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The faunal remains from the late Neolithic site of Ness of Brodgar on the Orkney Islands (UK) provide a unique opportunity to investigate past adaptations of animal husbandry strategies to the Northern island environment, as well as the potential management of red deer. In this study, sheep and red deer mandibles and loose teeth (dP4 & M3) from the Ness of Brodgar were studied to construct age-at-death profiles, and analysed for δ13C, δ15N and δ18O. The mortality profile showed that around half of the analysed sheep were slaughtered when they reached maturity (i.e. after 2–4 years of life), consistent with a husbandry regime targeted at meat production. The stable isotope evidence indicates seaweed consumption in winter by several sheep (domesticates), but not by red deer (wild, possibly managed fauna). This dietary difference may have resulted from anthropogenically mediated influences, e.g. restriction of red deer habitats to upland areas. The varying extent of seaweed consumption between individual sheep and between Neolithic Orkney sites suggests differences in sheep husbandry practices across Orkney, indicating that the adaptation to consume seaweed was not ubiquitous on Orkney in the Neolithic, and did not follow a linear development. [ABSTRACT FROM AUTHOR]

The National Environmental Isotope Facility (NEIF) Radiocarbon Laboratory at the Scottish Universities Environmental Research Centre (SUERC) performs radiocarbon measurement of a wide range of sample matrices for applications in environmental research. Radiocarbon is applied to palaeoenvironmental, palaeoceanographic, and palaeoclimatic investigations, as well as work to understand the source, fate, turnover, and age of carbon in the modern carbon cycle. The NEIF Radiocarbon Laboratory supports users in the development and deployment of novel sampling techniques and laboratory approaches. Here, we give an overview of methods and procedures used by the laboratory to support the field collection, laboratory processing, and measurement of samples. This includes in-house development of novel and/or specialized methods and approaches, such as field collection of CO2 and CH4, hydropyrolysis, and ramped oxidation. The sample types covered include organic remains (e.g., plant material, peat, wood, charcoal, proteins), carbonates (e.g., speleothems, foraminifera, mollusc shell, travertine), waters (dissolved organic and inorganic carbon), gases (CO2 and CH4), soils and sediments (including sub-fractions). [ABSTRACT FROM AUTHOR]

Radiocarbon (14C) measurements undertaken by the NERC Radiocarbon Laboratory using accelerator mass spectrometry (AMS) are now freely available on a new online database. The data presented covers measurement of the wide range of sample types that are processed for research projects in the fields of Earth and environmental science, supported by the United Kingdom's Natural Environment Research Council. Sample types within the database include organic remains, soils, sediments, carbonates, dissolved organic and inorganic carbon, and carbon dioxide. Currently, the database contains 14C data for over 2400 individual samples that were measured and reported between 2005 and 2013, but it is envisaged that this will expand considerably as more data are made available. Contextual information such as sampling location and associated publications are provided where available, and searches can be performed on sample location, sample type, project number, and publication code. This new database compliments an existing, publicly available database of measurements performed using radiometric methods by the laboratory which has recently been expanded to present over 2000 measurements. It is hoped that this archive will prove useful to workers in the community who would benefit from greater availability of measurements for particular locations or sample types, and for the purposes of performing meta-analyses, and/or synthesis of larger datasets. [ABSTRACT FROM AUTHOR]

The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of learning outcomes and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Writing learning outcomes has a number of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push towards using learning outcomes, and introduces a tripartite nomenclature for distinguishing between course outcomes, outputs, and objectives. It then outlines a process for instructors to use these three categories to develop and design courses that meet institutional assessment demands while also improving overall teaching effectiveness. (Contains 7 figures.)

This Forum emerges from a session initiated by the Professional Development Committee at the 2017 conference of the Society of Biblical Literature in Boston. A panel of five Bible scholars, from both theological education and undergraduate contexts, provide brief descriptions and analyses of a specific course they have taught online. They describe creative assignments such as role play, online field trips, evaluating web sites, and staged debates. They analyze the opportunities for developing undergraduates' critical thinking skills as well as seminarians' formation for ministry. A comparison of online and face-to-face teaching contexts reveals shifts in our understanding of how learning happens and our own identities as teachers. The Forum concludes with questions from the floor, which turn the conversation toward institutional support for pedagogical and technological hurdles.

Sample materials such as sediments and soils contain complex mixtures of different carbon-containing compounds. These bulk samples can be split into individual fractions, based on the temperature of thermal decomposition of their components. When coupled with radiocarbon (14C) measurement of the isolated fractions, this approach offers the advantage of directly investigating the residence time, turnover time, source, or age of the different components within a mixed sample, providing important insights to better understand the cycling of carbon in the environment. Several laboratories have previously reported different approaches to separate radiocarbon samples based on temperature in what is a growing area of interest within the research community. Here, we report the design and operation of a new ramped oxidation facility for separation of sample carbon on the basis of thermal resistance at the NEIF Radiocarbon Laboratory in East Kilbride, UK. Our new instrumentation shares some characteristics with the previously-reported systems applying ramped oxidation and/or ramped pyrolysis for radiocarbon measurement, but also has several differences which we describe and discuss. We also present the results of a thorough program of testing of the new system, which demonstrates both the reproducibility of the thermograms generated during sample combustion, and the reliability of the radiocarbon measurements obtained on individual sample fractions. This is achieved through quantification of the radiocarbon background and analysis of multiple standards of known 14C content during standard operation of the instrumentation. [ABSTRACT FROM AUTHOR]

