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We analysed catch records of Atlantic salmon (Salmo salar), cod (Gadus morhua), and halibut (Hippoglossus hippoglossus and Reinhardtius hippoglossoides) from the 17th and 18th centuries from several locations of the Barents and White Seas areas. Historical records, found in Russian archives, allow analysis of long-term series of catches, and sometimes of the average weight of the fish. In total, we obtained data on catches of salmon for 51 years (for the period from 1615 to 1772) and of cod and halibut for 33 years (for the period from 1710 to 1793). These data are comparable with respect to fishing effort within the series. The data on Atlantic salmon are also comparable with statistical data for the period 1875–1915. We found notable fluctuations in catches and sometimes in the average weight of salmon. There was also fluctuation in catches of cod and halibut. Both observational comparison of catch series and temperature data and formal statistical analysis showed that catches tended to decrease during relatively colder periods.

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AimUnderstanding interrelations between the factors predicting students’ aggressive behavior is a priority for bullying-prevention programs. Our study explores two possible mechanisms linking school disciplinary structure and students’ aggression. We test students’ moral disengagement and bullying by teachers as mediational pathways from school authoritative discipline to students’ aggressive behavior.MethodsWe used a regionally representative sample of 213 schools that participated in a school climate survey in Kaluga Oblast (a federal subject of Russia) in 2019. The analytical sample contained the anonymous responses of 16,809 students from grades 6–9 (12–15 years old); 51% of the respondents were girls. The analytical procedure consisted of structural equation modeling (SEM), which was implemented in Mplus 8.7.ResultsThe mediation model fit the data well, suggesting that the clarity and fairness of school rules negatively predicted peer aggression, while student moral disengagement and bullying by teachers independently and partially mediated this association.ConclusionWe confirm that authoritative school climate, characterized by a clear and fair disciplinary structure, is associated with a decrease in bullying. Novel result is the evidence for mediating mechanisms and the influence of teachers’ aggression on students’ behavior. Prevention programs designed to increase the fairness and consistency of school rules, eliminate bullying and humiliation from teachers, and decrease students’ moral disengagement may reduce violence and victimization at school.

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