A landmark work of nineteenth-century developmental and evolutionary biology that takes the Darwinian struggle for existence into the organism itself.

Though he is remembered primarily as a pioneer of experimental embryology, Wilhelm Roux was also a groundbreaking evolutionary theorist. Years before his research on chicken and frog embryos cemented his legacy as an experimentalist, Roux endorsed the radical idea that a "struggle for existence" within organisms-between organs, tissues, cells, and even subcellular components-drives individual development.

Convinced that external competition between individuals is inadequate to explain the exquisite functionality of bodily parts, Roux aimed to uncover the mechanistic principles underlying self-organization. The Struggle of Parts was his attempt to provide such a theory. Combining elements of Darwinian selection and Lamarckian inheritance of acquired characteristics, the work advanced a materialist explanation of how "purposiveness" within the organism arises as the body's components compete for space and nourishment. The result, according to Charles Darwin, was "the most important book on evolution which has appeared for some time."

Translated into English for the first time by evolutionary biologist David Haig and Richard Bondi, The Struggle of Parts represents an important forgotten chapter in the history of developmental and evolutionary theory.

This collection of original essays by scientists, theologians, religious studies scholars, and ethicists offers an authoritative, illuminating, and thought-provoking overview of the CRISPR controversy.

Genetic science at times ignites explosions of public controversy. In the early 1990s, the Human Genome Project, along with Jurassic Park, frightened the world with genetic determinism. The cloning controversy of 1997 and the stem cell controversy of 1998 prompted bitter moral stand-offs. The fuse has just been lit for the next explosion: the CRISPR controversy. The CRISPR Revolution in Science, Religion, and Ethics channels the energy of that explosion into constructive reflection on the implications of this revolutionary science for religion, ethics, and public policy.

Chapters accessibly explain the science behind gene editing and draw out its implications for social impact. This volume reviews the history of genomics from 1990 to date, with special attention to cloning and stem cell research. Contributors address the significance of gene technology for understanding human nature within specific religious traditions. Most importantly, they analyze selected ethical issues: therapy versus enhancement, germ line modification, designer children, patenting, and the long-term effects of gene drive proposals.

Feminist Epistemology and Philosophy of Science: An Introduction is structured around six questions and the answers to them that have been offered by feminist epistemologists and philosophers of science. By showing how these answers differ from those of traditional philosophical approaches, the book situates feminist work in relation to philosophy more generally.

The questions are: Who knows? What do we have knowledge of? How do we know? What don't we know? Why does it matter? and How can we know better? In addressing these questions, the book reviews feminist accounts of objectivity, agnotology, issues in social epistemology--including epistemic injustice--and considers how feminist epistemology and philosophy of science aim at better knowledge production. The audience for the book is upper division undergraduates, but it will be useful as a foundation for graduate students and other philosophers who are seeking a general understanding of feminist work in these areas.

Key Features:

• Provides an overview of contemporary feminist epistemology and philosophy of science
• Contrasts feminist epistemology and philosophy of science with traditional philosophy in these areas
• Provides clear examples of the benefits of feminist approaches
• Includes in each chapter an initial overview and, at the end of the chapter, suggested additional readings and discussion questions

Are you a non-native English speaker studying or preparing to study at an English-language university?

If so, this book is for you. This engaging guide equips students with the tools and confidence to respond effectively and appropriately to written assignments at university. It will help you to develop essential writing skills, such as structuring paragraphs and building an argument, and provides practical guidance on adhering to the conventions of academic writing. It guides the reader systematically through a series of text analyses which bring out key linguistic and rhetorical features, making complex textual issues manageable and understandable for learners of all abilities.

Reorganised to allow for easier navigability and revised for greater accessibility, the new edition now includes:

- An expanded introduction to show students how to use the book successfully
- A writing checklist to review the key principles of skills covered in the book
- A broader range of examples
- More practical activities
- More on plagiarism

This is an ideal self-study aid for non-native English speakers, both on pre-sessional language courses and on degree programmes, who need to get to grips with the conventions of academic writing.

Exploring Social Justice in Practice in Education focuses on the tensions and challenges to issues of fairness and social and cognitive justice in the sphere of education.

The terms 'fairness' and 'social and cognitive justice' are often used to justify particular policies and practices in the sphere of education. In providing a clear definition of what they should mean in practice, this book includes a discussion of, and, in some cases, potential resolutions to, tensions and challenges in relation to notions of fairness, and social and cognitive justice that are implicit within individuals' lived experiences across all phases of education. Through their personal narratives, the authors illustrate how such tensions and challenges have played out in their own lives. They go on to explore differences in interpretations and consequent challenges in putting concepts of social justice into practice. Chapters consider important implications across different sectors and phases of education, including special educational needs, leadership and higher education.

This insightful volume will enable educators, at all levels, to hear from students, family members, significant adults/carers and professionals, their experiences of fairness and social justice in education, and about what could be done in the future to redress injustices. It will appeal to readers at all levels in education including those studying for or teaching Education-related degrees at bachelors', masters' and doctoral levels.

Womanhoods and Equality in the United States explores how the idea of equality has evolved along with the debates that have animated contemporary American women's history.

This book argues that "womanhood" is neither a unified concept nor a monolithic experience but rather a multifaceted notion. This collection thus looks at this plural dimension of womanhood-womanhoods-with a special focus on equality as a common goal. The authors question what equality means depending on many factors such as race, class, sexuality, education, marital or parental status, physical appearance, and political orientation, and address timely issues including abortion rights, Black womanhood, and sexual violence on college campuses.

Womanhoods and Equality in the United States is an essential resource for academics and students in gender studies, American sociocultural history, and the sociology of social movements.

This book explores the idea of Muslim diaspora in context of Muslim communities in the United Kingdom. It critically looks at the notion of ummah and presents a comprehensive account of South Asian Muslims in London.

Employing qualitative research methods and drawing on extensive fieldwork, it delves into the identification and transnational connections of Muslims in Britain. It shows the ways in which religious identity, practices and experiences may instigate diasporas focusing on South Asian Muslims in London - Indian, Pakistani and Bangladeshi Muslims - who account for 3.6 per cent of the total population. Further, the inter as well as intra group dynamics and studies how Muslims of different ethnic background settled in the same geo-political context engage with the notion of ummah.

The volume will be of great interest to scholars and researchers of religion, especially Islam, politics, British studies and South Asian studies.

Critical Perspectives on White Supremacy and Racism in Canadian Education shows how K-12 schooling continues to produce and maintain white supremacist and colonial logics and questions the alternate future of schooling in Canada.

It argues that white supremacy and race in schooling are present in colonial-centered approaches to teacher education, formal and informal exclusion through curriculum development, and persistent failed commitments to racial justice and decolonization. These themes guide the organization of this collection, which is further underpinned by theoretical perspectives, including critical race theory, anti-Blackness theory, abolition, and anticolonial theory. Contributions are drawn from classroom teachers, community educators, and pre-service teacher educators and are powerfully informed by first-hand accounts as well as stories of teachers and teacher candidates.

Combining theory with practice, this edited volume will be important reading for advanced undergraduate and postgraduate students in social justice education, multicultural education, and Indigenous studies. It will also be beneficial reading for antiracist and Indigenous education researchers, as well as policymakers and practitioners within critical education.

This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students' inclusion and challenge their exclusion.

With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.

Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students' holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.

Chapter 4 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. This work was supported by an Economic and Social Research Council [grant number ES/S015752/1].

Adopting a 'social practice' approach to literacy research based on ethnographic methods, this book provides a strong critique of dominant understandings of the role of literacy in the lives of adults in Australia. It explores how groups of working-class adults can manage the literacy practices of their everyday lives by drawing on social networks of support. It is based on research conducted by the author over a forty-year career in adult literacy education, featuring the voices of varied adult groups, including: prisoners, the long-term unemployed, local council workers, manufacturing workers, adult literacy students, marginalised young people, vocational students, and patients living with a chronic illness (type 2 diabetes).

