Static penetration assessment of stone weapon tip geometry metrics and comparison of static and dynamic penetration depths

Many factors governed the penetration efficacy of prehistoric projectile weaponry. Archaeologists broadly focus their efforts on understanding the effect of stone weapon tips because these specimens are often the only part of the weapon system that survives in the archaeological record. The tip cross-sectional area (TCSA) and perimeter (TCSP) of stone weapon tips have been shown to correlate with target penetration depth. Here, using results from both static and dynamic penetration testing, we compare TCSA and TCSP against other tip geometry metrics: lateral surface area (LSA) and volume (V). Our analyses broadly show that using a single-point geometry metric evaluated at multiple locations along the length of the point, or using multiple geometry metrics evaluated at a single location, better predicts required energy than using a single-point geometry metric evaluated at a single location. Our results also show that in the case where a single geometry metric evaluated at multiple locations is used LSA provided the most robust prediction models. Finally, our results show that for the case where all geometry metrics evaluated at a single location are used the location that provides the most robust prediction model is dependent on how far the point penetrated the target.     

The theatricality of eating in the life of St. Francis of Assisi

I examine the role of food, eating, and meals in the life of St. Francis of Assisi. I observe that his experience significantly differs from that of the female fasting saints. I show that his concern lies with the justifiability of eating, and that food is associated with dramatic lessons that instruct or chastise others. I argue that, like Christ, Francis uses food and eating to teach, to share a message, or to accept outsiders.     

Gyptis: Sailing Replica of a 6th‐century‐BC Archaic Greek Sewn Boat

A sailing replica based on the archaeological remains and structural analysis of the 6th‐century archaic Greek sewn boat Jules‐Verne 9 was built in Marseille as part of the city's European Capital of Culture 2013 programme. Full‐scale reconstruction allowed investigation of specific aspects of the methods used to build a shell‐first, sewn‐plank, and lashed‐frame vessel, as well as learning the gestures and know‐how of the original shipbuilders. The first two seasons of sailing trials, including short journeys in the Bay of Marseille and longer, coast‐hopping expeditions, reflecting the uses of the original vessel have taken place and are reported here.     

To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing “communicative competence” as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaboration – from negotiating meaning to critical disciplinary awareness – and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning.     

Identification Technique for Soil-Structure Analysis of the Ghirlandina Tower

Historical towers, in particular medieval towers, are an important part of cultural heritage, and their preservation mandates monitoring and detailed analyses of vulnerability under seismic actions as well as of their long-term performance. Certain aspects of structural nature are linked to the masonry behavior as a unilateral material, and other are aspects related to the interaction with soft soil conditions. This study aims to contribute to the aspects of preservation by exploring the role of the soil-structure interaction in predicting the behavior of the structures, with specific reference to the well-documented case history of the medieval Ghirlandina Tower (Modena, Italy). A significant contribution comes from an experimental identification analysis, performed in the presence of ambient vibration. A novel finding is that the soil structure interaction cannot be neglected, in contrast to most published identification analyses that usually assume the structure to have rigid constraint at base.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

Bone Degradation and Environment: Understanding,Assessing and Conducting Archaeological Experiments Using Modern Animal Bones

Archaeological experiments that use modern bones to replicate past animal bone assemblages have often failed to consider the effects of environment, storage and preparation on modern bones. Often, these experiments make little mention of the conditions to which bones were subject during their storage and preparation for use in experiments. In other instances, these variables are reported but not considered as factors that contribute to the nature of the results obtained. This study considers previously reported data concerning the degradation of frozen bones (−20°C), and bones exposed to hot, dry conditions (40°C), and presents new data for bones exposed to room temperature environments (22°C) and refrigerated environments (2°C), and bones that are frozen (−20°C) and then thawed (22°C). These conditions are all relevant to understanding the nature of bone degradation and the use of bones in modern archaeological experimentation. This article also surveys a range of previously reported experiments that utilise modern bones to create analogies to the past and considers different methodological approaches and their relationship to the condition of bones at the time of their fracture and fragmentation. The longitudinal data presented in this study demonstrate differential rates of bone degradation over time in various environmental conditions. This degradation results in dramatic changes in bone fracture morphology, bone strength and utility for bone tool production. These observations have significant implications for experiments that utilise modern bones, especially when experimental data are used to create analogies to the archaeological past. Copyright © 2012 John Wiley & Sons, Ltd.     

Cut Mark Cluster Geometry and Equifinality in Replicated Early Stone Age Butchery

Early Stone Age cut marks created during tool‐assisted carnivory potentially offer inferences into hominin butchery behaviour and access to complete or defleshed carcasses. Actualistic butchery trials of 16 goat and cow half‐carcasses were completed by an experienced butcher with replicated Oldowan tools to investigate how the geometric organisation of cut mark clusters reflects flake versus core tool use and bulk muscle versus scrap defleshing. A cluster of cut marks is defined as a series of adjacent cut mark striations that occur at an anatomical location and are bounded by unmarked cortical surface. Tool type and butchery action were predicted to differentially mark certain long bone portions and influence cluster attributes. Moulds of 613 cut mark clusters were photographed and measured using ImageJ software (National Institutes of Health, Bethesda, Maryland, USA) for cluster area, cut mark count, median cut mark length and standard deviation of cut mark length and angle. Analysis suggests the following results: (i) cluster attributes are correlated;(ii) changes in cluster geometry are related to increasing cut mark count and length but not tool type or defleshed muscle amount; (iii) large clusters occur on large animals; and (iv) long bone midshaft portions are cut‐marked during both bulk and scrap muscle defleshing. Analysis of 179 cut mark clusters on long bone shafts of sizes 1–4 mammals from three Okote member assemblages at Koobi Fora, Kenya, shows that archaeological clusters have a similar number of marks when compared with experimental clusters but are significantly smaller, have shorter median marks and include less deviation in mark length and angle. Archaeological clusters corroborate that increasing area is positively correlated with cut mark count, median mark length and standard deviation of mark length and angle. A quantitative inferential model that links cut mark cluster geometry to tool type or the amount of muscle defleshed is not supported by these data. Copyright © 2015 John Wiley & Sons, Ltd.     

Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula.