Examining cut mark residue with SEM to identify metal tool use: An experimental study.

In this manuscript, we explore the potential of studying metal residues in cut marks generated by copper and bronze knives. The method was developed in the forensic sciences for use with modern metals in order to identify microscopic particles of metal tools on bone surfaces. However, the study of residues in archaeological materials can be challenging due to the ways in which the bone remains may have been manipulated, both in the past and in more recent times. Using a scanning electron microscope (SEM), we detected microscopic fragments of bronze and copper knives along with contamination both inside and outside of the cut marks made by those knives. Copper and bronze residues were identified embedded in the bone inside the incisions and, in two cases, they left greenish stains caused by metal oxidation. In contrast, modern contamination of undetermined origin was found unattached to the bone and had a chemical composition not compatible with that of the knives. The amount of residue was influenced by the quantity of soft tissue between the bone and the knife during the butchering tasks. Bone cooking does not seem to influence the preservation of the residues. We anticipate that the approach used in this first exploratory study will emerge as a promising method for identifying the use of metal tools in archaeological bone remains.

Early Pleistocene faunivorous hominins were not kleptoparasitic, and this impacted the evolution of human anatomy and socio-ecology.

Humans are unique in their diet, physiology and socio-reproductive behavior compared to other primates. They are also unique in the ubiquitous adaptation to all biomes and habitats. From an evolutionary perspective, these trends seem to have started about two million years ago, coinciding with the emergence of encephalization, the reduction of the dental apparatus, the adoption of a fully terrestrial lifestyle, resulting in the emergence of the modern anatomical bauplan, the focalization of certain activities in the landscape, the use of stone tools, and the exit from Africa. It is in this period that clear taphonomic evidence of a switch in diet with respect to Pliocene hominins occurred, with the adoption of carnivory. Until now, the degree of carnivorism in early humans remained controversial. A persistent hypothesis is that hominins acquired meat irregularly (potentially as fallback food) and opportunistically through klepto-foraging. Here, we test this hypothesis and show, in contrast, that the butchery practices of early Pleistocene hominins (unveiled through systematic study of the patterning and intensity of cut marks on their prey) could not have resulted from having frequent secondary access to carcasses. We provide evidence of hominin primary access to animal resources and emphasize the role that meat played in their diets, their ecology and their anatomical evolution, ultimately resulting in the ecologically unrestricted terrestrial adaptation of our species. This has major implications to the evolution of human physiology and potentially for the evolution of the human brain.

Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad / Psychosocial predictors of discriminatory bullying based on the stigma towards special educational needs and/or disabilities (SEND)

El bullying discriminatorio a causa de las diferencias en las necesidades educativas especiales o discapacidad amenaza el desarrollo saludable de los adolescentes. El estudio pretende conocer si la autoestima, la empatía y las habilidades sociales son predictoras de este bullying discriminatorio (agresión y victimización). Una muestra de 1,640 adolescentes de 11 a 20 años, 820 de España (48.8% hombres y 51.2% mujeres) y 820 de Ecuador (49.3% hombres y 50.7% mujeres), participaron cumplimentando una batería de cuestionarios de autoinforme. Los resultados de los modelos de ecuaciones estructurales muestran que en ambos países la autoconfianza predice negativamente la victimización y la agresión y el autodesprecio positivamente; la asertividad es un predictor positivo de la agresión y negativo de la victimización. Se observan diferencias entre ambos países en el papel de las habilidades sociales (comunicativas y de resolución de conflictos) y de la empatía. Se discuten los resultados en relación con la naturaleza de este bullying discriminatorio y los programas educativos preventivos. (AU)

Discriminatory bullying based on differences in special educational needs or disability threatens the healthy development of adolescents. The study aims to find out whether self-esteem, empathy, and social skills are predictors of this discriminatory bullying (aggression and victimization). A sample of 1,640 adolescents aged 11 to 20, of which half are from Spain (48.8% male and 51.2% female) and half from Ecuador (49.3% men and 50.7% women), participated in the study by completing a battery of self-report questionnaires. The results of the structural equation models show that in both countries victimization and aggression are predicted negatively by self-confidence and positively by self-deprecation; assertiveness is a positive predictor of aggression and a negative predictor of victimization. Differences are observed between the two countries in the role of social skills (communication and conflict resolution) and empathy. These results are discussed in relation to the nature of this discriminatory bullying and preventive educational programs. (AU)

Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying.