Each chapter explains how dominant society views these adult groups in relation to literacy, and provides a qualitative examination at the local level of how members of these groups manage the literacy practices of their everyday lives.

Identity and Belonging among Chinese Canadian Youth unveils how Chinese immigrant youth struggle as racialized minorities at school, in their family, and through their formative interactions with Canadian mainstream media.

Utilizing rich interview data, the author explores how the contemporary forms of racism, multiculturalism, immigration, and transnationalism affect the identity construction of second-generation Chinese immigrant youth in Canada, as well as their negotiation of belonging at social institutions through schools and mainstream media in Canada. The text systematically examines the lived experiences and perceptions of Chinese immigrant youth in relation to race, ethnicity, and class. Uniquely extending Bourdieu's concept of habitus to race and ethnicity, the author traces issues of racism and "model minority" discourses not only to systemic and institutional origins but also to internalized individual ways of thinking, doing, and being.

This book will appeal to academics and scholars tracing racial inequality through the multiplicity of Asian diasporas in Western societies, as well as researchers seeking new understandings of modern-day school and media and with interests in multicultural education, sociology of education, and theories of race and ethnicity.

Now in its 2nd edition, this book serves as companion to Freire's seminal work, supporting the application of his pedagogy in enacting emancipatory educational programs in the world today. The new edition includes a new chapter called Teaching Pedagogy of the Oppressed with additional dialogue questions and activities designed to support students and instructors. It also includes an updated Bibliography and further reading list.

Antonia Darder closely examines Freire's ideas as they are articulated in Pedagogy of the Oppressed, beginning with a historical discussion of his life and a systematic discussion of the central philosophical traditions that informed his revolutionary ideas. Darder explores Freire's fundamental themes and ideas, including issues of humanization, teacher/student relationship, reflection, dialogue, praxis, and his larger emancipatory vision. The book also includes a chapter-by-chapter close reading of the text with sample questions to prompt discussion and engagement with Freire's ideas, as well as a new interview with Freire's widow, Ana Maria Araujo Freire, and a preface by Donaldo Macedo.

Creating Space for Ourselves as Minoritized and Marginalized Faculty moves away from conventional faculty success books by providing early career faculty with innovative perspectives about successfully navigating the professoriate, while humanizing their lived experiences and naming the unspoken. Through the use of interdisciplinary methods, such as creative artistic expression, testimonios, and personal narratives, chapter authors share experiences learned about surviving, thriving, navigating, and succeeding as early career underrepresented and marginalized faculty. Chapters discuss issues such as navigating workplace hostility, finding community beyond the academy, work-life balance, and crafting a scholarly identity, while also offering little-known tips about how to survive the professoriate while growing into thriving minoritized and underrepresented scholars. This book explores personal and institutional factors that are seldom discussed in other career success books, helping faculty as well as institutional leaders understand how we can, individually and collectively, create systems that invite and recognize humanity while ensuring successful career pathways for marginalized folks with doctoral degrees.

This book elucidates the intricacies and obscurities of graduate enrollment management, allowing scholars and professionals to advance research and practice in the field.

Masterfully drawing upon scholarly and applied literatures pertaining to graduate admissions, marketing, strategic planning, and more, chapters present original empirical research and practical case studies that offer readers plentiful strategies, models, and frameworks for approaching graduate enrollment management at their own institutions.

This guidebook positions higher education leaders, scholars, and graduate enrollment professionals to effectively address challenges that inhibit the work of increasing equity in graduate education and improving graduate student outcomes.

English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects.

This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.

This collection analyses the concept of minority and minorities in global history. Taking transnational, transregional and comparative approaches, it explores narratives of inclusion and exclusion both conceptually and through case studies.

Exploring examples of marginalization in Imperial Russia, early-20th century Korea, WWII China and Postcolonial Africa amongst others, the chapters in this volume seek to understand the entanglements of 'fluid minorities' and native populations in various historical settings. They explore dynamics between nation states and empires, minority-majority processes in (post)imperial and (post)Soviet contexts, fourth world perspectives and transnational minority movements. Taken together, the contributions to this collection address the exposure to and challenge of historical and contemporary treatments of marginalization, exclusion, belonging and inclusion in global history.

