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The earthquakes which struck Nepal's capital in 2015 were humanitarian disasters. Not only did they inflict tragic loss of life and livelihoods, they also destroyed parts of the Kathmandu Valley's unique UNESCO World Heritage site. These monuments were not just ornate structures but living monuments playing central roles in the daily lives of thousands, representing portals where the heavens touch earth and people commune with guiding deities. Their rehabilitation was also of economic importance as they represent a major source of tourist income and employment. Unfortunately, the social and political desire for rapid reconstruction resulted in the swift removal of many traditionally constructed foundations and their replacement with modern materials without assessments of whether they contributed towards the collapse of individual monuments. These actions, combined with the wholesale removal, mixing and dumping of modern and historic debris, contributed to a second, equally destructive, cultural catastrophe -- irreversible damage to Kathmandu's Medieval fabric, in a process which frequently excluded local communities and custodians. This case study draws from our collective reflections and lessons learned from our attempts to enable equitable and ethical research partnerships between UK and Nepali colleagues as well as local communities in the debris of the Kasthamandap, Kathmandu's eponymous monument. After briefly describing the potential of mobilising archaeologists in post-disaster contexts and outlining the challenges of undertaking research in such a setting, our case study utilises the TRUST Code to assess the character and success of our multidisciplinary collaboration in a time of crises.

This article responds to Olof Franck's vision of a less didactic and more creative approach to Education for Sustainable Development. We consider how a multidisciplinary applied theatre project, bringing together Earth Sciences, Ancient Rock Art, storytelling, digital technology, and drama education knowledges and techniques can foster a more creative approach. The article is rooted in our analysis of the "African Rock Art: protecting the past, facilitating the future" project. We reflect on the challenges and possibilities of engaging with issues of climate crisis, responsibility, agency, and action in the Korogocho informal settlements in Nairobi, Kenya.

This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council's budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University's research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university's research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities.

Graduate employment statistics are receiving considerable attention in UK universities. This paper looks at how a wide range of employability attributes can be developed with students, through the innovative use of the Project Based Learning (PjBL) approach. The case study discussed here involves a group of archaeology students from the University of Central Lancashire (UCLAN) and their task of reconstructing and firing a small, early medieval clamp kiln. The employability skills and attributes are discussed, with reference to Yorke's Understanding, Skills, Efficacy and Metacognition (USEM) model of employability. Thanks are due to Get Your Wellies Outdoor Learning Centre, Preston, Lancashire for the use of their site, and to five students James Claydon, Brian Joynes, Josh Pugh, Dan Scully, Mike Woods, and two community volunteers, Bernard and Pat Fleming, for their involvement in the experiment.

In March 2020, when COVID-19's lockdown restrictions saw schools closed to the majority of children, Carenza Lewis quickly began thinking of ways to help both teachers and parents. Drawing on extensive experience of enabling children and young people to learn from practical engagement in archaeology, she came up with a plan. Almost overnight, Dig School was born. Within a fortnight, 47,000 learners in 26 countries were engaged. In this article, Lewis charts the origins, purposes and achievements of Dig School so far.

A new, interdisciplinary high school geoarchaeology curriculum unit, titled "Living with Volcanoes," was created and tested in two pilot lessons with 30 high school students total studying geography and classical civilization in northern England. Students were highly engaged during the curriculum unit and showed positive learning gains and favorable shifts in perceptions as measured immediately before and after its implementation. Geoarchaeology combines disciplinary knowledge from geoscience and archaeology to construct novel approaches to past human inhabitation and environmental interaction. The curriculum unit was designed to introduce this field to high school students, following guidelines from interdisciplinary studies, and it was modified iteratively, based on interviews with four high school teachers of relevant classes. It combines short lectures and group work in a 90 min, interactive format to address a variety of questions surrounding the eruption of Mt. Vesuvius and its impact on the town of Pompeii and other nearby areas. Pilot survey and observational data, combined with feedback from students and teachers, were used to modify the curriculum unit. Restructured case study questions now provide better scaffolding for students, and teachers are provided with an answer key to better support facilitation. "Living with Volcanoes" has the potential to be utilized in cross-disciplinary recruitment for both geoscience and archaeology, at the high school and introductory postsecondary level. This broader, interdisciplinary approach to curriculum development may be applied to other fields of geoscience that transcend common disciplinary boundaries.

