“Mix, Mould, Fire!”: Comic Art and Educational Outreach Inspired by Archaeology

Summary Lusatian Urnfield communities inhabiting Lubusz Land and western Greater Poland (Wielkopolska) in the Late Bronze and Early Iron Ages occupy a unique position on the settlement map of the middle Oder basin. For nearly a thousand years, they acted as a kind of buffer between the buoyant Silesian centre, which had achieved its culture-making role thanks to direct exchange contacts with the Transcarpathian and Danubian-Alpine centres of the south, and West Pomeranian groups inspired from the west and northwest by the Nordic circle. The importance of Lubusz-Greater Poland (Wielkopolska) populations to the overall cultural picture of the territories on the banks of the Oder River can hardly be overestimated, so it is worth analysing this phenomenon in more detail. One of the significant cultural elements is the ceramic style. It can be a means of manifesting outside the identity of a group, the identity consolidated by a tradition functioning within this group. It is hard to imagine a relative standardisation of patterns in pottery produced over a certain area to be only the result of more or less random movement of female potters or small groups of people. The standardisation of material culture, resulting from the existence of a style, no doubt enhances homogeneity and stability in everyday life, and therefore can be regarded as a factor integrating neighbouring communities in territorial communities within a supra-local scale. In the Late Bronze Age, in Lubusz Land and western Greater Poland (Wielkopolska), one can notice the same stylistic tendencies in pottery manufacture (bossed style, Urad style, Late Bronze Age style) and in figural art in clay, and a similar repertoire of bronze objects, produced in local metallurgical workshops on the Oder. The formation of Urnfield communities in Lubusz Land and western Greater Poland (Wielkopolska) was no doubt part of a broader process of cultural integration, of supra-local character, which was taking place throughout the upper and middle Oder basin at the transition of the Middle and Late Bronze Ages. This was a process of acculturation, based on the reception of the influx of new cultural contents along the River Oder from Lower Silesia and perhaps, although to a much smaller extent, from Lusatia and Saxony. The result was the cultural unification, for the first time to such an extent, of the western part of what is now Poland. The archaeological indicator of the discussed process was the appearance of large cremation cemeteries, with burials furnished with bossed pottery of the Silesia-Greater Polish type, representing a style typical of most of the middle Oder basin. Similar tendencies can be seen in bronze metallurgy, where a nearly complete unification of the repertoire of produced objects can be observed from the beginning of the Late Bronze Age. Here, however, the distributions of particular forms are much broader and encompass almost the entire western part of the Lusatian Urnfields. In Lubusz Land and western Greater Poland (Wielkopolska) the Late Bronze Age saw a very dynamic development of local bronze production, performed primarily within the Oder metallurgical centre. The result was a relatively high percentage of bronze artefacts in the cultural inventory of Urnfield populations inhabiting the region, most of them ultimately deposited in the many hoards buried during that period. A broad spectrum of manufactured designs, their notable standardisation, and the finds of durable casting moulds all seem to confirm that bronze metallurgy, along with pot-making, belonged to the most important areas of production performed by the population inhabiting the middle Oder basin at the conclusion of the 2 nd and beginning of the 1 st millennium BC, despite it having been carried out by a limited group of initiated specialists. The process of formation of Lusatian Urnfields in the middle Oder basin was most likely not complete before HaA2, and from the subsequent phase onwards one can notice a steady expansion of settled areas, resulting from intensive internal colonisation and the processes of acculturation. The dynamics of this phenomenon are best illustrated by newly established, vast cremation cemeteries, most of which were then continuously used at least until the close of the Bronze Age, with some persisting into the Early Iron Age. With the onset of the Early Iron Age, the Lubusz-Greater Polish territorial community of Lusatian Urnfields started to slowly disintegrate, a phenomenon explained by the adoption of a different model of Hallstatisation by these communities. In Lubusz Land, pottery of the Górzyce style ( Göritzer Stil ) appears, inspired more by Białowice ( Billendorf ) than Silesian patterns, while in western Greater Poland (Wielkopolska) ceramic workshops still maintained a close connection with the tendencies set by their Silesian neighbours, who at that time closely followed the East Hallstatt trends. The Lubusz-Greater Polish territorial community, which crystallised and developed throughout the entirety of the Late Bronze Age largely thanks to the unique role of the Oder River as a route of long-distance exchange and at the same time a culturally unifying element of the landscape, ceased to exist with the onset of the Early Iron Age, never to be reborn.