An outreach teacher's job is full of challenges, questions and surprises! Once Upon an Outreach Teacher is a collection of stories about young people with special educational needs and disabilities at the heart of mainstream schools, and about the people who support them and help them succeed.

The authentic, insightful and sometimes humorous stories explore themes ranging from the learning environment, pupil independence and the importance of self-esteem, to working with parents and other professionals. Each chapter is accompanied by checklists or helpful tips drawn from real-life situations to increase understanding, offer solutions and provoke further thought. The stories and anecdotes, which follow the author's life as an outreach teacher, span from nursery to secondary settings and share both the struggles and the triumphs of children and young people. The author goes on to consider inclusion more broadly and what the future may hold.

This unique and informative collection will appeal to anyone who works in mainstream or special schools who is looking for an entertaining read which will also enable them to better support their pupils. It will be of particular interest to working and aspiring outreach teachers, special educational needs coordinators, teachers and teaching assistants and anyone who is interested in what is happening in our schools today.

A sweeping critique of how digital capitalism is reformatting our world.

We now live in an "ordinal society." Nearly every aspect of our lives is measured, ranked, and processed into discrete, standardized units of digital information. Marion Fourcade and Kieran Healy argue that technologies of information management, fueled by the abundance of personal data and the infrastructure of the internet, transform how we relate to ourselves and to each other through the market, the public sphere, and the state.

The personal data we give in exchange for convenient tools like Gmail and Instagram provides the raw material for predictions about everything from our purchasing power to our character. The Ordinal Society shows how these algorithmic predictions influence people's life chances and generate new forms of capital and social expectation: nobody wants to ride with an unrated cab driver anymore or rent to a tenant without a risk score. As members of this society embrace ranking and measurement in their daily lives, new forms of social competition and moral judgment arise. Familiar structures of social advantage are recycled into measures of merit that produce insidious kinds of social inequality.

While we obsess over order and difference-and the logic of ordinality digs deeper into our behaviors, bodies, and minds-what will hold us together? Fourcade and Healy warn that, even though algorithms and systems of rationalized calculation have inspired backlash, they are also appealing in ways that make them hard to relinquish.

Quality Learning for Positive Ageing explores the views of older adult learners to understand the factors that contribute to 'quality' in later-life learning and how these relate to wellbeing, positive ageing, and gaining protection against cognitive decline.

Through capturing and considering the viewpoints of learners, facilitators and learning organisations, the author outlines the specific characteristics of quality that they associate with informal learning and how it can be enhanced through the adoption of simple strategies. Key topics covered include the implications of an increasing ageing population and barriers to older people learning as well as the cognitive, mental wellbeing, health, and social benefits of learning in later life. Illustrated throughout with vignettes of real later-life learners, this thought-provoking text unpicks how learners can maximise the benefits of learning in later life for themselves, how tutors can create learning opportunities that embody the characteristics of quality for them, and how providers can offer an environment that simply allows quality learning to flourish.

This accessible and comprehensive text will be of great interest to researchers of gerontology and ageing, educational gerontology, adult education, and lifelong learning as well as those engaged in dementia research.

This textbook provides an introduction to cultural policy in the US, enabling both students and practitioners to understand how government impacts the arts and culture.

Starting with an historical overview of why and how the US developed a national cultural policy, the book goes on to trace the contemporary system of national, state, and local arts and cultural agencies through which that policy is put into practice. Readers are provided both in-depth frameworks for conceptualizing how government regulation and provision shape the arts and culture and carefully illustrated examples of cultural policy in action. Covering critical issues in US cultural policy such as the Culture Wars, culture-led development and gentrification, and field-wide data and research capacities, the book builds a bridge between theory, practice, and politics in the arts and culture. This new edition includes enhanced visualizations and policy maps, expanded policy labs, and a new section on cultural policy during COVID-19.

The result is a text that is essential reading for students and reflective practitioners of arts and cultural management and administration.

This book explores the analytical and practical value of the notion of "rooted cosmopolitanism" for the field of cultural heritage.