The present study aims to collect data about the prevalence of cyberbullying and the role of self-esteem, empathy, and social skills in predicting cybervictimization and cyberaggression in two different countries: Spain and Ecuador. Additionally, it compares the similarities found in both countries. A wide sample of adolescents from Secondary Education (N = 24943; mean age = 13.92; SD = 1.30, girls = 49.9%) from both countries (Spain = 14,206 and Ecuador = 10,737) took part by filling in a set of self-reports. Weighted analyses and structural equation models were used. The results revealed that 8.8% were cybervictims, 3.1% were cyberaggressors and 4.9% cybervictims-cyberaggressors in Spain; whereas 8.7% were cybervictims, 5.1% were cyberaggressors and 14.3% were cybervictims-cyberaggressors in Ecuador. Cybervictimization could be predicted in both countries by means of self-deprecation and social skills, although the meaning of some skills was different depending on the country. Cyberaggression could be predicted in both countries by means of empathy, assertiveness, and conflict-resolution skills, as well as by communicative and relational skills. Self-deprecation was a predictor of cyberaggression only in Spain. These results are discussed, and educational inferences are drawn for prevention.

Fear of COVID-19, Stress, and Anxiety in University Undergraduate Students: A Predictive Model for Depression.

Depression is a disabling illness which increases the risk of suicide. The Corona Virus Disease 2019 (COVID-19) pandemic has led to a rise in fear, anxiety, stress, and depression among the population: of these, university undergraduates from countries severely affected by COVID-19 are some of the most vulnerable of all, as they face strict lockdown measures and have fewer resources to cope with it. The aim of this study was to analyze the levels of fear of COVID-19, stress, anxiety, and depression during lockdown among undergraduates from Ecuador, and to test these possible predictors of depression using a model taken from our study of the scientific literature. A total of 640 undergraduates (72% women) between 18 and 47 years old (M = 21.69; S.D = 4.093) were surveyed. The resulting mean levels found for stress, anxiety, and depression were above levels considered non-pathological. Women showed higher levels of fear of COVID-19 than men. The statistical prediction for depression showed a good fit. This depression could be related: both directly and positively by fear of COVID-19 and stress, and indirectly, as a result of these two factors, positively mediated by anxiety. Our study concludes by highlighting the important role that the complex relationships between fear, stress, and anxiety can play in the development of depression symptoms and how they can be taken into account in programs aimed at preventing and alleviating this disorder. We propose some general measures for reducing fear of COVID-19 and stress and suggest that specific programs be designed to control and overcome anxiety among undergraduates.

Bullying and Cyberbullying in Adolescents from Disadvantaged Areas: Validation of Questionnaires; Prevalence Rates; and Relationship to Self-Esteem, Empathy and Social Skills.

Although bullying and cyberbullying have been widely studied in diverse geographical areas, the number of studies in isolated regions, located in rainforests such as the Peruvian Amazonia, is low. Most research has been conducted in wealthy, Western countries, although disadvantaged areas are usually the most affected by various problems. Thus, the aims of this study were to validate bullying and cyberbullying measurement instruments among adolescents in the Peruvian Amazonia, to determine the prevalence rates of bullying and cyberbullying among this population, and to examine how bullying and cyberbullying relate to self-esteem, empathy, and social skills. The sample included 607 students from the region of Loreto (Peruvian Amazonia) who completed self-report questionnaires. Both questionnaires used in the sample were found to have good psychometric properties. Results showed that bullying and cyberbullying are prevalent among teenagers in the Amazonia. Low self-esteem and high affective empathy predicted bullying victimization. Being a bully was related to high assertiveness. Being a bully-victim was related to low self-esteem and low assertiveness. Cybervictims showed higher cognitive empathy. Cyberbullies showed higher affective empathy in comparison to uninvolved adolescents. Having low self-esteem and higher affective empathy were related to being a cyberbully/victim. This study provides a validated questionnaire that can be used for research and practice in the Amazonia. Based on the current results, tailored anti-bullying and anti-cyberbullying interventions with components focused on self-esteem, empathy, and social skills should be implemented in Peruvian secondary schools.