This study aims to determine and test empirical data related to the influence of teacher learning management and learning styles on student learning creativity in Yapensori Middle School, North Jakarta. In this study, the authors used a survey method with a correlational and regressional approach to quantitative data obtained from the research object, namely students of North Jakarta Yapensori Middle School. The sample of this research was 78 respondents from the 208 students of Yapensori North Jakarta Middle School. Data collection was carried out using a observation questionnaire, observation and regression technique which was described descriptively. The results of this study are:
 First, there is a positive, strong and significant relationship between teacher learning management and student learning creativity, which is shown by the simple correlation coefficient (ry.1) is 0.292 (strong correlation) and the coefficient of determination (R2) = 0.085, which means that learning management The teacher gives an influence on student creativity by 8.5% and the remaining 91.5% is determined by other factors. While the simple regression equation Ŷ = 67.752 + 0.380X1, which means that each increase in one unit of the teacher learning management score will provide a tendency towards increasing student learning creativity by 0.380.
 Secondly, there is a positive, quite strong and significant relationship between learning styles and student creativity, which is shown by the simple correlation coefficient (ry.2) is 0.301 (the correlation is strong enough) and the coefficient of determination (R2) = 0.090, which means that the learning style contributed to the creativity of student learning by 9.00% and the remaining 81.00% was determined by other factors. While the simple regression equation Ŷ = 70.004 + 0.344X2, which means that each increase of one unit of learning style score will provide a tendency to increase the score of student learning creativity 0.344.
 Third, there is a positive, strong and significant relationship between teacher learning management and learning styles together with student learning creativity, which is shown by the multiple correlation coefficient (Ry.1.2) is 0.330 (strong correlation) and the coefficient of determination (R2) = 0.109 , which means that the management of teacher learning and learning styles together provide an influence on student creativity in learning 10.9% and the remaining 89.1% is determined by other factors. Whereas the multiple regression equation Ŷ = 58,752 + 0,224X1 + 0,223X2, which means that every improvement in teacher learning management and learning styles together will provide a tendency towards increasing student creativity by 0.447.

Based on the 2023 education report card data, 76 elementary and junior high school levels in Banjarmasin still need to strengthen literacy and numeracy competencies. In order to support the improvement of the quality of education, especially in Banjarmasin, through educational technology outreach and involvement initiatives, the Educational Technology Study Program carries out community learning assistance activities to strengthen literacy and numeracy. Assistance is carried out with an inquiry cycle consisting of 4 stages: reflection, planning, implementation, and evaluation. The reflection stage produces notes on efforts to improve student's literacy and numeracy competencies that have been implemented. Then, at the planning stage, a strategy is prepared to improve literacy and numeracy competencies with a focus on understanding literacy concepts, multimodal texts, literacy-rich environments, strengthening literacy in learning, understanding numeracy concepts, developing a growing mindset, numeracy discussions, and numeracy strengthening practices in learning. At the implementation stage, educational units implement the strategies that have been prepared. At the evaluation stage, the strategies that have been completed are re-evaluated and followed up on in the subsequent learning community activities. This inquiry cycle is implemented to ensure the quality of learning and improve teacher competency sustainably. By comparing reflection data before and after participating in mentoring, it is known that there has been an increase in teacher understanding of the concept of learning communities increasing from 16% to 96.5%, for the implementation of literacy strengthening from 9.5% to 84%, and numeracy from 14.75% to 83%. In general, the average increase was 74.4%; from these data, it can be concluded that the learning community mentoring strategy implemented has an impact on improving the literacy and numeracy competencies of Elementary School teachers.

This paper presents the results of stable carbon ( δ13C) and nitrogen ( δ15N) isotopic analysis of bulk bone collagen from faunal remains from the Bronze Age site of Kaymakçı in western Anatolia. We use the isotopic values in conjunction with zooarchaeological data and contextual archaeological information to examine human-environment interactions; in particular, animal management and husbandry. Middle and Late Bronze Age agricultural systems in western and central Anatolia remain poorly understood, and this research aims to contribute to rectifying this research gap. We obtained stable isotopic values from both wild and domestic species, including deer, hare, birds, catfish, dogs, pigs, caprids and cattle. The δ13C values range from −22.0‰ to −16.9‰ and the δ15N values range from 2.3‰ to 10.3‰. For cattle, the δ13C values suggest that some specimens were subject to different management strategies, likely related to feeding or herding patterns or even the movement of animals in and around the region through some exchange mechanism. There appears to be no fixed location or strategy for the management of caprids and, furthermore, there is evidence to suggest that the herding/management areas of some caprids overlapped with those of wild animals such as deer and hare. Variation in δ15N values for pigs may indicate that whilst some animals in the sampled assemblage were free-roaming, others were penned. For the pigs and some other herbivorous domesticated species variation in δ15N values may also point to the exploitation of the wetland areas around Lake Marmara.

