Collectively, the sixteen chapters in this book investigate the power of creativity in the classroom, many through the specific lens of limited resources as an opportunity. The chapters are divided into two sections, eight chapters comprising Section I: Theory and Research and then the eight chapters comprising Section II: Additional Perspectives and Future Directions. Within these two sections, the more than two-dozen authors that contributed to this book tackle a wide range of the possibilities for designing creative classroom-based instruction wherein limited resources are highlighted and valued, rather than avoided or lamented. The two main sections of this book are each preceded by a brief introductory summary highlighting those sections' attributes and objectives, with the intention of providing helpful structure to the reader-but the book has also been designed such that each chapter stands independently and can be jumped to directly like a handbook. In its totality, this book exploring perspectives on creativity theory and research in education is designed to serve as a valuable resource for teachers, teacher educators, school administrators, parents, and education researchers, along with anyone else that is interested in optimizing our opportunities for nurturing creativity within classrooms.

This book explores place-based pedagogies in the context of socioscientific issues in Tuerkiye. From local and global contexts, it delves into research-based learning activities for science teacher educators, offering insights to educators worldwide.

The book aims to empower teachers to provide students with learning experiences centered on local socioscientific issues essential for developing scientifically literate citizens. Each chapter showcases effective practices, focusing on local topics like gold mining, nuclear power plants, and river pollution. By incorporating socioscientific elements into science lessons, teachers are encouraged to foster students' responsibility values, argumentation, critical thinking, and awareness. Emphasizing the crucial components of place-basedness and relevancy of SSI learning environments, students are guided towards more sophisticated ways of conceptualizing and resolving SSI.

The intended audience includes science teacher educators, researchers, and educators devoted to engaging students in meaningful socioscientific learning experiences.

• Providing virtual coaching or tutoring
• Offering appropriate scaffolding
• Allowing analysis of student decision-making
• Providing the mechanism for students to review and comment on each others digital creations
• Creating a space for online discussion
• Providing expert coaching for modeling and animation work

Ebook available to libraries exclusively as part of the JSTOR Path to Open initiative.

This book is a study of the social and legal consequences of mixed marriage in England by class, religion, race, and nationality between 1837 and 1939. Using a wide variety of sources, such as government documents, marital litigation, poor-law records, and autobiographies, it explores the reaction of the family, neighbourhood, and state to those who chose exogamous matches.

The major factor in these marriages was gender. Wives did the emotional work to overcome divisions, and they also had more legal problems than husbands over property, divorce, and custody of children. Wives who would not or could not adjust to differences exposed the gendered power relations normally hidden in the fiction of separate spheres. Such spouses included wives who had more property than their husbands, those who refused to convert to their husbands' religions, and those who could not adapt to a foreign country

Timing was also crucial. Class and religion were bigger factors in the nineteenth century, while race and nationality were more prominent in the twentieth. During economic downturns or war, mixed families could face hostility, but this was not invariable. In poor neighbourhoods, especially, acceptance was the norm, with blending of religions, races, and nations common. Overall, England had a long history of welcoming immigrants that blunted some of the prejudices also common to this age.

This collection provides a wide array of concrete and inspiring "playful" approaches to teaching in a range of higher education contexts and discipline areas, grounded in the learning sciences and within a future-oriented revisioning of the university learning environment. Within the broad area of active learning strategies, this text offers a curated collection of creative innovations such as game-based learning, gamification of courses, escape rooms, semester-long quests, dramatic role-plays, artistic endeavors and more. Containing descriptive and impact research that evidences the power of playful pedagogy, this text will offer a range of novel, transferable and usable materials for readers to apply in their lecture halls and classrooms tomorrow.

Ebook available to libraries exclusively as part of the JSTOR Path to Open initiative.

Female agency in the ancient world has long been implicitly, and on a few occasions explicitly, examined in classical scholarship, but few of these studies begin with a unified theoretical framework or set of approaches (with some notable exceptions). Female Agency in the Ancient Mediterranean World departs from these important studies by beginning with a definition of the aforementioned concept of 'female agency' that acknowledges that all social agents, female and otherwise, were and are relational and multidimensional beings, and that agency was and is relational. This volume's conceptual points of departure allow contributors to consider women as social agents in ancient cultures and as relationally embedded and integrated in various cultural systems, even under conditions of oppression, by providing contextualised examples of women acting on their varying degrees of agency.

Contributions are organised broadly chronologically in order to trace the breadth and shifting patterns of female agency throughout the ancient Mediterranean world from the 7th century BCE to the 6th century CE. Case studies include Katherine McDonald on the dynamics of female agency in pre-Roman through a close examination of the epigraphic record; Karolina Frank on women's oracular inquiries at Dodona and Brenda Longfellow on how Pompeian women, through their funerary inscriptions, can show, from different angles, the needs, desires, and agency of women from a range of social circumstances.

This book provides higher education students with a comprehensive resource to assist them in their academic persistence in an online course or program. It addresses a wide selection of topics emphasizing a myriad of factors that impact a student's persistence, and ultimate success, in an online program or course. The book helps students to gain insight into the skills, knowledge, and attributes needed to succeed in the autonomous nature of an online learning environment. Thus, this book helps students to proactively engage in activities to prepare for online learning. Information presented in each chapter is drawn from theory and recent research centered on persistence of online students in higher education.

