title: A 250-year periodicity in Southern Hemisphere westerly winds over the last 2600 years

authors: Turney, Chris S.M.

abstract: Middle Holocene cultures have been widely studied around the Eastern-Mediterranean basin in the last 30 years and past cultural activities have been commonly linked with regional climate changes. However, in many cases such linkage is equivocal, in part due to existing climatic evidence that has been derived from areas outside the distribution of ancient settlements, leading to uncertainty from complex spatial heterogeneity in both climate and demography. A few high-resolution well-dated paleoclimate records were recently established using speleothems in the Central and Eastern-Mediterranean basin, however, the scarcity of such records in the western part of the Mediterranean prevents us from correlating past climate evolutions across the basin and deciphering climate–culture relation at fine timescales. Here we report the first decadal-resolved Mid-Holocene climate proxy records from the Western-Mediterranean basin based on the stable carbon and oxygen isotopes analyses of two U/Th dated stalagmites from the Gueldaman GLD1 Cave in Northern Algeria. Comparison of our records with those from Italy and Israel reveals synchronous (multi) centennial dry phases centered at ca. 5600, ca. 5200 and ca. 4200 yr BP across the Mediterranean basin. New calibrated radiocarbon dating constrains reasonably well the age of rich anthropogenic deposits (e.g., faunal remains, pottery, charcoal) excavated inside the cave, which allows the comparison between in situ evidence of human occupation and of climate change. This approach shows that the timing of a prolonged drought at ca. 4400–3800 yr BP blankets the onset of cave abandonment shortly after ca. 4403 cal yr BP, supporting the hypothesis that a climate anomaly may have played a role in this cultural disruption.

text: A 250-year periodicity in Southern Hemisphere westerly winds over the last 2600 years Middle Holocene cultures have been widely studied around the Eastern-Mediterranean basin in the last 30 years and past cultural activities have been commonly linked with regional climate changes. However, in many cases such linkage is equivocal, in part due to existing climatic evidence that has been derived from areas outside the distribution of ancient settlements, leading to uncertainty from complex spatial heterogeneity in both climate and demography. A few high-resolution well-dated paleoclimate records were recently established using speleothems in the Central and Eastern-Mediterranean basin, however, the scarcity of such records in the western part of the Mediterranean prevents us from correlating past climate evolutions across the basin and deciphering climate–culture relation at fine timescales. Here we report the first decadal-resolved Mid-Holocene climate proxy records from the Western-Mediterranean basin based on the stable carbon and oxygen isotopes analyses of two U/Th dated stalagmites from the Gueldaman GLD1 Cave in Northern Algeria. Comparison of our records with those from Italy and Israel reveals synchronous (multi) centennial dry phases centered at ca. 5600, ca. 5200 and ca. 4200 yr BP across the Mediterranean basin. New calibrated radiocarbon dating constrains reasonably well the age of rich anthropogenic deposits (e.g., faunal remains, pottery, charcoal) excavated inside the cave, which allows the comparison between in situ evidence of human occupation and of climate change. This approach shows that the timing of a prolonged drought at ca. 4400–3800 yr BP blankets the onset of cave abandonment shortly after ca. 4403 cal yr BP, supporting the hypothesis that a climate anomaly may have played a role in this cultural disruption.

year: 2016

title: Pedagogies of kindness for student completion, retention, and wellbeing

authors: Weijers, Dan M.

abstract: Participants will hear reasons and small scale evidence for being very supportive to students in the way they communicate with them, especially around late assignments.

text: Pedagogies of kindness for student completion, retention, and wellbeing Participants will hear reasons and small scale evidence for being very supportive to students in the way they communicate with them, especially around late assignments.

year: 2023-11-27

title: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

authors: Wearmouth, Janice

subjects: restorative practice

abstract: The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

text: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

year: 2012