Gilbert Ryle (1949) divided knowledge into "know that" and "know how", which is neatly appealing to many design and technology educators, and like many writers on developing the curriculum, Kahney (1993) made a distinction between declarative knowledge: "verbal knowledge, that is, the kind you get from books, instructions and being told what to do." and procedural knowledge: "In order to achieve skilled performance you need to be able to translate declarative knowledge into actions. A new form of representation, known as procedural knowledge must be established. (p.91)" However, a curriculum that consists simply of information and techniques not only fails to reflect the original intentions of the creators of the UK National Curriculum for design and technology but also misses the mark in terms of developing creative and inventive minds. Evidence from such fields as cognitive archaeology (e.g. Renfrew, 1994) suggest that the symbiotic relationship between mind and hand that typifies technological action and innovation was a primary driver within human evolution. Thus designing technology is one of the defining characteristics of our species. Technology education, therefore, should not be seen simply from an instrumentalist viewpoint as a preparation for the world of work but as a preparation for full functionality in human society. A tentative taxonomy of the features of conceptual learning within technological action should, therefore, include those features that define our humanity and our distinctiveness from other species. These are identified as the ability to be self-reflective, to play with ideas, to make analogical connections between apparently disparate features and to indulge in leaps of the imagination. The contention is that if we fill up our curriculum with declarative and procedural knowledge, without acknowledging and encouraging the unique response or the innovative idea, then we will have designed a curriculum that, however hard we try, will never really succeed in "making it work" for many of our most creative pupils. (Contains 2 figures.)

The CinBA Live Project sought to engage students of contemporary craft courses in the UK with Bronze Age creativity. We aimed to explore the ways in which the creativity inherent in prehistoric craft may be used as inspiration in contemporary making. It simultaneously offered institutions a unique opportunity to offer a practice-led, research-based live project which was distinct to those generally known to be available to art and design institutions. It offered a different experience within this established pedagogical model in art and design education by using the Bronze Age as a source of inspiration for creative practice through practice-based research in contemporary craft within the framework of an international academic research project, and suggesting new roles for the interpretation of the prehistoric past through creative work. This article reports on the CinBA Live Project. It outlines the context of the opportunity, details our methods of facilitation, describes the activities undertaken by the students and considers the outputs and post-project impact of the activity.

This article explores how the three aspects of Striphas' notion of algorithmic culture (information, crowds and algorithms) might influence and potentially disrupt established educational practices. We draw on our experience of introducing semantic web and linked data technologies into higher education settings, focussing on extended student writing activities such as dissertations and projects, and drawing in particular on our experiences related to undergraduate archaeology dissertations. The potential for linked data to be incorporated into electronic texts, including academic publications, has already been described, but these accounts have highlighted opportunities to enhance research integrity and interactivity, rather than considering their potential creatively to disrupt existing academic practices. We discuss how the changing relationships between subject content and practices, teachers, learners and wider publics both in this particular algorithmic culture, and more generally, offer new opportunities; but also how the unpredictability of crowds, the variable nature and quality of data, and the often hidden power of algorithms, introduce new pedagogical challenges and opportunities.

What do different research methods and approaches "do" in practice? The article seeks to discuss this point by drawing upon socio-material research approaches and empirical examples taken from the early stages of an extensive case study on an interdisciplinary project between two multidisciplinary fields of study, education and computer sciences. The article examines how divergent disciplinary hinterlands influence the enactments of research methods, and how the choice of research approach affects the types of knowledge and realities produced in the research process.

This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic Technologies for the Enhancement of Case-Based Learning" which has been oriented toward developing a better understanding of the nature of case-based learning in different settings, but also exploring the potential for Semantic Web technologies to support, enhance, and transform existing practice. The experience of working in diverse educational settings has highlighted Semantic Web technologies that may be particularly valuable, as well as some of the enablers and barriers to wider adoption, and areas for further research and development. (Contains 5 figures, 2 tables, and 10 footnotes.)

