A Roman Skeleton with Possible Treponematosis in the North‐East of the Iberian Peninsula: A Morphological and Radiological Study

The main goal of this paper is to describe and discuss pathological lesions observed in a Roman skeleton (between 2^nd and 3^rd century AD) from the north‐east region of the Iberian Peninsula (St Nicasi 18–24 site. Gavà, Barcelona), which may be compatible with treponematosis. Most of the skeleton, with the exception of the neurocranium, was recovered. Only the left tibia was affected, whereas the rest of the recovered skeletal remains were unaffected. Macroscopic examination revealed a male individual between 25 and 30 years of age at death with a sabre‐shaped left tibia. The proximal half of the diaphysis was pitted and the bone overall enlarged. The surface of the tibia showed occasional vascular impressions where, in some instances, small raised plaques of new bone appeared to bridge over them, specifically in the most affected area of the proximal half of the tibia. No destructive lesions were observed. Radiographic examination and gross inspection at the cross section of the tibia showed encroachment into the medullary cavity of coarse cancellous bone and cancellization of the cortex. The observed lesions indicate that the tibia was affected by a chronic infectious disease. Differential diagnoses were considered, and these included other infectious diseases, fibrous dysplasia, Paget's disease, chronic varicose ulcers affecting bone and trauma, with the conclusion that the disease affecting the tibia could have been treponematosis. This could be significant in the history of the treponematoses being one of the oldest examples of treponematosis in pre‐Columbian Europe. Copyright © 2011 John Wiley & Sons, Ltd.     

Gegen die Resignation Kenianische Jugendclubs gehen in die Offensive

Abstrakt Obdachlosigkeit, Kriminalit?t, Hunger, Krankheiten, verunreinigtes Wasser und Seuchen sind nur einige Alltagsprobleme fast einer Milliarde Slumbewohner weltweit. Unter ihnen sind zahlreiche Kinder und Jugendliche, die in den Slumgebieten scheinbar ohne Zukunftsperspektiven aufwachsen. Viele haben ihre Familie durch AIDS verloren oder sind selbst infiziert. Ohne Arbeit oder Ausbildungsplatz verbringen sie ihren Alltag auf den Stra?en der Slums. Die extremen Lebensbedingungen erh?hen das gesellschaftliche Konfliktpotenzial erheblich; nicht selten ist der Einstieg der Kinder und Jugendlichen in die Kriminalit?t die Folge. Auch in Kenia ist die Lage auf den ersten Blick trostlos: Der Staat zieht sich aus seiner Verantwortung mehr und mehr zurück, Betroffene sind sich selbst überlassen. Zu ergründen, wie die Jugendlichen selbst L?sungen für ihre Probleme suchen und welche Perspektiven sich ihnen bieten, war Ziel einer Studie von 15 Studierenden der Universit?t Trier im Jahr 2004 unter der Leitung von Dr. Johannes Michael Nebe. Im Rahmen einer mehrw?chigen Feldarbeit in verschiedenen Slumgebieten Nairobis – n?mlich in Kibera, Dandora, Korogocho, Kariobangi und Mathare – konnten die Studierenden ihr literaturbezogenes Hintergrundwissen über die Probleme in Slumgebieten praktisch vertiefen. Unterstützt von der Deutschen Stiftung für Weltbev?lkerung trafen sie vor Ort auf selbst organisierte Jugendclubs und „Community Based Organisation“ (CBOs). Letztere werden von der lokalen Bev?lkerung einer Gemeinde selbst gegründet, organisieren und verwalten sich selbst. Sie zielen dabei auf die Befriedigung von speziellen Bedürfnissen der Bev?lkerung ab. Ihre Arbeit ist nicht an Profit, sondern an der Entwicklung der Gemeinde orientiert (UN-Habitat 2004; WELTBANK 2004). Die ersten CBOs wurden Anfang der 90er Jahre gegründet.     

The emergence and institutionalization of feminist geography in Ghana

Abstract

The emergence and institutionalization of feminist geography in Ghana was in tandem with the global feminist movement in the 1970s and its subsequent international women’s conferences. This paper discusses the pioneering work and research at the Department of Geography and Resource Development, University of Ghana, and its effect on the institutionalization and diffusion of feminist geography in Ghana. Through research and external collaborations, the need for gender as an academic discipline was strongly argued for and instituted as an undergraduate course at the Department of Geography and Resource Development, University of Ghana. These external collaborations with other feminist geographers in international geography associations and universities served as a boost as they created opportunities for highlighting the spatial variations in the role and situation of particularly women’s lives in Ghana. Subsequently, there was a diffusion of feminist geography research and its institutionalization as an academic sub-discipline in Geography departments in other Ghanaian universities. These notwithstanding, the departments of Geography in Ghanaian universities are still dominated by male faculty members. Moreover, research work has been mainly in the field of human geography more than the physical aspects calling for the mainstreaming of gender issues in all the systematic branches of the discipline.     

Changing recess geographies: children’s perceptions of a schoolyard renovation project promoting physical activity

ABSTRACT

Insights into children’s perceptions of their changing recess geographies are absent. The current paper provides qualitative evidence from 5 renewed schoolyards by investigating children’s perceptions of their new schoolyards. Ten focus groups (2 at each school) including go-along interviews were conducted, in total 57 4 to 8 graders (28 girls). The functional aspects of the altered child–environment relationship were assessed using Gibson’s concept of affordance, and changes in the meanings ascribed to the schoolyards by the children were studied by engaging a concept of place. Our findings reveal that schoolyards offering multiple potential affordances for physical activity seem more likely to engage a broader group of children in recess physical activity. The analysis, however, could point to a difference between places designed for children’s play and places where children actually play. To optimise actualisation of the potential affordances for recess physical activity, involving children throughout intervention planning and decision-making is crucial.     

Rewilding education? Exploring an imagined and experienced outdoor learning space

ABSTRACT

This paper follows the progress of a small rural primary school in the UK as it goes about cultivating a new vision of the future by transforming its outdoor spaces. Exploring the significance of these outdoor spaces as they are imagined, made and experienced, from the first design stages to the first days of use, the paper considers how feelings about children’s access to and engagement with nature are entangled with cultures of protection and surveillance. Using observations from a multimodal ethnography, including video tours and photography workshops alongside observant participation and interviews, the paper illustrates how, in practical terms, changing an educational landscape can also shift a school culture, giving children greater freedom outdoors to live, learn and grow together.