The dawn of the Middle Paleolithic in Atapuerca: the lithic assemblage of TD10.1 from Gran Dolina.

The Atapuerca localities present evidence of a long series of hominin occupations from the Early Pleistocene onward and are a key site for understanding the continuity and discontinuity of Western European technological and settlement dynamics. The TD10 unit from Gran Dolina is located in the upper part of the sequence and divided into four lithostratigraphic subunits (TD10.4 to TD10.1, from bottom to top) dated between ca. 450 ka and ca. 250 ka (Marine Isotope Stage 11 to Marine Isotope Stage 8). The technological analysis of the lithic assemblages belonging to the TD10.1 sequence aims to determine the trends among its archeological levels and check its relation to late Middle Pleistocene technological evolution and site functionality. Archeostratigraphic studies have identified several occupation events within its approximately 1.5 m of thickness, whose artifact densities and occupational models differ. However, no remarkable technical differences have been observed among them. Lithic assemblages from those events show more evolved features than other Atapuerca Mode 2 assemblages. These changes are reflected in the selective raw material management strategies; more hierarchized and predetermined reduction methods; and the progressive decrease of large cutting tools in the lithic assemblages with respect to flake tools, the latter defined by a greater typological diversification. These technological changes did not lead to a clear break with respect to previous technological models and were accompanied by other sporadic but significant changes in subsistence and behavioral strategies (bone tools and retouchers; lithic recycling, and so on), which were consolidated during the Middle Paleolithic. Hence, the archeological record from the TD10.1 subunit of Gran Dolina reflects a local stratigraphic transition from Mode 2 to Mode 3 technocomplexes, paralleling that observed in other sites in southwestern Europe.

Taphonomic criteria for identifying Iberian lynx dens in quaternary deposits.

For decades, taphonomists have dedicated their efforts to assessing the nature of the massive leporid accumulations recovered at archaeological sites in the northwestern Mediterranean region. Their interest lying in the fact that the European rabbit constituted a critical part of human subsistence during the late Pleistocene and early Holocene. However, rabbits are also a key prey in the food webs of Mediterranean ecosystems and the base of the diet for several specialist predators, including the Iberian lynx (Lynx pardinus). For this reason, the origin of rabbit accumulations in northwestern Mediterranean sites has proved a veritable conundrum. Here, we present the zooarchaeological and taphonomic study of more than 3000 faunal and 140 coprolite remains recovered in layer IIIa of Cova del Gegant (Catalonia, Spain). Our analysis indicates that this layer served primarily as a den for the Iberian lynx. The lynxes modified and accumulated rabbit remains and also died at the site creating an accumulation dominated by the two taxa. However, other agents and processes, including human, intervened in the final configuration of the assemblage. Our study contributes to characterizing the Iberian lynx fossil accumulation differentiating between the faunal assemblages accumulated by lynxes and hominins.

Prevention and educational intervention on bullying: physical education as an opportunity / Prevenção e intervenção educativa sobre o bullying: a educação física como uma oportunidade / Prevención e intervención educativa sobre el acoso escolar: la educación física como oportunidad

Bullying is a social problem characterized by intentional aggression over time, usually in school contexts and in cyberspace (cyberbullying). There has been growing interest in preventing that phenomenon to reduce its adverse effects. Different studies and reports suggest that Physical Education may be a setting of interest to promote attitudes and behaviors against bullying. This work examines the state of the debate in this area through scientific literature. Based on the analysis of the evidence, we conclude by making recommendations regarding strategies and skills that should be included in Physical Education curricula to prevent bullying and cyberbullying. Among those most widely used, we highlight cooperative methodologies, a teaching attitude that promotes a motivational climate focused on the task, and curricular integration of teaching resources that address skills and protective factors.