Strategies of "employability" and "activation" are increasingly favoured in the European Union policy context. These strategies are aimed at fostering inclusion by stressing the responsibility of the individual to participate in education and employment. Similar tendencies can be observed in the United Kingdom (UK) over the last decade, among them a debate on raising young people's aspirations. The article reports first findings from a research project on the construction of "aspiration" in and through policy debates in the United Kingdom. Drawing on Michel Foucault's concepts of Archaeology and Genealogy, policy documents were analysed for the discursive strategies they employ. The analysis suggests that the debate on "aspiration" constructs young people from disadvantaged backgrounds as deficient, conflates economic and social equality discourses and individualises structural problems. These discursive strategies mirror tendencies that can be observed in strategies of activation and employability in the United Kingdom and the European Union. Focusing on "aspiration" can be regarded as a way to prepare young people for the responsibility to actively pursue labour market participation at an even earlier stage. (Contains 5 notes.)

Background: In the 1990s, Salmon developed a five-stage model for enabling and scaffolding remote groups to work and learn together using asynchronous bulletin boards. The model has informed online learning and development practice across different levels and education for online and blended learning. Purpose: This paper reports our testing of the usefulness and relevance of the model for "Second Life" ("SL"). Programme description and sample: Our case studies included students and tutors from three different disciplines: Archaeology, Digital Photography and Media and Communications. For the first case study, we collaborated with a postgraduate distance learning course in Archaeology at the University of Leicester. The second case study involved a campus-based undergraduate course in Digital Photography at the London South Bank University. The third case study was of a postgraduate campus-based course in Media and Communications. Design and methods: In each study, we developed artefacts and activities ("SL"-tivities) for students and tutors, to enable them to interact in groups. The "SL"-tivities were designed based on the five-stage model to provide scaffolding of learning in a group. Using qualitative methods, we studied students' and tutors' engagement with "SL"-tivities and their learning experiences at each stage of the model. We captured data through semi-structured interviews and from chat logs in "SL", and mapped student dialogue against each stage of the model. We analysed the data using cognitive mapping, created causal understanding of the individuals and the groups and their changing views, feelings and experiences. Results and conclusions: The case studies gave us examples of learning opportunities in "SL" at each stage of the model. Our initial study showed that using a structured model for scaffolding learning in groups has value in a 3D multi-user virtual environment such as "SL", as well as in text-based asynchronous environments. The model helps to inform design and delivery so that learners' and teachers' confidence in each other and in the environment builds up and that they work productively with each other. We continue to build further research using "SL"-tivities and the five-stage model to explore and develop further understanding of its applicability. (Contains 2 figures and 1 note.)

This paper reports findings of a pilot study that examined the pedagogical potential of "Second Life" (SL), a popular three-dimensional multi-user virtual environment (3-D MUVE) developed by the Linden Lab. The study is part of a 1-year research and development project titled "Modelling of Secondlife Environments" (http://www.le.ac.uk/moose) funded by the UK Joint Information Systems Committee. The research question addressed in this paper is: how can learning activities that facilitate social presence and foster socialisation among distance learners for collaborative learning be developed in SL, a 3-D MUVE? The study was carried out at the University of Leicester (UoL) within an undergraduate module on Archaeological Theory, where two tutors and four students took part in four learning activities designed to take place in SL within the UoL Media Zoo island. The learning activities and training in SL were based on Salmon's five-stage model of online learning. Students' engagement in SL was studied through interviews, observations and records of chat logs. The data analysis offers four key findings in relation to the nature and pattern of in-world "socialisation" and its impact on real-world network building; the pattern of in-world "socialisation" stage in Salmon's 5-stage model; perspectives on students' progress in-world through the first stage of the model--"access and motivation"--and perspectives on their entry into, and progress through, the second stage of the model--"socialisation"--and the role of identity presented through avatars in the process of socialisation. The paper offers implications for research and practice in the light of these findings.

