Science and Technology for the Conservation of Cultural Heritage

ILEANA MICARELLI

General Objective
The student will acquire both theoretical and practical knowledge in the field of
bioarchaeology, with a particular focus on human skeletal anatomy. The course will cover
methods for constructing the biological profile, emphasising techniques for determining sex
and estimating age at death in adult individuals. Foundational knowledge will also be provided
to recognise major palaeopathological conditions. The skills acquired will enable students to
critically understand bioarchaeological interpretative processes concerning the archaeological
context.

A - Knowledge and understanding
OF 1) To acquire knowledge of human skeletal anatomy in its main components.
OF 2) To recognise the primary morphological differences between male and female individuals.
OF 3) To develop an in-depth understanding of the skeletal anatomy of adult individuals.
OF 4) To become familiar with the fundamental aspects of palaeopathology and its main diagnostic categories.
OF 5) To gain the ability to contextualise the analysis of skeletal remains within the broader bioarchaeological framework, integrating environmental, cultural, and funerary data.
OF 6) To critically analyse and interpret the results of bioarchaeological investigations, applying the knowledge and skills acquired in osteobiographical research.


B - Application skills
OF 7) To critically assess the appropriateness of destructive sampling for isotopic and genetic analyses related to diet and mobility.
OF 8) To develop practical strategies for the analysis and interpretation of skeletal remains in poor or compromised states of preservation.
OF 9) To apply the main anthropological methods for the determination of biological sex and the estimation of age at death consciously and critically.


C - Autonomy of judgment
OF 10) To critically evaluate scientific literature in order to apply established methodologies and integrate them with the most recent research developments.
OF 11) To integrate acquired knowledge in order to address and understand the ethical issues inherent in the study of human skeletal remains
OF 12) To develop independent critical thinking in the interpretation of skeletal data, integrating biological, archaeological, and cultural evidence in the evaluation of reconstructive hypotheses.


D - Communication skills
OF 13) – To acquire the ability to present and discuss the results of osteobiographical analyses carried out in group settings, using scientific language appropriate to the disciplinary context.
OF 14) To be able to identify and articulate the methodological and epistemological limitations of research, proposing improvements or alternative avenues for further investigation.


E - Ability to learn
OF 15) To acquire the skills needed to navigate specialist bibliographic sources critically, including skeletal anatomy manuals and the leading scientific journals in the field.
OF 16) To develop awareness and critical sensitivity regarding the ethical implications of studying skeletal remains of individuals who once had a life and identity.
OF 17) To acquire the ability to design and structure an osteobiographical investigation, from defining research objectives to selecting the most appropriate analytical methods.

By the end of the course, students will be able to read and interpret human skeletal remains critically through an interdisciplinary lens, applying both established and up-to-date methods in bioarchaeological research. They will have gained a thorough knowledge of human skeletal anatomy and developed practical skills in osteobiographical analysis, including the identification of pathological conditions and the integration of biological data with cultural and environmental contexts. Students will be able to communicate their findings with scientific rigour, critically assess the strengths and limitations of applied methodologies, and engage thoughtfully with the ethical dimensions of studying human remains. As part of the course, each student will work within a small group to analyse a skeletal case study, applying the acquired skills and presenting their results through a final critical discussion.

Students are expected to demonstrate a good ability to read and understand scientific texts in English, as well as familiarity with the scientific method and the key stages of research, including data collection, analysis, and critical interpretation.

What Is Bioarchaeology?
Funerary Archaeology
Ethics in the Study of Human Remains
Becoming Bipedal
How to Navigate the Scientific Literature
Reading Group on Ethics
Introduction to the Human Skeleton
The Skull
Teeth
Laboratory: Skull and Teeth
The Human Skeleton: The Postcranial Skeleton
Laboratory: The Human Skeleton
The Human Skeleton: Wrap-Up
The Biological Profile: Sex Estimation
The Biological Profile: Estimation of Age at Death and Stature
Laboratory: The Biological Profile
Introduction to Palaeopathology
The Osteological Paradox
Trauma
Funerary Archaeology and Trauma
Infections
Degenerative Diseases
Metabolic Stress
Gender Theory
Reading Group on Gender Theory
Isotopic and Genetic Methods
Osteobiography
Laboratory: Group Work
Presentations

Human Osteology (English Edition)
authors: Tim D. White, Pieter A. Folkens, e al.
2011
Editor ‏ : ‎ Academic Press; 3° ed. (21 gennaio 2011)
Language: Inglese

The listed materials (book chapters, scientific articles, and sets of images) will be provided by the instructor throughout the course, in relation to the topics covered.

Books
Buikstra, J. E. (Ed.). (2019). Ortner's Identification of Pathological Conditions in Human Skeletal Remains. Academic Press.