Hugh Heclo's recent book "On Thinking Institutionally" (Paradigm Publishers, 2008) analyzes changes that have taken place in the past half century in how North Americans tend to think and act in institutions. The volume is receiving particular attention as it can be applied to higher education and to religious denominations, and so deserves consideration by those who teach in theology and religious studies. At an October 2009 conference, The Wabash Center hosted a lively discussion of Heclo's volume among invited religion and theology scholars, which resulted in the present compilation of four short responses to the book. What was and is clear from these responses is that while Heclo has identified a crucial issue, his analysis and prescription leave important theoretical and practical questions untouched. Indeed part of the energy around the discussion of the book flowed from the ways in which his lack of attention to social class, gender, race, and age circumscribed his ability to robustly describe and diagnose the challenge that gave rise to his book. In order to orient readers to the volume and discussion of it, the "Conversation" begins with a descriptive review of the book.

This article begins by recognizing the increasing use of film in Religion, Theology, and Bible courses. It contends that in many Biblical Studies (and Religious Studies and Theology) courses, students are neither taught how to view films properly, nor how to place films into constructive dialogue with biblical texts. The article argues for a specific pedagogical approach to the use of film in which students learn how to view a film closely, in its entirety, on its own terms, and in its own voice. Viewing a film in this manner by attending to its aesthetic integrity is a prerequisite for constructing a fruitful dialogue between films and biblical texts. The essay concludes with three specific examples of what this approach might look like. Two responses follow the essay; Erin Runions of Pomona College considers two additional learning goals we might consider, and Richard Ascough of Queens University at Kingston helpfully distinguishes a range of possible pedagogical goals for introducing film into the Biblical Studies classroom.

This manuscript is an edited transcript of a panel discussion held at a Society of Biblical Literature conference (Boston, Massachusetts, November 22 to 24, 2008). Alice Hunt begins the discussion by summarizing the content and significance of a new book by Dale Martin, "The Pedagogy of The Bible" (Westminster John Knox Press, 2008) in which he argues that biblical studies in seminaries and divinity schools give too much emphasis to teaching the historical critical method and not enough to preparing students for ministry by teaching them to be self-reflective practitioners of the improvisational skills of interpreting scripture. Then a panel of bible scholars, including the author, conduct a wide-ranging discussion that raises questions about how biblical studies might better prepare students for ministry, as well as the proper role and appropriate pedagogies for introducing biblical studies in the undergraduate liberal arts curriculum.

A discussion about how instructors can host a hospitable online learning environment can address one of the fundamental philosophical and theological concerns frequently expressed about online learning--the loss of face-to-face interaction and, with it, the loss of community building (cf. Delamarter 2005, 138). This perceived link between physical presence and community creation, sometimes articulated, frequently assumed, often stands in the way of instructors, administrators, and even institutions fully embracing online learning. This article will argue that when one gives due attention to hospitality, the potential for building online community is greatly enhanced, and with it comes a more effective pedagogical strategy for deep learning. It will conclude with some general recommendations for employing hospitality for building online learning communities.

This is a film review of Benedetta (2021), directed by Paul Verhoeven. [ABSTRACT FROM AUTHOR]

Phenology is critical in simulating crop production and hydrology and must be sufficiently robust to respond to varying environments, soils, and management practices. Phenological algorithms typically focus on the air temperature response function and rarely quantify the phenological responses to varying water deficits, particularly for versions of the Environmental Policy Integrated Climate model (EPIC)-based plant growth component used in many agroecosystem models. Three EPICbased plant growth components (Soil Water Assessment Tool [SWAT], Wind Erosion Prediction System [WEPS], and the Unified Plant Growth Model [UPGM]) have been incorporated into the spatially distributed Agricultural Ecosystems Services model [AgES], and only the UPGM includes a phenological response to varying water deficits. These three plant components were used to evaluate the phenological responses of winter wheat (Triticum aestivum L.) to varying water deficits and whether having a water stress factor in UPGM improves the simulation of phenology. A 3-yr irrigation study and a 4-yr study across a rainfed landscape were used in the evaluation. Only the UPGM simulated all five of the developmental stagesmeasured. The UPGM was the only component that simulated a phenological response to variable water deficits, resulting in better prediction of phenology. For example, the RMSE (days) and relative error (RE, days) decreased and index of agreement (d) increased in predicting maturity from SWAT (RMSE = 18.4; RE = 9.2; d = 0.34) to WEPS (RMSE = 6.2; RE = 1.0, d = 0.63) to the UPGM (RMSE = 6.1; RE = 0.1; d = 0.70). Incorporating phenological responses to varying water deficits improves the accuracy and robustness of predicting phenology, which is particularly important in spatially distributed agroecosystem models. [ABSTRACT FROM AUTHOR]

Development organisations have begun to utilise storytelling as a means of furthering their agendas, fundraising goals or as means of education about the issues at hand. This article examines the hero's journey - a type of emotionally resonant story - as a means of successful storytelling within the world of development. Using the NGO Kiva as a case study, it determines that the hero's journey structure can be used to engage donors in a fundraising cause. It also addresses how these stories are incomplete journeys and what can be done to tell "better" hero's journey narratives in the field of development. [ABSTRACT FROM AUTHOR]