Why are Heritage Interpreters Voiceless at the Trowel's Edge? A Plea for Rewriting the Archaeological Workflow

'Heritage interpretation' is generally conceived as the development and presentation of knowledge about the past for public audiences. Most obviously evidenced in descriptive signs, guides and related media installed on archaeological and cultural sites, heritage interpretation has more than a half-century of theory and applied practice behind it, yet it continues to sit uncomfortably within the typical archaeological workflow. While the concept can be criticized on many fronts, of concern is the lack of recognition that it is of equal relevance to *both* non-expert and expert audiences (as opposed to non-expert audiences alone). Our profession appears to rest on an assumption that archaeologists do their own kind of interpretation—and, separately, non-experts require a special approach that heritage interpreters must facilitate, but that field specialists have no need for—or from which little obvious expert benefit can be derived. For this reason, it is rare to find heritage interpreters embedded in primary fieldwork teams. Here I call for a rethinking of the traditional workflow, with a view to integrating the heritage interpretation toolkit and heritage interpreters themselves into our basic field methodologies. Their direct involvement in disciplinary process from the outset has the potential to transform archaeological interpretation overall

The archaeological eye: visualisation and the institutionalisation of academic archaeology in London

Archaeologists have long scrutinised the relationship of images to disciplinary knowledge creation. However, to date, very little attention has been given to archaeological visual media and visual methods as generative tools. Visualisations work to make things possible—income, infrastructure, status, security, ideas and expertise—and their shrewd application has significant consequences for professional development and conceptual/methodological growth.The following thesis embarks on a micro-scale study of the mid-20th century establishment of the Institute of Archaeology (IoA) at the University of London to demonstrate the extent to which visualisation is embedded in, and accountable for, the foundation of academic archaeological studies in Britain. Drawing on results from extensive archival enquiry and interviews, this research stands as an account of institutional development told not through the standard lens of biography or intellectual evolution, but through analysis of the strategic management of visual material culture and graphic performance (i.e., photographs, illustrations, models, display collections, TV, exhibitions, illustrated lectures and conferences). It traces the early history of the IoA through a series of formative events from the mid-1920s to the end of World War II wherein visual media are mobilised to dramatic effect in the coming-into-being of scholarly archaeology in London, and in the post-war regeneration of British culture. Particular attention is paid to the entanglement of visualisation in the IoA’s pioneering work on the first archaeological television programmes; the standardisation of archaeological photography; the acquisition and display of the Petrie Palestinian collection; the launching of one-of-a-kind graphic industrial/laboratory units; and the training of the earliest generations of accredited field practitioners.This project is prompted by a desire to overturn two fundamentally unsustainable standpoints. Firstly, visual culture tends to be fallaciously constituted in archaeology—and beyond—as a recent phenomenon whose origins stretch back no more than a few decades (conveniently coinciding with the rise of digital graphic production). However as I argue here, calculated and skilful manipulation of optical media has a deep legacy, implicated in even the most basal levels of the discipline’s intellectual and organisational consolidation. Secondly, visual representation as a sub-field of enquiry is often relegated to the sidelines of ‘legitimate’ practice—dismissed as ephemeral and unrobust, or irrelevant to the fundamentals of archaeology. I counter such perspectives by outlining the rich and prescient history of critical graphic studies in the discipline. I then demonstrate that savvy visualisation can, in fact, breed concrete professional outcomes for archaeologists, providing the infrastructure to develop and refine our methods, the cognitive tools to reconceptualise aspects of the archaeological record, and the commercial capital to sustain and propagate the field.At once a chronicle of the IoA’s heritage and a testament to the power of visual media, this thesis situates imagery as a forcible actor in the struggle for disciplinary sovereignty and scholarly authority. Ultimately, it speaks not just of the importance of visualisation to archaeology’s past, but so too of its potential for negotiating our future