O bullying é um problema social caracterizado pela agressão intencional que ocorre ao longo do tempo, geralmente em contextos escolares e no ciberespaço (cyberbullying). Tem havido um interesse crescente na prevenção deste fenômeno, a fim de reduzir os efeitos adversos. Diferentes estudos e relatórios sugerem que o tema da Educação Física pode ser um cenário de interesse para promover atitudes e comportamentos contra o bullying. O objetivo deste trabalho é examinar o estado da questão nesta área através de uma revisão da literatura científica. Com base na análise das evidências, concluímos fazendo recomendações sobre estratégias e habilidades que devem ser incluídas nos currículos de Educação Física para prevenir o bullying e o cyberbullying. Dentre as mais utilizadas, destacamos as metodologias cooperativas, uma atitude de ensino que promove um clima motivacional focado na tarefa e a integração curricular de recursos didáticos que abordam habilidades e fatores de proteção.

El acoso escolar es un problema social caracterizado por la agresión intencional que se produce a lo largo del tiempo, generalmente en contextos escolares y en el ciberespacio (ciberacoso). Hay un creciente interés en la prevención de este fenómeno, con el fin de reducir sus efectos adversos. Diferentes estudios e informes sugieren que la Educación Física puede impulsar actitudes y comportamientos contra el acoso escolar. El objetivo de este trabajo es examinar, a través de una revisión de la literatura científica, el estado de este tema en el área. Con base en el análisis de las evidencias, concluimos con recomendaciones sobre estrategias y habilidades que deberían incluirse en los currículos de Educación Física para prevenir el acoso y el ciberacoso. Entre las más utilizadas, destacamos las metodologías cooperativas, una actitud docente que promueve un clima motivacional centrado en la tarea y la integración curricular de recursos didácticos que aborden habilidades y factores de protección.

Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador.

This study aimed to analyze the levels of personal aggression and victimization, ethnic-cultural aggression and victimization, self-esteem, empathy, social skills and gender in adolescents as potential predictors of bullying in Spain and Ecuador. The wide pluricultural sample comprised secondary education students from both countries (N = 25,190, average age = 13.92, SD = 1.306; N Spain = 14,437; N Ecuador = 10,753), who took part in the study by filling in a self-report. The results revealed that predictive models of bullying for both countries explain 50-70% of variance. A transnational predictive pattern of personal victimization can be observed based on the levels of ethnic-cultural victimization, ethnic-cultural aggression, personal aggression, self-deprecation, and affective empathy. A transnational predictive pattern of personal aggression is evidenced depending on the levels of ethnic-cultural aggression, personal victimization, self-deprecation, ethnic-cultural victimization, and the fact of being female. We concluded that bullying can largely be predicted by involvement in ethnic-cultural discrimination. These results are discussed, and educational inferences are drawn for prevention.

The Middle-to-Upper Paleolithic transition occupations from Cova Foradada (Calafell, NE Iberia).

The Middle-to-Upper Paleolithic transition in Europe covers the last millennia of Neanderthal life together with the appearance and expansion of Modern Human populations. Culturally, it is defined by the Late Middle Paleolithic succession, and by Early Upper Paleolithic complexes like the Châtelperronian (southwestern Europe), the Protoaurignacian, and the Early Aurignacian. Up to now, the southern boundary for the transition has been established as being situated between France and Iberia, in the Cantabrian façade and Pyrenees. According to this, the central and southern territories of Iberia are claimed to have been the refuge of the last Neanderthals for some additional millennia after they were replaced by anatomically Modern Humans on the rest of the continent. In this paper, we present the Middle-to-Upper Paleolithic transition sequence from Cova Foradada (Tarragona), a cave on the Catalan Mediterranean coastline. Archaeological research has documented a stratigraphic sequence containing a succession of very short-term occupations pertaining to the Châtelperronian, Early Aurignacian, and Gravettian. Cova Foradada therefore represents the southernmost Châtelperronian-Early Aurignacian sequence ever documented in Europe, significantly enlarging the territorial distribution of both cultures and providing an important geographical and chronological reference for understanding Neanderthal disappearance and the complete expansion of anatomically Modern Humans.

