Taxonomic, anatomical, and spatio-temporal variations in the stable carbon and nitrogen isotopic compositions of plants from an African savanna

Stable carbon (δ¹³C) and nitrogen (δ¹⁵N) isotope ratios are commonly used to reconstruct palaeodiets and palaeoenvironments. The method is based on our knowledge of isotopic patterns in plants, which are subject to taxonomic and environmental variability. While previous researchers have addressed isotopic variability amongst plants, no studies have looked extensively at a broad suite of taxa over multiple temporal scales from within the savanna biome so as to provide baseline data for palaeodietary and palaeoenvironmental studies. Here we document variations in the isotopic compositions of plants collected over two years from the Kruger National Park, South Africa, with respect to species and anatomical differences, and the influences of geological substrate and spatio-temporal shifts in climate. Results show that environmentally-induced carbon isotopic variations in plants within this region are generally smaller than 2‰, which is lower than what has been previously reported for plants compared across multiple habitat-types. These data suggest that δ¹³C differences of 2‰ or more (or 1‰ if the diet is predominantly C₄) between animals from a given area reliably indicate real dietary differences. Plant δ¹⁵N values vary greatly between different microhabitats (by up to 4‰), responding to a range of environmental influences that may, in turn, significantly influence variation in animal δ¹⁵N values.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.     

Stories of crossings and connections from Bawaka,North East Arnhem Land,Australia

This paper engages with Indigenous peoples' conceptualisations of borders, arguing that these unsettle dominant Eurocentric constructs of the border as terrestrial, linear, bound and defined through western legal frameworks. It does this by drawing on one aspect of the many storytelling experiences offered by members of the Indigenous-owned Yolngu tourism business Bawaka Cultural Experiences in northern Australia. We argue that stories told to visitors about multiple and diverse connections between Yolngu and Makassan people from Sulawesi, Indonesia, are intentional constructions which challenge dominant conceptions of Australia as an isolated island-nation. The stories redefine the border as a dynamic and active space and as a site of complex encounters. The border itself is continuously recreated through stories in ways that emphasise the continuity and richness of land and sea-scapes and are based on non-linear conceptions of time. The stories invite non-Indigenous people to engage with different kinds of realities that exist in the north and to re-imagine Australia's north as a place of crossings and connections.     

Dating Ancient Burial Mounds in Denmark – Revealing Problematic Ancient Charcoal

The National Museum of Denmark and the Department of Geography at the University of Copenhagen have collaborated on a project investigating burial mounds near early Medieval churches. The aim was to identify a possible continuity in cult sites across the shift to Christianity in the late Viking Age. Charcoal samples from 18 mounds were radiocarbon dated but the results showed they were far older than expected. Control dating undertaken on burial mounds of known age confirmed that charcoal in the mound fill can at least be up to 3000 years older than the mound itself. As charcoal can survive in the surface soil layer for millennia, in spite of ploughing, bioturbation and frost, it may also dominate the charcoal pool of the grass or heather turfs used in the mound construction. Therefore, the article concludes, charcoal cannot be used to securely date archaeological features built with turfs and it is important to be aware of the possible presence of very old charcoal when selecting material for dating archaeological features, even those which otherwise would be judged unaffected by material from earlier archaeological periods.     

INTEGRATING INDIGENOUS AND SCIENTIFIC KNOWLEDGE BASES FOR DISASTER RISK REDUCTION IN PAPUA NEW GUINEA

In investigating ways to reduce community vulnerability to environmental hazards it is essential to recognize the interaction between indigenous and scientific knowledge bases. Indigenous and scientific knowledge bases are dynamic entities. Using a Process Framework to identify how indigenous and scientific knowledge bases may be integrated, three communities impacted upon by environmental hazards in Papua New Guinea, a Small Island Developing State, have established how their vulnerability to environmental hazards may be reduced. This article explores the application of the framework within the communities of Kumalu, Singas and Baliau, and how this could impact upon the future management of environmental hazards within indigenous communities in Small Island Developing States.