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ABSTRACTBiological anthropology in 2018 encapsulated what past scholars envisioned for its future: a multidisciplinary approach to understanding human and nonhuman primate evolution and diversity using the most innovative techniques and rigorous standards available. This year also built on a tradition of introspection about what biological anthropology encompasses and by whom and how it is conducted. This review highlights research and movements in the field that reflect both of these pursuits. Studies drew on evolutionary theory to generate novel insights into human and nonhuman primate biology, behavior, and organization. Studies on hominin evolution and human biology have upended previous understandings by revealing more dynamic and context‐dependent processes in our ancestry and phenotypic expressions. Across subdisciplines, biological anthropologists have advanced the use of new technologies and analytical techniques and begun to promote open, transparent, and reproducible science among a more diverse community of researchers. [year in review, evolutionary anthropology, context and variation, emerging technologies, transparent methods, researcher diversity]

It has become public knowledge that teachers have gradually been called to teach learners to world-class standards in order to enable them to participate actively in the global economy. This has fuelled a debate on how teachers should be prepared to fulfil this new role. In-service programmes on social justice and education have often been critiqued for failing to build teachers' subject knowledge and pedagogical skills which are essential for facilitating learners' access to the curriculum. This paper takes a position that teaching is an inescapably political act that often (if not always) involves ideas, power and access to learning and life opportunities. The study presented in this paper was designed to explore how teachers used social justice pedagogy as a conduit for making the curriculum accessible to all their learners. Data for this study were generated from self-reflexive action research reports from a sample of 20 teachers submitted as part of the assessment requirements for the Advanced Certificate in Education (ACE) programme. The data were used to understand 1) How teachers conceptualised and understood social justice, and 2) How teachers utilised these understandings in broadening curriculum access for their learners. The study found that participants conceptualised and understood social justice on a basis of a philosophy of education as transformation, which often called on them to traverse political borders. For these teachers, teaching for social justice meant that education was construed as a means to break the cycle of social ills, victimhood and hegemony. The study presented some emerging thoughts on how knowledge about social justice in education could be deployed by teachers to broaden access to and in the curriculum.

Abstract
Childhood psychosocial stressors have been proposed to favour fast life history strategies promoting earlier puberty in females. However, studies demonstrating this association often do not elucidate causal mechanisms, nor account for greater childhood energetic availability – also known to promote rapid growth and earlier puberty. To assess the extent to which such confounding has been considered, we conducted a systematized review to identify studies examining measures of both prepubertal growth (e.g. weight, height) and psychosocial stressors (e.g. adversity, father absence) in relation to female pubertal timing. A total of 1069 non-duplicated studies were identified across five databases. Twenty studies met selection criteria for critical review following independent screening of titles, abstracts and manuscripts. Within these studies, measures indicative of rapid childhood growth were more consistently associated with earlier pubertal timing than were measures of psychosocial stress. We discuss future research directions to investigate the impact of psychosocial stress on pubertal timing more robustly, including methodological and mechanistic considerations, and contextualization of findings by socioecological environments.

Objective: We investigated cross-level effects, which are concurrent changes across neural and cognitive-behavioral levels of analysis as teams interact, between neurophysiology and team communication variables under variations in team training. Background: When people work together as a team, they develop neural, cognitive, and behavioral patterns that they would not develop individually. It is currently unknown whether these patterns are associated with each other in the form of cross-level effects. Method: Team-level neurophysiology and latent semantic analysis communication data were collected from submarine teams in a training simulation. We analyzed whether (a) both neural and communication variables change together in response to changes in training segments (briefing, scenario, or debriefing), (b) neural and communication variables mutually discriminate teams of different experience levels, and (c) peak cross-correlations between neural and communication variables identify how the levels are linked. Results: Changes in training segment led to changes in both neural and communication variables, neural and communication variables mutually discriminated between teams of different experience levels, and peak cross-correlations indicated that changes in communication precede changes in neural patterns in more experienced teams. Conclusion: Cross-level effects suggest that teamwork is not reducible to a fundamental level of analysis and that training effects are spread out across neural and cognitive-behavioral levels of analysis. Cross-level effects are important to consider for theories of team performance and practical aspects of team training. Application: Cross-level effects suggest that measurements could be taken at one level (e.g., neural) to assess team experience (or skill) on another level (e.g., cognitive-behavioral).