Restos de alimentación de origen animal de los pobladores de la cueva de Arenaza (País Vasco) durante la Edad del Bronce

Se da cuenta de los restos de Macromamíferos pertenecientes a la Edad del Bronce y descubiertos en dos sectores de la excavación de la cueva de Arenaza (Bizkaia). La cabaña ganadera estaba compuesta por bovino como animal dominante, seguido de los ganados ovicaprino y de cerda, ambos en cantidades similares. El análisis de sus edades nos indica una ocupación de la cueva durante todo el año. Está también presente el perro, especie no consumida. No hay ningún resto de caballo. Hay además algunos ungulados salvajes cazados, tales como el ciervo, el jabalí y el corzo. Entre los Carnívoros salvajes destaca el oso con 3 restos, uno de los cuales lleva claras incisiones de descarnizado, de origen antrópico. Se analizan las partes del animal presentes en el yacimiento, las incisiones y golpes de rotura, así como las mordeduras. Se calcula el número mínimo de individuos y las edades a las que el ganado era sacrificado. Se dan las medidas del material mensurable más abundante, comparándolo con el conocido en otros yacimientos del País. Estas medidas, en el caso del bovino, nos muestran que la talla de éste era mayor que la de los bovinos de la Edad del Hierro del País

Academic Problem-Solving and Students’ identities as engineers

Socially constructed identities and language practices influence the ways students perceive themselves as learners, problem solvers, and future professionals. While research has been conducted on individuals’ identity as engineers, less has been written about how the language used during engineering problem solving influences students’ perceptions and their construction of identities as learners and future engineers. This study investigated engineering students’ identities as reflected in their use of language and discourses while engaged in an engineering problem solving activity. We conducted interviews with eight engineering students at a large southeastern university about their approaches to open and closed-ended materials engineering problems. A modification of Gee’s analysis of language-in-use was used to analyze the interviews. We found that pedagogical and engineering problem solving uses of language were the most common. Participants were more likely to perceive themselves as students highlighting the practices, expectations, and language associated with being a student rather than as emerging engineers whose practices are affected by conditions of professional practice. We suggest that problem solving in an academic setting may not encourage students to consider alternative discourses related to industry, professionalism, or creativity; and, consequently, fail to promote connections to social worlds beyond the classroom. By learning about the ways in which language in particular settings produces identities and shapes problem solving practices, educators and engineering professionals can gain deeper understanding of how language shapes the ways students describe themselves as problem-solvers and make decisions about procedures and techniques to solve engineering problems

Comience aquí, o aquí, no aquí: Introduções para repensar a política e a metodologia educativa em uma era pós-verdad

This special issue takes up urgent questions about how we education scholars might think and do policy and methodology in what has come to be known as the post-truth era. The authors in this special issue grapple with questions about the roles and responsibilities of educational researchers in an era in which research and policy have lost their moorings in T/truth. Collectively they reconceptualize educational research and policy in light of post-truths, anti-science sentiment, and the global rise of right-wing populism. At the same time we editors wonder whether post-truth is given a bad rap. Could post-truth have something productive to offer? What does post-truth open up for educational research and policy? Or, is the real issue of this special issue a collective despair of our own insignificance and obsolescence in the wake of post-truth. Whatever we editors and authors aimed to do, this special issue will not be heard by post-truth adherents and partisans. Perhaps its only contribution is encouragement to stay with the troubles of a post-truth era, even as we despair the consequences of our research and policy creations.Este número especial plantea preguntas urgentes sobre cómo los académicos de la educación pueden pensar y hacer políticas y metodologías en una era posverdad. Los autores se enfrentan a preguntas sobre los roles y responsabilidades de los investigadores educativos en un momento en que la investigación y la política han perdido sus amarres en V/verdad. En conjunto, reconceptualizan la investigación y la política educativa a la luz de las posverdades, el sentimiento anticientífico y el auge mundial del populismo de derecha. Los editores también se preguntan si a la posverdad se le da una mala reputación. ¿Podría la posverdad tener algo productivo que ofrecer? ¿Qué abre la posverdad a la investigación y la política educativa? O bien, ¿es el problema real de este número especial una desesperación colectiva de nuestra propia insignificancia y obsolescencia después de la posverdad? Independientemente de lo que nosotros (los editores y autores) pretendamos hacer, este número especial no será escuchado por los partidarios y partidarios de la posverdad. Quizás su única contribución sea un estímulo para permanecer con los problemas de una era posverdad, incluso cuando nos desesperamos por las consecuencias de nuestras investigaciones y creaciones de políticas.Esta dossiê especial levanta questões urgentes sobre como os estudiosos da educação podem pensar e fazer políticas e metodologias em uma era pós-verdade. Os autores se deparam com questões sobre os papéis e responsabilidades dos pesquisadores educacionais em um momento em que a pesquisa e a política perderam seus laços na verdade. Juntos, eles reconceitualizam a pesquisa e a política educacional à luz das verdades posteriores, do sentimento anti-científico e da ascensão mundial do populismo de direita. Os editores também se perguntam se a verdade posterior recebe uma má reputação. A pós-verdade poderia ter algo produtivo para oferecer? O que abre a verdade depois da pesquisa e da política educacional? Ou o verdadeiro problema desta questão especial é um desespero coletivo de nossa própria insignificância e obsolescência depois da verdade posterior? Independentemente do que nós (editores e autores) pretendemos fazer, esta edição especial não será ouvida pelos apoiadores e apoiadores da verdade posterior. Talvez sua única contribuição seja um incentivo para permanecer com os problemas de uma era pós-verdade, mesmo quando nos desesperamos com as conseqüências de nossa pesquisa e elaboração de políticas

