Catalogo 4c

Annals of Human Biology,VOL. 48, NO. 3, 223–233, 2021

Background: During the early 3rd millennium BCE migration from Pontic Steppe, mainly related to Yamnaya culture, has affected European populations both culturally and genetically, however, it has long been debated to what extent this migration was male-driven, and how this replacement process took place which eliminated partially/largely Neolithic male lines over time. Aim: This paper aims to evaluate the influence of the Steppe migration on European Bronze Age populations by calculating both male and female genetic contributions of the Steppe-related ancestry to the European Bronze Age populations. With this approach, we will be able to clarify the hypotheses on whether it was male-biased migration or not. Subjects and methods: To evaluate the genetic impact and the proportion of the Steppe-related ancestry to the European Bronze Age populations, we performed PCA and qpAdm analyses by using published genome-wide data. In addition, we quantified male and female genetic contribution into Europe by using the analysis of uniparental markers and the X-chromosome. Results: The Steppe migration had a considerable impact on the genetic makeup of the Bronze Age European populations. The data suggest that the Steppe-related ancestry arriving into Central Europe was male-driven, dominantly in the Corded Ware culture populations and lesser in the Bell Beaker populations. In fact, there is no evidence that this migration had a significant input on the mitochondrial genetic pool of all European Bronze Age populations. Conclusions: Our analyses suggest that the Steppe-related ancestry had genetic impact on mainly Central-Eastern Europe. Moreover, this migration was male-driven for most of the Central European populations belonging to the Corded Ware groups, and to a lesser extent for the Bell Beaker groups.

in Varun Uberoi and Tariq Modood (eds) Multiculturalism Rethought: Interpretations, Dilemmas and New Directions (Edinburgh University Press, 2015), pp. 209-249.

Creative Education, 2020

Online education connects a teacher/lecturer and a student/pupil or who is not in the same physical location and not necessarily even in the same time zone. This system can operate through almost any electronic device connected to the internet. Students engaged in distance learning in real time, with teachers giving live streaming classes via the internet, are performing “synchronous learning”. “Asynchronous learning” offers prerecorded classes that are always available to students. Students access these recordings when convenient for them and study and practice at their own pace. Online education has advantages, e.g., increased access to knowledge and learning and reduced teaching costs, takes less time and enables learning at one own speed, but it also has disadvantages e.g., decreasing the “market value” of an academic degree, weakening the learning quality, limiting dialogue with lecturers/teachers, and hurting academic research. Its success depends on the optimal combination of...

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