Pleistocene slope, shallow-marine and continental deposits of eastern central Italy wedge-top basin: a record of sea-level changes and mountain building.

This guidebook to Pleistocene sediments exposed in eastern central Italy has been prepared for the PRE-3 geological field trip accompanying the XXI INQUA Congress held in Rome, Italy, in July 2023. It is designed to provide an overview of the sedimentological features, stratigraphic architecture and basin evolutionary steps during the Pleistocene of the central portion of the Periadriatic basin (Central Periadriatic Basin), a N-S oriented foreland basin system associated to the Central Apennine Outer Orogenic Wedge. The Central Periadriatic Basin stretches along the Marche and Abruzzo regions and is an excellent example of an evolving mountain chain and associated deep-marine to fluvial-alluvial foredeep and wedge-top basin system. By integrating surface and subsurface datasets, this field trip affords a fine west to east transect through the Pleistocene basin-fill in southern Marche, where exposures allow a close examination of sedimentary facies and architecture of depositional systems. The basinfill succession includes coarse-grained submarine canyon-fills encased in slope mudstones, mixed beachface-shoreface conglomerates and sandstones, and alternating conglomerate and mudstone bodies interpreted as fluvial-channel and floodplain deposits, respectively. The analysis of facies architecture and discontinuity surfaces will allow the attendees to understand the relative role of sea-level changes, sediment supply, and thrust front propagation inside the foreland basins system as several factors controlling the stratigraphic record

Peer aggression and well-being study method and participants

The Peer Aggression and Well-being study used a mixed method research design. The Student Aggression and Victimisation Questionnaire include items that enable an assessment of both victimisation and perpetration of peer aggression and bullying. Statistical Package for Social Sciences was used to examine the peer aggression data. Respondents were considered to have experienced repetition of peer aggression if they reported an act against them that was repeated or if they experienced more than one type of peer aggression event at least once or twice. Power imbalance was determined according to the self-reported power imbalance for each peer aggression type experienced. A classification into a category that involved all criteria, such as intentional harm, power imbalance and repetition, over-rode any other classification. Student self-reports of their involvement in peer aggression were examined and students who had perpetrated aggressive acts were categorised according to their intent and perception of harm, power imbalance and repetition, into “perpetrator of aggression” groups. © 2020 selection and editorial matter, Grace Skrzypiec, Mirella Wyra, and Eleni Didaskalou; individual chapters, the contributors

Rethinking assessment: Managing behaviour and reducing disaffection

Disaffection and behaviour problems continue to be a cause of concern in many schools. Although many schemes and initiatives have attempted to address these issues, few have proved completely successful. It is suggested that in the light of the current phase of educational reforms, with its emphasis on raising standards and target setting, the role of increased assessment in the generation of these problems may have been overlooked. The experiences of a number of schools in exploring a different approach to pupil assessment emphasising the development of a number of generic 'life skills' are explored and the effects on these two issues discussed