Archaeology on television, 1937

The birth of archaeologically-themed television programmes is intimately linked to the birth of television itself. Yet little is known of the earliest broadcasts owing to both the fragmentary archival record and the longstanding hype surrounding later archaeology TV productions. This article examines two of the first such shows, likely the earliest in the English-speaking world for which records survive, focused on the British Iron Age site of Maiden Castle and on the reconstruction of prehistoric pottery. While noting the role of Mortimer Wheeler in their development, I also highlight several key women who produced the programmes, starred in them, and otherwise held critical posts in the establishment of professional archaeological practice in Britain, including Margot Eates, Ione Gedye and Delia Parker—all based at London’s Institute of Archaeology (IoA). These BBC TV broadcasts were specifically deployed to showcase the sites and methods of the burgeoning discipline of archaeology. More importantly, however, they were subtle players in the building of intellectual and institutional capital for both the IoA and the BBC. Augmented by other graphic media produced by the IoA itself, the earliest televised archaeology shows generated income, exposure, capacity and clout for these two very different but pioneering organisations

Moving Beyond the Virtual Museum : Engaging Visitors Emotionally

In this paper, we firstly critique the state of the art on Virtual Museums (VM) in an effort to expose the many opportunities available to enroll these spaces into transformative and engaging cultural experiences. We then outline our attempts to stretch beyond the usual VM in order to connect it to visitors in a measurably emotional, participatory, interactive and social fashion. We discuss the foundations for a conceptual framework for the creation of VMs, grounded in a user-centered design methodology and related design and evaluation guidelines. We then introduce two main cultural heritage sites, which are used as case studies at the core of our efforts, and conclude by describing the many challenges they bring for pushing the boundaries on the human-felt impact of the virtual museum

Shared Digital Experiences Supporting Collaborative Meaning-Making at Heritage Sites

A growing body of research testifies to the capacity for archaeological and other cultural heritage sites to generate wonder, attachment, personal transformation and restoration, family bonding and community building amongst their visitors. Using evaluation data from two related European Commission‐funded research projects, CHESS and EMOTIVE, we discuss here our work in developing mobile-based emotionally‐engaging digital stories for visitors to diverse cultural heritage sites. The sites range from world-renowned museums, such as the Acropolis Museum in Athens (Greece), to UNESCO World Heritage sites, such as the Çatalhöyük Neolithic archeological site (in Turkey). The evaluation studies feature detailed observations of visitors on‐site as well as post‐experience questionnaires and interviews, providing us with rich data on several axes; e.g. in relation to interactive story plot and narration, staging and wayfinding in the physical space, personalisation and social interaction. In this chapter, we specifically focus on shared experience and the impact that digital technology can have in promoting the cultural site as a social space. On the one hand, our findings testify that digital empathic stories can evoke narrative transportation, and even, in some cases, personal attachment and critical (self‐)reflection, which leads us to consider how their enchanting capacities might be pushed even further into the building of broader, collective social conscience. At the same time, the findings reveal the challenges, both conceptual and practical, of designing a shared digital experience in which visitors engage with the site and each other in meaningful ways

Understanding the Use of Crisis Informatics Technology among Older Adults

Mass emergencies increasingly pose significant threats to human life, with a disproportionate burden being incurred by older adults. Research has explored how mobile technology can mitigate the effects of mass emergencies. However, less work has examined how mobile technologies support older adults during emergencies, considering their unique needs. To address this research gap, we interviewed 16 older adults who had recent experience with an emergency evacuation to understand the perceived value of using mobile technology during emergencies. We found that there was a lack of awareness and engagement with existing crisis apps. Our findings characterize the ways in which our participants did and did not feel crisis informatics tools address human values, including basic needs and esteem needs. We contribute an understanding of how older adults used mobile technology during emergencies and their perspectives on how well such tools address human values.Comment: 10 page

The Astropy Problem

The Astropy Project (http://astropy.org) is, in its own words, "a community effort to develop a single core package for Astronomy in Python and foster interoperability between Python astronomy packages." For five years this project has been managed, written, and operated as a grassroots, self-organized, almost entirely volunteer effort while the software is used by the majority of the astronomical community. Despite this, the project has always been and remains to this day effectively unfunded. Further, contributors receive little or no formal recognition for creating and supporting what is now critical software. This paper explores the problem in detail, outlines possible solutions to correct this, and presents a few suggestions on how to address the sustainability of general purpose astronomical software