This article describes and explores the key elements of an approach to personalised learning which is rooted in student experience and choice. It is shaped by the learner's interest, driven by her curiosity and purpose, yet is capable of supporting the delivery of the valued outcomes of a publicly accountable curriculum. It is an approach which enables a student to participate purposefully in the processes of learning, developing values, attitudes and dispositions for learning, while at the same time acquiring and managing specialist knowledge, skills and understanding in the service of a personally chosen outcome. The journey begins with a particular, concrete place or object, and moves through a developmental sequence of thinking and learning capabilities to a publicly evaluated outcome. It is a pedagogy which integrally supports citizenship education because it addresses questions of value and worth through the narratives uncovered in the world-as-it-is-experienced by the learner. It is an archaeological pedagogy in the sense that it begins with experience and observation, generates narratives and then reconstructs knowledge/s necessary to satisfy the original personally chosen quest, rather than beginning with pre-packaged conceptual expert knowledge. It creates a context for critical subjectivity and engagement with learning and with the world. It is a pedagogy which takes seriously the selfhood of the learner, and the formation of virtue in learning, while at the same time not abandoning the rigour of specialist knowledge in a particular field. (Contains 1 figure.)

Interviews with participants in extramural archaeology in British universities reveal growth in field-based involvement of adult students from 1943-1975. Since the 1970s, archaeology has been increasingly professionalized, leading to its decline in extramural adult education. (Contains 55 references.) (SK)

The Research Assessment Exercise (RAE) graded research output of academic departments in the United Kingdom. A citation study of anatomy, genetics, and archaeology articles (1988-1992) found a relationship between the total number of citations received, or average number of citations per faculty member, and the RAE score, suggesting that citation counting provides a reliable indicator of research performance. (PEN)

In September 2007 the Government withdrew HEFCE funding for students studying for a second higher qualification at a level equal to or lower than their first--the so-called equivalent or lower qualification (or ELQ) rule. This policy hit students and universities in England, though not those in Scotland, Wales or Northern Ireland. In a recent article in "Adults Learning" Bill Jones described the ELQ policy as the "perfect storm" for university lifelong learning departments which, as a direct consequence, have suffered massive reductions in funding. In this article the authors examine the impact the ELQ policy has had on one small part of the adult education sector: the provision of archaeology programmes in lifelong learning and continuing education.

In Britain, archaeological fieldwork is being used for both educational and research purposes. Training is provided for adult learners from a range of backgrounds, with the goal of increasing public participation in and ownership of archaeological outcomes. (SK)

This article traces characterizations of the Cupbearer fresco, named after the large vessel the figure holds and uncovered at the site of Knossos in 1900, in light of the research agendas about the 'races' of the prehistoric Aegean and traditions of racial science current in late Victorian Britain. The head of the Cupbearer was compared to Classical Greek art, modern Cretan populations, and cranial remains from prehistoric contexts. Drawing from academic publications, articles in the press, and reports of the British Association for the Advancement of Science, the author situates the discourse surrounding the Cupbearer in the context of scholars seeking the origins of 'European' civilization in prehistory, and the creation of racial typologies, especially using cranial measurements and photography. The Cupbearer gained a dual status as a racial portrait comparable to past and present human populations, but also as a work of art that prefigured the later achievements of Classical Greece. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic had serious effects on the delivery of commercial archaeology in the United Kingdom during 2020 and 2021. This article presents a contemporary history of two years of practice and political developments. Because of commercial archaeology's place within the broader construction sector, it became a 'protected' industry, resulting in a massive increase in the amount of work undertaken. Archaeology adapted remarkably well to the difficult and dangerous conditions of the pandemic, while encountering new challenges in staff recruitment. [ABSTRACT FROM AUTHOR]

We investigated the narratives of enablers and barriers to entry into law communicated through 650 UK tweets posted under the twitter hashtag #mypathtolaw in 2018. Law students, solicitors, barristers and legal academics used this hashtag for sharing their personal paths to a legal career. We use Ricoeur's theory of dialogues between the archaeology (past) and the teleology (future) of the self. This has previously been applied to legal ethics, but never before to understanding access to the legal profession. Our findings show that tweeters had a strong narrative of agency and ability to succeed against adversity – perhaps underplaying structural barriers. Notable through its absence is the reference to structural barriers, such as class, school, and university type and the converse individual narratives of perseverance. We find that poor or discouraging careers advice had been a significant barrier. We conclude with recommendations for schools, universities and the legal profession around diversifying the narratives used to showcase legal careers and suggest that universities engaging in training for careers advisors may further widen participation. [ABSTRACT FROM AUTHOR]