Many concepts of present-day heritage discourses - such as World Heritage, local heritage practices, or indigenous heritage - tend to elide the complex interplay between the local and the global - entanglements that are investigated as "glocalisation" in Globalisation Studies. However, no human group ever creates more than a part of its heritage by itself. This book explores an exciting new alternative in scholarly (critical) heritage discourse, the notion of rooted cosmopolitanism, a way of making manifestations of globalised phenomena comprehensible and relevant at local levels. It develops a critical perspective on heritage and heritage practices, bringing together a highly varied yet conceptually focused set of stimulating contributions by senior and emerging scholars working on the heritage of localities across the globe. A contextualising introduction is followed by three strongly theoretical and methodological chapters which complement the second part of the book, six concrete, empirical chapters written in "response" to the more theoretical chapters. Two final reflective conclusions bring together these different levels of analysis.

This book will appeal primarily to archaeologists, anthropologists, heritage professionals, and museum curators who are ready to be confronted with innovative and exciting new approaches to the complexities of cultural heritage in a globalising world.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.

Milestones in Digital Journalism sets out ten defining moments that changed the way we understand, produce, finance and engage with the news today.

Designed for weekly use on digital journalism courses, these ten milestones provide a conceptual roadmap to understanding the subject while drawing on case study examples which help students home in on key markers in its history. Each milestone is selected for its impact on the nature of journalism practice, the content of journalism, the structure of the journalism industry and/or public engagement in the news. Milestones are defined as the key markers in the development of digital journalism worldwide since the 1970s. The featured markers are diverse and global, ranging from the first virtual reality (VR) screening of Nonny de la Pena's Hunger in Los Angeles at Sundance Film Festival, to citizen reporting of the police killing of George Floyd in 2020. Written by experts in each of the areas chosen, this book offers an inclusive and de-centred overview of the field and an ideal springboard for further study.

Milestones are a range of accessible textbooks, breaking down the need-to-know moments in the social, cultural, political and artistic development of foundational subject areas.

This book is key reading for students learning about the history of digital journalism worldwide.

This new book from Toby Miller engages with journalism from within the cultural studies tradition, addressing fundamental claims for the profession and its biggest contemporary challenges: critiques, objectivity, and insecurity.

Why Journalism? A Polemic considers four key aspects of contemporary journalism in terms of theoretical relevance and historic tasks that are not usually considered in parallel:

• Citizenship: political, economic, and cultural
• Environment: the climate crisis and reporters' material impact
• Sports: the importance of the popular; and
• Technology: its former, current, and future significance

With examples drawn from Latin America, Spain, and France as well as the US and Britain, the query animating these investigations returns again and again, implicitly and explicitly: why journalism? Miller argues for an answer to that dilemma that will involve a fundamental shift in how reporters, proprietors, professors, students, and states view the profession.

This is essential reading for scholars and students of media and cultural studies as well as journalism studies.

Training and Supervision in Sport and Exercise Psychology presents a labyrinth of choices and challenges for trainees and supervisors, such as training and supervision mixing the science of doing sport and exercise psychology with the art of judgement and decision-making to deliver services to athletes. With a multitude of skills to master and competencies to gain, trainees and supervisors need assurances about best practice in their field and the assessments they can trust.

Including cases, trainee autobiographical cases, and examples of good practice drawn from current and ex-trainees who have become sport psychology consultants, this book aims to educate trainees how to deal competently with professional and ethical guidelines. We aim to educate trainees to get started in service delivery, set up placement, work with clients, use supervision effectively, conduct academic research, and write sound assessments before preparing for a viva voce and beginning the transition to the workplace. This book shall serve trainees and their supervisors on their journey through to qualified status.

Training and supervision to become a sport and exercise psychologist is of the utmost importance in the growing profession of sport and exercise psychology. This book aims to bring clarity, guidance, and support to learning and mastering professional skills in applied sport psychology service delivery. This book is key reading for undergraduates and postgraduates studying sport and exercise psychology and those studying for taught and professional doctorates in sport and exercise psychology.