Extraction and sequencing of human and Neanderthal mature enamel proteins using MALDI-TOF/TOF MS

We report here the first results of a method to extract and sequence mature enamel proteins from modern human and Neanderthal tooth enamel. Using MALDI-TOF/TOF mass spectrometry and a combination of direct sequencing and peptide mass mapping we have sequenced a peptide from the tyrosine-rich amelogenin peptide (TRAP) of the X isoform of the amelogenin protein for modern and recent human samples. We also report our results from two Neanderthal enamel samples where we were also able to recover fragments of the TRAP protein, which had a similar sequence to the modern human samples.     

Response to Nowell and Horstwood (2009)

Here we respond to the comment by Nowell and Horstwood (2009) written in response to our 2008 paper where we presented the first results of the application of laser ablation strontium isotope analysis to a fossil hominin. Although we are pleased that the paper has attracted so much interest, including from researchers outside the field such as Nowell and Horstwood, we completely disagree with the two main arguments of their comment. Namely, we reject the notion that they can recalibrate our data using different methods and (non matrix-matched) standards determined in a different laboratory, and that is simply irresponsible to advocate the further development of this method for rare and important hominin samples through drilling rather than the almost non-destructive method of laser ablation that we presented in our paper.     

Beyond the Pre-Pottery Neolithic B interaction sphere

This article aims to provide a critical evaluation of the influence of the culture-historical paradigm in the Neolithic archaeology of Western Asia through the re-assessment of currently established theoretical concepts, notably the Pre-Pottery Neolithic B (PPNB) interaction sphere, demic diffusion and acculturation. It is argued that these concepts are too abstractly defined to enable meaningful insights into the dynamics of Early Neolithic societies. A different theoretical framework is needed in order to achieve an historical understanding of the spatial and temporal variability of regional socio-cultural interactions and population displacement. This framework begins with the detailed analysis of local patterns of social organization and exchange. Exchange itself is seen as a socially situated process that was integrally related to the negotiation and reproduction of collective identities during the Neolithic.     

Town Twinning in Greece: Reconstructing Local Histories Through Translocal Sensory‐Affective Performances

Twinning arrangements between members and non‐members of the European Union are one of the many Euro‐symbolic measures taken with the aim of making indigenous populations “feel like citizens of Europe at the local level”. This article addresses the ways in which trans‐local projects of indoctrination, such as twinning, force indigenous peoples to reposition themselves toward what is culturally defined as local history. Its focus is on the exchange of small‐scale civilities through which partners engage themselves in sensory and affective performances of their history, and are gradually led to the reorganization of their domestic sensorium or public memory.     

PGM VI: A Lost Part of PGM II

The following paper is a paleographical study of PGM VI (P. Lond. I 47) and PGM II (P. Berol. inv. 5026) aiming to demonstrate that they belong to the same roll and contain the same magical text.     

Care-less spaces and identity construction: transition to secondary school for disabled children

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.