Prevalence and Psychosocial Predictors of Homophobic Victimization among Adolescents.

Bullying and discrimination seriously damage the development and health of adolescents with non-heteronormative sexual orientation. Adolescents from sexual minorities are more likely to be the object of bullying. This research aims to know more about the prevalence, frequency, and some associated factors and predictors of homophobic victimization in adolescents, depending on their sexual orientation. A total of 820 Secondary Schools students took part in this study (average age = 14.87; SD = 1.72; 48.3% were boys and 51.7% were girls) by filling in a self-report questionnaire. The results showed that adolescents suffer homophobic victimization, regardless of their sexual orientation; however, homosexuals and bisexuals suffered it more frequently than heterosexuals. Homophobic victimization could be associated-in heterosexuals and people with doubts about their sexual orientation, positively with bullying victimization, bullying aggression and cyberbullying aggression. Homophobic victimization could be predicted-in heterosexuals, positively due to self-depreciation, and negatively due to communication and relationship skills; and in homosexuals and bisexuals, positively, because of affective empathy. The results are discussed and new lines of study and intervention are proposed.

Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents.

The present study contrasts personal bullying with ethnic-cultural bullying. A representative pluricultural sample from a Spanish adolescent population of Secondary Education took part in the study (N = 27369). The sample filled in the EBIPQ to measure personal bullying. Additionally, they filled in an adaptation of this questionnaire to measure the ethnic-cultural bullying: the EBIPQ-ECD. The EBIPQ-ECD validation showed optimal psychometric properties and a bidimensional structure: ethnic-cultural victimization and ethnic-cultural aggression. The same roles of participation in personal bullying -aggressor, victim, bully/victim, non-involved- were observed in ethnic-cultural bullying, but they did not coincide with each other in a considerable part. Therefore, we concluded that ethnic-cultural bullying is a different phenomenon from personal bullying, with the possibility of certain dynamism existing between both. To prevent and mitigate ethnic-cultural bullying, educational inferences are proposed. We also recommend the use of the EBIPQ-ECD as a tool to evaluate and detect ethnic-cultural aggressions and victimization.

Traditional Bullying and Discriminatory Bullying Around Special Educational Needs: Psychometric Properties of Two Instruments to Measure It.

Two important challenges in research on bullying are to have reliable tools to measure traditional bullying and discriminatory bullying related to special educational needs (SEN), and to learn more about their prevalence. We present the validations of two instruments to measure bullying (European Bullying Intervention Project Questionnaire, EBIPQ) and discriminatory bullying with respect to SEN (EBIPQ⁻Special Education Needs Discrimination version, henceforth EBIPQ-SEND). A total of 17,309 teenagers from Ecuador took part in the study (M = 14.76, SD = 1.65; 49.9% male). The item response theory analyses evidenced accuracy and quality of the measures. The confirmatory factor analyses of the EBIPQ and the EBIPQ-SEND revealed the same two-factor structure-aggression and victimization-regardless of gender, showing optimal fit indexes. We present the results of the prevalence according to the roles of participation in traditional bullying and discriminatory bullying around SEN. Significant gender and age differences were observed for involvement in both phenomena. We also discuss the advantages of applying the EBIPQ and the EBIPQ-SEND to evaluate and diagnose harassment and discriminatory harassment around SEN.

Neanderthal hunting strategies inferred from mortality profiles within the Abric Romaní sequence.