Modifying the secondary school environment to reduce bullying and aggression: the INCLUSIVE cluster RCT

BackgroundBullying, aggression and violence among children and young people are some of the most consequential public mental health problems.ObjectivesThe INCLUSIVE (initiating change locally in bullying and aggression through the school environment) trial evaluated the Learning Together intervention, which involved students in efforts to modify their school environment using restorative approaches and to develop social and emotional skills. We hypothesised that in schools receiving Learning Together there would be lower rates of self-reported bullying and perpetration of aggression and improved student biopsychosocial health at follow-up than in control schools.DesignINCLUSIVE was a cluster randomised trial with integral economic and process evaluations.SettingForty secondary schools in south-east England took part. Schools were randomly assigned to implement the Learning Together intervention over 3 years or to continue standard practice (controls).ParticipantsA total of 6667 (93.6%) students participated at baseline and 5960 (83.3%) students participated at final follow-up. No schools withdrew from the study.InterventionSchools were provided with (1) a social and emotional curriculum, (2) all-staff training in restorative approaches, (3) an external facilitator to help convene an action group to revise rules and policies and to oversee intervention delivery and (4) information on local needs to inform decisions.Main outcome measuresSelf-reported experience of bullying victimisation (Gatehouse Bullying Scale) and perpetration of aggression (Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale) measured at 36 months. Intention-to-treat analysis using longitudinal mixed-effects models.ResultsPrimary outcomes – Gatehouse Bullying Scale scores were significantly lower among intervention schools than among control schools at 36 months (adjusted mean difference –0.03, 95% confidence interval –0.06 to 0.00). There was no evidence of a difference in Edinburgh Study of Youth Transitions and Crime scores. Secondary outcomes – students in intervention schools had higher quality of life (adjusted mean difference 1.44, 95% confidence interval 0.07 to 2.17) and psychological well-being scores (adjusted mean difference 0.33, 95% confidence interval 0.00 to 0.66), lower psychological total difficulties (Strengths and Difficulties Questionnaire) score (adjusted mean difference –0.54, 95% confidence interval –0.83 to –0.25), and lower odds of having smoked (odds ratio 0.58, 95% confidence interval 0.43 to 0.80), drunk alcohol (odds ratio 0.72, 95% confidence interval 0.56 to 0.92), been offered or tried illicit drugs (odds ratio 0.51, 95% confidence interval 0.36 to 0.73) and been in contact with police in the previous 12 months (odds ratio 0.74, 95% confidence interval 0.56 to 0.97). The total numbers of reported serious adverse events were similar in each arm. There were no changes for staff outcomes. Process evaluation – fidelity was variable, with a reduction in year 3. Over half of the staff were aware that the school was taking steps to reduce bullying and aggression. Economic evaluation – mean (standard deviation) total education sector-related costs were £116 (£47) per pupil in the control arm compared with £163 (£69) in the intervention arm over the first two facilitated years, and £63 (£33) and £74 (£37) per pupil, respectively, in the final, unfacilitated, year. Overall, the intervention was associated with higher costs, but the mean gain in students’ health-related quality of life was slightly higher in the intervention arm. The incremental cost per quality-adjusted life year was £13,284 (95% confidence interval –£32,175 to £58,743) and £1875 (95% confidence interval –£12,945 to £16,695) at 2 and 3 years, respectively.LimitationsOur trial was carried out in urban and periurban settings in the counties around London. The large number of secondary outcomes investigated necessitated multiple statistical testing. Fidelity of implementation of Learning Together was variable.ConclusionsLearning Together is effective across a very broad range of key public health targets for adolescents.Future workFurther studies are required to assess refined versions of this intervention in other settings.Trial registrationCurrent Controlled Trials ISRCTN10751359.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 7, No. 18. See the NIHR Journals Library website for further project information. Additional funding was provided by the Educational Endowment Foundation.</jats:sec

