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This paper discusses a methodology that involves the use of X‐ray fluorescence (XRF), high‐energy particle‐induced X‐ray emission (HE‐PIXE) and high‐energy particle‐induced γ‐ray emission (HE‐PIGE) ...spectroscopies for the study of historic denars with the aim of describing the advantages and limitations of each technique as well as arriving at an archaeometric interpretation of the compositions. A total of 39 medieval Polish denars minted by kings Bolesław the Brave and Mieszko II Lambert were analysed for their elemental composition. While XRF is limited to the analysis of the material close to the object's surface, high‐energy ion‐beam analysis (HE‐IBA) was used to obtain information from Cu at a relatively larger depth. The major elements detected were Ag and Cu, while the minor elements were Pb, Au, Bi and Zn. An evaluation of the results obtained with the different techniques shows that the content of Cu near the surface is different from the bulk composition of the coins. The obtained elemental composition was used to proliferate the understanding of chronological changes in the production of early medieval Polish denars.
The authors analyze a monetary hoard fragment found in 2012 that was only partially recovered. The hoard was located at a distance of approximately four km, in a straight line of the western gate of ...the Roman Byzantine fortress Tropaeum Traiani. The 36 recovered coins are Roman Imperial denarii struck between the years 100 and 169/170 AD and belong to the following issuers: Traianus, Hadrianus, Antoninus Pius, Diva Faustina and Marcus Aurelius. If this structure given by the issuers respects the general composition of the hoard, it can be assumed that the hoard was hidden in the context of theevents that developed in 170 AD, known as the military and robbery incursion lead by the Costoboci people in the Balkan Peninsula. Epigraphical and archaeological evidence regarding the impact of the incursion were found in Tropaeum Traiani. These evidences can now be associated with the monetary proof.
U radu se analizira i interpretira nalaz srednjovjekovnoga srebrnog
novca pronađenog tijekom arheoloških istraživanja 2014.
godine u grobu 241. Riječ je o 15 primjeraka banskih denara kovanih
u ...vrijeme kraljeva Bele IV., Stjepana V. i Ladislava IV. te šest
primjeraka ugarskih denara Stjepana V. Novac je pronađen na
području zdjeličnog pojasa pokojnika starosti 30 – 35 godina i
najvjerojatnije se nalazio u vrećici od organskog materijala. Na
temelju ovih nalaza i stratigrafskih odnosa s drugim grobovima
ukop ovog pokojnika može se datirati u posljednju četvrtinu 13.
stoljeća.
S mnogobrojnih sjevernodalmatinskih arheoloških lokaliteta potječe 49 pojedinačnih nalaza splitskih komunalnih denara. Prema prikazu dijele se u četiri tipa. Standardni katalozi i numizmatičke ...rasprave takav novac vremenski opredjeljuju u razdoblje od kraja 12. stoljeća ili čak i kasnije, od sredine sljedećega, pa sve do godine 1357. No u ovome se članku na osnovi komparativne analize diplomatičkih isprava, arheološke građe, skupnih nalaza i ikonografskih databilnih elemenata predlaže nova datacija, koja komunalne denare grada Splita vremenski smješta samo u razvijeni srednji vijek, što je za oko stotinu godina ranije razdoblje. Također, donosi se dijelom i novi tipološki ustroj takve numizmatičke građe.
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La convinzione che sta alla base del percorso presentato è che l’uso del denaro sia una competenza fondamentale per gli alunni, in particolare per gli studenti con disabilità; la capacità di ...riconoscere banconote e monete e di usarle permette infatti di conquistare autonomia e di ridurre la necessità di assistenza da parte di altri, contribuendo così a migliorare la qualità della vita del soggetto. Oltre a mettere in evidenza le potenzialità inclusive sottese all’uso del denaro, viene posto in risalto come la competenza matematica in ambito finanziario sia ben sottolineata anche dal Quadro di riferimento europeo delle competenze chiave per l’apprendimento permanente del 2018.Il percorso che viene presentato è stato proposto agli alunni di una classe quarta della scuola primaria; in tale occasione è stato ricreato un contesto di apprendimento significativo in grado di permettere ai ragazzi di partecipare attivamente al processo di apprendimento. È stato privilegiato un approccio concreto ed esperienziale, così da favorire il coinvolgimento attivo e stimolare la motivazione.
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