Ungulate mortality profiles are commonly used to study Neanderthal subsistence strategies. To assess the hunting strategies used by Neanderthals, we studied the ages at death of the cervids and equids found in levels E, H, I, Ja, Jb, K, L and M of the Abric Romaní sequence. These levels date between 43.2 ± 1.1 ka BP (14C AMS) and 54.5 ± 1.7 ka BP (U-series). The degree of eruption and development of the teeth and their wear stages were used to determine the ages of these animals at death, and mortality profiles were constructed using these data. The equids display prime dominated profiles in all of the analyzed levels, whereas the cervids display variable profiles. These results suggest that the Neanderthals of Abric Romaní employed both selective and non-selective hunting strategies. The selective strategy focused on the hunting of prime adults and generated prime dominated profiles. On the other hand, non-selective strategies, involved the consumption of animals of variable ages, resulting in catastrophic profiles. It is likely that in the selective hunting events were conducted using selective ambushes in which it was possible to select specific prey animals. On the other hand, encounter hunting or non-selective ambush hunting may have also been used at times, based on the abundances of prey animals and encounter rates. Specific hunting strategies would have been developed accordance with the taxa and the age of the individual to be hunted. The hunting groups most likely employed cooperative hunting techniques, especially in the capture of large animals. Thus, it is not possible to uniquely associate a single mortality profile with the predation tactics of Neanderthals at Abric Romaní.

Spatiotemporal Dynamics of Genetic Variation in the Iberian Lynx along Its Path to Extinction Reconstructed with Ancient DNA.

There is the tendency to assume that endangered species have been both genetically and demographically healthier in the past, so that any genetic erosion observed today was caused by their recent decline. The Iberian lynx (Lynx pardinus) suffered a dramatic and continuous decline during the 20th century, and now shows extremely low genome- and species-wide genetic diversity among other signs of genomic erosion. We analyze ancient (N = 10), historical (N = 245), and contemporary (N = 172) samples with microsatellite and mitogenome data to reconstruct the species' demography and investigate patterns of genetic variation across space and time. Iberian lynx populations transitioned from low but significantly higher genetic diversity than today and shallow geographical differentiation millennia ago, through a structured metapopulation with varying levels of diversity during the last centuries, to two extremely genetically depauperate and differentiated remnant populations by 2002. The historical subpopulations show varying extents of genetic drift in relation to their recent size and time in isolation, but these do not predict whether the populations persisted or went finally extinct. In conclusion, current genetic patterns were mainly shaped by genetic drift, supporting the current admixture of the two genetic pools and calling for a comprehensive genetic management of the ongoing conservation program. This study illustrates how a retrospective analysis of demographic and genetic patterns of endangered species can shed light onto their evolutionary history and this, in turn, can inform conservation actions.

Human predatory behavior and the social implications of communal hunting based on evidence from the TD10.2 bison bone bed at Gran Dolina (Atapuerca, Spain).

Zooarcheological research is an important tool in reconstructing subsistence, as well as for inferring relevant aspects regarding social behavior in the past. The organization of hunting parties, forms of predation (number and rate of animals slaughtered), and the technology used (tactics and tools) must be taken into account in the identification and classification of hunting methods in prehistory. The archeological recognition of communal hunting reflects an interest in evolutionary terms and their inherent implications for anticipatory capacities, social complexity, and the development of cognitive tools, such as articulated language. Late and Middle Paleolithic faunal assemblages in Europe have produced convincing evidence of communal hunting of large ungulates allowing for the formation of hypotheses concerning the skills of Neanderthals anatomically modern humans as social predators. However, the emergence of this cooperative behavior is not currently understood. Here, faunal analysis, based on traditional/long-established zooarcheological methods, of nearly 25,000 faunal remains from the "bison bone bed" layer of the TD10.2 sub-unit at Gran Dolina, Atapuerca (Spain) is presented. In addition, other datasets related to the archeo-stratigraphy, paleo-landscape, paleo-environmental proxies, lithic assemblage, and ethno-archeological information of communal hunting have been considered in order to adopt a holistic approach to an investigation of the subsistence strategies developed during deposition of the archeological remains. The results indicate a monospecific assemblage heavily dominated by axial bison elements. The abundance of anthropogenic modifications and the anatomical profile are in concordance with early primary access to carcasses and the development of systematic butchering focused on the exploitation of meat and fat for transportation of high-yield elements to somewhere out of the cave. Together with a catastrophic and seasonal mortality pattern, the results indicate the procurement of bison by communal hunting as early as circa 400 kyr. This suggests that the cognitive, social, and technological capabilities required for successful communal hunting were at least fully developed among the pre-Neanderthal paleodeme of Atapuerca during the Lower Paleolithic. Similarly, the early existence of mass communal hunting as a predation technique informs our understanding of the early emergence of predatory skills similar to those exhibited by modern communal hunters.