Conferencing otherwise: a feminist new materialist writing experiment

This paper attempts to reconfigure hegemonic framings of ‘the academic conference’ and thereby offer a means to (re-)encounter the spatial, temporal and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work that seek to ask what if (Haraway, 2016) and what else (Manning, 2016). This ‘what if’ and ‘what else’ thinking has manifested in experimental and subversive doings otherwise at a series of academic conferences. The storying practices presented in this paper were made possible by the vital materialism (Bennett, 2010) of a shared google.doc. It was within this virtual environment that we attempted to weave diffractive accounts of what conferencing otherwise produces. This writing experiment offers a series of speculative provocations and counter-provocations to ask what else does conferencing make possible. This article is an invitation to the reader to plunge in and wallow (Taylor, 2016) within the speculative accounts which ensue and to contemplate the possibilities of breaking free from sedimented ways of neoliberal conferencing

Isotopic evidence of strong reliance on animal foods and dietary heterogeneity among Early-Middle Neolithic communities of Iberia

Stable carbon and nitrogen isotope research on past populations in the Iberian Neolithic has emphasized the Atlantic and Mediterranean coasts. This study provides the first isotopic insights into the diet and subsistence economy of Early and Middle Neolithic populations from open-air sites in interior north-central Iberia. We present bone collagen carbon (?13C) and nitrogen (?15N) isotope ratios for 44 humans and 33 animals recovered from six cemeteries of the Ebro valley and the northern Iberian Plateau. The results obtained are consistent with the C3 terrestrial diets typical of other contemporary south-western European populations, but the spacing between human and herbivore values from Los Cascajos and Paternanbidea sites is higher than expected, and a significant positive correlation is identified between the ?13C and ?15N human values at both. Moreover, the results clearly differ from those of the Late Neolithic/Early Chalcolithic in the same region, which show significantly lower ?13C and ?15N values. These findings contribute to an understanding of the implementation of an agro-pastoral economy in interior Iberia, suggesting a stronger reliance on animal foods among the first Neolithic groups of inner Iberia than in subsequent periods as well as differential access to some resources (possibly suckling herbivores) in the diet, which may point to the existence of early social or economic inequalities that do not seem to be linked to age and sex parameters or to mortuary treatment.This research was funded by the Basque Government (POS_2013_1_147; POS_2014_2_24; POS_2015_2_ 0001) and the Spanish Ministry of Economy and Competitiveness (project ‘Coastal societies in a changing world: A diachronic and comparative approach to the Prehistory of SWEurope from the late Palaeolithic to the Neolithic (CoChange)’ (HAR2014-51830-P)). The study has also been supported by a Newton International Fellowship funded by the British Academy (NF170854); the Basque Government (IT542/10); the University of the Basque Country (UPV/EHU) (UFI11/09); and the Spanish Ministry of Science and Innovation (projects ‘Los Caminos del Neolítico’ (HAR2009-09027) and ‘Los Caminos del Neolítico II’ (HAR2013-46800-P))

Tags, tagging, tagged, # - undisciplining organ-ization of [academic] bodies

We write as a collaborative mode of embodied writing that moves, tags, and re-sites us elsewhere, that mis/dis/aligns self-other, and permeates various stable body(boundaries). We write as a group of (un)bounded (virtual) bodies who aim to collectively create and tag arguments. We write as a collective body where materialities, ideas, discussions and writing become in the doing. Different relational collective practices shared here disturb, disperse, question, undo and undermine sole authorship and consider how tags work and what tags might produce when these objects/things shape our academic lives. While engaged in tagging we also considered how tags tug, how tags shape the ways we think, feel and experience our academic lives. How are we produced by tags? What do tags produce (in/on) us and in our embodied lives?

Doing time and motion diffractively: Academic life everywhere and all the time

This article offers a diffractive methodological intervention into workplace studies of academic life. In its engagement of a playful, performative research and writing practice the article speaks back to technocratic organisational and sociological workplace ‘time and motion’ studies which centre on the human and rational, and presume a linear teleology of cause and effect. As a counterpoint, we deploy posthumanist new materialist research practices which refuse human-centric approaches and aim to give matter its due. As a means to analyse what comes out of our joint workspaces photo project we produce two ‘passes’ through data – two diffractive experiments which destabilise what normally counts as ‘findings’ and their academic presentation. The article deploys the motif of ‘starting somewhere else’ to signal both our intention to keep data animated, alive and interactive, and to utilise visual and written modes of seriality as enabling constraints which produce a more generative focus on the mundane, emergent, unforeseen, and happenstance in studies of daily working life

Quality of Care for Patients With Type 2 Diabetes in Primary Care in Norway Is Improving: Results of cross-sectional surveys of 33 general practices in 1995 and 2005

OBJECTIVE—To assess changes in the quality of care in Norway for patients with type 2 diabetes