Umm an‐Nar burial 401 at Bat,Oman: architecture and finds

The archaeological site at Bat has an important status with regard to research on the Umm an‐Nar culture. Investigations began there in 1972 and were revived in 2004, when the excavation of tomb 401 was begun. This paper presents the complete corpus of grave‐goods. Despite all the disturbances within the find layers, when comparing the two chambers it is possible to observe some indications of the different burial cycles and detect distinguishing characteristics. Taking into account the divergent earlier and later ceramic styles, burial use must be proposed between 2400 and 2200 BC. This date accords with observations of the architectural details of tomb 401 and with the sequence of tomb construction types in the Bat region. This paper is dedicated to the memory of professor Gerd Weisgerber.     

Learning Styles in Relation to Academic Performance in Middle School Mathematics

Research was conducted with middle‐school Kuwaiti children to assess the effectiveness of student learning styles in predicting students' academic performance in Mathematics. A group of middle school students who had received first quarter grades and enrolled in an after‐school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Markova learning style‐tutoring program. Results show that the students in the experimental group (mean = 45.91), whose learning styles were accommodated for, performed better than the students in the control group who studied using the traditional method (mean = 43.80) of teaching. Gender, type of school attended, and area in which the students lived were all analyzed within the experimental group. The experimental group results show that the highest‐grade improvement in Mathematics was found to be predominately male students attending private institutions, and living in the urban areas of Kuwait. Students learn in a variety of ways, and their ability to attain this information also varies. A student's capacity to learn is impacted by the teacher's style of conveying information. Unfortunately, little attention has been given to how children think (Markova, 1992). Often, it is assumed that students' minds operate in the same way as the teacher's does. So much of student failure in school comes directly out of the larger failure to stimulate all those areas in the children's brains, stimulation which could open up their minds in so many ways (Markova, 1992). Student's academic performance is a matter of concern to educators, parents, and students themselves. The ways in which an individual characteristically acquires, retains, and retrieves information are collectively referred to as his or her learning style (Felder and Henriques, 1995). Unfortunately, the manner in which children acquire the information to perform well academically is too often ignored. Considerable research has examined the relationship between students' learning styles and their academic performance (Witkin, 1973; Gregorc, 1979; Claxton and Murrell, 1987; Brunner and Majewski, 1990; Schroeder, 1993; Klavas, 1993). These studies have consistently found that when learning styles were considered in the teaching process, academic performance increased. Schroeder states that accommodating the variations in learning styles could improve curricula and the teaching process (1993). The results of a study by Dunn et al. (1995) suggested that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students for whose learning style had not been accommodated. Many researchers have reported that students often classified as poor achievers, learning disabled, at‐risk youth, or dropouts were able to improve their academic performance when instruction was redesigned to respond to their particular learning style preferences (Stone, 1992; Perrin, 1990; Elliot, 1991; Andrews, 1990). Children suffer deeply when their natural way of thinking, of absorbing and processing information, of creating and expressing is criticized, mocked, or ignored (Markova, 1992). However, learning efficiently empowers children to gain confidence since many believe they have learned a skill only after they can perform it easily. Markova acknowledges that many approaches to understanding individual differences include something about the fact that most of us have one sense we are most comfortable using in the learning process. Understanding these patterns of processing information is crucial to finding the most effective ways to educate our children. Markova has identified six patterns of personal thinking, which are different combinations of the perceptual kinesthetic (K), auditory (A), and visual (V) channels. He posits that information is first received by the conscious mind, sorted by the unconscious mind and finally integrated by the subconscious mind (Markova, 1992). The six different combinations (KAV, KVA, AVK, AKV, VKA, and VAK) are referred to as personal thinking patterns and determine the most comfortable and effective way for each learner to learn.     