La zooarqueología es una importante herramienta para la reconstrucción de la subsistencia y también para inferir aspectos relevantes del comportamiento social en el pasado. En este trabajo presentamos el análisis faunístico del llamado "lecho de huesos de bisonte", contenido en la subunidad TD10.2 del yacimiento Gran Dolina (Atapuerca, España). La composición taxonómica y perfil anatómico indican un conjunto monoespecífico fuertemente dominado por elementos del esqueleto axial de bisonte (Bison sp.). Las características y abundancia de las modificaciones antrópicas revelan un acceso primario e inmediato a las carcasas, así como el desarrollo de un procesado carnicero sistemático dirigido a la explotación de la carne y grasa, y a la preparación para el transporte de elementos de alto rendimiento hacia algún lugar fuera de la cavidad. Esas características unidas a un perfil de mortalidad catastrófico y estacional, sugieren la obtención de los bisontes mediante caza comunal. La frecuencia, localización e intensidad de las mordeduras de carnívoro en los restos indica un fuerte saqueo de las carcasas de bisonte una vez abandonadas éstas por los homininos en el yacimiento. La suma de decisiones antrópicas sobre el transporte y el posterior saqueo por carnívoros de los despojos abandonados resulta en un conjunto interpretado como lugar de matanza y procesamiento carnicero de bisontes carroñeados posteriormente por las fieras. Las analogías etnográficas, etnohistóricas y arqueológicas nos han permitido interpretar el "lecho de huesos de bisonte" como cazadero utilizado durante varios eventos estacionales de caza comunal en los que rebaños completos de bisontes fueron sacrificados para ser explotados intensamente por los homininos que ocuparon la cueva. El repetido uso estacional de un punto en el territorio para el desarrollo de tareas específicas muestra ciertas similitudes con el patrón logístico de gestión de los recursos. En el mismo sentido, la existencia temprana de la caza comunal como táctica depredatoria nos informa sobre la emergencia de habilidades cognitivas, tecnológicas y sociales similares a aquellas exhibidas por otros cazadores comunales modernos en un momento tan temprano como el Pleistoceno medio.

O mediador de conflitos escolares: experiências na América do Sul / The mediator of school conflicts: experiences in South America / El mediador de conflictos escolares: experiencias en América del Sur

Este artigo discute a mediação de conflitos, como forma para amenizar as violências escolares, que nasce nos meios jurídicos nos Estados Unidos, difunde-se pela Europa e posteriormente pela América do Sul, inclusive no Brasil. Foi realizada uma pesquisa bibliográfica, buscando documentos oficiais, investigações e livros publicados sobre essas experiências em diversos países. Há uma expansão de programas e projetos que utilizam a mediação de conflitos ao longo da última década nos países da América do Sul. Analisando esses programas podemos perceber que há muito investimento nesse tipo de estratégia, que é apenas uma entre outras para auxiliar as escolas com a problemática da violência. Mesmo assim, a mediação de conflitos torna-se elemento central dos programas educacionais. Para definir-se a melhor atuação em determinada sociedade ou realidade escolar seria necessária uma investigação extensa para avaliar a melhor estratégia, porém, a mediação de conflitos vem expandindo-se cada vez mais, indiscriminadamente.

