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USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY

USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY. ALTERNATIVE RESOURCES USING CAST AND VIRTUAL MATERIAL TO TEACH OSTEOLOGY: PROBLEMS AND PROSPECTS. Dr Tim Thompson FFSSoc FRAI Reader in Biological & Forensic Anthropology tjuthompson.com. Teesside University t.thompson@tees.ac.uk

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USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY

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  1. USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY ALTERNATIVE RESOURCES USING CAST AND VIRTUAL MATERIAL TO TEACH OSTEOLOGY: PROBLEMS AND PROSPECTS Dr Tim Thompson FFSSoc FRAI Reader in Biological & Forensic Anthropology tjuthompson.com Teesside University t.thompson@tees.ac.uk T: (01642) 342535

  2. USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY ALTERNATIVE RESOURCES IN ARCHAEOLOGY Dr Tim Thompson FFSSoc FRAI Reader in Biological & Forensic Anthropology tjuthompson.com Teesside University t.thompson@tees.ac.uk T: (01642) 342535

  3. WHAT ARE ‘ALTERNATIVE RESOURCES’? Casts vs Computer Models vs Photographs vs Videos

  4. WHY USE ALTERNATIVE RESOURCES? The problems with human remains: • Delicate, fragile, finite resource • Cultural & ethical reservations • Legal restrictions (HTA, NAGPRA) • Multiple claims/demands on their use The attraction of alternative methods: • Greater quantities • More varied range available for use • Use out of the lab • Greater interactivity

  5. WHAT IS THE PURPOSE OF THESE ALTERNATIVE RESOURCES? Kaplan, 1964 – the law of the instrument: • “Give a small boy a hammer, and he will find that everything he encounters needs pounding.” • The importance of having a clear pedagogical reason to explore these alternative methods. The Teesside challenge: • No anthropology degrees or modules – forensic sci/bio, CSS • Limited prior osteological experience • Limited lecture/lab time to cover bones • Non-standard student population demands increased flexibility • Proven challenges with the 3d comprehension of bone morphology

  6. NON-CONTACT SCANNING Radiography: • Mainly CT-based models • Living, known info samples • Surface information? Scanning: • Mainly laser or structured light • Surface detail, but not internal • Portable • Smaller file size @david_errickson: pic.twitter.com/Ea22p8ambm

  7. WHAT DOES THE POINT CLOUD ACTUALLY MEAN..? What is real and what is an artefact of the scanning process? What are the optimum scanning conditions – best practice? Does it really matter, anyway?

  8. ARTISTIC LICENCE & TECHNOLOGICAL PERSUASIVENESS Thompson, 2008 – Photography & Culture, v1(2): • “This raises an important question: at what point does the camera lose its objectivity when its output shifts from documentary to creative art?” Errickson, 2014 – • The influence of computer models of bones on juries as opposed to photographs • Will there be a similar response in students?

  9. RAPID PROTOTYPING Problems & potentials of rapid prototyping: • + Cheap mass production, bespoke models • - Still developing methods, some not so robust, some have poor detail @david_errickson: pic.twitter.com/1FQrUckyHO

  10. CASTS Problems & potentials of casts: • + Variety, robust, can do a lot of different exercises with them • - Quality, anthropological detail, cost, storage

  11. USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY OTHER EXTERNAL CONSIDERATIONS Dr Tim Thompson FFSSoc FRAI Reader in Biological & Forensic Anthropology tjuthompson.com Teesside University t.thompson@tees.ac.uk T: (01642) 342535

  12. THE QUANTIFICATION OF FORENSIC ANTHROPOLOGY The Daubert tests for forensic science are reproduced in a number of publications (such as Christensen and Crowder, 2009; Grivas and Komar, 2008; Holobinko, 2012; Sommer, 2010), but can be thought of as the following: • That the theory or technique must be falsifiable, refutable and testable, that is subject to empirical testing; • That the theory or technique has been subjected to peer-review and publication; • That error rates are known or can be calculated; • That the theory or technique is generally accepted by the relevant scientific community, and; • That standards and controls concerning the application of a given technique exist and are maintained.

  13. USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY CONCLUSIONS Dr Tim Thompson FFSSoc FRAI Reader in Biological & Forensic Anthropology tjuthompson.com Teesside University t.thompson@tees.ac.uk T: (01642) 342535

  14. ALTERNATIVE RESOURCES TO TEACH OSTEOLOGY PROBLEMS AND PROSPECTS There are a number of alternative resources available… • Cheaper • Wider access • Resolve a range of classroom and teaching issues …and they all have their pros and cons. However... • Successful use in lessons often requires a conceptual shift • There is a cost to their development, maintenance and support • Need to consider that the public will have increasing access to these resources …but, there are some exciting teaching possibilities ahead.

  15. USING HUMAN REMAINS IN TEACHING & PRACTICING ARCHAEOLOGY ALTERNATIVE RESOURCES USING CAST AND VIRTUAL MATERIAL TO TEACH OSTEOLOGY: PROBLEMS AND PROSPECTS Dr Tim Thompson FFSSoc FRAI Reader in Biological & Forensic Anthropology tjuthompson.com Teesside University t.thompson@tees.ac.uk T: (01642) 342535

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