilization of these resources through protection thereof. At the end of the study, the importance of the protection of heritage resources as well as fair use thereof in terms of increasing the competitiveness of Turkey on a global scale in tourism is addressed in the light of the overall evaluations.

Study on security and protection of original ecotourism resources in the mountain areas of western Guangxi

Original ecotourism resources mainly refer to natural and human original ecotourism resources, and it＇s of fragility, rarity and irreversibility. As a valuable historic heritage and hnportant tourism resources, it plays a significant role in developing tourism and economy in such areas as the underdeveloped areas, the mountain areas and mimority areas. The tourism resources in the western mountain areas of Guangxi owe ,superiorities and characteristics ＇o their original ecology, Yet, western Guangxi is an ethnic region with fragile karst eco-environment, so it is specialto exploit the tourism resources. The paper defines original eeotourism and analyses the specialties and advantages of the original ecotourism resources as well as thefrailty of the ecotourism resources of the region. The ways of thinking are put forward for safe preservation and sustainable development of the original ecotourism resources, i.e. carrying out measures for the multi-grade protection of heritage resources, setting up a ethnic eco-museum/ ethnic culture eco-park and a gene pool of ethnic cultures, etc.

Cultural Presence of the Cretan Biodiversity in the Minoan Period and nowadays： A Discovery School Teaching Approach

The educational project prepared for students of High School 15-17 years old with the subject of Biodiversity in Minoan Period and Nowadays. It was an interdisciplinary approach of ecological and cultural views of biodiversity. Special educational material was prepared with photos and texts of archaeological excavations and field sampling which was used in real and virtual environment, in t~ discovery teaching of Natural Sciences and History subjects. Students, in a scientific research project with constructive teachings, followed the procedures by which scientists gather, analyze, synthesize, process and evaluate information of organisms of Crete since 4000 years. Crete is located between the natural limits of three continents, having the unique privilege to host permanently or in migration, distinctive species of these three continents. After having the research questions, teachers collected the educational material, organized the work groups, implemented the didactic intervention in the classroom, had the field sampling of plants, recognized the synchronous local and scientific names of the plants, constructed the botany book, photographed the collected organisms and all the concentrated material was delivered to the team members.