Identifying biomolecular origins of solid organic residues preserved in Iron Age Pottery using DTMS and MVA

The chemical characterisation of solid organic residues found in ceramic vessels, can provide archaeologists with valuable information about ancient diets. Although several selective analytical techniques have been applied to the analysis of specific classes of compounds, such as extractable lipids, waxes, terpenoids and protein fragments, a non-selective analytical technique is required to characterise and categorise complete solid organic residues. In this study, Direct Temperature-resolved Mass Spectrometry (DTMS) is used for the characterisation of 34 solid residues situated on vessels recovered from an indigenous settlement from the Roman period at Uitgeest – Groot Dorregeest (The Netherlands). Sample preparation is limited to grinding very small samples (5–10 μg) and suspending them in water. DTMS analysis of aliquots (1–2 μL) of this suspension gave information about a broad range of organic compounds, such as lipids, polynuclear aromatic hydrocarbons, markers for residual proteins and polysaccharides, and for newly formed complex condensed polymers. Multivariate analysis of the DTMS spectra identified five different chemotypes: groups of residues with comparable chemical characteristics. The biomolecular origin of each of these chemotypes is identified by comparison with experimentally charred reference materials. The chemotypes A₁ and A₂ consist of charred residues identified as starch-rich foods (mixed with animal or plant products), chemotype C consists of protein-rich charred animal products without starch, chemotype B contains smoke condensates from wood fires, and chemotype D consists of special protein-rich and lipid-free foods or non-food products.     

曾参对孔子教育思想的传承及其历史地位

曾参作为孔子之后的儒学代表人物,全面继承了孔子"学为君子"、"为人孝弟"、"反省内求"等教育思想,阐释了君子人格、孝道、"慎独"等观念,明确了"孝"在儒学理论体系中的实践标准,从道德伦理方面进一步丰富了儒家教育思想的内容,是孔子教育思想的主要传承者。     

'Walking the walk and talking the talk': Bodies,conversation, gender and power in higher education in England

Combinations of speaking, listening and bodily behaviour have been neglected in accounts of the operation of power. Although often described as fluid and interactionally produced, power has been the subject of few empirically based analyses at micro-interactional scales. Drawing on interviews with undergraduates and extracts from teaching interactions at higher education institutions in England, this article focuses on talk as a situated practice. It describes how verbal and bodily behaviours together are fundamentally involved in the enactment of instructor and student roles and power relations, and the collective interactional (re)production of teaching spaces. It discusses two broad types of teaching interaction in terms of gendered differences in the structure of talk, drawing attention to how these are shaped by differences in how instructors enact power. I suggest that men may routinely engage in conversations with 'feminine' structures in teaching spaces without this compromising heterosexual masculinity, and present reasons why it may be more likely that women be problematized for using 'masculine' verbal styles. I also argue that rather than simply being inscribed on to instructors' bodies in ways that accord with the hegemonic discourses of gender, authority and respect have to continually be earned from students, and verbal behaviour is deeply involved in this process. It is not enough to 'walk the walk', instructors must also 'talk the talk', in ways that students deem legitimate.     

Engineers and engineering history: problems and perspectives

In past decades, the history of engineers and engineering has seen spectacular development. Despite this, major interrogations are still left unanswered. This article examines some of these pending questions, like the type of relation that exists between engineering knowledge and practice, or the complex articulation between continuities and discontinuities that characterizes engineering history. Finally, the article proposes to focus on engineering rationality as a possible way to address some of these issues. In order to do so, engineering rationality is not to be confused with some kind of generic and abstract logic. On the contrary, it must be historicized.     

The Political,Social and Scientific Contexts of Archaeological Investigations of Mass Graves in Spain

The recovery of historic memory of the Spanish Civil War is a multilayered initiative to escape both the romanticism of the Franco era, in which only the glory of the victors was celebrated while their past atrocities were ignored, and the cautiousness of the post-Franco democracy, for which forced amnesia of the Civil War was considered a sacrifice for the greater good. In the past five years the efforts to recover historic memory have gained empirical footing by employing archaeological methods to locate, enumerate and identify the victims of extrajudicial executions. The ultimate goals of such work include the production of a more accurate historical statement of past events, the repatriation of missing persons to their families, and the documentation of physical evidence that may allow families to seek civil restitutions. While the scientific methodology is fairly straightforward, the process is nonetheless inherently political in that various government bodies can and do impede recovery efforts. This paper contextualizes the current political and social climate of human rights investigations in Spain by illustrating some of the recent recovery efforts in Catalonia and Andalucia.     

“读经”讨论的思想史研究——以1935年《教育杂志》关于“读经”问题的讨论为例

“读经”问题的讨论往往不仅限于“读经”本身,它所涉及的问题其实更在于思想史。1935年《教育杂志》关于“读经”问题的讨论也不例外。讨论尽管观点不一,但绝大多数都能以“科学”的态度,对传统采取两分法,且反感“尊孔”以及附加于“读经”之上的诸种外在因素,这一点显然是五四新化运动影响的结果。而讨论最终得出的结论,更影响到了今日的教育。