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Plymouth UniversityAcademic Partnerships

Truro & Penwith College

Programme QualityHandbook for

BSc (Hons) Archaeology

2017 – 18

Truro and Penwith College, BSc (Hons) Archaeology, Programme Quality Handbook 2017-18 of 28

Contents1. Welcome and Introduction to BSc (Hons) Archaeology.............................................................32. Programme Specification..........................................................................................................43. Module Records......................................................................................................................16


1. Welcome and Introduction to BSc (Hons) Archaeology

Welcome to Truro and Penwith College.

The College has a vibrant teaching environment and we hope that you will enjoy your time studying with us. The BSc (Hons) in Archaeology has many distinctive features such as a museum exhibition, mock press interview, site management practical experience and world archaeology.

The programme has been running now for 9 years and was designed to meet local employer need and student interest. Assessments are often work related and use live briefs from employers.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including: The approved programme specification Module records

Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment (Moodle).

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2. Programme SpecificationAwarding Institution: Plymouth UniversityTeaching Institution: Truro and Penwith College

Final Award: BSc (Hons)

Programme Title: BSc (Hons) Archaeology

UCAS Code: V401Benchmarks: QAA Subject Benchmark for Archaeology

Date of Approval: September 2007

Admissions Criteria: See Truro and Penwith College Higher Education Prospectus and UCAS website

Aims of the Programme:

The programme is intended to: 1. develop a systematic understanding of approaches, ideas and

theories employed in regional and world archaeology and archaeological practice

2. develop the ability to communicate archaeology & science to a range of publics on a variety of levels

3. promote a sense of professional and ethical responsibility in the field of archaeology

4. develop a critical understanding of the key themes of British archaeology

5. improve students self initiative and sense of critical and lateral thinking and personal responsibility

6. analyse and evaluate the wider philosophical debates around contemporary issues such as heritage, sustainability and conservation which influence archaeology

7. develop application and understandings to enhance employability of graduates

8. develop personal effectiveness in research, study, vocational skills and career planning


Programme Intended Learning Outcomes:

By the end of this programme the student will be able to:

Knowledge and understanding

On completion graduates should have developed: a systematic understanding of key aspects of archaeology, including

acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects

an appreciation of the uncertainty, ambiguity and limits of archaeological knowledge

an appropriate level of understanding of the theory behind archaeological research

a knowledge of the variety of methods, approaches and techniques of environmental archaeology and how they are applied

Cognitive and intellectual skills

On completion graduates should have developed: The ability to conduct research at least some of which is at or

informed by defined aspects of archaeology An ability to deploy accurately established techniques of analysis and

enquiry within archaeology The ability to critically evaluate arguments, assumptions, abstract

concepts and data (that may be incomplete), to make judgements an understanding of the benefits and limitations of specialist reports

to an appropriate academic level an independence of thinking to an appropriate level

Key and transferable skills

On completion graduates should have developed: The ability to conduct research Self initiative and sense of personal responsibility An ability to manage their own learning, An ability to critically evaluate arguments, assumptions, abstract

concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

Personal responsibility and initiative A critical ethical understanding within the context of archaeology

Employment related skills

On completion graduates should have developed: The ability to present archaeological topics at an appropriate

academic level The ability to communicate information, ideas, problems, and


solutions to both specialist & non-specialist on a variety of levels The ability to apply an understanding of procedures of health and

safety practice The ability to conduct archaeological fieldwork in a competent manner

Practical skills

On completion graduates should have developed: The ability to present archaeological topics at an appropriate

academic level An ability to conduct laboratory research to an acceptable standard

within an archaeological context The ability to conduct archaeological fieldwork in a competent manner

Brief Description of the Programme

The programme contains extensive fieldwork, museum work and artefact care, providing the opportunity for students to undertake surveys and discover the practical essentials of archaeological work. Students will receive a good grounding in world archaeology and scientific archaeology, particularly environmental archaeology - a hot topic of our present age. Another special feature is a module on archaeology and modern popular media.


