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If You Can Perhaps Put Together a Short Summary of The 1 “What them old bones can teach us….” The Hulton Abbey Skeletal Digitisation Project Tutor Only Copy 2 Acknowledgements This material is result of a p r e v i o u s project funded i n 2 0 0 8 by the Higher Education Academ y The Hulton Abbey Skeletal Digitisation Project (HASDiP) by Professor John Cassella Department of Forensic and Crime Science Faculty of Science Staffordshire University Mellor Building College Road, Stoke on Trent, ST4 2DE Original HASDiP project in collaboration with Dr Mary Lewis[1], Mr Roger Brown [2] and Mr Paul Lucking[3] [1] Lecturer in Archaeology Department of Archaeology School of Human and Environmental Sciences University of Reading, [2] Senior Lecturer in Photography Faculty of Arts, Media and Design Staffordshire University [3] Senior Lecturer Entertainment Technology Faculty of Computing, Engineering and Technology Staffordshire University Attribution Non-Commercial No Derivatives This license is the most restrictive of the six main Creative Commons licenses, allowing redistribution. This license is often called the “free advertising” license because it allows others to download your works and share them with others as long as they mention the authors and link back to them, but they can’t change them in any way or use them commercially. Creative Commons Licence Please refer to http://creativecommons.org/licenses/by-nc-nd/2.0/uk/ 3 Tagging Information for Document Title: “What them old bones can teach us “ Short Description: Basic activities using forensic science and archeology as a vehicle to teach basic skills Authors: John Cassella Date: February 2010 File Size: 48 Mb (as of December 2009) Format: MS Word/PDF Educational Level: A-level, BTEC, UG, PG (as appropriate with respect to tutor driven Learning Outcomes) Key words: Forensic, archaeology, osteology, pathology, photography Language: English Acknowledgments Thanks go to Roger Brown - Senior Lecturer in Photography in the Faculty of Arts, Media and Design, Staffordshire University for the use of the images from the Hulton Abbey project. Note: The tutor information is in red text, this should not appear on the student copies and it is important that they do not see it. 4 What are these resources designed to do? There is much skeletal material obtained from archaeological environments. These skeletons can offer a lot of new information about lifestyle, disease, diet, social interaction etc. They offer a unique teaching and learning opportunity to a wide diversity of students at many levels from Key Stage2 through to post - graduate students and even beyond into the professional qualifications. It is difficult for a variety of reasons for this diverse group of students to gain access to the skeletal material and for those that do access it, there is a clear realisation, that the bones are friable and literally turning to dust. There is clearly the opportunity to have access to skeletons as a valuable educational resource and also to have the added value of preserving the existing skeletal material that is very delicate and friable. There are some resources available to the archaeology community, but nothing of the scope that this project has aimed to achieve. The pilot study recording human skeletal remains from Hulton Abbey, conducted by Staffordshire University has demonstrated that digital photography and bespoke computer software can be combined to offer a pedagogically and research user-friendly product, which can be made readily available to the benefit of the educational and research communities. It is particular interest to emerging scientific disciplines such as forensic science which suffer from a paucity of such resources. For students attempting to understand the wealth of information that the skeleton can teach us about the human form, the opportunity to work with real material is rare if not impossible. These activities below hope to facilitate some context of skeletal study by placing a rare abnormal specimen at the heart of these studies through comparison and contrast with the normal. These suggested basic activities should be used in conjunction with the many excellent textbooks and journal articles on the subject. It is suggested that academic staff engage students in pre-reading to facilitate sufficient introductory knowledge to fully engage in these activities. 5 You can get free copy of the DVD from http://www.heacademy.ac.uk/physsci/home/projects/digitisationproject 6 A Brief Introduction to Hulton Abbey Hulton Abbey was a minor Cistercian monastery in North Staffordshire (England), founded in 1219 and finally dissolved in 1538. The final report on the archaeological excavations undertaken there between CD available from 1987 and 1994 the HEA was published as a book in 2005. In particular, the chapter house was uncovered and re-assessed and the eastern part of the church and north aisle were completely excavated, together with the eastern half of the nave. The excavations are described by area and chronological phase with detailed specialist reports including architectural stonework and decorated floor tiles. An extensive programme of sampling and analysis of pollen remains from burials was also completed. The remains of 91 individuals, mainly men but also women and children, are reported on in detail, with sections on abnormalities and pathology as well as medieval burial goods such as a wax chalice and wooden wands. Comparisons with other published monastic sites in the region help to place Hulton into a wider context. The Hulton Abbey Skeletal Digitisation Project (HASDiP) resulted in the creation of a DVD resource. This basic resource contains the highest quality photographs in a bespoke software package. Also in this resource, is a journal article describing how the individual met his untimely and gruesome demise. This resource should be used alongside the suggested activities in this current resource. It will add the dimension of reality and applicability to the exercises to be undertaken. Gaining access to human remains (skeletal remains) is problematic for many reasons, however, there is much to be learned from them. This resource provides an opportunity for students to get access not only to human remains, but in this case see extremely fragile and rare remains. The skeletal digitisation project allows for samples of the skeletal material excavated from Hulton Abbey to be systematically and fully photographed. 7 Risk Assessments All activities should be appropriate risk assessed by those staff responsible for the delivery of this material. No responsibility can be taken by the authors or funders of this material. Where appropriate, ethics requirements of the institution should also be considered. Caution: Be aware that these images may upset some individuals NOTE: Some students may find some of this material disturbing. Teaching staff should be aware of this and have appropriate strategies in place to cope with the varied reactions that may occur. 8 Are other sources of rare material digitised? A key driver for digitisation is the ease with which fragile and inaccessible materials can be preserved and conserved by transferring the burden of use to a high-specification digital surrogate. For example an application devised by Armadillo Systems and promoted by the British Library has allowed the general public and researchers alike detailed interactive exploration of digitised rare books in quantities which would be unthinkable in the real world.” There is often a question of whether material should be digitised just because it is rare or valuable or whether there should be demonstrable need. “Respondents cited „value for research and teaching‟ as the most prominent reasons for digitising material in the future. The most significant barrier to digitisation was, inevitably, lack of funding. Put simply, digitisation cannot happen without significant financial support, usually from an external body.” “All materials should be digitised to the highest specifications for flexibility and sustainability in the future, and interoperability and resource discovery in the present” “There are strong currents of goodwill, enthusiasm for digital projects, and a desire to bring increasing volumes of material online, in the community, from users and providers alike. These must be tapped.” The full Loughborough University study can be found at: www.jisc.ac.uk/digitisation 9 Possible Generic Learning Outcomes for Users of the DVD Resource Not only is the permanent preservation of the friable skeleton paramount, but so too, is the use of the digital resource by a variety of users for their own particular learning outcomes. Ideally, those of you who utilise this digitised resource for their own educational/research purposes will have set learning outcomes which generically could include: 1. Understand and undertake the methods of producing accurate archaeological/anatomical drawings/photography 2. Understand and apply the requirements of archaeological/anatomical recording procedures. 3. Understand the forensic/scientific application of the knowledge to be gained form examining skeletal material that is not of an archeological timescale (i.e. from a criminal act). In addition, the following transferable skills could be developed and enhanced: Critical thinking 1. Team working and independent working 2. Communication skills, written and oral 3. Observational skills 4. Problem solving skills 5. Recognition, description and reporting skills 6. Accuracy in working and reporting 7. Analytical and practical skills 8. Numerical
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