The Early Iron Age south-east building in Thorikos

Between 2019 and 2025, an Early iron Age building was excavated on the southeastern slopes of the Velatouri Hill at Thorikos. At least three phases could be distinguished, the last one ending in a destruction by fire that left part of the domestic ceramic inventory in situ. In the second phase, the building consisted of a central one-room building (Room C) connected to a courtyard area (Rooms A and D); Room D became a sort of shed in the third phase. The chronology on the basis of the painted pottery styles runs from Late Protogeometric to early Middle Geometric I on the basis of partial study of the finds. Plan, function and construction techniques are discussed in relation to current knowledge of the period in Attica and with an outlook to further analyses that are underway.Between 2019 and 2025, an Early iron Age building was excavated on the southeastern slopes of the Velatouri Hill at Thorikos. At least three phases could be distinguished, the last one ending in a destruction by fire that left part of the domestic ceramic inventory in situ. In the second phase, the building consisted of a central one-room building (Room C) connected to a courtyard area (Rooms A and D); Room D became a sort of shed in the third phase. The chronology on the basis of the painted pottery styles runs from Late Protogeometric to early Middle Geometric I on the basis of partial study of the finds. Plan, function and construction techniques are discussed in relation to current knowledge of the period in Attica and with an outlook to further analyses that are underway.C

The medium of empire : unstable text in Rome’s imperial literature

B

From local histories to transcultural mnemonic landscapes : a conversation about translation and memory

This chapter is structured as a dialogue between two scholars from different disciplines, each exploring the potential of concepts and methods from translation studies to shed light on the formation, circulation and reception of transnational memories, while also considering how insights from memory studies can highlight the multidirectional engagements and local embedding of memories originating from diverse contexts in cultural practices of translation. The interdisciplinary exchange prompts reflection on the specific formats and mechanisms through which memories 'travel' via translation across geographical, cultural and linguistic boundaries, as well as their subsequent 'instantiation' in particular locales, where they are reshaped through interactions with local repertoires, audiences, and agendas.Our focus is on how translation-as-transformation acts as a driving force behind the evolution and preservation of memory. This entails engaging with the ethical implications of translating local histories and narratives for global consumption. Through an analysis of various media forms—including testimony, literature, film, and museums—we examine how the dynamic interplay between interlingual and cultural translation unlocks the mnemonic potential of a given text or narrative. Approaching memory through a translational lens ultimately compels us to challenge conventional notions of authenticity, native language and stable originals, and to question the presumed unidirectionality of transfer processes.This chapter is structured as a dialogue between two scholars from different disciplines, each exploring the potential of concepts and methods from translation studies to shed light on the formation, circulation and reception of transnational memories, while also considering how insights from memory studies can highlight the multidirectional engagements and local embedding of memories originating from diverse contexts in cultural practices of translation. The interdisciplinary exchange prompts reflection on the specific formats and mechanisms through which memories 'travel' via translation across geographical, cultural and linguistic boundaries, as well as their subsequent 'instantiation' in particular locales, where they are reshaped through interactions with local repertoires, audiences, and agendas.Our focus is on how translation-as-transformation acts as a driving force behind the evolution and preservation of memory. This entails engaging with the ethical implications of translating local histories and narratives for global consumption. Through an analysis of various media forms—including testimony, literature, film, and museums—we examine how the dynamic interplay between interlingual and cultural translation unlocks the mnemonic potential of a given text or narrative. Approaching memory through a translational lens ultimately compels us to challenge conventional notions of authenticity, native language and stable originals, and to question the presumed unidirectionality of transfer processes.B

Epistocracy

To avoid the alleged ignorance of citizens that is considered detrimental to democracies, advocates of epistocracy propose that only the voices or votes of a limited group of citizens should be taken into account, of those that are in the knowing. In recent proposals, the suggested selection criterion often is passing a knowledge test related to political or social issues that would qualify citizens to fully participate, to be granted full voting rights. In these tests, social scientific knowledge takes a prominent place. This raises the question of whether restricting full rights to those that allegedly have better social scientific knowledge would lead to a better government of society. We review arguments pro and contra, and defend that even in epistemic terms democracy does better than epistocracy. Three questions will be addressed: What knowledge is relevant? Do epistocrats possess better knowledge? Have epistocrats considered the epistemic benefits of a more democratic approach? Regarding the “impact” social sciences could or should have, evaluating the epistocrats’ proposals helps us to better stipulate the social sciences’ role in democracies as well as their social-epistemic adjustment to that role – which requires the sciences to be democratised, to fit democracy as much as possible.To avoid the alleged ignorance of citizens that is considered detrimental to democracies, advocates of epistocracy propose that only the voices or votes of a limited group of citizens should be taken into account, of those that are in the knowing. In recent proposals, the suggested selection criterion often is passing a knowledge test related to political or social issues that would qualify citizens to fully participate, to be granted full voting rights. In these tests, social scientific knowledge takes a prominent place. This raises the question of whether restricting full rights to those that allegedly have better social scientific knowledge would lead to a better government of society. We review arguments pro and contra, and defend that even in epistemic terms democracy does better than epistocracy. Three questions will be addressed: What knowledge is relevant? Do epistocrats possess better knowledge? Have epistocrats considered the epistemic benefits of a more democratic approach? Regarding the “impact” social sciences could or should have, evaluating the epistocrats’ proposals helps us to better stipulate the social sciences’ role in democracies as well as their social-epistemic adjustment to that role – which requires the sciences to be democratised, to fit democracy as much as possible.B

