The evolution of the pattern of authorship of articles in Proc Soc Antiq Scot between volumes 51 and 150 is examined. Various trends are charted across a series of approximately decadal time-segments, including increasing professionalization, the proportional rise of female authorship through time, variations in the geographical distribution of authors in and beyond Scotland, innovations in the scope of reporting and discourse, the balance between archaeological and other contributions, and the changing nature of archaeological employment and practice.

One of the most pressing challenges confronting change-agent leaders in rural school districts in the United States is how to provide well designed instructional programs to meet the biliteracy academic development needs of emergent bilingual learners. This article examines how one language arts teacher / dual language coordinator and her instructional improvement team colleagues working in a high needs rural middle school leveraged design research thinking and intervention development strategies to: 1) engage in intensive data teaming to investigate the root causes of the persistent learning performance gaps of emergent bilingual students on their rural campus; and 2) develop and implement a design-based professional development intervention program for sixth, seventh, and eighth grade core content teachers to refocus teachers’ individual and collective pedagogical perspectives regarding the perceived learning capabilities of emergent bilingual students and reinvigorate their team-centered interdisciplinary planning and classroom teaching practices. Change-agent leadership insights derived from an analysis of collective intervention design and implementation efforts completed by the instructional improvement team are presented and discussed within two areas: 1) leading instructional improvement initiatives in high needs rural school districts; and 2) leveraging immersive professional development to build core content teachers’ dual language instructional teaming capacities. Finally, a set of design principles derived from the case study is presented that may be of practical use to rural school leaders interested in exploring the potential of design-based intervention methods to address the dual language programming needs of biliteracy learners.

This study contends that terrorism remains a substantial global challenge, with a particular stronghold in the Middle East. Effectively tackling this issue demands a comprehensive grasp of the regions political culture and the intricate role of religion, specifically Islam, in the recruitment and radicalization of individuals. Given that Islam exerts significant influence in the Middle East, it can either be leveraged to promote peace or exploited to rationalize acts of terrorism. This paper delves into potential strategies aimed at eradicating terrorism, which encompass the advancement of peace, redressal of grievances, and the cultivation of economic development and democracy within the Middle East. According to this study, several strategic avenues can be pursued to mitigate the looming threat of terrorism. These include the promotion of moderate interpretations of Islam, redressing fundamental grievances pervasive in the region, resolving the longstanding Israeli-Palestinian conflict, and harnessing international cooperation to effectively combat terrorism. By comprehending the intricate political culture of the Middle East and proactively addressing the underlying causes of terrorism, a sustainable state of peace and stability can be attained.

From the perspective of sociolinguistics, based on the sample slogan corpus and with the help of the theory of social psychological rhetoric, this paper explores the external text features of the Chinese and English anti-epidemic slogans through a detailed description of their rhetorical devices and at the same time, starting from the four social psychological functions of rhetoric, further explains the social psychological foundation behind rhetoric devices. The rhetorical similarities between the two types of slogans are that, based on their own language usage habits, they both adopt a variety of figures of speech to achieve the basic mobilization effect of slogans. While the difference lies in that in Chinese slogans, the figures of speech are more focused on realizing the power intention of slogans, and it is necessary to borrow the public power to ensure that the slogan can give full play to the maximum communication efficiency and executive effectiveness in a short time. English slogans, on the other hand, focus on the realization of the enlightenment intention. First ensure the audiences recognition of the slogan itself, and on this basis, further exert the effectiveness of slogans.