From hunter-gatherers to food producers: New dental insights into the Nile Valley population history (Late Paleolithic-Neolithic).

OBJECTIVES: This study presents biological affinities between the last hunter-fisher-gatherers and first food-producing societies from the Nile Valley. We investigate odontometric and dental tissue proportion changes between these populations from the Middle Nile Valley and acknowledge the biological processes behind them. MATERIALS AND METHODS: Dental remains of 329 individuals from Nubia and Central Sudan that date from the Late Pleistocene to the mid-Holocene are studied. Using 3D imaging techniques, we investigated outer and inner metric aspects of upper central incisors, and first and second upper molars. RESULTS: Late Paleolithic and Mesolithic foragers display homogeneous crown dimensions, dental tissue proportions, and enamel thickness distribution. This contrasts with Neolithic trends for significant differences from earlier samples on inner and outer aspects. Finally, within the Neolithic sample differences are found between Nubian and Central Sudanese sites. DISCUSSION: Substantial dental variation appears to have occurred around 6000 bce in the Nile Valley, coinciding with the emergence of food-producing societies in the region. Archeological and biological records suggest little differences in dietary habits and dental health during this transition. Furthermore, the substantial variations identified here would have happened in an extremely short time, a few centuries at most. This does not support in situ diet-related adaptation. Rather, we suggest these data are consistent with some level of population discontinuity between the Mesolithic and Neolithic samples considered here. Complex settlement processes could also explain the differences between Nubia and Central Sudan, and with previous results based on nonmetric traits.

A cranial injury from the earliest Gravettian at the Cro-Magnon rock shelter (Vézère Valley, Dordogne, southwest France).

Discovered over 150 years ago, the early Upper Paleolithic human remains from the Cro-Magnon rock shelter have an iconic status, but because of skeletal commingling after discovery, their bio-profiles remain incomplete and contentious. The defect on the frontal bone of the cranium known as Cro-Magnon 2 has been interpreted as both an antemortem injury and a postmortem (i.e., taphonomic) artifact previously. This contribution considers the cranium in order to clarify the status of the defect on the frontal bone and to situate these remains among others of Pleistocene date with similar types of lesions. The diagnostic criteria used to assess the cranium are drawn from recent publications of actualistic experimental studies of cranial trauma and from those associated with cranial trauma due to violence in forensic anthropological and bioarchaeological contexts. The appearance of the defect and comparison with more recent documented cases from the preantibiotic era suggest that the defect is a result of antemortem trauma with survival for a short period. The location of the lesion on the cranium provides growing evidence for interpersonal aggression in these early modern human groups, and the place of burial also provides insight into related mortuary behavior.

Enhancing the learning of evolutionary anthropology skills by combining student-active teaching with actual and virtual immersion of Master's students in fieldwork, laboratory practice, and dissemination.

Higher education in evolutionary anthropology involves providing students with in-depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (Immersion dans les Terrains de l'Anthropologie biologique et de la Préhistoire) project of the higher education STEP (Soutien à la Transformation et à l'Expérimentation Pédagogiques) transformation program at the University of Bordeaux, we combine student-active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real-life situations.