Duday, H., Montezeglio, E., Pace, R., Verger, S., Catalano, P. (2006). Lezioni di archeotanatologia: archeologia funeraria e antropologia di campo. Roma, s.n.

Duday, H., Cipriani, A. M. (2009). The Archaeology of the Dead: Lectures in Archaeothanatology. Oxbow Books.

Mann, R. W., Hunt, D. R., & Lozanoff, S. (2016). Photographic Regional Atlas of Non-Metric Traits and Anatomical Variants in the Human Skeleton. Charles C Thomas Publisher.

Papers
Knüsel, C. J., & Robb, J. (2016). Funerary taphonomy: An overview of goals and methods. Journal of Archaeological Science: Reports, 10, 655–673.

Profico, A., Bellucci, L., Buzi, C., Di Vincenzo, F., Micarelli, I., Strani, F., ... & Manzi, G. (2019). Virtual anthropology and its application in cultural heritage studies. Studies in Conservation, 64(6), 323–336.

Bédécarrats, S., Miclon, V., Travers, N., Gaultier, M., Herrscher, E., & Coqueugniot, H. (2021). 3D reappraisal of trepanations at St. Cosme priory between the 12th and the 15th centuries, France. International Journal of Paleopathology, 34, 168–181.

Bethard, J. D., Ainger, T. J., Gonciar, A., & Nyárádi, Z. (2021). Surviving (but not thriving) after cranial vault trauma: A case study from Transylvania. International Journal of Paleopathology, 34, 122–129.

Miclon, V., Bédécarrats, S., Laure, B., Zadora-Rio, E., Gaultier, M., Coqueugniot, H., & Herrscher, E. (2021). Disability in a medieval village community: A unique case of facial dysmorphism. International Journal of Paleopathology, 35, 22–28.

Kozakaitė, J., Ryčkov, A., Ramonaitė, M., Brindzaitė, R., Jankauskas, R., & Piombino-Mascali, D. (2022). On some paleopathological examples of amputation and the implications for healthcare in 13th–

Teaching activities will combine lectures and practical laboratory sessions. Lectures will take place in the classroom and will aim to provide the theoretical foundations necessary for the bioarchaeological and palaeopathological analysis of human skeletal remains. Practical sessions will focus on the direct study of skeletal materials; depending on the number of enrolled students, these activities may be held either in the classroom or at the "Giuseppe Sergi" Museum of Anthropology. The location for the practical sessions will be confirmed and communicated to students at the beginning of the course.

Although attendance is not formally compulsory, it is strongly recommended, particularly for practical activities and group work, which constitute an integral part of both learning and assessment.
Students wishing to take the final examination as non-attending candidates must arrange an individual meeting with the instructor to define an integrative study programme.

The final assessment will consist of an individual interview aimed at evaluating the acquisition of the theoretical and practical knowledge covered during the course. In addition, students, working in small groups, will develop and present a project based on the analysis of a skeletal case study, applying the skills acquired throughout the course. The project presentation will form an integral part of the final evaluation, with particular attention given to critical analysis, methodological coherence, and the effectiveness of scientific communication.

1. What is meant by a "biological profile" in bioarchaeology?
2. What are the main skeletal indicators used for sex determination?
3. Which methods are commonly employed to estimate age at death in adult individuals?
4. Describe some of the major pathological changes observable on the skeleton.
5. What is the “Osteological Paradox” and what are its implications for bioarchaeological interpretation?
6. Explain the importance of the archaeological context in the study of human remains.
7. What are the main criteria for distinguishing between perimortem and postmortem lesions?
8. What is an osteobiographical approach?
9. What ethical considerations must be addressed when studying ancient human remains?
10. How can one critically assess the appropriateness of sampling human remains for isotopic or genetic analyses?
11. Describe the concept of the “Index of Care” and its relevance to interpreting skeletal pathologies.
12. What are the main advantages and limitations of using computed tomography (CT) in the study of skeletal pathologies?

• What Is Bioarchaeology?


• Funerary Archaeology


• Ethics in the Study of Human Remains


• Becoming Bipedal


• How to Navigate the Scientific Literature


• Reading Group on Ethics


• Introduction to the Human Skeleton


• The Skull


• Teeth


• Laboratory: Skull and Teeth


• The Human Skeleton: The Postcranial Skeleton


• Laboratory: The Human Skeleton


• The Human Skeleton: Wrap-Up


• The Biological Profile: Sex Estimation


• The Biological Profile: Estimation of Age at Death and Stature


• Laboratory: The Biological Profile


• Introduction to Palaeopathology


• The Osteological Paradox


• Trauma, Funerary Archaeology and Trauma


• Infections


• Degenerative Diseases


• Metabolic Stress


• Gender Theory


• Reading Group on Gender Theory


• Isotopic and Genetic Methods


• Osteobiography


• Laboratory: Group Work


• Presentations