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The scapula bone is bestowed with a particular prominence among the various traditional Siberian tribes. Besides its rich symbolic importance, the shoulder blade is connected with shamanistic rituals and in particular, fortunetelling. Scapulimancy (telling fortunes from the scapula) is a tradition with its roots in ancient China. Historical chronicles and ethnographic research on scapulimancy in Central Asia had led archaeologists to assign a ritual meaning to scapulae with regular perforations. This paper is to present the problematic matter of distinction of fortunetelling scapulae in the archaeological material. Another aim is to sum up historical and ethnographic data regarding scapulimancy. A comprehensive approach to this topic was also provided by microscopic observations on the materials from the settlement Chultukov Log-9 (Altai, Russian Federation), dated back to the Xiongnu-Xianbei-Rouran period. Excavations were conducted by the authors of this paper in 2012–2016. Experiments were also conducted in order to distinguish shoulder blades of utilitarian character (tools) from those of ritual use. In general, this issue shows the importance of animal symbolism in crucial matters for pastoral, nomadic and semi-nomadic peoples. [ABSTRACT FROM AUTHOR]

Most ethnographic research on architectural education focuses on formal teaching events. It mainly analyses meetings between students and teachers in tutorial sessions, design reviews, and formal presentations. Architectural knowledge, however, is also acquired informally between formal academic sessions. This study focuses on informal design-learning processes within formal architecture academic courses. Our data were collected during eight months of ethnographic study in an immersive masters-level architecture programme. We analysed our data using a macro-level inductive methodology and interpreted our findings using a sociomaterial theoretical approach. This paper offers two types of contributions. Theoretically, it contributes to our understating of informal learning processes in architectural education by demonstrating how different actor network compositions and dynamics affect informal learning. Pedagogically, it re-evaluates the role of the design instructor within a broader context of actors working together to produce knowledge and develops a network approach to design education. [ABSTRACT FROM AUTHOR]

How are devices changing our relationship with food? Do they help us to orient ourselves in a world where the production and circulation of commodities bring our certainties into question? In this paper I discuss food insecurity and develop on ethnographic research conducted in Tuscany (Italy) in a period running from 2016 to 2017. The aim of this research is to reflect on two aspects: first, the growing fear, insecurity and diffidence with regard to food in Italian society determined by the rise of global agribusiness, and the role devices play in mediating this relationship through self-tracking; and second, the analysis of these devices stemming from the idea of the orthorexic society, signs of which have been found in beliefs and policies regarding food throughout Italy for more than 30 years, often summarized in the famous Slow Food slogan "good, clean and fair." I studied how relationships with food are changing via the use of devices and digital technologies, and I assert that apparatuses and devices have become mediators between us and food. My research paints a picture in which people are produced as subjects through a series of devices that determine choices and behaviors, changing their perception of food. [ABSTRACT FROM AUTHOR]

This paper1 presents a study of children's use of fingerspelling. It is part of a larger longitudinal ethnographic study of deaf2 children, who were 3-6 years old when the study started. They are early signers using Swedish Sign Language in communication with teachers and peers. The aim of this paper is to examine the different functions which fingerspelling has as a part of literacy learning in the early years and later at school. Six main themes are identified when the children first explore and learn to fingerspell: (i) exploring handshapes, letters, inventing fingerspelling, and later exploring its use and learning to fingerspell in literacy practices; (ii) exploring the direction of writing and fingerspelling; (iii) practising and memorizing words; (iv) decoding words; (v) recalling from memory; and (vi) fingerspelling as a tool for exploring the relationships; between letters, words, signs, mouth movements, and voice. These aspects of children's fingerspelling and their possible implications are addressed, as are some findings regarding how teachers respond to the children's attempts at fingerspelling. [ABSTRACT FROM AUTHOR]

This paper explores alternative starting points for inclusive design projects based on a two-year ethnographic study with elderly people in Vienna. It argues that design briefs already take account of ageing reality such as physical ageing but less widely of people's experience, holistic style issues and own strategies on how to deal with getting older. These narratives of consumption or 'experience-based design' might more likely gather convergences and meeting points between people and products; thus they root themselves in individuals' everyday practices and tactics developed over the life course. Inclusive as categorized by the author is not only a matter of better products but awareness for individual contexts of usage as well. [ABSTRACT FROM AUTHOR]