Paleo-Eskimo kitchen midden preservation in permafrost under future climate conditions at Qajaa,West Greenland

Remains from Paleo-Eskimo cultures are well-documented, but complete preservation is rare. Two kitchen middens in Greenland are known to hold extremely well-preserved organic artefacts. Here, we assess the fate of the Qajaa site in Western Greenland under future climate conditions based on site characteristics measured in situ and from permafrost cores. Measurements of thermal properties, heat generation, oxygen consumption and CO₂ production show that the kitchen midden can be characterized as peat but produces 4–7 times more heat than natural sediment. An analytical model from permafrost research has been applied to assess future thawing of the midden. Results show that the preservation conditions are controlled by freezing temperatures and a high water/ice content limiting the subsurface oxygen availability. Threats to the future preservation are related to thawing followed by drainage and increasing subsurface oxygen availability and heat generation. The model predicts that the unique 4000-year-old Saqqaq layer below more than 1 m of peat is adequately protected against thawing for the next 70 years.     

‘There is no better way to study science than to collect and analyse data in your own yard’: outdoor classrooms and primary school children in Bangladesh

ABSTRACT

The design and use of outdoor spaces for primary school teaching and learning has been given little consideration in the present context. The existing evidence base is mostly from western perspectives. In this study, an outdoor classroom was designed and built in a primary school in Bangladesh and used to teach children (n?=?30) their science curriculum. Multiple methods were used to investigate the impact of the outdoor classroom on students’ learning and engagement, including achievement tests, a questionnaire and focus groups with children and teachers. Children’s science scores were significantly higher after they had been taught outdoors, compared to indoors. Physical qualities of their outdoor classroom (lighting, acoustics, seating), in addition to greater enjoyment and active participation in learning likely explained improved attainment. Qualitative insights from children and teachers supported the quantitative findings. These results provide empirical support for building outdoor classrooms as an effective environment for teaching and learning.