Programme Structure and Pathways

College: Truro and Penwith Year: 2017-2018Course Code: V400

Programme Structure for FdSc in Archaeology

Level 6Module Code

Module Title No. of Credits

Core / Optional

Term/ Semester

F/T Route Year

P/T Route Year

TCARC 309 World Archaeology

20 Core AY 1 1TCARC 310 Entrepreneurship

and Event Management

20 Core AY 1 1

TCARC 304

Current Debates in Archaeology

20 Core AY 1 1

TCARC 305 Environmental and Conservation Archaeology

20 Core AY 1 2

TCARC 308

Dissertation 40 Core AY 1 2

Progression Route(s)Work or Postgraduate Study.

Any Exceptions to Plymouth University RegulationsNone


Teaching Methods and Assessments

A: Development of Knowledge and Understanding

Learning and Teaching Strategy/Method

By the end of the programme the student will be able to demonstrate knowledge and understanding of:

key aspects of archaeology, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects

the uncertainty, ambiguity and limits of archaeological knowledge

the theory behind archaeological research at an appropriate level

the variety of methods, approaches and techniques of environmental archaeology and how they are applied

PrimaryLecturesSeminarsResearchField experience

SecondaryOnline materials

NB: Benchmark References

Archaeology

Assessment

Key knowledge and understanding is assessed via a combination of Conference Papers, Articles, Reports, Evaluations & Examinations

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

By the end of the programme the student will be able to:

conduct research at least some of which is at or informed by defined aspects of archaeology

deploy accurately established techniques of analysis and enquiry within archaeology

critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make

Primary Lectures Seminars Research

SecondaryFor example: The use of book clubs Online materials Online wikis Online discussion


judgements demonstrate an understanding of the

benefits and limitations of specialist reports to an appropriate academic level

demonstrate an independence of thinking to an appropriate level


Archaeology

Assessment

Conference Papers Articles Reports Examinations Evaluations

C: Key Transferable SkillsBy the end of the programme the student will be able to:

conduct research demonstrate self initiative and sense

of personal responsibility manage their own learning critically evaluate arguments,

assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

demonstrate personal responsibility and initiative

show critical ethical understanding within the context of archaeology


Primary Lectures Seminars Research Workshops Employer engagement

Secondary Presentations


Archaeology

Assessment

Conference Papers Articles Reports Examinations Evaluations


D: Employment Related SkillsBy the end of the programme the student will be able to:

present archaeological topics at an appropriate academic level

communicate information, ideas, problems, and solutions to both specialist & non-specialist on a variety of levels

apply an understanding of procedures of health and safety practice

conduct archaeological fieldwork in a competent manner

E: Practical SkillsBy the end of the programme the student will be able to:

present archaeological topics at an appropriate academic level

conduct laboratory research to an acceptable standard within an archaeological context

conduct archaeological fieldwork in a competent manner


Laboratory work Projects Designated tasks Lectures and tutorials Learning from work Research


Archaeology

Assessment

Project work Competence in a range of

professional skills, e.g. those relating to laboratory, site management and museum exhibition work

Distinctive Features of the BSc

Examples of distinctive features

Develops from the vocational base of Foundation degree studies Capitalises upon unique geographical and cultural heritage of the Far South

West Builds on specialist local knowledge and expertise which is related to this


cultural heritage Focuses on developing a range of employable skills which includes relating

specialist knowledge to and through the popular media Links to developments in the (SW) Lifelong Learning Network and other

regional educational developments Incorporates both local strength with a world perspective Is actively involved in Third World and ethnic archaeological studies Explores wide contemporary issues for the discipline Incorporates theoretical understandings in an innovative study which ‘re-

examines’ existing data through contrasting perspectives.