This paper explores tool-using activities undertaken in and around the earliest known evidence of post-built structures in Britain. Microwear results associated with at least three structures identified at the Early Mesolithic site of Star Carr, North Yorkshire, are examined as a means of identifying activity zones associated with the diverse stone tools used to process a variety of materials (e.g. wood, bone, antler, plant, hide, meat, fish). With 341 lithic artefacts analysed, this research represents the first microwear study focused on the post-built structures at Star Carr. A combination of spatial and microwear data has provided different scales of interpretation: from individual tool use to patterns of activity across the three structures. Different types of tool use observed have aided interpretations of possible activity areas where objects were produced and materials were processed. Zones of activity within one of the structures suggest that the working of some materials was more spatially restricted than others; even where there are high densities of flint deposition, spatial patterns in tool-using activity were observed. From this, it is interpreted that social norms and behaviours influenced the spatial organisation of different spaces. Our results demonstrate the importance of combining microwear analysis with GIS to explore function and variability in the use of Mesolithic structures-providing new insights into their role as social spaces., Competing Interests: NO authors have competing interests, (Copyright: © 2024 Bates et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The deterioration and loss of our historic environment due to natural erosive processes, exacerbated by climate change, already outpaces available resources for preservation and will accelerate over the coming century. While this process is divisive and destructive, it is also bringing together international collaborators who are developing more holistic approaches to addressing heritage at risk. In 2018, an intensive fieldtrip and series of workshops as part of the Learning from Loss project brought researchers and practitioners from both sides of the Atlantic together with community stakeholders. Over twelve days, the delegates considered alternative futures for heritage at risk, exploring diverse perspectives and observing action previously taken at threatened sites by both heritage professionals and local communities, often working in collaboration. Recognising that not everything can be saved, the structured discussions and site visits revealed a number of insights into ways that action could be planned in the future. The suggestions also highlighted differences in the way that heritage is managed in the UK and the US. This paper summarises the findings of the field trip and discusses how there may need to be a sea-change in thinking in the United Sates in order to prepare for the growing disaster facing an increasing number of archaeological monuments [ABSTRACT FROM AUTHOR]

In this article, we share our enriching experiences during internships at two prominent Archaeological Open-Air Museums in Europe: preHistorisch Dorp in the Netherlands and Butser Ancient Farm in the UK. Motivated by our passion for experimental archaeology, we embarked on this journey to contribute to the development of this field in Romania. At preHistorisch Dorp, we immersed ourselves in various historical periods, participating in activities ranging from exploring exhibits to restoring Roman walls. Our hands-on tasks, including working with clay, allowed us to connect with the museum's history and engage with visitors. Accommodated within the museum, we explored not only the exhibits but also the surrounding areas, fostering an informal and enjoyable atmosphere. The adventure continued at Butser Ancient Farm in the UK, where we were exposed to diverse activities aligned with the museum's focus on experimental archaeology. From administering medicine to animals to participating in house dismantling and bronze casting, we gained practical insights into ancient technologies and agricultural practices. We also experienced the educational aspect of the museum by interacting with school groups. Our article concludes with our expression of eagerness to contribute to the establishment of an Open-Air Museum/Experimental Archaeology Park in Romania. The immersive experiences at preHistorisch Dorp and Butser Ancient Farm not only deepened our understanding of experimental archaeology and museum education but also inspired us to bring these best practices to our home country. The journey, funded by the Erasmus+ program, expanded our academic horizons and laid the foundation for future collaborations and knowledge sharing. The experiences, living history, and storytelling that unfolded almost daily, along with discussions on experimental archaeology, ignited within us a desire for an Open-Air Museum/Experimental Archaeology Park in Romania. [ABSTRACT FROM AUTHOR]

