A three-year research project, The Monitoring of Shipwreck Sites (MoSS), was initiated in 2001 as a partnership between several European countries: Finland (project leader), Germany, Holland, United Kingdom, Denmark and Sweden. The aim was to establish a suitable programme for the monitoring, safeguarding and visualizing of shipwreck sites, based on the investigation of three wrecks located in the Baltic and North Seas. Phase I involved the monitoring process, with the investigation of physical, chemical and biological factors that will help to identify potential threats to buried and exposed archaeological material. Phases II and III considered safeguarding and visualizing of shipwreck sites.
This paper reports on a pilot study evaluating the impact of a series of interactive and educational maritime archaeological sessions for people with dementia. A typical archaeological approach was adopted including excavations, recovery and reconstruction of artefacts. Findings from this study demonstrate the importance of providing information, delivering alternative activities, enabling educational opportunities and offering support to and for people living with dementia. Our findings further illustrate that people with dementia can be included in maritime archaeology and that including people with dementia in heritage-based initiatives is possible.
Marine borers, particularly the shipworms, as destroyers of timber, par excellence, are well known from very ancient times. They attacked the wooden hulls of ships with such intensity that the weakened bottom planks broke up even due to a mild impact caused by hitting a rock or any floating objects inducing shipwrecks. Even the survival of sunken ships as wrecks depends on the mercy of wood-destroying organisms, which may turn these 'port-holes' to history into meaningless junks. The silent saboteurs, involved in several early shipwrecks, are the molluscan and crustacean borers, aided by bacteria and fungi.1. Chelura terebrans Philippi, 2.Tropichelura insulae (Calman), 3.Tropichelura gomezi Ortiz, and 4.Nippochelura brevicauda Shiino.
This paper draws on experience gained by Bournemouth University to consider undergraduate education in maritime archaeology. At Bournemouth maritime archaeology is taught firmly in the context of a broader archaeological education. Archaeological programmes vary with the institutions within which they are taught, each programme thus having an individual character that separates it from that of other institutions and further enriches the subject through the breadth of this education. At Bournemouth the value of teaching archaeology with a high component of practical experience has been long understood. This does not mean that archaeology is taught as a purely practical subject but as one within which experience in the field is seen as a worthwhile focus. Bournemouth's programme therefore recognises the value of field research projects as learning environments for undergraduates studying maritime archaeology. The programme is subject to a number of constraints, notably the size of the archaeological employment market, levels of pay within that market, questions of ongoing professional development after graduation, and the requirements of other employment markets into which archaeological graduates enter. This paper argues that research project-based learning, and in particular, involvement with amateur groups, provides a way to balance these constraints and supports development of both technical and transferable 'soft' skills.
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