Project's Research

Target audience

·         Students

·         Tourists

·         Researchers

Precedent study

One of the largest and richest Bronze Age sites in Iran and the Middle East is located in the southwestern Iranian province of Sistan-Baluchestan. Located near the city of Zabol the Burnt City (Shahr-e Sukhteh) spans an area of more than 300,000 hectares. The ancient site has been attracting Iranian and international archeologists for nearly a century. Founded in 3200 BCE, the city fell into ruins in 2100 BCE after being burnt down three times and not being rebuilt after the last fire. Four civilizations have lived in the city and its ruins show that it was once composed of residential districts in the northeastern part, an industrial area, and a large cemetery along with memorial buildings.

 

Similar Research Study 

STATISTICAL ASPECTS OF POTTERY QUANTIFICATION FOR THE DATING OF SOME ARCHAEOLOGICAL CONTEXTS.

Abstract:

This paper describes some statistical analyses of a particular archaeological material (pottery) originating at some sites in the city of Tours. An important part of the archaeological study of pottery is the comparison of ceramic assemblages to establish the absolute dates of contexts. In this paper, a statistical model is built to assess this comparison. The statistical procedure uses classical tools (correspondence analysis, linear regression and resampling methods) in an iterative scheme. Archaeologists may find in the paper a useful set of known statistical methods, while statisticians can learn a method of ‘arranging’ well-known techniques. No method is new, but their combination is characteristic of this application.

Blobgects: Digital museum catalogs and diverse user communities.

Abstract:

This article presents an exploratory study of “Blobgects,” an experimental interface for an online museum catalog that enables social tagging and blogging activity around a set of cultural heritage objects held by a preeminent museum of anthropology and archaeology. This study attempts to understand not just whether social tagging and commenting about these objects is useful but rather whose tags and voices matter in presenting different “expert” perspectives around digital museum objects. Based on an empirical comparison between two different user groups (Canadian Inuit high-school students and museum studies students in the United States), we found that merely adding the ability to tag and comment to the museum's catalog does not sufficiently allow users to learn about or engage with the objects represented by catalog entries. Rather, the specialist language of the catalog provides too little contextualization for users to enter into the sort of dialog that proponents of Web 2.0 technologies promise. Overall, we propose a more nuanced application of Web 2.0 technologies within museums—one which provides a contextual basis that gives users a starting point for engagement and permits users to make sense of objects in relation to their own needs, uses, and understandings.

Apps for ANCIENT CIVILIZATIONS.

Abstract:

The article focuses on the applications (apps) for ancient civilization project for students. It says that the project embodies the National Science Education Standards which allow students to learn and integrate history into science with the use of technology. According to the National Science Education Standards, the project was effective by correlating scientific investigations to cultural and historical issues.