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The Southern House Spider Kukulcania hibernalis (Hentz, 1842), native to coastal eastern Mexico and the eastern United States, is widely distributed in Central and South America, the Caribbean, and has been recorded from Liberia and the Canary Islands. Recent examination of material from Ascension Island and Saint Barthélemy newly confirm its presence as a non-native species on these islands. Kukulcania hibernalis is synanthropic, which has presumably allowed it to colonise many non-indigenous countries. In addition to reporting the new localities, we map the updated global distribution of K. hibernalis.

Central to Hebrew Scripture traditions of covenant fidelity is Zion: the holy city Jerusalem, chief locus of ancient Judean worship and a pilgrimage site for countless believers. In many biblical texts, Jerusalem is personified as Daughter Zion: beloved of YHWH, ravaged by enemies, awaiting God’s glorious restoration. This essay focuses on the act of remembering Zion as a sacred practice fruitful for the Christian homiletical imagination. Exploring Zion traditions with their congregations, preachers can deepen the capacity of their hearers to respond to historical and contemporary traumas, build up global communities in justice, and bear witness to the eschatological hope of the Gospel. Psalm 87 is a powerful resource for Christian believers learning to envision Zion as the joyous kin-dom of all who love the Holy One.

This paper presents the latest phase in an ongoing project to develop and widen the scope of drama-based classes in the practical language section of a German university English department. A brief overview of the use of literature in the (English) language classroom is given, with examples of some recent models, before turning to a consideration of practical drama-based approaches in Shakespeare education. This forms the background against which the main report on practice is presented. The Sprachpraxis section of the University of Tübingen English Department is briefly introduced before the focus shifts to the most recent example: a course on Shakespeare’s Macbeth involving drama-based methods. Course design, assessment and literature choice are discussed, before the pre- and post-course expectations and impressions are explored using data gathered from student questionnaires and teacher diary entries. Based on this analysis, initial outcomes are suggested for the continued progress of drama-based elements in the Sprachpraxis curriculum.

This article describes the initial phase of incorporating drama-in-education classes into the practical language curriculum of a German university English department. It offers a brief overview of drama in (higher) education, before focusing on some recent developments in Germany and the UK: specifically the current increase of interest in Theaterpädagogik in Germany, and the incorporation of performative pedagogy in UK higher education, with the example of an initiative at the University of Warwick. The practical language curriculum of the University of Tübingen English Department, within which the drama classes are being run, is introduced. A report on one of the classes is provided, with a short example of a student-led presentation session. After investigating some student feedback from the class, the article concludes by suggesting that a drama approach offers solutions to some challenges posed by the curriculum, and explains a brief rationale for its further development in this context.

The article examines the study of gender aspects and collective memory of the British resistance to World War I with a focus on the commemoration of the centennial anniversary of the war with television broadcasts and other projects. The role of the Imperial War Museum in shaping British historiography of the war is scrutinized.

Gender and women's history of World War I is introduced as the focus of articles in the feminist history periodical "Homme: Zeitschrift für Feministische Geschichtswissenschaft".

Responding to the need for detailed descriptions of analytical practices in transdisciplinary projects and to showcase a way to use qualitative data in secondary analysis, the authors delineate their respective analytic processes. The social scientist used constructivist grounded theory analysis and the dance choreographer used an innovative kinesthetic analysis. In the authors' attempts to integrate their analyses, they discovered a new analytic direction—examination of the "paused" and/or "rejected" data. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs130245

This article explains the process and findings of a computer-supported (MAXQDA 10) qualitative analysis of the financial crisis based on text, audio and video files provided by the KWALON program committee. Initial findings show that those writing about the crisis found it important to name those persons and factors they considered responsible for the financial problems, although there was no consensus on who or what was most to blame. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101222