The growing body of literature concerning cultural transformations associated with longdistance trade networks between western Anatolia, the Aegean, and Cilicia in the third millennium BC still lacks synthesis regarding social processes and types of exchange involved between trading groups. This paper addresses the issue of longdistance transactions of metals in western Anatolia during the Early Bronze Age. The argument seeks to demonstrate that contact between a predominantly decentralized non-state and an early state society does not necessarily lead to immediate political centralization of the former but rather to a new spectrum of co-existing transactions and socio-political forms. The following contribution derives from empirical evidence of Near Eastern balance weights from the Early Bronze Age 1 (2950–2750 calBC) settlement of Çukuriçi Höyük, a coastal site in western Anatolia. This article is based on previously published archaeological material and addresses wider social implications that weighing and metrology may trigger in a nonscriptural society. The paper draws extensively on ethnographic records of metal trading societies and economic anthropology, in which assiduous attention is given to exchanges conducted outside of the ‘cultural sphere’.

Learning technique at school should concentrate on developing studentscreativity. Creative thinking ability will be the determinant of individualsuccess. But in fact, students are familiar with routine and simple learning.The SAVI approach is an approach that combines physical movement withintellectual activity. Learning style is the capital of a student to absorbinformation. The method used in this research is quantitative method, whichis the purpose is to know the influence of SAVI approach and learning styleto students' creative thinking ability in mathematics when compared withdirect learning. The instruments used are tests of creative thinking abilitiesand learning styles of students. The result of data analysis using statistical testthat is (1) there is influence of SAVI approach and learning style to studentcreative thinking ability. (2) there is influence of SAVI approach to SAVIcreative thinking ability. (3) there is influence of student learning style tostudent creative thinking ability. (4) there is an interaction between SAVIapproach and learning style to students' creative thinking ability.

Western Anatolia is fairly rich in gold and silver deposits. Important changes occur in the cultural and possibly political structure of western Anatolia during the late EB III (2200-1900 BC), or in other words, during the Transitional Period into the Middle Bronze Age (MBA): the Aegean coastline was in more intense relations with the Aegean World, while inland northwestern Anatolia culturally and most probably politically aligned with central Anatolia. The position of western Anatolian lands of the 2nd millennium BC roughly coincides with the distribution areas of 'cultural regions' and sometimes 'pottery groups' which most probably indirectly reflect political structuring. The cultural/political formation of the west Anatolian Early Bronze Age (EBA) continued uninterrupted through the 2nd millennium BC. The 'western Anatolian lands' mentioned in the Hittite texts correspond to a new political identity that the cultural/political entities of the EBA gained during the MBA. Keywords: Aegean coastline; Early Bronze Age (EBA); Hittite texts; Middle Bronze Age (MBA); pottery groups; western Anatolia

هدف: پژوهش با هدف تحلیل برنامه درسی علوم تجربی پایه‌های چهارم، پنجم و ششم ابتدایی براساس سبک‌های یادگیری وارک انجام پذیرفت.مواد و روش‌ها: پژوهش توصیفی، از نوع تحلیل محتوا با بکارگیری روش آنتروپی شانون است. جامعه آماری شامل برنامه‌های درسی (هدف، محتوا، روش و ارزشیابی) پایه‌های چهارم، پنجم و ششم ابتدایی است. نمونه آماری برنامه‌های درسی علوم تجربی می‌باشد. برای تحلیل برنامه‌های درسی موجود (قصد شده) با هر یک از سبک‌های یادگیری ابتدا اهداف مندرج در کتاب‌های درسی، سپس محتوا کتاب درسی و برای بررسی روش‌های پیشنهادی به تحلیل کتاب راهنمای تدریس پرداخته شد. در بخش ارزشیابی، سوالات مطرح شده در کتاب‌های درسی و راهنمای تدریس تحلیل گردید. ابزار پژوهش، چک لیست وارسی سبک‌های یادگیری وارک (1998) بود که براساس پیشینه و پرسشنامه سبک‌های یادگیری وارک تدوین و به‌منظور حصول اطمینان از پایایی تحلیل‌های به دست آمده، کدگذاری‌های تحلیل را در اختیار سه پژوهشگر در رشته برنامه‌ریزی درسی قرار داده و درصد توافق آن‌ها برابر 88/0 برآورد شد.بحث و نتیجه‌گیری: نتایج نشان داد در برنامه درسی چهارم و ششم ابتدایی سبک دیداری در رتبه اول و سبک خواندن/ نوشتن در رتبه پنجم قرار دارد اما در برنامه درسی پنجم ابتدایی سبک شنیداری رتبه اول و سبک جنبشی دارای رتبه پنجم می‌باشد. بنابراین می توان نتیجه گرفت سبک ارجح در برنامه‌های درسی علوم تجربی چهارم و ششم ابتدایی سبک دیداری و در برنامه درسی پنجم ابتدایی سبک شنیداری است.

