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Paleoenvironmental archives in East Antarctica have revealed significant changes during the Holocene, marked by ice sheet retreat leading to the isolation of submarine basins. These basins offer valuable insights into past climate, glaciology, and oceanography shifts that impact sedimentary processes. In this study, environmental magnetism and biogeochemical proxies to investigate the Mid-to-Late-Holocene transitions in Pup Lagoon, a coastal isolation basin is presented. Our findings reveal distinct stratigraphic zones reflecting shifts from marine to lacustrine environments. The results reveal predominant mechanical weathering in the Stornes region, producing coarse-grained "soft" ferrimagnetic minerals. Notably, a period of warm oceanographic conditions between 6000 and 4722 cal. yr BP was characterized by mixed magnetic grain sizes and ultrafine superparamagnetic grains, indicating relatively oxic open waters in the basin. Subsequent shifts to reducing conditions coincide with persistent marine sea ice cover from 4722 to 2634 cal. yr BP, favoring the retention of coarse-grained ferrimagnets. Finer magnetic grain sizes between 2634 and 2185 cal. yr BP was attributed to the increased freshwater inputs associated with the Mid-Holocene Hypsithermal. Further, diagenetic changes under persistent sea ice cover between 2185 and 1970 cal. yr BP led to the selective dissolution of fine-grained ferrimagnets. Transitioning to freshwater isolated basin conditions between 1970 and 588 cal. yr BP, fine ferrimagnet precipitation indicate oxic to suboxic conditions alongside drier conditions. Biogenic productivity increased post-isolation, which was reflected in increased (Total Organic Carbon) TOC and (Total Nitrogen) TN percentages. Additionally, the presence of greigite in the isolated phase sediment indicates reducing conditions owing to organic matter decomposition. Notably, χfd% exhibits an inverse trend to sea ice concentration, potentially indicating anoxic-dysoxic conditions due to the presence of sea ice. These observations align with broader regional sea ice concentration changes, emphasizing the interconnected behavior of local and regional factors shaping Antarctic coastal environments. [ABSTRACT FROM AUTHOR]

Age assurance is a way to prevent children accessing content, products or services that are potentially harmful to them, ranging from gambling services or alcohol or tobacco or, increasingly, certain products and services online. Now that children's lives are mediated by digital technologies, policymakers are deliberating over the legal, technical and practical challenges. These have been little examined from the perspective of children's rights. By combining legal and social research methods, this article examines the legal requirements for age assurance in Europe, assesses compliance by companies and reveals the consequences for family life. In law and practice, we show that age assurance is often ineffective in protecting children from online risk of harm. Further, as currently implemented it risks children's other rights – to non-discrimination, privacy, to be heard, and their civil rights and freedoms, and remedy. We identify promising directions for the use of age assurance in child online protection, focusing on European policy, regulators and civil society actors. [ABSTRACT FROM AUTHOR]

The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning. However, the mindset literature's applicability to the context of college physics has not been widely studied. In this paper we narrow our focus toward students' descriptions of their responses to challenge in college physics. We ask the research question, "can we see responses to challenge in college physics that resemble that of the mindset literature?" In addressing this question, it is also necessary to ask, "how do students express evidence of challenge?" and "to what extent is this evidence similar or different to the mindset literature?" To answer these questions, we developed a novel coding scheme for interview dialogue around college physics challenge and students' responses to it. In this paper we present the development process of our coding scheme. We find that it is possible to see student descriptions of their responses to challenge that resemble the mindset literature's characterizations. However, college physics challenges are frequently different than those studied in the mindset literature. We show that, in the landscape of college physics challenges, mindset beliefs cannot always be considered to be the dominant factor in how students respond to challenge. Broadly, our coding scheme helps the field move beyond broad Likert-scale survey measures of students' mindset beliefs.

Epistemologically oriented reforms of physics courses aim to change the way students think about knowledge and approach learning in physics. A broader goal of these reforms is to impact how students think about knowledge and learning in other courses. We investigate the effects of epistemological reforms in a physics course on knowing and learning in biology courses through a case study of a biology major, Phillip, who was enrolled in a year-long reformed introductory physics for the life sciences (IPLS) course. First, we show that Phillip's epistemological framing of the physics course became more sophisticated, aligning with reforms designed to emphasize reasoning with foundational principles, seeking meaning and coherence. He also developed an approach to learning physics that involved coordinating understanding between course readings and class discussions and reconciling discrepancies with peers and the teaching assistant. Second, we present evidence of the impact of this new epistemological framing on Phillip's interpretation of his biology courses. Before the year in physics, Phillip framed his biology courses as about understanding. By the end of the year, Phillip reversed his stance on biology learning, reporting that he had actually been memorizing all this time. We discuss these results to highlight the success of epistemological reforms in physics beyond the confines of the physics classroom, to motivate attention epistemological reform beyond physics, and to offer suggestions for how IPLS courses can work towards creating epistemological connections to other disciplines.

A common hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in students' beliefs on the relevance of physics but frequently the results show a negative shift in students' beliefs and are often reported as a failure of students to "see the relevance." We challenge this view by highlighting the limitations of attitudinal and epistemological surveys' ability to probe relevance. We then articulate a more expansive view of relevance using ecological systems theory that serves as a lens we apply to analyze students' experiences. Instead of deficit-framing students' abilities or challenging their beliefs about the relevance of physics, we show how incorporating their rich disciplinary experiences can make physics classrooms truly more relevant.