Experimental crop growing in Jordan to develop methodology for the identification of ancient crop irrigation

Crop irrigation has long been recognized as having been important for the evolution of social complexity in several parts of the world. Structural evidence for water management, as in the form of wells, ditches and dams, is often difficult to interpret and may be a poor indicator of past irrigation that may have had no need for such constructions. It would be of considerable value, therefore, to be able to infer past irrigation directly from archaeo-botanical remains, and especially the type of archaeo-botanical remains that are relatively abundant in the archaeological record, such as phytoliths. Building on the pioneering work of Rosen and Wiener (1994), this paper describes a crop-growing experiment designed to explore the impact of irrigation on the formation of phytoliths within cereals. If it can be shown that a systemic and consistent relationship exists between phytolith size, structure and the intensity of irrigation, and if various taphonomic and palaeoenvironmental processes can be controlled for, then the presence of past irrigation can feasibly be inferred from the phytoliths recovered from the archaeological record.

Abstracts of communications: Proceedings of the thirty-nineth meeting of the Agricultural Research Modellers' Group

This group, which is concerned with the applications of mathematics to agricultural science, was formed in 1970 and has since met at approximately yearly intervals in London for one-day meetings. The thirty-ninth meeting of the group, chaired by Professor N. Crout of the University of Nottingham, was held in the Kohn Centre at the Royal Society, 6 Carlton House Terrace, London on Friday, 30 March 2007 when the following papers were read.

Novel high-resolution characterization of ancient DNA reveals C > U-type base modification events as the sole cause of post mortem miscoding lesions

Ancient DNA (aDNA) research has long depended on the power of PCR to amplify trace amounts of surviving genetic material from preserved specimens. While PCR permits specific loci to be targeted and amplified, in many ways it can be intrinsically unsuited to damaged and degraded aDNA templates. PCR amplification of aDNA can produce highly-skewed distributions with significant contributions from miscoding lesion damage and non-authentic sequence artefacts. As traditional PCR-based approaches have been unable to fully resolve the molecular nature of aDNA damage over many years, we have developed a novel single primer extension (SPEX)-based approach to generate more accurate sequence information. SPEX targets selected template strands at defined loci and can generate a quantifiable redundancy of coverage; providing new insights into the molecular nature of aDNA damage and fragmentation. SPEX sequence data reveals inherent limitations in both traditional and metagenomic PCR-based approaches to aDNA, which can make current damage analyses and correct genotyping of ancient specimens problematic. In contrast to previous aDNA studies, SPEX provides strong quantitative evidence that C U-type base modifications are the sole cause of authentic endogenous damage-derived miscoding lesions. This new approach could allow ancient specimens to be genotyped with unprecedented accuracy.

An anthology of voices: an analysis of trainee drama teacher's monologues

This paper reports on research undertaken into the processes through which student teachers begin to formulate an identity as a professional teacher. Using Fuller’s investigations into the attitudes of trainee teachers towards their courses (1969) as a baseline, a discussion is established on the place of the student voice in contemporary initial teacher training programmes. In order to further investigate the potential importance of affording student teachers the opportunity to reflect on and express their thinking and feeling as they embark on their chosen career path, the concerns of a group of student drama teachers were recorded and interpreted. The vehicle for this exercise involved writing and subsequently performing reflective monologues. These were analysed by using The Listening Guide as composed by Gilligan et al. (2003). This paper illustrates how the methodology revealed distinct yet generally harmonious voices at work in the group in the first few weeks of their training year. Subsequent analysis suggests a model for the initial formation of a teaching identity built on aspects of self, role and character. Recognising the relative values and relationships between these factors for student teachers may, it is argued, provide greater security for them while affording their tutors insights which could help them to re-shape initial teacher training programmes. Keywords: student teachers, teacher training, professional identity, student voice, reflective monologues