This year, 2024, marks the fiftieth anniversary of the Marc and Ismene Fitch Laboratory for Archaeological Science. Since its inception in 1974, this pioneering laboratory has grown from an experiment into a world-renowned hub for archaeological science. As one of the first laboratories of its kind in Greece, and among only a few globally, the Fitch Laboratory expanded its expertise over the decades to encompass a wide range of disciplines. These include archaeobotany, zooarchaeology, human osteology, geophysics, pigment analysis, and its most recognized focus: archaeological ceramics. This paper reviews its history and development, and looks to the future.

Fear for the future of democracy in the 1930s and 1940s led university educators to redefine the purpose of general education as preparation for democratic citizenship. This mobilized social scientists to engage in curricular reform and experiment with progressive pedagogical practices in new general education courses. These courses have been overlooked in the scholarship on general education, which focuses on Great Books courses and educators’ efforts to create a common culture linked to Europe. Uncovering these courses demonstrates that general education was an important part of higher education’s commitment to democracy. Mid-twentieth-century social science general education was an innovative form of political education aimed at preparing independent-minded, engaged citizens with democratic values.

Given a real differentiable function f we say that a point x0 is a stationary point of f if f′ (x0) = 0.

In any standard single-variable calculus class, students learn how to determine the nature of a stationary point by checking the sign of f(x) in intervals to the left and to the right of the stationary point. In doing so, they are performing the first derivative test.

Amidst the post-war “economic miracle” (Wirtschaftswunder) in Germany, the government tapped into foreign labor resources, including Turkish “guest workers.” Over the years, Turkish immigrants and their descendants have remained central to societal discussions, particularly since Recep Tayyip Erdoğan rose to leadership in Turkey, garnering a devoted voter base among this demographic. Drawing on the concepts of emotional community, feeling rules, and emotion work, I trace how the affinity towards Erdoğan is, in part, fueled by conflicts arising from broader tensions between the German majority and the Turkish-origin community. For many, the allure of “Erdoğanism” lies in its provision of ethno-nationalist solidarity, offering a coping mechanism for enduring societal challenges, even after decades in Germany. Employing narrative analysis, this article delves into how the embrace of “Erdoğanism” appears to serve as a means to suppress feelings of national humiliation and evoke a hubristic sense of national pride.

Milk is a fundamental food matrix that is widely consumed. Milk fat is important for producing dairy products such as butter, cream, cheese and whole milk powder. Aside from flavour, it has been linked to human health and its chemistry can be modulated by various means towards a more healthy fatty acid profile. Industry and stakeholders have different interests in milk fat, based on specific policies which reflect the type of research and funding initiatives currently performed in different countries. This position paper summarizes the current state-of-the-art with regards to milk fat research and industry as well as stakeholder initiatives, and then highlights new developments based on information gathered from North America (United States and Mexico), Europe (United Kingdom, Spain, Italy, and Finland), Africa (Egypt), Asia (China and Bangladesh) and Oceania (New Zealand). South America is an important contributor to the dairy industry but will not be considered here and thus this paper must be considered cross-continental rather than global. This manuscript intends to show a wide ‘picture’ of milk fat from different angles in different parts of the globe.

Edward Gordon Craig was a controversial and iconoclastic figure in the early twentieth-century British theatre. Underpinning his work as a director, designer, and essayist was a desire to secure obedience and loyalty from the people with whom he worked and to ensure that he was the unquestioned authority. Nowhere was this ambition clearer than in his School for the Art of the Theatre, which he ran in Florence from 1913 to 1914. This article draws on extensive archival research, providing a detailed examination of the School’s structure, organization, and curriculum and demonstrating the importance that Craig placed on discipline, which became the School’s governing principle. It contextualizes the School’s practice, discussing Craig’s work in and outside the theatre and his political views so as to consider why he prized discipline above all else. In particular, the article reveals, for the first time, his intense misogyny and celebration of fascism in the 1920s and 1930s, and shows how this informed his school scheme and was informed by it.