:<i>Ausgrabungen in der frühbronzezeitlichen Siedlung im Heraion von Samos 1966</i>

Recent archaeological research and excavations undertaken at Caria provide significant information regarding the transitional stage from Late Bronze Age to Early Iron Age as well as funerary architecture, burial customs and offerings of Early Iron Age. Throughout this cultural process, stone tumuli and platform-graves appear to be the major grave structures in Lelegian peninsula. Considering current information, we can safely say that rectangular platform-graves were in use starting from the beginning of 12th Century BC towards the mid-Archaic period. Platform-graves constructed on ground were encircled by a framing enclosure filled with rubble. Burial cists were small rectangular units embedded in rubble containing clusters of cremated remains. Excavated Pedasa and Asarlik platform-graves dating back to 12th and 11th centuries BC contain solely cremation burials. It seems that in some platform-graves there is a centrally placed pithos used as an urn. The arrangement of platformgrave 1 with a centrally positioned single pithos urn suggests that the structure was actually built for the deceased whose cremated remains were placed in it. However, it is not always the case since the pithos urn in platform grave 2 is not the earliest burial in the platform. Long term usage of the platform graves, ceramic grave goods placed in the rubble fill during the construction phase and ceramic sherds scattered in the fill must be the reflections of burial traditions of the community using the platform graves as family graves with strong signs of importance paid to grave cult and ancestor veneration. Among the grave goods are ceramic bowls; Carian examples of single handled bowls which is a typical form in the Aegean from late 12th to the beginning of 10th centuries BC. Asymmetrical arched fibulae with two tubular beads are among the typical fibula form common in Caria. Grave 1 must be related to an adolescent/female with its earring and grave 13 must belong to an adolescent/male with its sword/dagger. The use of pithos as cremation urn appears in Middle Bronze Age Anatolian cultures such as Demircihuyuk examples. It can also be followed in Western Anatolia (Troia, Ulucak) and Crete (Olous) along with the increase of cremation in the Late Bronze Age. Carian pithos urns attest that cremation urn practice was actually a continuous Late Bronze Age tradition without any interruption with increasing numbers observed in Western Anatolia and nearby islands starting from 10th century BC. Pedasa platform-graves containing pithos urns show close resemblance to Argos tumuli from 12th century BC, specifically Chania tumulus in regard to its arrangement with graves placed in a rubble fill. In Argos tumuli cremated remains were placed in an urn whereas in Pedasa and Asarlik they were deposited at burial cists. It is clear that the region has a strong Aegean identity in terms of material culture as Pedasa finds from 12th century BC reflect characteristic features of Late Helladic III C period. The platform-graves of Lelegian peninsula and Argos tumuli show close resemblance in terms of cremation being the main burial type and common features in ceramic finds compared to contemporary Aegean cultuRes. These similar patterns might bring new discussions on the possible routes and sources on mobility in the Aegean.

The Late Bronze Age of Çine-Tepecik in Western Anatolia, located south of Büyük Menderes (Meander), exhibits a settlement architecture fortified with a wall. The architectural remnants from the economic and industrial sectors, are located together within proximity in the city. This region emphasises the value of storage traditions, industrial features, and commercial activities. The tradition of storing agricultural produce in pithoi, sealing their mouths, and the belonging finds reveal the existence of a particular storage system which illuminates the developed socio-economic structure of the city. These also provide insight into the production-related workshop areas, as well as indicating the presence of various industrial branches. Pottery production, weaving tools, metal artefacts and chipped stone tools are among the key economic sources of the city, as evidenced by their prevalence in warehouse structures and workshop areas. In addition to this, archaeobotanical analysis has shed light on the city’s agricultural tradition and its role in shaping nutrition. When the warehouse structures, workshop areas and the finds belonging to these units are analysed collectively, it is apparent that Çine-Tepecik enjoyed a flourishing social existence during the Late Bronze Age, supported by its economic standing and industrial resources.

