Falkland Island peatland development processes and the pervasive presence of fire

Palaeoecological analyses of Falkland Island peat profiles have largely been confined to pollen analyses. In order to improve understanding of long-term Falkland Island peat development processes, the plant macrofossil and stable isotope stratigraphy of an 11,550 year Falkland Island Cortaderia pilosa (‘whitegrass’) peat profile was investigated. The peatland developed into an acid, whitegrass peatland via a poor fen stage. Macrofossil charcoal indicate that local fires have frequently occurred throughout the development of the peatland. Raman spectroscopy analyses indicate changes in the intensity of burning which are likely to be related to changes in fuel types, abundance of fine fuels due to reduced evapotranspiration/higher rainfall (under weaker Southern Westerly Winds), peat moisture and human disturbance. Stable isotope and thermogravimetric analyses were used to identify a period of enhanced decomposition of the peat matrices dating from ∼7020 cal yr BP, which possibly reflects increasing strength of the Southern Westerly winds. The application of Raman spectroscopy and thermogravimetric analyses to the Falkland Island peat profile identified changes in fire intensity and decomposition which were not detectable using the techniques of macrofossil charcoal and plant macrofossil analyses.</p

Falkland Island peatland development processes and the pervasive presence of fire

Acknowledgments RJP secured funding for this research from the Quaternary Research Association, University of York and the Russian Science Foundation (19-14-00102). We thank Paul Brickle and other members of the South Atlantic Environmental Research Institute for their help with logistics, David Large for valuable discussions about Falkland Islands peat and all landowners for access permission. This work is dedicated to Richard J. Payne who was tragically killed while climbing Peak 6477, a previously unclimbed subsidiary peak of Nanda Devi (Garhwal Himalayas) in May 2019. CRediT authorship contribution statement Dmitri Mauquoy: Conceptualization, Investigation, Writing - original draft, Writing - review & editing. Richard J. Payne: Conceptualization, Investigation. Kirill V. Babeshko: Investigation, Writing - original draft, Writing - review & editing. Rebecca Bartlett: Investigation, Writing - original draft, Writing - review & editing. Ian Boomer: Investigation. Hannah Bowey: Investigation. Chris D. Evans: Conceptualization, Writing - original draft, Writing - review & editing. Fin Ring-Hrubesh: Investigation. David Muirhead: Methodology, Investigation, Writing - original draft, Writing - review & editing. Matthew O’Callaghan: Investigation. Natalia Piotrowska: Investigation. Graham Rush: Investigation. Thomas Sloan: Investigation. Craig Smeaton: Methodology, Investigation, Writing - original draft. Andrey N. Tsyganov: Investigation, Writing - original draft, Writing - review & editing. Yuri A. Mazei: Investigation, Writing - original draft, Writing - review & editing.Peer reviewedPostprin

Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge

This study examined the effect of word level phonological knowledge on learning to read new words in Down syndrome compared to typical development. Children were taught to read 12 nonwords, 6 of which were pre-trained on their phonology. The 16 individuals with Down syndrome aged 8–17 years were compared first to a group of 30 typically developing children aged 5–7 years matched for word reading and then to a subgroup of these children matched for decoding. There was a marginally significant effect for individuals with Down syndrome to benefit more from phonological pre-training than typically developing children matched for word reading but when compared to the decoding-matched subgroup, the two groups benefited equally. We explain these findings in terms of partial decoding attempts being resolved by word level phonological knowledge and conclude that being familiar with the spoken form of a new word may help children when they attempt to read it. This may be particularly important for children with Down syndrome and other groups of children with weak decoding skills