This research on the early metal ages of the Wadi el-Hasa focuses on settlement systems and attempts to explain how social, economic and political adjustments helped tribal groups survive under natural (i.e., climatic) and anthropogenic (i.e., land degradation, erosion) stress factors. The shifting of subsistence base from agropastoral to pastoral is reflected in site and population densities, diversity of site types, levels of internal complexity, and levels of social organization via the presence of large settlements, like villages, which acted as economic and administrative centers emerge as risk reduction mechanisms.

The cycles of abandonment and resettlement are evaluated within the concept of social reorganization and such changes are assessed as parts of economic revitalization attempts. The social changes that emerge from such shifts are evaluated from the perspective of the scale-free networks modeled and tested through statistical methods, such as ANOVA, for spatial and temporal patterns, while patterns of land use and the impacts of changing climate and anthropogenic activities are evaluated with GIS.

Following the dimorphic society and heterarchic social organization concepts, the discussion emphasizes that tribal groups adjust population density, range and intensity of activities in marginal landscapes, like the Hasa, in order to prevent environmental degradation. These patterns may change once these marginal landscapes are integrated to more complex social organizations. Although this takes place in the Hasa during the Iron Age, the research results imply that environmental degradation did not take place possibly due to the continuation of extensive subsistence patterns, along with the emergence of the long-distance caravan trade as a major economic incentive.

This is a brief text intended for use in undergraduate school-and-society classes. Your class may also be titled “Social foundations of education.” “Social foundations of education” is an interdisciplinary field that includes both humanities and social-science perspectives on schooling. It thus includes study of the philosophy and history of education as well as sociological, economic, anthropological, and political perspectives on schooling.

The core of most social foundations classes lies in the relationship between formal schooling and broader society. This emphasis means that while some parts of psychology may be related to the core issues of social foundations classes—primarily social psychology—the questions that are asked within a social-foundations class are different from the questions raised in child development, educational psychology, and most teaching-methods classes. For example, after finishing the first chapter of this text, you should be able to answer the question, “Why does the federal government pay public schools to feed poor students at breakfast and lunch?” Though there is some psychology research tying nutrition to behavior and learning, the policy is based on much broader expectations of schools. In this case, “Children learn better if they are well-fed” both is based on research and also is an incomplete answer.