Introduction to 2D Underwater Survey (original) (raw)
Related papers
Maritime Archaeology in the Classroom: Resources on the Online Museum of Underwater Archaeology
T he online Museum of Underwater Archaeology (MUA, http://www.themua.org) hosts a number of resources to introduce maritime archaeology and the history of Asia to a classroom audience. The projects highlighted in the museum contain information that is of interest not just to history or archaeology teachers, but also has applications in classroom discussions on art, geography, science, cultural studies, political science, and even international law. The MUA is a 501(c)(3) nonprofit organization, and its mission is "to assist and promote the use of the Internet by ethical professional, student, and avocational underwater archaeologists. " Archaeologists contribute reports on their work, such as brief site reports or blog posts, real-time journals highlighting ongoing research projects, and full online museum exhibits. There is also a section containing conference papers focusing on Asian-Pacific maritime archaeology and an Asian maritime bibliography. Aimed at reaching a wide audience, posts on the MUA are written in a more casual style and often focus on the images and video procured during a project. This helps enhance the experience, making it more accessible to a nonspecialist audience. The number of posts written by students, from first-time participants in underwater field schools to MA and PhD students highlighting their own research, also presents information in easily relatable ways for other students. Maritime Archaeology on the MUA (individual website URLs for each of the sections discussed below are listed at the end of this article) For teachers unfamiliar with archaeological practices in general and underwater archaeology specifically, the MUA offers an online Children's
Manual for Activities directed at Underwater Cultural Heritage.
This Manual explains the thirty-six Rules of the Annex to the 2001 Convention entitled «Rules concerning activities directed at underwater cultural heritage». These Rules present a directly applicable operation scheme for underwater interventions. Over the years they have become a reference in the field of underwater archaeology.
ARCHAEOLOGICAL SCIENCE CLASSROOM ACTIVITIES
2020
Archaeological science adopts scientific techniques from different fields, such as biology, chemistry and geology, and applies them to the study of the human past. Even though there are many books with archaeological activities for children available, these are restricted to archaeological excavation, typological methods and other ‘traditional’ archaeological approaches with minimal, if any, reference to archaeological science methods. This is the gap that the current booklet aims at filling. The activities presented focus on familiarising students with basic methods in two broad fields: • Bioarchaeology (the study of organic remains, such as human and animal bones, and plant remains) • Archaeological materials and material culture (ceramics, glass, metals) For each activity, we provide the age range of the students to be involved; however, these ranges are only general approximations and it is up to the teacher to determine which students can participate in each activity or parts of the activity. Basic information that the teachers/instructors should communicate to the students as part of each activity is provided, along with step-by-step instructions for the implementation of each activity, and forms to be copied and distributed to the class. In this way, the proposed activities can be used with minimal preparation and extra required materials. A key to selected activities is given at the end of this booklet. Through the proposed activities, the students are expected to develop: • an understanding of the various methods available for reconstructing the human past, and • critical thinking on how approaches from different disciplines can be used in order to elucidate ancient lifeways.
As the Sand Settles: Education and Archaeological Tourism on Underwater Cultural Heritage
Public Archaeology, 2015
Underwater cultural heritage sites draw thousands of diving tourists lured by the excitement of shipwrecks and the beauty of the marine environment. Through scientific research and interpretation, archaeologists have the opportunity to educate these visitors about the history of the sites and, perhaps more importantly, about the need for preservation. Effective interpretation leads to appreciation of underwater cultural heritage sites as links to our past, rather than simply as mines of 'treasure' to be salvaged for personal gain or sites of interest to be consumed by tourists. This paper describes a selection of interpreted maritime sites from the continental US (with specific reference to Florida), the Caribbean, and the Pacific to show how archaeological tourism, specifically shipwreck preserves and heritage trails, can begin to change mindsets, engage emotions, and inform visitors. It also discusses ways in which we can improve upon assessment, monitoring, and longterm preservation strategies after the trails are created and the sand has settled.
Strategies for teaching Maritime Archaeology in the 21st century.
Journal of Maritime Archaeology, 2008
""Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This journal article provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.""
Underwater cultural heritage sites draw thousands of diving tourists lured by the excitement of shipwrecks and the beauty of the marine environment. Through scientific research and interpretation, archaeologists have the opportunity to educate these visitors about the history of the sites and, perhaps more importantly, about the need for preservation. Effective interpretation leads to appreciation of underwater cultural heritage sites as links to our past, rather than simply as mines of ‘treasure’ to be salvaged for personal gain or sites of interest to be consumed by tourists. This paper describes a selection of interpreted maritime sites from the continental US (with specific reference to Florida), the Caribbean, and the Pacific to show how archaeological tourism, specifically shipwreck preserves and heritage trails, can begin to change mindsets, engage emotions, and inform visitors. It also discusses ways in which we can improve upon assessment, monitoring, and longterm preservation strategies after the trails are created and the sand has settled.
Graces from the Sea: Strengthening Science Curriculum Through a Marine Museum
Indian journal of science and technology, 2023
Objective: In many countries, the museum is always part of science education. The primary purpose of this study was to create a marine museum as instructional material in the science curriculum in Japan and the Philippines. Methods: This study used documentary and developmental research to create a marine museum as instructional materials in the science curriculum in Japan and the Philippines. Information Education and Communications (IEC) materials, such as posters, brochures, flyers, and papercraft, were collected from fisheries agencies in Japan and the Philippines. Science teachers and students evaluated the proposed projects. Funding: Japanese and Filipino science teachers are both innovative and creative due to the lack of materials provided by the national government. The museum is one strategy for science learning, but the results showed using ICT is lacking in the proposed innovations. Integrating arts and other concepts is crucial in this time of pandemics and the rapid rise of technology. Thus, the use of ICT needs to improve. A collaboration between computer experts is necessary. Teaching marine education in elementary and secondary becomes interesting and exciting. The innovative approach and strategy would also answer the call of the United Nations-Sustainable Development Goals (SDGs) "Life below Water." Novelty: The uniqueness of the results showed that the proposed innovations have the potential to increase awareness of the significance of marine biodiversity to other living things. Also, with the pandemic, science courses are one of the subjects greatly affected due to no contact with learners, and laboratory activities were on hold.