Imperial Pursuits

Books reviewed:
Amy Kaplan. The Anarchy of Empire in the Making of U.S. Culture. Cambridge, MA: Harvard University Press, 2002. 272 pp. Notes, Index. $37.50 (cloth).     

A DNA test for sex identification in cattle confirms osteometric results

It is of vital importance to be able to sex identify cattle remains to understand the strategies and importance of cattle husbandry in an ancient society. This is usually done from osteoarchaeological assemblages and often relies on measurements of metapodials. The breadth measurement of the distal trochlea is considered an easy way to identify the sex. Bones from males appears to be easily distinguishable from female counterparts, although it has been complicated to find an external control for the morphological results. Here we investigate the reliability of these particular morphometrics for sex identifying cattle bones with molecular genetics. We use a sex discriminating single nucleotide polymorphism in the ZFXY gene and we apply it to DNA from the bones. To keep the fragment size short and suitable for ancient DNA we base the test on a SNP. The test confirms the osteological sex identification in all cases were DNA could be retrieved. This molecular method can also be used when no fragments suitable for osteological sex identification can be found or when the measurements are non-conclusive.     

Development Thinking—Bridging the Gap Between Theory and Practice

Theoretically, Development Studies has been claimed to be moving out of its previous impasse. However, its policy implication has traditionally been rather weak, and on this account no large improvements are presently visible. A strong call for relevancy has emerged in the middle of the 1990s, from the same writers who claim that we are now moving beyond the impasse in development theory. Somehow this opens up a niche for development geography, if its strong background in field work can be combined in a dialogue based on theoretical issues. This paper illustrates how the teaching of development in the field can bring up new issues, to be discussed thoroughly within some kind of a dialectical dialogue. The teaching of development finds itself trapped in a controversy, that could be termed as a development crisis. However, existing contradictions in the debate can nurture the more intense probing into the nature of development. Combined with field work experience, this paves the way for a dialogue in which many of the axiomatic truths are turned upside-down. Matters—such as the conflict between modernization and traditional values, the meaning of development, and the role of various actors in the development process—are all focused in an intensive discussion.