Romanian plăcea ‘like’ : an alternating Dat-Nom/Nom-Dat verb

In several Indo-European languages, including Romanian, predicates such as plăcea ‘like' from Latin placēre ‘like, please’, are found selecting for a dative experiencer and a nominative stimulus, which appear to allow for two opposite, but equally neutral, word orders, i.e. dativebefore-nominative and nominative-before-dative. This stands in stark contrast with topicalized datives, which are always focal in Romanian. We hypothesize that the two word orders with plăcea represent two diametrically-opposed argument structures, Dat-Nom and Nom-Dat,thus predicting that the dative behaves syntactically as a subject in Dat-Nom structures and the nominative as a subject in Nom-Dat structures. An inspection of seven subject tests, recently applied in the literature on Romanian, reveals that two of these do not distinguish between subjects and objects, while the remaining five confirm that either argument of plăcea, the dative or the nominative, passes the subject tests, with the other argument, the nominative or the dative, behaving as an object.In several Indo-European languages, including Romanian, predicates such as plăcea ‘like' from Latin placēre ‘like, please’, are found selecting for a dative experiencer and a nominative stimulus, which appear to allow for two opposite, but equally neutral, word orders, i.e. dativebefore-nominative and nominative-before-dative. This stands in stark contrast with topicalized datives, which are always focal in Romanian. We hypothesize that the two word orders with plăcea represent two diametrically-opposed argument structures, Dat-Nom and Nom-Dat,thus predicting that the dative behaves syntactically as a subject in Dat-Nom structures and the nominative as a subject in Nom-Dat structures. An inspection of seven subject tests, recently applied in the literature on Romanian, reveals that two of these do not distinguish between subjects and objects, while the remaining five confirm that either argument of plăcea, the dative or the nominative, passes the subject tests, with the other argument, the nominative or the dative, behaving as an object.A

Introduction : thinking empire, thinking text

A

Diversified teaching strategies for early childhood classrooms : building an instructional toolkit /

This book aims to broaden the teaching repertoires of pre-service and in-service early childhood teachers so they can better meet the needs of the children they teach. Covering 16 early childhood teaching strategies—ranging from traditional play-based approaches through direct teaching and technology-assisted instruction to postmodern methods—each chapter focuses on a different pedagogical approach, explaining what it is, why it’s important, and how it can be implemented in Pre-K–3 classrooms. Chapters conclude with detailed examples of how the strategies can be utilized to cover specific instructional objectives drawn from published standards. Diversified Teaching Strategies for Early Childhood Classrooms is essential reading for undergraduate students studying early childhood education, as well as graduate students, early childhood teacher educators, and any practicing Pre-K–Grade 3 teachers. It offers readers a richer set of tools for making good decisions about how to teach real content in ways that are effective and meet the needs of young children in a complex and rapidly changing world.This book aims to broaden the teaching repertoires of pre-service and in-service early childhood teachers so they can better meet the needs of the children they teach. Covering 16 early childhood teaching strategies—ranging from traditional play-based approaches through direct teaching and technology-assisted instruction to postmodern methods—each chapter focuses on a different pedagogical approach, explaining what it is, why it’s important, and how it can be implemented in Pre-K–3 classrooms. Chapters conclude with detailed examples of how the strategies can be utilized to cover specific instructional objectives drawn from published standards. Diversified Teaching Strategies for Early Childhood Classrooms is essential reading for undergraduate students studying early childhood education, as well as graduate students, early childhood teacher educators, and any practicing Pre-K–Grade 3 teachers. It offers readers a richer set of tools for making good decisions about how to teach real content in ways that are effective and meet the needs of young children in a complex and rapidly changing world

Economic Powerhouses in the lagoon : a story of the bridges and skyscrapers of Abidjan and Lagos

B

Change and variation in West Iberian complementation : QUIA/CA from late Latin to early Romance

This chapter investigates the evolution of an underreported diachronic divergence in West Iberian clausal syntax involving the completive use of the complementizer CA (<Latin QUIA). Our aims are: i) to establish the principal factors regulating selection of QUIA/CA in Iberian texts written in Latin/Romance between 6th -14th centuries; ii) develop a theoretical account of how the grammatical properties of West Iberian reflexes of QUIA are configured in the clausal syntax. Examination of a newly-compiled corpus covering the LatinRomance transition reveals that the clause type and (morphological) finiteness of QUIA/CA-complements remain unchanged. By contrast, they undergo a functional specialization in their mood/modality, culminating in an indicative/realis restriction and loss of factive construal of the embedded proposition. We propose that the grammatical properties of CA-complements are syntactically instantiated by the conjunction of two formal mechanisms: (declarative) clause-typing via complementizer insertion in Force; and the licensing of realis/indicative features via verb movement into Fin.This chapter investigates the evolution of an underreported diachronic divergence in West Iberian clausal syntax involving the completive use of the complementizer CA (<Latin QUIA). Our aims are: i) to establish the principal factors regulating selection of QUIA/CA in Iberian texts written in Latin/Romance between 6th -14th centuries; ii) develop a theoretical account of how the grammatical properties of West Iberian reflexes of QUIA are configured in the clausal syntax. Examination of a newly-compiled corpus covering the LatinRomance transition reveals that the clause type and (morphological) finiteness of QUIA/CA-complements remain unchanged. By contrast, they undergo a functional specialization in their mood/modality, culminating in an indicative/realis restriction and loss of factive construal of the embedded proposition. We propose that the grammatical properties of CA-complements are syntactically instantiated by the conjunction of two formal mechanisms: (declarative) clause-typing via complementizer insertion in Force; and the licensing of realis/indicative features via verb movement into Fin.B