Assumptions are always made about the levels and directions of cultural connections across regions in western Anatolia and the eastern Aegean in the Early Bronze Age (EBA). However, a lack of primary fieldwork data still inhibits clear conclusions and an understanding of the subtleties and variations in such patterns. In particular, primary data is still lacking from the critical coastal ‘touch-point’ of these two regions where material evidence is usually obscured by significant geomorphological change. This article looks at this complex issue of variations in regional connectivity in the EBA through a case study of unpublished primary fieldwork material from the Madra River Delta, a coastal region of north-west Anatolia. Material from the excavation and surface survey of two EBA mound sites in the delta, carried out as part of the interdisciplinary research project, gives a rare opportunity to explore ‘connectivity’ on this coastal area through elements of its EBA material culture, ranging from ceramic and textile production to figurines. The article highlights not only the complex, and unexpected, nature of the inter-regional cultural ‘pathways’ visible in the delta itself, but also the implications – and further questions – which this raises for the cultural connections with the neighbouring region of the north-east Aegean.

Archaeobotanical research in the Aegean has revealed a diversity of crops grown by prehistoric farmers. Ethnographies of recent farmers in the Mediterranean demonstrate the economic and cultural significance of which crops were chosen for cultivation. Crop choice may, therefore, provide insights into various aspects of rural life in the past. To this aim, I synthesise archaeobotanical evidence from the Aegean to reveal trends in crop choice and diversity across the Neolithic and Bronze Age. I find trends in the distribution of crops linked to new introductions, changing environmental conditions and local social and economic factors. I reveal divergence in crop spectra between regions, but convergence within regions, resulting from both top-down and bottom-up social processes. Trends in crop diversity align with evidence for cultivation intensity and indicate the continuation of more intensive farming systems between the Neolithic and Bronze Age in northern Greece and the emergence of more extensive systems around the Final Neolithic/Late Chalcolithic-Early Bronze Age in southern Greece and western Anatolia. This ‘extensification’ may be implicated in transformations in social and political organisation within these regions. Several trends also converge on the Middle Bronze Age, potentially linked to climatic changes around the end of the Early Bronze Age.

Zooarcheological evidence suggests that pigs were domesticated in Southwest Asia ∼8,500 BC. They then spread across the Middle and Near East and westward into Europe alongside early agriculturalists. European pigs were either domesticated independently or more likely appeared so as a result of admixture between introduced pigs and European wild boar. As a result, European wild boar mtDNA lineages replaced Near Eastern/Anatolian mtDNA signatures in Europe and subsequently replaced indigenous domestic pig lineages in Anatolia. The specific details of these processes, however, remain unknown. To address questions related to early pig domestication, dispersal, and turnover in the Near East, we analyzed ancient mitochondrial DNA and dental geometric morphometric variation in 393 ancient pig specimens representing 48 archeological sites (from the Pre-Pottery Neolithic to the Medieval period) from Armenia, Cyprus, Georgia, Iran, Syria, and Turkey. Our results reveal the first genetic signatures of early domestic pigs in the Near Eastern Neolithic core zone. We also demonstrate that these early pigs differed genetically from those in western Anatolia that were introduced to Europe during the Neolithic expansion. In addition, we present a significantly more refined chronology for the introduction of European domestic pigs into Asia Minor that took place during the Bronze Age, at least 900 years earlier than previously detected. By the 5th century AD, European signatures completely replaced the endemic lineages possibly coinciding with the widespread demographic and societal changes that occurred during the Anatolian Bronze and Iron Ages.

Education plays a very important role in shaping the quality of superior human resources. Learning outcomes are the main indicator used to assess the effectiveness of learning. With the increasing development of technology and paradigm shifts in the world of education, it is important for educators to understand the dynamics of learning styles and creativity in learning. This study uses the Systematic Literature Review (SLR) approach to collect, evaluate, and analyze previous research related to the influence of students' learning styles and creativity on learning outcomes. The results of this study are: 1) Learning styles and creativity have a significant influence on student learning outcomes; 2) Educators must understand the variations in students' learning styles and provide flexible and innovative teaching strategies; and 3) A learning environment that supports exploration and innovation is very important in enhancing student creativity.