Intended Learning Outcomes Map

BSc (Hons) Level1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning Outcomes (as worded in the Programme Specification)The FHEQ requirements are already given here in italics

Aim Subject Benchmark

Related Core Modules

Knowledge/ UnderstandingStudents will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular: a systematic understanding of key aspects of their field of study,

including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline

an appreciation of the uncertainty, ambiguity and limits of knowledge

an appropriate level of understanding of the theory behind topics they research

a knowledge of the variety of methods, approaches and techniques of environmental archaeology and how they are applied

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6.3/4 309310304305308


Cognitive / Intellectual Skills (generic)Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to: conduct research at least some of which is at or informed by

defined aspects of the discipline deploy accurately established techniques of analysis and enquiry

within a discipline deploy accurately established techniques of analysis and enquiry

within a discipline critically evaluate arguments, assumptions, abstract concepts

and data (that may be incomplete), to make judgements demonstrate an understanding of the benefits and limitations of

specialist reports to an appropriate academic level show an independence of thinking to an appropriate level

3456

6.3/4 309310304305308


Key / Transferable Skills (generic)Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to: The ability to present topics at an appropriate academic level The ability to communicate information, ideas, problems, and

solutions to both specialist & non-specialist on a variety of levels Demonstrate an ability to apply laboratory health and safety

procedures to an acceptable standard The ability to conduct archaeological fieldwork in a competent

manner

235

6.5/6 309310304305308

Employment-related skillsStudents will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. IN particular to: The ability to present topics at an appropriate academic level The ability to communicate information, ideas, problems, and

solutions to both specialist & non-specialist on a variety of levels Demonstrate an ability to apply laboratory health and safety


manner

235

6.5/6 310305


Practical Skills (subject specific)

The ability to present topics at an appropriate academic level Demonstrate an ability to apply laboratory health and safety


manner

235

6.5/6 310305


3. Module Records SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TCARC 309 MODULE TITLE: World Archaeology

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V400

PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)

World Archaeology will give the detailed analytical knowledge of a range of international developments in Archaeology This is a student-led module. The lecturer introduces the broad themes and gives guidance, but it is the students who actually research and present the specific topics to their fellow students.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

xx% C1 80% P1 20%

E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Archaeology

MODULE AIMS:

To promote a critical and evaluative understanding of the chronology & key themes of World archaeology

To discuss and compare a sense of approaches, ideas and theories employed in different parts of the world

To improve students self-initiative and sense of personal responsibility To develop detailed knowledge of one chosen aspect of world archaeology

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

Conduct and manage research to an appropriate level including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of archaeology

Evaluate and synthesise research and present topics at an appropriate academic level

Demonstrate an ability to deploy accurately established techniques of critical analysis and enquiry to complex problems within archaeology


DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and

Penwith CollegeDATE(S) OF APPROVED CHANGE: 15/06/2015

TERM: Semester 1 & 2


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 126MODULE LEADER: Caradoc Peters OTHER MODULE STAFF:

Summary of Module Content The Archaeology of the Americas, Sub Saharan Africa, Asia (North, South & East), Oceania / Australasia, Northern & Eastern Europe & the MediterraneanPrimatology, Evolutionary Psychology & AnthropologyThe critical application and analysis of Anthropology & EthnographyHunter-gatherers / foragers past & presentFarming societies & technologies, Urbanism & CivilizationCommunication & Trade, Theory in World Archaeology

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 45Tutorial 5FieldworkGuided Independent Study 150Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)

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Coursework C1 Abstract & Conference Paper 100 %

L.1, L.2 & L.3

Practice P1 Preliminary Presentation of the Conference Paper

100 % L.2 & L.3

Updated by: Caradoc Peters Date: Sept. 2017

Approved by: Date: N/A

Recommended Texts and Sources: Gamble, C., 2014. Thinking Big: How the Evolution of Social Life Shaped the Human Mind. Oxford: Oxbow BooksMark, S. 2006. From Egypt to Mesopotamia: A Study of Predynastic Trade. College Station, TX: Texas A & M University PressScarre, C. 2013. The Human Past. London: Thames & Hudson


SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TCARC 304

MODULE TITLE: Current Debates in Archaeology


PRE-REQUISITES: CO-REQUISITES: None

COMPENSATABLE: Yes


Students will examine the current debates and philosophies behind today’s archaeology. They will also critically examine the literature in other disciplines that have influenced archaeology. They will learn how archaeology is part of a much wider academic discussion, and a much wider academic community.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

