Populationsgenetik kupfer- und bronzezeitlicher Bevölkerungen der osteuropäischen Steppe

Mit der vorliegenden Arbeit wurden erstmals prähistorische Bevölkerungsstrukturen in der osteuropäischen Steppe von der Oberthrakischen Tiefebene bis zur Wolga populationsgenetisch untersucht. Mit Multiplex-PCR und 454-Sequencing wurden von 65 kupfer- und bronzezeitlichen Individuen die Hypervariable Region I und 30 Abschnitte der coding region der mitochondrialen DNA analysiert. Außerdem wurden bis zu 20 putativ selektierte autosomale SNPs und ein geschlechtsspezifischer Locus genotypsiert. Zu Vergleichszwecken wurden veröffentlichte prähistorische DNA-Daten aus Westeurasien und moderne DNA-Sequenzen herangezogen. Die Ergebnisse stützen die Annahme, dass frühneolithische Bauern aus Südosteuropa durch demische Diffusion an der Etablierung der Viehwirtschaft in der Steppe beteiligt waren. Die durchweg niedrigen FST-Werte zwischen der frühbronzezeitlichen Jamnaja-Kultur in der Steppe und den aufeinanderfolgenden neolithischen Kulturen Mitteleuropas sprechen für regelmäßige Kontakte. Die der Jamnaja-Kultur nachfolgende Katakombengrabkultur ist von einem hohen Anteil der in nord- und osteuropäischen Jäger/Sammler-Populationen verbreiteten Haplogruppe U4 geprägt. Niedrige FST-Werte zwischen den prähistorischen Steppenpopulationen und der heutigen Bevölkerung Mittel- und Osteuropas weisen auf genetische Kontinuität hin. Die nukleären Genotypenfrequenzen bestätigt dies. Der moderne europäische Genpool lässt sich nach aktuellem Kenntnisstand auf drei Wurzeln zurückführen: indigene Mesolithiker, frühe Bauern aus dem Nahen Osten und eine nordeurasische Komponente jungpalaeolithischen Ursprungs. Letztere könnte vielleicht über die nordpontische Population in das Erbgut spätneolithischer Europäer gelangt sein.

Late eneolithic and bronze age prologue pontic societies . Forest-steppe middle dniester and prut drainage basins in the 4th/3rd-2nd millennium bc: a history of investigations

The paper presents a historiographic context helpful in the current investigations of the cultural contacts between the societies of the east and west of Europe in the borderland of Podolia and moldova in the late Eneolithic and the prologue of the Bronze age . The focus is on the state of research (chiefly taxonomic and topogenetic) into the sequence of taxa in the age of early ‘barrow-building’, identified in the funerary rituals of societies settling the forest-steppe of the north- western Black Sea Coast in the 4th/3rd-2nd millennium BC .

ENEOLITHIC, YAMNAYA, CATACOMB AND BABYNO CULTURE CEMETERIES, PIDLISIVKA, BARROW 1, YAMPIL REGION, VINNITSA OBLAST: ARCHAEOMETRY, CHRONOMETRY AND TAXONOMY

The paper presents excavation results and analytical studies concerning the taxonomic classification of a funerary site identified with the communities of the early ‘barrow cultures’ settling the north-western Black Sea Coast in the 4th/3rd-2nd millennium BC. The study focuses on the ceremonial centres of the Eneolithic, Yamnaya, Catacomb and Babyno cultures.

Co-creative media : theorising digital storytelling as a platform for researching and developing participatory culture

This paper considers the question, ‘what is co-creative media, and why is it a useful idea in social media research’? The term ‘co-creative media’ is now used by Creative Industries researchers at QUT to describe their digital storytelling practices. Digital storytelling is a set of collaborative digital media production techniques that have been used to facilitate social participation in numerous Australian and international contexts. Digital storytelling has been adapted by Creative Industries researchers at QUT as a platform for researching the potential of vernacular creativity in a variety of contexts, including social inclusion of marginalized and disadvantaged groups; inclusion in public histories of narratives that might be overlooked; and articulation of voices that otherwise remain silent in the formulation of social and economic development strategies. The adaption of digital storytelling to different contexts has been shaped by the reflexive, recursive, and pragmatic requirements of action research. Amongst other things, this activity draws attention to the agency of researchers in facilitating these kinds of participatory media processes and outcomes. This discussion serves to problematise concepts of participatory media by introducing the term ‘co-creative media’ and differentiating these from other social media production practices.

Developing a supportive culture for teaching and learning : a university, faculty and school perspective

In the early 1990's the University of Salford was typical of most pre-1992 Universities in that whilst students provided much of it's income, little attention was paid to pedagogy. As Warren Piper (1994) observed, University teachers were professional in their subject areas but generally did not seek to acquire a pedagogy of HE. This was the case in Alsford. Courses were efficiently run but only a minority of staff were engaged in actively considering learning and teaching issues. Instead staff time was spent on research and commercial activity.----- In the mid-1990's the teaching environment began to change significantly. As well as Dearing, the advent of QAA and teaching quality reviews, Salford was already experiencing changes in the characteristics of its student body. Wideing access was on our agenda before it was so predominant nationally. With increasing numbers and heterogeneity of students as well as these external factors, new challenges were facing the University and teaching domain.----- This paper describes how a culture which values teaching, learning and pedagogic inquiry is being created in the university. It then focuses on parts of this process specific to the Faculty of Business and Informatics, namely the Faculty's Learning and Teaching Research Network and the establishment of the Centre for Construction Education in the School of Construction and Property Management.----- The Faculty of Business and Informatics' Learning and Teaching Research Network aims to raise the profile, quality and volume of pedagogic research across the five schools in the faculty. The initiative is targeted at all academics regardless of previous research experience. We hope to grow and nurture research potential where it exists and to acknowledge and use the existing expertise of subject-based researchers in collaborative ventures. We work on the principle that people are deliged to share what they know but need appreciation and feedback for doing so. A further ain is to surface and celebrate the significant amount of tacit knowledge in the area of pedagogy evidenced by the strength of student and employer feedback in many areas of the faculty's teaching.----- The Faculty embraces generic and core management expertise but also includes applied management disciplines in information systems and construction and property management where internationally leading research activities and networked centres of excellence have been established. Drawing from this experience, and within the context of the Faculty network, a Centre for Construction Education is being established with key international external partners to develop a sustainable business model of an enterprising pedagogic centre that can undertake useful research to underpin teaching in the Faculty whilst offering sustainable business services to allow it to benefit from pump-priming grant funding.----- Internal and external networking are important elements in our plans and ongoing work. Key to this are our links with the LTSN subject centres (BEST and CEBE) and the LTSN generic centre. The paper discusses networking as a concept and gives examples of practices which have proved useful in this context.----- The academic influences on our approach are also examined. Dixon’s (2000) work examining how a range of companies succeed through internal knowledge sharing has provided a range of transferable practices. We also examine the notion of dialogue in this context, defined by Ballantyne (1999) as ‘The interactive human process of reasoning together which comes into being through interactions based on spontaneity or need and is enabled by trust’ Social constructionist principles of Practical Authorship (Shotter, 1993, Pavlica, Holman and Thorpe, 1998)) have also proved useful in developing our perspective on learning and knowledge creation within our community of practice.