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Climate change is an indisputable threat to human health, especially for societies already confronted with rising social inequality, political and economic uncertainty, and a cascade of concurrent environmental challenges. Archaeological data about past climate and environment provide an important source of evidence about the potential challenges humans face and the long-term outcomes of alternative short-term adaptive strategies. Evidence from well-dated archaeological human skeletons and mummified remains speaks directly to patterns of human health over time through changing circumstances. Here, we describe variation in human epidemiological patterns in the context of past rapid climate change (RCC) events and other periods of past environmental change. Case studies confirm that human communities responded to environmental changes in diverse ways depending on historical, sociocultural, and biological contingencies. Certain factors, such as social inequality and disproportionate access to resources in large, complex societies may influence the probability of major sociopolitical disruptions and reorganizations-commonly known as "collapse." This survey of Holocene human-environmental relations demonstrates how flexibility, variation, and maintenance of Indigenous knowledge can be mitigating factors in the face of environmental challenges. Although contemporary climate change is more rapid and of greater magnitude than the RCC events and other environmental changes we discuss here, these lessons from the past provide clarity about potential priorities for equitable, sustainable development and the constraints of modernity we must address.

This article presents outcomes from a Workshop entitled "Bioarchaeology: Taking Stock and Moving Forward," which was held at Arizona State University (ASU) on March 6-8, 2020. Funded by the National Science Foundation (NSF), the School of Human Evolution and Social Change (ASU), and the Center for Bioarchaeological Research (CBR, ASU), the Workshop's overall goal was to explore reasons why research proposals submitted by bioarchaeologists, both graduate students and established scholars, fared disproportionately poorly within recent NSF Anthropology Program competitions and to offer advice for increasing success. Therefore, this Workshop comprised 43 international scholars and four advanced graduate students with a history of successful grant acquisition, primarily from the United States. Ultimately, we focused on two related aims: (1) best practices for improving research designs and training and (2) evaluating topics of contemporary significance that reverberate through history and beyond as promising trajectories for bioarchaeological research. Among the former were contextual grounding, research question/hypothesis generation, statistical procedures appropriate for small samples and mixed qualitative/quantitative data, the salience of Bayesian methods, and training program content. Topical foci included ethics, social inequality, identity (including intersectionality), climate change, migration, violence, epidemic disease, adaptability/plasticity, the osteological paradox, and the developmental origins of health and disease. Given the profound changes required globally to address decolonization in the 21st century, this concern also entered many formal and informal discussions.

Humans are inherently social creatures. Socialization and connection with a learning community is a central aspect of learning. Although cultivating social presence and connectivity may seem like an afterthought compared to other aspects of course design, the truth is that social connection with other learners can be a key factor in a student's engagement and motivation for a course (Whiteside, 2015). Largely defined as the ability of learners to project themselves socially and affectively into a community of inquiry, social presence is one piece of the community of inquiry model, along with teaching presence and cognitive presence (Garrison, Anderson, & Archer, 2001). With increased social presence, students are more likely to engage in higher order thinking (Garrison et al., 2001), more likely to actively participate in online discussions (Cui, Lockee, & Meng, 2013), less likely to drop out of their classes (Bowers & Kumar, 2015), and overall more satisfied with their learning experience (Moallem, 2015). The purpose of this article is to provide easy-to-implement ideas for the online educator wanting to increase social presence, along with research-based reasoning for employing each strategy. [This is a reprint of an article originally published in "Distance Learning" v15 n2 p47-50 2018.]

There are major gaps between our growing knowledge of effective treatments for chronic kidney disease (CKD), and the delivery of evidence-based therapies to populations around the world. Although there remains a need for new, effective therapies, current evidence suggests that many patients with CKD are yet to fully realize the benefits of blood pressure-lowering drugs (with and without reducing proteinuria with renin-angiotensin system blockade), wider use of statins to reduce atherosclerotic cardiovascular disease events, and better glycemic control in both type 1 and type 2 diabetes. There are many barriers to optimizing evidence-based nephrology care around the world, including access to health care, affordability of treatments, consumer attitudes and circumstances, the dissemination of appropriate knowledge, the availability of expertise and structural impediments in the delivery of health care. Further investment in implementation science that addresses the major barriers to effective care in a cost-effective manner could yield both local and global benefits.

Humans are inherently social creatures. Socialization and connection with a learning community is a central aspect of learning. Although cultivating social presence and connectivity may seem like an afterthought compared to other aspects of course design, the truth is that social connection with other learners can be a key factor in a student's engagement and motivation for a course (Whiteside, 2015). Largely defined as the ability of learners to project themselves socially and affectively into a community of inquiry, social presence is one piece of the community of inquiry model, along with teaching presence and cognitive presence (Garrison, Anderson, & Archer, 2001). With increased social presence, students are more likely to engage in higher order thinking (Garrison et al., 2001), more likely to actively participate in online discussions (Cui, Lockee, & Meng, 2013), less likely to drop out of their classes (Bowers & Kumar, 2015), and overall more satisfied with their learning experience (Moallem, 2015). The purpose of this article is to provide easy-to-implement ideas for the online educator wanting to increase social presence, along with research-based reasoning for employing each strategy.