The widespread adoption of the motor car had what was perhaps the greatest impact on the physical and social landscape of 20th-century Britain, and yet virtually none of the early car factories have been subject to formal archaeological investigation. In 2019–20, Salford Archaeology carried out a comprehensive survey of the former Vulcan Works, a purpose-built factory that was erected near Southport in 1907 by Thomas and Joseph Hampson, two pioneers of the British motor-manufacturing industry. Initially, this 'state-of-the-art' factory comprised an architecturally impressive two-storey office with a single-storey machine and erecting shop to the rear, together with the associated power plant. Extensive additions had increased the size of the works to more than 3.6ha by 1924, and whilst the buildings were repurposed as a general engineering works in 1937, the original Edwardian car factory remained largely unaltered. The archaeological survey, coupled with historical research and limited excavation, has provided a unique record of a rare survivor of Britain's fledgling car-manufacturing industry prior to its demolition. [ABSTRACT FROM AUTHOR]

This paper proposes a new framework for calculating vulnerability indices within archaeological resource management on a landscape-scale. Current approaches consider archaeological sites in isolation from their context within the historic landscape. The new framework advocated in this article assesses the vulnerability of landscape character areas, as defined through historic landscape characterization. This framework uses a two-step vulnerability index: the first assesses the vulnerability of archaeological sites and landscape features; the second uses the results of the first vulnerability index, as well as spatial data on the landscape character areas and the threat in question to calculate the vulnerability of each landscape character area. The framework is applied to a brief case study in coastal North Wales, UK. [ABSTRACT FROM AUTHOR]

This monograph is the 7th in the British Archaeological Report series on Archaeology in Roman Britain. I recommend this work to all those interested in the archeology and paleopathology of this period, and to those interested in bioarchaeology in general as an example of a thorough paleopathological investigation that is nicely socially contextualized. Chapter 5 presents the age at death and extensive analysis of paleopathological data for rural, minor urban and major urban sites for both the primary data collected by the author, and then all the sites combined. [Extracted from the article]

Archaeology in the 21st century faces outward more than inward, with many archaeologists working on projects that actively involve young people, descendant communities, diverse colleagues and clients, and the general public. The ways and means of learning and teaching about the past, as outlined in the curricula of primary, secondary, and post-secondary schools, always reflect the prevalent pedagogies of the age. Our paper comments upon two different ways of learning about archaeology. First, it presents an online university graduate program in Canada for post-Baccalaureate Cultural Resource Management (CRM) practitioners and a module on archaeology and education, which may form part of a variety of Master's degrees in the UK. Second, it examines the ways in which archaeology has been introduced into a range of subjects in the National Curricula of the UK. Our goal is to inspire critical reflection upon the connections between the social milieu in which we teach and learn and the scope and focus of curricula and pedagogy in archaeology. We conclude with comments on current dynamics and desired futures at the fascinating interface of archaeology and education. [ABSTRACT FROM AUTHOR]

Copyright of Virtual Archaeology Review is the property of Virtual Archaeology Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Archeologia Medievale: Cultura Materiale, Insediamenti, Territorio is the property of All'Insegna del Giglio s.a.s. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the containment and covering of people and objects in burials throughout later prehistory in Britain. Recent analyses of grave assemblages with exceptionally well-preserved organic remains have revealed some of the particular roles played by covers in funerary contexts. Beyond these spectacular examples, however, the objects involved in covering and containing have largely been overlooked. Many of the 'motley crew' of pots and stones used to wrap, cover, and contain bodies (and objects) were discarded or destroyed by antiquarian investigators in their quest for more immediately dazzling items. Organic containers and covers – bags, coffins, shrouds, blankets – are rarely preserved. Our study brings together the diverse and often elusive objects that played a part in covering and containing prehistoric burials, including items that directly enclosed bodies and objects, and those that potentially pinned together (now mostly absent) organic wraps. Overall, we contend, wrapping, covering, and containing were significantly more prevalent in prehistoric funerary practices than has previously been recognised. [ABSTRACT FROM AUTHOR]