50% C1 50% P1 xx% or Pass/Fail




MODULE AIMS:

• To gain a critical, evaluative understanding of the wider philosophic debates that influence archaeology• To explore and analyse underpinning philosophies and discourse• To promote critical and lateral thinking


• Demonstrate an appropriate level of critical understanding of critical and philosophical theory• Critically evaluate arguments, assumptions and abstract concepts to make judgements• Evaluate the significance and effect of selected theory upon the development and practice of archaeology


Penwith CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1 & 2



ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 126

MODULE LEADER: Caradoc Peters OTHER MODULE STAFF:

Summary of Module Content

Archaeology DebatesModern PhilosophiesModern Developments in Related Disciplines

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 45Tutorial 5FieldworkGuided Independent Study 150Total 200 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)

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E1 Examination 100% L.1, L.2 & L.3T_

Coursework C1 Book Review 100 % L.1, L.2 & L.3Practice P_



Recommended Texts and Sources: Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford: BlackwellHahn, H.P. & Weiss, H., 2013. Mobility, Meaning and Transformations of Things. Oxford: Oxbow BooksHodder, I. 2012. Entangled: An Archaeology of the Relationships Between Humans and Things. New York: John Wiley



MODULE CODE: TCARC 305 MODULE TITLE: Environmental and Conservation Archaeology

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V450PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes


Students will critically evaluate laboratory and field techniques of Environmental and Conservation Archaeology. This module will examine the principles and practices of Environmental and Conservation Archaeology, current issues and debates within the field, and investigate the interrelationship between them.


50% C1 50% P1 xx% or Pass/Fail



SUBJECT ASSESSMENT PANEL Group to which module should be linked: ArchaeologyMODULE AIMS:

• To develop a critical understanding of the fields of Environmental and Conservation Archaeology • To evaluate and apply a variety of methods and techniques of environmental and conservation archaeology with due recognition of sustainability and health and safety practice• To critically explore the issues confronting Environmental and Conservation Archaeology


• Critically evaluate the principles and approaches of Environmental and Conservation Archaeology • Evaluate a variety of methods and techniques of environmental and conservation archaeology• Apply an understanding of procedures of laboratory health and safety practice • Critically evaluate issues of Environmental and Conservation Archaeology


Penwith CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1 & 2





Summary of Module Content Environmental Archaeology Approaches & TechniquesTheories of Environmental ArchaeologyLaboratory Health & Safety Law & PracticeMicroscopy, the use of fume cupboards and associated computer-management of data. Basic pollen types, land & freshwater mollusc types & soil types. Human ecology & environments and the debates & theories involved

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 45Tutorial 5Supervised Time in Studio/Workshop

10

Fieldwork 10Guided Independent Study 130Total 200 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)

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E1 Examination 100 % L.1, L.2, L.3 & L.4T_

CourseworkC1 Archaeological Landscape

Assessment & Management Report

100 % L.1, L.2 & L.4

Practice P_




Recommended Texts and Sources: An, L. 2012. Modeling human decisions in coupled human and natural systems: Review of agent-based models. Ecological Modelling. 229(24): 25-36Archaeology Division 2008. MARS. The Monuments at Risk South West. English Heritage. Available Online: http://www.english-heritage.org.uk/publications/scheduled-monuments-at-risk-south-west-region/smr-sw-acc-web-final.pdf (09/09/2011)Branch, N., Canti, M., Clark, P & Turney, C. 2005. Environmental Archaeology. Theoretical and Practical Approaches. London: Hodder ArnoldTraverse, A. 2007. Paleopalynology. London: Springer



MODULE CODE: TCARC 310

MODULE TITLE: Entrepreneurship and Event Management

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V400PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)Students will learn to present material to different types of public audience. They will develop an understanding of audience so as to present the material in a way that is understandable and enjoyable for those audiences, whilst retaining the essence and integrity of the material. They will also learn how their statements may be liable to misinterpretation or manipulation.


