As a Black woman and anthropologist, I am positioned as an outsider within the field of American anthropology. Traditionally, Black people and our bodies have been reduced to objects of study within the discipline. Because I am a bioarchaeologist who works directly with the skeletal remains of Black Ancestors, my positionality compels me to think seriously about how anthropologists might address the field’s violent past while moving forward in more ethical ways. But are we effecting change with our work, or reproducing the same inequalities and harmful narratives? I advocate for engagement with Black feminisms to inform the practice of bioarchaeology and shift away from narratives that normalize the objectification and degradation of Black people.

In this chapter, we discuss proofs of geometric Manin’s conjecture II (Conjecture 7.4.10) for certain classes of algebraic varieties. The main idea is to use Mori’s famous Bend and Break techniques to prove the irreducibility of the moduli space of rational curves of a given class based on induction on the degree of that class.

This chapter historicizes the canonization of mid twentieth-century African American literature by breaking it down into three distinct phases over thirty-five years (1935 to 1970) and exploring it through the lens of five prominent writers: Richard Wright, Margaret Walker, Gwendolyn Brooks, James Baldwin, and Ralph Ellison. While these writers brought unprecedented acclaim to the field, opening doors for future Black writers, analyzing their artistic and political choices reveals that Black literary success has more to do with how well their literary politics align with the white literary mainstream – not with literary talent and skill. Unfortunately, the current African American literary canon of the mid-twentieth century still aligns with conservative Cold War literary politics, excluding a score of talented Black writers with more progressive politics. By attending to the literary shifts of the 1940s, it becomes clear how that canonization took place and why it must be undone and reconfigured.

This chapter of Persistent Citizens investigates the role of partisanship as an alternative or complementary explanation for variation in state-centric persistence and the "2ei" attitudes (i.e., entitlement, indignation, and self-efficacy). The authors analyze whether support for major political movements in each country – the Workers’ Party in Brazil and the Peronist movement in Argentina – affects citizens’ attitudes and behaviors toward the state. The findings reveal a significant contrast between the two cases. In Brazil, partisan identity has little to no explanatory power. In Argentina, in contrast, Peronist supporters show systematically different attitudes and a greater willingness to persist than non-supporters. Analysis of additional survey questions suggests that differences in attitudes among Peronist supporters are not the result of greater reliance on clientelism but instead reflect greater optimism about the state’s capacity to provide services. Despite this partisan effect in Argentina, the chapter concludes that the book’s core findings regarding the importance of 2ei remain robust in both countries.

This appendix contains many background results to which we refer in the main text. It may also be used as a resource to brush up on some prerequisite material with which the reader is unfamiliar (e.g. measure theory, concentration inequalities or matrix theory), though our presentation is briefer than can be found in more specialised texts, as well as being more tailored to our needs in the rest of the book.

Luigi L. Pasinetti was one of the most significant figures in the history of post-Keynesian economics. In his final book, he reflects on the history and future of post-Keynesian economics, as well as a broad range of issues relating to his previous work. He argues that the economics profession has reached a critical impasse, unable to grasp the true nature of the unprecedented world we now inhabit. He examines how modern economic thought has diverged from addressing real-world challenges, challenging outdated frameworks to offer, instead, a path for reflection and reorientation. With a rigorous critique of prevailing paradigms, Pasinetti proposes an alternative framework of analysis extending an invitation for economists to rethink foundational assumptions. Providing his final statement on these issues, this book delivers a compelling critique of the current state of economics and political economy and offers a vital contribution for reimagining these disciplines in extraordinary times.

Chapter 4: Early Histories. The name of the legendary craftsman Daidalos appears in ancient texts denoting skill in many media, but particularly in bronze and in wax. Xoana and sphyrelata were wax-free, but then came Rhoikos and Theodoros of Samos and their educational travel to Egypt. In the Greek world, the transition to a wax-based process for statuary began on a small scale and was linked to the need for multiples, such as protomes to decorate the shoulders of dedicatory caldrons. New technology was also applied to bronze statuary, which came to be preferred over stone. Small bronze statues appear first, their “carved” appearance a stylistic trait. A story about Kanachos reveals his reuse of a model for a statue of Apollo: He was noted for having made two copies of the same statue for different cities, one in wood and one in bronze. In contrast, two heads from Olympia, 200 years apart, were individually produced. Finally, the Piraeus Apollo, its date disputed since its discovery in 1959, is certainly archaistic, not Archaic.

Entering a teaching position for the first time is a professionally significant milestone; one that requires attentive preparation, strategic planning, and active engagement. With this in mind, a diverse range of strategies in this chapter are explored with the aim of supporting early career teachers in effectively transitioning into a new educational setting. Understanding the teaching role expectations, actively engaging in orientation and/or induction, and undertaking initial classroom setup, are all necessary requirements that early career teachers must tend to in order to be best placed for a successful start.

This chapter brings social context and social structure into the story of crime hot spots. We begin by examining why criminologists have, for the most part, ignored micro geographic study of crime until the late twentieth century. This was, in part, the result of not having data available at the micro geographic level, but also related to the overriding interests of sociologists in the study of spatial criminology with micro geographic units, such as neighborhoods and communities. We then turn to the importance of new theoretical innovations that focused interest on hot spots of crime, but led criminologists to largely ignore the social context of these places. Having placed the study of crime hot spots in historical perspective, we bring social context into the study of crime and place by examining variability of measures of social disadvantage and social disorganization across hot spots and non-hot spot streets in our study. We pay particular attention to informal social control as measured by collective efficacy in communities (Sampson et al., 1997). We also examine characteristics of hot spots that are often seen as tightly linked to crime, such as social and physical disorder and fear of crime.

Teaching is a purposeful profession that brings deep satisfaction through shaping lives and building communities. At the same time, it involves daily challenges, managing time, meeting diverse needs, protecting your well-being, and working with colleagues. Thriving in this complexity requires more than subject knowledge. It calls for intentional strategies that help you stay focused, balanced, and collaborative. In this chapter, you will explore practical skills in self-management, organisation, prioritisation, classroom routines, and communication. These strategies will help you build confidence and create a calm, supportive environment where both you and your student can succeed.