In England, since the publication of the 2012 National Planning Policy Framework, viability has taken an elevated role in the planning process with economic viability becoming an important consideration in the determination of a planning application. In this paper, the author introduces viability as a relatively new formal assessment brought into the UK planning system and explores ways in which it may impact existing provisions in place to protect the historic environment. The article highlights the complexities of adopting the Viability Assessment model and provides cases in which these assessments have been used to mitigate planning obligations in place to conserve and enhance the historic environment. In light of the current application of viability models during the planning process by developers, the author calls on the need for more research in this area as well as the need for further awareness of its use by those working to conserve and enhance the historic environment. Ultimately, the article aims to set Viability Assessment against the broader principles of sustainable development and recommends perusing the concept of a Cultural Capital Valuation for UK heritage. [ABSTRACT FROM AUTHOR]

The Society for Museum Archaeology (SMA) is a Subject Specialist Network for British Archaeology in the UK. Founded in 1975, it was originally formed because of a perceived need for a political voice at a time of evolutionary change in the role for museums relative to the archaeological profession. Since then the role of museum archaeologists has been transformed by policies and other agendas not of their own making. As a consequence, the profession faces multiple challenges requiring new strategies to be formulated and there have been fundamental changes in the way that museums participate in a more professionalised yet compartmentalised fieldwork process. In particular museums have had to deal with the results of changing attitudes towards the preservation and recording of archaeological sites and the introduction of new planning policy. As a result, new standards have evolved, professional groupings formed and resources stretched to breaking point. SMA has been working collaboratively towards finding solutions to the shared challenges the profession faces as a result of policy. Observations on the response to some of these challenges are illustrated here using SMA's newsletters and other publications and commentary provided on recent approaches that have been taken to resolving them. [ABSTRACT FROM AUTHOR]

Objectives: This article considers the position of palaeopathology of ca. 1750AD onward within the subdiscipline of Industrial Archaeology, and reflects upon the relationship between skeletal palaeopathology and textual sources on disease prevalences., Methods: It draws upon the author's experience in engaging with threat-led archaeology. It synthesises key elements of palaeopathological literature, emphasising contributions to the IJPP VSI 'Changes in Health with the Rise of Industry', and also the broader literature regarding Industrial Archaeology., Results: Industrial Archaeology has seen a recent refocus to include not only a concentration upon technological aspects of industry but also increased emphasis the social context of industrialisation. This movement toward a placement of people as well as machines centre stage has resulted in an environment conducive for paleopathology to make a greater impact upon studies of the period., Conclusions: Palaeopathologists need to ensure that their biocultural work is orientated toward research goals of broader relevance if the impact of their work is to be maximised. We cannot directly align prevalence data generated from skeletal and and written sources; roles played by these two sources of evidence will depend, inter alia, upon the problems being investigated., Significance: The success of 'Industrial Palaeopathology' will be measured by the extent to which human remains studies move toward centre stage within the broader discipline of Industrial Archaeology., Limitations: Multiple perspectives on disciplinary development are possible. Academic traditions, relationships between university- and threat led-sectors, and the opportunities and challenges engendered by working with human remains, differ in different countries., (Copyright © 2023 The Authors. Published by Elsevier Inc. All rights reserved.)

Abstract: The brown bear Ursus arctos was Holocene Britain's largest carnivoran and has appeared in recent rewilding discussions. Despite widespread interest, we know very little about the species in Holocene Britain, as few studies have been undertaken. This paper draws together information on the brown bear to examine its presence and extinction through evaluation of the archaeological and palaeontological evidence. Data were collected from published literature and museum catalogues. Information on the chronological date of archaeological sites, the number of bear specimens, and the body parts present were particularly sought. A total of 85 sites were identified, 57 are well‐dated, 25 are of uncertain date but are likely to be Holocene, and three have uncertain species identifications. Very few specimens from non‐anthropogenic sites (e.g. fens and caves) are well‐dated, skewing the data towards anthropogenic sites such as settlements and graves. Analysis of body part representation shows that the bear bones found in the Bronze Age, Iron Age, and most of the early medieval period are largely phalanges or metapodials, which are likely to be derived from skins. Other body parts are present during the Romano‐British, medieval, and post‐medieval period, indicating that live bears were present and were probably imported for entertainment. It seems that the brown bear was rare in Britain throughout the Holocene, and, based on current evidence, two extinction scenarios can be put forward: extinction in the late Neolithic/early Bronze Age, or extinction in the early medieval period. [ABSTRACT FROM AUTHOR]

