Selection and Exploitation of Macro‐Vertebrate Resources During the Upper Palaeolithic in Northern Spain. New Evidence from Coímbre Cave (Peñamellera Alta,Asturias)

The exploitation of ungulates in the Cantabrian region during the Upper Palaeolithic is characterized by the appearance of progressively specialized hunting strategies, especially during the Magdalenian. This specialization focused on either Iberian ibex or red deer, depending on environmental or topographic features. Red deer, for instance, was hunted mostly on the plains while ibex and/or chamois was hunted in rocky and mountainous areas. Here we present new zooarchaeological and taphonomic evidence from Coímbre cave (northern Spain), a site located in the rugged region between the Picos de Europa and Sierra del Cuera (Asturias) which has evidence for specialized ibex hunting. We discuss the possible reasons for such a selective hunting pattern. While the predominance of mountain species such as Iberian ibex or chamois in the Magdalenian levels suggests prey selection based on topographic or environmental criteria, the predominance of large bovids in the Gravettian level could imply that other alternatives were available. We also provide evidence of a pattern of rabbit exploitation which is unusual by comparison with other Upper Palaeolithic sites of northern Spain, and which taphonomic evidence suggests was due to human activity.     

Improving the learning processes of Physical Geography through the use of landscape photographs in class

The use of alternative teaching methods to lectures is one of the keys to develop a more participatory and effective education. In the teaching of Geography, greater interaction of students with elements of the landscape through the active use of photography could be one of the ways to achieve this efficiency. This article describes an experiment conducted in 2016 with students of the subject Physical Geography of the Iberian Peninsula. Two different teaching methodologies were applied to two groups of students. The first one was based on dividing the time of each class between participatory comments of landscape photographs and imparting theoretical knowledge through lectures. The second methodology consisted only of lectures, following a more traditional approach. Additionally, some students from the first group actively participated by uploading and tagging their own field pictures to a photographic repository of the University of Seville. The effectiveness of the different activities in each group was assessed through four tests, performed monthly. The results indicate that the use of landscape photographs as a participative teaching resource allows a more efficient learning of theoretical concepts. Therefore, the proposed methodology should be considered by those interested in improving the quality and effectiveness of their teaching of Geography.