Children,social capital and health: increasing the well‐being of young people in rural Wales

This paper explores the usefulness of employing the concept of social capital within a research project investigating the best ways of meeting the health and well‐being needs of young people living in rural Wales. The first part of the paper provides an overview of some of the current research exploring the relationship between social capital, health and young people. The second part provides an overview of findings from an action research project to illustrate how social capital is conceived and applied in this context. It concludes by stating that children and young people do actively generate, draw upon and negotiate their own social capital, and that this is an under‐utilised resource in terms of promoting health and well‐being.     

Collaborative Watershed Management: A View from the Grassroots

To date, research on collaborative watershed management has paid scant attention to the role of grassroots stakeholders, who are the people that actually use natural resources. This article argues cooperation from grassroots stakeholders is necessary for the success of collaborative management, and outlines three theoretical perspectives to explain cooperation. The validity of these theoretical perspectives is tested using a survey of farmer participation in the Suwannee River Partnership in Florida. The findings suggest farmers' perceptions of policy effectiveness are largely driven by economic considerations, whereas participation in collaborative management is linked to social capital.     

Strategies for Teaching Maritime Archaeology in the Twenty First Century

Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.     

Stable carbon- and nitrogen-isotope ratios and electron spin resonance (ESR) g-values of charred bones: changes with heating and a critical evaluation of the utility of g-values for reconstructing thermal history and original isotope ratios

Changes in the stable carbon and nitrogen isotope ratios of modern bone samples heated to a variety of times and temperatures were used to determine the effect of heating on isotope ratios and the retention of organic matter in charred bones. For organic extracts produced by slow demineralization in weak acid, δ¹³C values were unchanged, while δ¹⁵N values increased by up to 5‰ and were primarily determined by heating temperature. Changes in the electron spin resonance (ESR) g-value of whole bone and organic extracts were also measured. For organic extracts from charred bones, the g-value was well-correlated with δ¹⁵N and temperature, suggesting that g-values could be used to estimate the charring temperature and original δ¹⁵N values of charred bones. Thus, g-values from demineralized extracts could be very useful in forensic investigations where it would important to reconstruct the thermal history of burned bones. Isotope ratios and g-values of demineralized extracts from four prehistoric components at three sites that produced cremated human bone were used to test whether the same approach can be applied to archaeological materials. While carbon isotope ratios of the prehistoric samples were similar to those of uncharred specimens, nitrogen isotope ratios were increased and the g-value corrections for nitrogen isotope ratios were not effective.     

Plant microfossil analysis reveals disturbed forest and a mixed-crop,dryland production system at Te Niu,Easter Island

Plant microfossil analysis was carried out on 12 soil samples from a variety of landscape features at three locations (100–250 m a.s.l.) along a 950 m transect at Te Niu, Easter Island. Pollen and phytolith assemblages were dominated by palms and ground ferns, and suggested disturbed forest. We identified pollen of bottle gourd (Lagenaria siceraria) and starch grains of the common yam (Dioscorea alata), sweet potato (Ipomoea batatas) and taro (Colocasia esculenta). The data suggest a mixed-crop, dryland production system at Te Niu dominated by yam and sweet potato, and supplemented by taro and bottle gourd. The data provide direct evidence of crop type and range, supporting the indirect evidence (topographic and landscape features, field and historical research, comparisons with elsewhere in the Pacific) that much of the rock covered landscape of Easter Island was used for intensive horticulture.     

Phenetics,cladistics, and the search for the Alaskan ancestors of the Paleoindians: a reassessment of relationships among the Clovis,Nenana, and Denali archaeological complexes

Clovis, Nenana, and Denali are the earliest well-documented archaeological complexes in the New World. Clovis has been found at sites throughout the lower 48 states of the USA and in parts of Canada but not in Alaska, whereas Nenana and Denali have been found in Alaska but not elsewhere in North America. In 1991, Goebel and colleagues reported phenetic analyses of tool types from Clovis, Nenana, and Denali. They found that Nenana clustered more closely with Clovis than with Denali, and concluded from this that Nenana was likely ancestral to Clovis. Goebel et al.'s study has been cited frequently since it was published, and their conclusions have been widely accepted. Here we explain why analyses of the type performed by Goebel et al. are problematic and also demonstrate empirically that their results are dependent on the algorithm and distance measure used. We then reanalyze their dataset with a technique from biology called cladistics. Cladistics has replaced phenetics as the method of choice for reconstructing evolutionary relationships in biology, because it is more objective. The results of this analysis differ from those obtained by Goebel and colleagues. The results strongly suggest that Denali and Clovis are in fact more closely related to each other than either is to Nenana.     

Teaching the Craft of Archaeology: Theory, Practice, and the Field School

Field schools are a rite of passage for archaeologists, the first experience of what for many is the defining activity of the discipline: fieldwork. While teaching competence in practical techniques is the minimum goal of any field school, this technical training must be situated within the broader goals that drive the fieldwork. The University of Denver Archaeological Field School provides the fieldwork for the Colorado Coal Field War Archaeological Project. This project is an experiment in archaeology as political action in the present. It explores the possibility of an emancipatory archaeology through engagement with contemporary audiences and struggles. In this paper we discuss some of the ways we try to link technical training with the admittedly unusual theoretical and political goals of the project, teaching not only skills but an awareness of the responsibilities these skills should bring.