In this article I examine how Deleuzian-inspired assemblage theory allows us to offer a new challenge to the enlightenment categories of thought that have dominated archaeological thinking. The history of archaeological thought, whilst superficially a series of paradigm shifts, can be retold as arguments constructed within distinctions between ideas and materials, present and past, and culture and nature. At the heart of all of these has been the critical issue of representation, of how the gap between people and the world can be bridged. In the last decade or so, however, archaeologists have begun to make a more significant challenge to these ideas, and have attempted to offer a critique of our enlightenment heritage that is ontologically, rather than epistemologically, inspired. Drawing on the manner in which assemblages allow for the vibrancy of matter, are non-anthropocentric, multiscalar and more-than-representational, this article argues that Deleuzian thought offers the best chance to rework our understanding of the past in this manner. This is explored through a case study of three scales of analysis of Neolithic Britain. [ABSTRACT FROM AUTHOR]

The aisled hall at North Warnborough has attracted attention as one of a handful of examples frequently included in surveys and analyses of this common architectural type as well as for arguments related to the gendered use of space. This article presents a new architectural analysis of this building and attempts to set it within its immediate and wider archaeological and geological landscape context. A theoretically informed interpretation of the social significance of this site is offered, which has broader implications for the studies of Romano-British architecture, rural settlement, and landscape. [ABSTRACT FROM AUTHOR]

Archaeology has been firmly embedded in the British planning systems for over a quarter of century, and development-led fieldwork is now by far the largest source of new information available to researchers. Custom and practice in the way that such work is conducted has evolved over this time, yet methodological innovation has been surprisingly limited. Using the data gathered in a major survey of the rural settlement of Roman Britain, this paper explores some themes in the way that commercial work is undertaken and seeks to open up a long-overdue debate about professional practice in a development-led context. [ABSTRACT FROM AUTHOR]

The Indian Treasure Trove Act of 1878 is understood as a landmark legislative victory in the preservation of South Asian material pasts. This paper presents a detailed archival history recounting how archaeologists themselves were crucial to the promulgation of the Act and the authors of its specific provisions. It demonstrates how arguments for the reform of royal prerogative into an instrument for the discipline were born in mid-nineteenth-century British debates, where archaeologists' attempts for a similar statutory change in property laws had been frustrated. Centuries-long tensions in common law definitions and their governance of treasure are demonstrated to be crucial to how we may better understand the new 'policy' of the colonial law and its operation. To do so, the paper reviews select cases and presents an evaluation of the archaeological justice of the rule of this law. It asks why our critical historiography has remained insensible to the victims of this law — archaeology's counter-publics — who have been routinely incarcerated and punished in the name of the greater archaeological common good. Through these examinations, the paper reflects upon the enduring sensibilities and commitments that are involved in continuing to take treasures from others. [ABSTRACT FROM AUTHOR]

Abstract: This article surveys recent scholarship tracing archaeological discourse in Victorian literature. While scholars in the past two decades have produced many valuable works investigating the Victorian literature of science, archaeology's disciplinary fluidity and infancy in the 19th century have relegated it often to a marginal place in studies of imperialism, museum culture, or limited to brief mentions in studies of Victorian Hellenism or Egyptology. Recent work, however, locates archaeology at the center of Victorian literary explorations of gender, sexuality, material culture, temporality, and aesthetic form. Tracing many of these studies, and suggesting future directions for scholarship, this essay reveals how Victorian writers turned to archaeology to understand themselves and their modernity. [ABSTRACT FROM AUTHOR]

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This paper will examine how the physical reality behind Tallis’s illustrations can be illuminated to explore the commercial, domestic and social dimensions of Tallis’s London. It will explore the range of material culture available, and how this can be used to analyse interior space, in particular through English Heritage’s Architectural Study Collection. Two preliminary case studies will investigate the future potential for looking behind the façades of early Victorian London. [ABSTRACT FROM AUTHOR]