Living Places or Animated Objects? Sámi Sacrificial Places with Metal Objects and Their South Scandinavian Parallels

Abstract

The article takes its point of departure in 12 Sámi sacrificial places from northern Sweden and Norway. It is argued that the sites with metal objects of the ninth to fourteenth centuries in a number of ways are comparable to acts of deposition in south Scandinavia. These Viking Age depositions consisted of partly the same types of artefacts, took place on the shores of wetlands with sacral names and were in use in the same time period as the Sámi sacrificial places. The similarities and differences between the two traditions are discussed, focusing on some possible links between aspects of animistic world views and biographical perspectives on artefacts. This opens up the possibility that not only the Sámi, but even the Old Norse world views contained elements of animistic perspectives. It is claimed that the two traditions reflect partially parallel ways of handling the landscape and dealing with objects among the Sámi of Øvre Norrland and the Norse population of south Scandinavia.     

IMPLAN's Induced Effects Identified Through Multiplier Decomposition

An analysis of regional multipliers is developed to reveal a structural flaw in how IMPLAN computes induced effects. This analysis reveals a fixed ratio across sectors between total and Type I employment multipliers, and that IMPLAN's "Type III" income multipliers are inversely related to the average wages in the direct and indirect sectors, and that "Type III" output multipliers are not affected by wages. A multiplier decomposition is developed that separates direct and indirect effects from the induced and further separates the induced impact into relative wage and regional income retention effects. The decomposition is useful in making comparisons among impact models.     

A systematic approach to the recovery and identification of starches from carbonised deposits on ceramic vessels

Starch granules are being successfully recovered from an increasing range of artefacts. Here we present the recovery of starches from carbonised ceramic ‘foodcrusts’ from late Mesolithic–early Neolithic residues at the site of Neustadt in northern Germany. A method for investigating background loading of residues with contaminant starches is proposed by comparing interior ‘foodcrusts’ versus exterior ‘sooting’, for the purposes of eliminating samples with insignificant quantities of grains from subsequent identification procedures. The classification of starches to plant taxon is traditionally achieved by manual observations and measurement of nominal and ratio morphological variables. Here, we present a method for the automated classification of granules, using software developed in-house. The results show that when multiple granules are considered, the species selected as modern reference examples can be classified to high levels of specificity. When applied to the archaeological samples we show that wild plant resources persist in importance across the transition to agriculture, with high proportions of granule forms consistent with acorn (Quercus sp.) occurring in all samples. Hazelnut (Corylus avellana) types are less well-represented suggesting it was not an important food in the context of pottery, and may have been over-represented in the repertoire of hunter–gatherer resources. Cereals are not represented in any of the samples, supporting the notion that their adoption may have been a slow process, occurring more gradually than for other domesticated foods, or that they were not initially processed in ceramic vessels.     

Building Bridges Through Performance and Decision‐making: Schools,Research and Public Engagement

Abstract: This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year‐long research‐based collaboration with school teachers and their students involving performance work and the development of decision‐making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value