MRI-derived g-ratio and lesion severity in newly diagnosed multiple sclerosis

Myelin loss is associated with axonal damage in established multiple sclerosis. This relationship is challenging to study in vivo in early disease. Here, we ask whether myelin loss is associated with axonal damage at diagnosis, by combining non-invasive neuroimaging and blood biomarkers. We performed quantitative microstructural MRI and single molecule ELISA plasma neurofilament measurement in 73 patients with newly diagnosed, immunotherapy naïve relapsing-remitting multiple sclerosis. Myelin integrity was evaluated using aggregate g-ratios, derived from magnetization transfer saturation (MTsat) and neurite orientation dispersion and density imaging (NODDI) diffusion data. We found significantly higher g-ratios within cerebral white matter lesions (suggesting myelin loss) compared with normal-appearing white matter (0.61 vs 0.57, difference 0.036, 95% CI 0.029 to 0.043, p &amp;lt; 0.001). Lesion volume (Spearman’s rho rs= 0.38, p &amp;lt; 0.001) and g-ratio (rs= 0.24 p &amp;lt; 0.05) correlated independently with plasma neurofilament. In patients with substantial lesion load (n = 38), those with higher g-ratio (defined as greater than median) were more likely to have abnormally elevated plasma neurofilament than those with normal g-ratio (defined as less than median) (11/23 [48%] versus 2/15 [13%] p &amp;lt; 0.05). These data suggest that, even at multiple sclerosis diagnosis, reduced myelin integrity is associated with axonal damage. MRI-derived g-ratio may provide useful additional information regarding lesion severity, and help to identify individuals with a high degree of axonal damage at disease onset. York, Martin et al. simultaneously measured g-ratio and plasma neurofilament in 73 relapsing-remitting multiple sclerosis patients at diagnosis using advanced MRI and single molecule ELISA. They demonstrate that g-ratio of cerebral white matter lesions varies at diagnosis, and show that high g-ratio of lesions is associated with elevated plasma neurofilament

Student public commitment in a school-based diabetes prevention project: impact on physical health and health behavior

<p>Abstract</p> <p>Background</p> <p>As concern about youth obesity continues to mount, there is increasing consideration of widespread policy changes to support improved nutritional and enhanced physical activity offerings in schools. A critical element in the success of such programs may be to involve students as spokespeople for the program. Making such a public commitment to healthy lifestyle program targets (improved nutrition and enhanced physical activity) may potentiate healthy behavior changes among such students and provide a model for their peers. This paper examines whether student's "public commitment"--voluntary participation as a peer communicator or in student-generated media opportunities--in a school-based intervention to prevent diabetes and reduce obesity predicted improved study outcomes including reduced obesity and improved health behaviors.</p> <p>Methods</p> <p>Secondary analysis of data from a 3-year randomized controlled trial conducted in 42 middle schools examining the impact of a multi-component school-based program on body mass index (BMI) and student health behaviors. A total of 4603 students were assessed at the beginning of sixth grade and the end of eighth grade. Process evaluation data were collected throughout the course of the intervention. All analyses were adjusted for students' baseline values. For this paper, the students in the schools randomized to receive the intervention were further divided into two groups: those who participated in public commitment activities and those who did not. Students from comparable schools randomized to the assessment condition constituted the control group.</p> <p>Results</p> <p>We found a lower percentage of obesity (greater than or equal to the 95^thpercentile for BMI) at the end of the study among the group participating in public commitment activities compared to the control group (21.5% vs. 26.6%, p = 0.02). The difference in obesity rates at the end of the study was even greater among the subgroup of students who were overweight or obese at baseline; 44.6% for the "public commitment" group, versus 53.2% for the control group (p = 0.01). There was no difference in obesity rates between the group not participating in public commitment activities and the control group (26.4% vs. 26.6%).</p> <p>Conclusions</p> <p>Participating in public commitment activities during the HEALTHY study may have potentiated the changes promoted by the behavioral, nutrition, and physical activity intervention components.</p> <p>Trial Registration</p> <p>ClinicalTrials.gov number, <a href="http://www.clinicaltrials.gov/ct2/show/NCT00458029">NCT00458029</a></p