The RESET project: constructing a European tephra lattice for refined synchronisation of environmental and archaeological events during the last c. 100 ka

This paper introduces the aims and scope of the RESET project (. RESponse of humans to abrupt Environmental Transitions), a programme of research funded by the Natural Environment Research Council (UK) between 2008 and 2013; it also provides the context and rationale for papers included in a special volume of Quaternary Science Reviews that report some of the project's findings. RESET examined the chronological and correlation methods employed to establish causal links between the timing of abrupt environmental transitions (AETs) on the one hand, and of human dispersal and development on the other, with a focus on the Middle and Upper Palaeolithic periods. The period of interest is the Last Glacial cycle and the early Holocene (c. 100-8 ka), during which time a number of pronounced AETs occurred. A long-running topic of debate is the degree to which human history in Europe and the Mediterranean region during the Palaeolithic was shaped by these AETs, but this has proved difficult to assess because of poor dating control. In an attempt to move the science forward, RESET examined the potential that tephra isochrons, and in particular non-visible ash layers (cryptotephras), might offer for synchronising palaeo-records with a greater degree of finesse. New tephrostratigraphical data generated by the project augment previously-established tephra frameworks for the region, and underpin a more evolved tephra 'lattice' that links palaeo-records between Greenland, the European mainland, sub-marine sequences in the Mediterranean and North Africa. The paper also outlines the significance of other contributions to this special volume: collectively, these illustrate how the lattice was constructed, how it links with cognate tephra research in Europe and elsewhere, and how the evidence of tephra isochrons is beginning to challenge long-held views about the impacts of environmental change on humans during the Palaeolithic. © 2015 Elsevier Ltd.RESET was funded through Consortium Grants awarded by the Natural Environment Research Council, UK, to a collaborating team drawn from four institutions: Royal Holloway University of London (grant reference NE/E015905/1), the Natural History Museum, London (NE/E015913/1), Oxford University (NE/E015670/1) and the University of Southampton, including the National Oceanography Centre (NE/01531X/1). The authors also wish to record their deep gratitude to four members of the scientific community who formed a consultative advisory panel during the lifetime of the RESET project: Professor Barbara Wohlfarth (Stockholm University), Professor Jørgen Peder Steffensen (Niels Bohr Institute, Copenhagen), Dr. Martin Street (Romisch-Germanisches Zentralmuseum, Neuwied) and Professor Clive Oppenheimer (Cambridge University). They provided excellent advice at key stages of the work, which we greatly valued. We also thank Jenny Kynaston (Geography Department, Royal Holloway) for construction of several of the figures in this paper, and Debbie Barrett (Elsevier) and Colin Murray Wallace (Editor-in-Chief, QSR) for their considerable assistance in the production of this special volume.Peer Reviewe

1 Up Close and Personal from Mars

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Copyright 2003, ACM. Interdisciplinary design teams can rapidly improve user interfaces for autonomous robots that aim to achieve educational objectives by using informal techniques and nurturing a healthy collaborative environment. The PER project required collaboration among designers who are experts in robotic autonomy, intelligent systems, software, education, usability, user interface and interaction design, industrial design, and exhibit and communication design. In addition to being a really cool project, the Personal Exploration Rover (PER) case study demonstrates that nurturing a healthy interdisciplinary design environment is essential for designing complex systems with educational goals and critical business requirements. Keywords Robot autonomy, rover, user interface, spatial manipulation, affective design, empathetic design, interdisciplinary design, rapid design, user interface, iterative design. Industry/category Education, science education, robotics, spac

The Personal Exploration Rover: The Ground-up Design, Deployment and Educational Evaluation of an Educational Robot for Unmediated Informal Learning Sites

Robotics brings together learning across mechanism, computation and interaction using the compelling model of real-time interaction with a physically instantiated intelligent device. The project described here is the third stage of the Personal Rover Project, which aims to produce technology, curriculum and evaluation techniques for use with after-school, out-of-school and informal learning environments mediated by robotics. Our most recent work has resulted in the Personal Exploration Rover (PER), whose goal is to create and evaluate a robot interaction that will educate members of the general public in an informal learning environment and capitalize on the current enthusiasm and excitement produced by NASA's Mars Exploration Rovers (MERs). We have two specific goals of teaching about the role of rovers as tools for scientific exploration and teaching about the importance of robot autonomy. To this effect we have designed an interactive, robotic museum exhibit which has been deployed at six locations across the United States. Here we describe the robot hardware and software designed for this task, the exhibits developed, and the results of formal evaluation of the exhibits ' educational impact on museum visitors

The Personal Exploration Rover: The Ground-up Design, Deployment and Educational Evaluation of an Educational Robot for Unmediated Informal Learning Sites

Robotics brings together learning across mechanism, computation and interaction using the compelling model of real-time interaction with a physically instantiated intelligent device. The project described here is the third stage of the Personal Rover Project, which aims to produce technology, curriculum and evaluation techniques for use with after-school, out-of-school and informal learning environments mediated by robotics. Our most recent work has resulted in the Personal Exploration Rover (PER), whose goal is to create and evaluate a robot interaction that will educate members of the general public in an informal learning environment and capitalize on the current enthusiasm and excitement produced by NASA's Mars Exploration Rovers (MERs). We have two specific goals of teaching about the role of rovers as tools for scientific exploration and teaching about the importance of robot autonomy. To this effect we have designed an interactive, robotic museum exhibit which has been deployed at six locations across the United States. Here we describe the robot hardware and software designed for this task, the exhibits developed, and the results of formal evaluation of the exhibits' educational impact on museum visitors.</p