The chronology of the Neolithic sequence at Dikili Tash,Macedonia, Greece: TL dating of domestic ovens*

The chronological sequence of a major reference site for Neolithic periods in southeastern Europe and the Aegean, Dikili Tash (Macedonia, Greece), has been reassessed by TL. Baked adobe material samples extracted from domestic ovens, directly associated with specific occupational levels, have been studied. The fine‐grain technique has been used for equivalent dose determination. K, U and Th contents and the equilibrium state of U‐series have been measured by low‐background gamma spectroscopy. Since the archaeological levels were already partly excavated, the environmental dose‐rate was evaluated by a reconstruction technique combining laboratory analysis and on‐site measurements. The TL results (weighted average of multiple age determination, oven 400, middle of the Dikili Tash I (DT‐I) phase, 5500 ± 320 bc ; oven 600, end of DT‐I, 4920 ± 310 bc ; house 3, DT‐II, 4260 ± 280 bc ; house 4, DT‐II, 4510 ± 410 bc ) are in general agreement with the timeframe deduced from previous radiocarbon dates. This convergence strengthens the settlement's chronology, established now by independent dating methods.     

Review of a research project

Industrialization and Foreign Politics. Some Aspects of Sweden's Economic‐Political Relations with the Great Powers, 1905–1945.     

Three-dimensional laser scanning: potential uses for museum conservation and scientific research

Recent technological advancements have made a tremendous impact in the fields of biological anthropology and archaeology. Although advancements in DNA analysis have overshadowed other areas of progress in the subfields of biological anthropology, bioarchaeologists are now utilizing many other new forms of technology in their work. In particular, three-dimensional (3D) laser scanning offers a sophisticated method of documenting and studying prehistoric human skeletons. In recent years, portable laser scanning devices capable of creating high resolution images have become available, enabling researchers to scan and archive skeletal collections from archaeological sites and museum collections around the world. 3D laser scanners are inexpensive, simple to operate, and completely non-destructive to human skeletal material. A major benefit is that they offer a cost-effective method of creating a digital record of skeletal collections for museum archives. Since published research using 3D methods typically focuses on sophisticated analyses used to analyze 3D data that are difficult for the novice user to follow, in this paper we provide a simple and straightforward overview of 3D scanning methods aimed at non-specialists. We discuss how these methods can be used to preserve and document osteological material in museums, develop research ideas in the subfields of biological anthropology, and increase the potential for scholarly collaboration.     

Origin Narratives and the Making of Dynastic History in al‐Dīnawarī's Akhbār

This article takes the reader on a journey into the historical writing of the ninth century Muslim historian al‐Dīnawarī (d. 895) and examines the motives behind composing his al‐Akhbār al‐?iwāl. The themes and narrative arrangements of this work give insight into al‐Dīnawarī's historical agenda that demonstrates his interest in royal histories that exemplify the rise and fall of nations, dynasties, and powerful rulers. Al‐Dīnawarī's emphasis on specific episodes and events demonstrates that only certain ethnic groups whose political legitimacy derives from a respectable and prominent origin can bring about political and social stability. By dealing with these sociopolitical concerns, this article also sheds new light on the intellectual discourses and political crises that dominated Islamic society during the eighth and ninth centuries and the way al‐Dīnawarī reacted to these challenges.     

Cultural Theory and the Measurement of Deep Core Beliefs Within the Advocacy Coalition Framework

Deep core beliefs represent an important yet theoretically underspecified concept within the Advocacy Coalition Framework (ACF). This underspecification can (in part) be attributed to the ad hoc way in which ACF scholars have defined and measured the concept over time. To overcome this, we advocate the development and future use of a standardized metric for measuring deep core beliefs in ACF studies. Such a measure, we contend, should be multidimensional, generalizable, measurable using multiple techniques, and broad enough in scope to operate across virtually all policy domains. Using these criteria as our benchmark, we evaluate the viability of cultural theory (CT) as one such metric. In short, we find that CT meets all of these criteria, and therefore provides ACF scholars with a way to measure deep core beliefs across enduring public policy disputes that are demarcated by conflicting belief systems. Accordingly, we advocate its use in future studies.     

Braudel's grammar of civilizations

I. A History of Civilizations. By Fernand Braudel (New York: Penguin Books, 1995), xl + 573 pp.

II. Ecrits sur l'histoire II. By Fernand Braudel (Paris: Flammarion, 1994), 270 pp.