This article discusses the conflict mediation as a way to ease the school violence, that was born in legal circles in the United States, diffuses through Europe and later in South America, including Brazil. The literature search was conducted, seeking official documents, investigations and books published on these experiences in different countries. There is an expansion of programs and projects that use the mediation of conflicts over the past decade in the countries of South America. By analyzing these programs it was possible to notice that there is a lot of investment in this type of strategy, which is only one among others to assist schools with the problem of violence. Nevertheless, conflict mediation becomes the central element of the educational programs. To set up the best performance in a given society or school reality would be an extensive research needed to assess what would be the best strategy, however, conflict mediation is expanding increasingly indiscriminately.

Este artículo discute la mediación de conflictos, como forma para amenizar las violencias escolares, que nace en los medios jurídicos en los Estados Unidos, se difunde por Europa y posteriormente por América del Sur, incluso en Brasil. Se realizó una investigación bibliográfica, buscando documentos oficiales, investigaciones en libros publicados sobre esas experiencias en diversos países. Hay una expansión de programas y proyectos que utilizan la mediación de conflictos a lo largo de la última década en los países de América del Sur. Analizando esos programas podemos percibir que hay mucha inversión en ese tipo de estrategia, que es sólo una entre otras para auxiliar las escuelas con la problemática de la violencia. Aun así, la mediación de conflictos se vuelve elemento central de los programas educacionales. Para definirse la mejor actuación en determinada sociedad o realidad escolar sería necesaria una investigación extensa para evaluar la mejor estrategia, pero, la mediación de conflictos viene expandiéndose cada vez más, indiscriminadamente.

O mediador de conflitos escolares: experiências na América do Sul / The mediator of school conflicts: experiences in South America / El mediador de conflictos escolares: experiencias en América del Sur

Este artigo discute a mediação de conflitos, como forma para amenizar as violências escolares, que nasce nos meios jurídicos nos Estados Unidos, difunde-se pela Europa e posteriormente pela América do Sul, inclusive no Brasil. Foi realizada uma pesquisa bibliográfica, buscando documentos oficiais, investigações e livros publicados sobre essas experiências em diversos países. Há uma expansão de programas e projetos que utilizam a mediação de conflitos ao longo da última década nos países da América do Sul. Analisando esses programas podemos perceber que há muito investimento nesse tipo de estratégia, que é apenas uma entre outras para auxiliar as escolas com a problemática da violência. Mesmo assim, a mediação de conflitos torna-se elemento central dos programas educacionais. Para definir-se a melhor atuação em determinada sociedade ou realidade escolar seria necessária uma investigação extensa para avaliar a melhor estratégia, porém, a mediação de conflitos vem expandindo-se cada vez mais, indiscriminadamente.

This article discusses the conflict mediation as a way to ease the school violence, that was born in legal circles in the United States, diffuses through Europe and later in South America, including Brazil. The literature search was conducted, seeking official documents, investigations and books published on these experiences in different countries. There is an expansion of programs and projects that use the mediation of conflicts over the past decade in the countries of South America. By analyzing these programs it was possible to notice that there is a lot of investment in this type of strategy, which is only one among others to assist schools with the problem of violence. Nevertheless, conflict mediation becomes the central element of the educational programs. To set up the best performance in a given society or school reality would be an extensive research needed to assess what would be the best strategy, however, conflict mediation is expanding increasingly indiscriminately.

Este artículo discute la mediación de conflictos, como forma para amenizar las violencias escolares, que nace en los medios jurídicos en los Estados Unidos, se difunde por Europa y posteriormente por América del Sur, incluso en Brasil. Se realizó una investigación bibliográfica, buscando documentos oficiales, investigaciones en libros publicados sobre esas experiencias en diversos países. Hay una expansión de programas y proyectos que utilizan la mediación de conflictos a lo largo de la última década en los países de América del Sur. Analizando esos programas podemos percibir que hay mucha inversión en ese tipo de estrategia, que es sólo una entre otras para auxiliar las escuelas con la problemática de la violencia. Aun así, la mediación de conflictos se vuelve elemento central de los programas educacionales. Para definirse la mejor actuación en determinada sociedad o realidad escolar sería necesaria una investigación extensa para evaluar la mejor estrategia, pero, la mediación de conflictos viene expandiéndose cada vez más, indiscriminadamente.