xx% C1 60% P1 40%




MODULE AIMS:• To explore issues and techniques regarding communication with a range of publics on a variety of levels• To examine the balance between the public interest and professional responsibility• To develop self-initiative and sense of personal responsibility to meet work deadlines• To apply an understanding of audience to public communication


• communicate information, ideas, problems, and solutions to both specialist & non-specialist on a variety of levels in complex and unpredictable contexts, in a professional manner to a range of audiences• demonstrate self-initiative, entrepreneurship and a sense of personal responsibility• demonstrate an ability to critically evaluate the materials and the range of past interpretations, and to frame appropriate questions for those materials• incorporate a critical ethical dimension to their work

DATE OF APPROVAL: 07/2007 FACULTY/OFFICE: PartnershipsDATE OF IMPLEMENTATION: 01/10/2007 SCHOOL/PARTNER: Truro and Penwith

CollegeDATE(S) OF APPROVED CHANGE: 15/06/2015

TERM: Semester 1 & 2



ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 126MODULE LEADER: Rebekah Jones OTHER MODULE STAFF:


Forms, codes and conventions of popular mediaEthics, representation and responsibility of broadcastersInterview and presentational techniques in different mediaPopular media – cultural and ideological understandings

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 35Tutorial 5Project Supervision 20Guided Independent Study 140Total 200 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)

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Coursework C1 Exhibition Portfolio 100 % L.1, L.2, L.3 & L.4

Practice P1 Press Statement & Media interview

100 % L.1, L.2 & L.3



Recommended Texts and Sources: Black, G. 2005. The Engaging Museum. London: RoutledgeFrench & Runyard 2011. Marketing and Public Relations for Museums, Galleries, Cultural and Heritage Attractions. London: Routledge

Kantanen, T. & Tikkanen, I. 2006. Advertising in low and high involvement cultural tourism attractions: Four cases. Tourism & Hospitality Research 6: 99-110Theaker, A. (ed.) 2008. The Public Relations Handbook. London: Routledge



MODULE CODE: TCARC 308 MODULE TITLE: Dissertation


PRE-REQUISITES: CO-REQUISITES: None COMPENSATABLE: Yes


This module will build upon the experiences of Foundation Degree projects. Students will research themes, topics or sites from a more critically analytical perspective. Students will examine appropriate philosophical and theoretical themes in relevant research areas. Students will be expected to demonstrate a critical understanding of archaeological theory relevant to their project work.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

xx% C1 100% P1 xx% or Pass/Fail




MODULE AIMS:

• To develop the ability to examine pre-existing theory in the context of their research materials• To develop an independence of thinking through critical reflection on evidence• To develop an ability to research and exercise academic skills of writing and presentation at level 3


• demonstrate an ability to manage their own learning under supervision, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). • critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete) and to reassess existing data• make judgements, and frame appropriate questions to achieve a solution - or identify a range of solutions –in response to a complex archaeological problem


• exercise initiative and personal responsibility • incorporate a critical ethical dimension to a major piece of work


Penwith CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Semester 1


PLYMOUTH UNIVERSITY MODULE RECORD





Forms, codes and conventions of popular mediaEthics, representation and responsibility of broadcastersInterview and presentational techniques in different mediaPopular media – cultural and ideological understandings

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hour

sComments/Additional Information

Lectures 40Tutorial 10Fieldwork 40Guided Independent Study 310Total 400 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)

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Coursework C1 A1 & A0 Research PostersDissertation Report

30%70%

L.1, L.2, L.3 & L.4L.1, L.2, L.3 & L.4

Practice P_



Recommended Texts and Sources: Bell, J. 2010. Doing your research project. Buckingham: Open University PressJohnson, M. 2010. Archaeological Theory: An Introduction. Oxford: BlackwellScarre G.F. & Scarre, C. 2006. The Ethics of Archaeology. Philosophical Perspectives. Cambridge: Cambridge University Press


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