It incorporates hands-on practical activities to promote application of theory and research, and encourages students to demonstrate their knowledge, skills, and abilities through the use of reflective and thought-provoking activities. Hence, this book provides online students with an up-to-date resource they can use to develop an awareness of their readiness and preparedness for online learning. Additionally, this book equips students with information and strategies aimed at helping them to address gaps in their skills and knowledge that may present them with barriers to academic success. The content of this book is aligned with widely used student learning outcomes and objectives of first-year student seminar courses and orientation programs for graduate and undergraduate students enrolled in online programs. Furthermore, it is deliberately organized and structured to support an online student's academic journey as they navigate the online learning environment. As such, these features make it an ideal book for use by students, instructors, and academic advisors or college and university academic support staff.

This book expands on evidence-based, person-centered dementia care practice by offering the therapeutic essentials of a novel grief-based therapy including trauma informed yoga practices, and Dementia Grief Therapy (DGT). This therapy transcends the dementia divide: us (non-diagnosed) and them (diagnosed). Using physical activity as a shared common space. It begins from the perspective of the person diagnosed with dementia or behavioral and psychological symptoms of dementia (BPSD) In this way, the reader comes to understand a therapeutic practice that acknowledges, validates and invites a whole mind-body grief integration process. At present, the concept of "dementia grief" objectifies the person diagnosed by focusing on grief for the person (as experienced and observed by others), rather than compassionately acknowledging the grief of the person.

Mindfully and methodically designed this book offers a therapy model to be delivered in community and residential settings, from general practitioners' offices to home health care to memory care centers to day senior centers. It utilizes a biopsychosocial perspective, with models of change spanning the micro- (individual therapy practices) to macro (government policy considerations). Additionally, it is culturally oriented with globalized considerations of variations in dementia-grief experiences. An invaluable resource, this volume is relevant to students, academics, researchers, practitioners and policy makers.

This is the first book to provide a coherent overview over the ethical implications of AI-related technologies in medicine. It explores how these technologies transform practices, relationships, and environments in the clinical field. It provides an introduction into ethical issues such as data security and privacy protection, bias and algorithmic fairness, trust and transparency, challenges to the doctor-patient relationship, and new perspectives for informed consent. The book focuses on the transformative impact that technology is having on medicine, and discusses several strategies for dealing with the resulting challenges. It also introduces innovative methods of ethics research for addressing existing desiderata and future challenges. This book is written to inform health care professionals, policy-makers, and researchers in medicine, health sciences, nursing science, social sciences, and ethics, but may also function as a primary textbook for graduate as wellas undergraduate university courses.

This book explores key issues on the relational and operational dimension of the professional actions aimed at ensuring the well-being and inclusion of migrants in the reception system. Starting from the assumption that well-being is a multi-level phenomenon related to different and complex questions, the chapter authors articulated their reflections developing some thematic contents, complementary to one another, from the perspectives of different social actors involved in the inclusion process. A special attention is paid to the risk factors as potential obstacles to the inclusion, not only in the achievement of well-being but also in the relationship with the receiving society and with the reception system. Case studies will be presented to show how this complexity is explored integrating different theoretical perspectives with the participation of all social actors involved in inclusion pathways (unaccompanied migrant minors, immigrant families, refugees, social operators, voluntary guardians).

The authors share the social responsibility in investing in human and professional resources in the reception system and in connecting it with the local community. Updating the social workers' tools and methods become more and more relevant to enable the diffusion of new skills, functions, and roles in the management of reception of migrant minors and adults.

This handbook is the updated and expanded second edition of a highly cited and impactful collection, which provides new perspectives on humour from transdisciplinary perspectives. The collection's focus is on humour as a resource from different socio-cultural and psychological viewpoints, bringing together authors from different cultures, social contexts and countries. The handbook enables researchers and practitioners to unlock research findings which give new directions for contemporary and future humour research.

By employing transdisciplinary and transcultural perspectives, the volume further discusses humour in regard to different cultural and political contexts, humour over the lifespan, in therapy and counselling, in pedagogical settings, in medicine and the workspace. The contributions also highlight the connections between humour and the COVID-19 pandemic and promise new inspiring insights. This second edition includes a new introduction from the editors, updates to the majority of the chapters, and five new chapters which take a humour-research approach to contemporary issues such as the Russian-Ukrainian crisis, the consequences of the pandemic, and tackles developments related to artificial intelligence and gamification. With an expanded scope, this handbook will continue to appeal to researchers, practitioners and students in the fields of industrial and organisational psychology, positive psychology, organisational studies, future studies, health and occupational science and therapy, who will find each chapter highly topical, insightful and applicable to practice.

This book argues that a critical understanding of dark academe is vital to the futures of democracy and education. Drawing upon contemporary literary and cultural theory, particularly, affect theory, queer epistemology, and critical race theory as well as critiques of capitalism and accounts of the death drive, it builds a case for identifying dark academe as anything that prohibits the pursuit of democratic education and critical citizenship. It also argues that dark times require a reassessment of the ways theory and knowledge are approached in the humanities. This is necessary if the aim is to truly understand the darkness at the heart of the higher education today. Dark academe works to negate education and learning by continuously telling us that the quest for knowledge is empty, and the pursuit of critique is blind. In this educational darkness, the death drive of neoliberal academe becomes a force that works against intellectual transformation and the deepening of critical sights.

In addition to helping us make sense of a deeply complex issue, Race and Assessment in Higher Education: From Conceptualising Barriers to Making Measurable Change provides us with proven guidance for what works in addressing race-based inequities in higher education assessment and what we can do to promote greater racial inclusivity in this space.

Mapping the experiences of 104 racially minoritised and white undergraduate students in UK universities, author Paul Campbell examines racial barriers in assessment and varying experiences of inclusion for students of colour to create a framework for addressing these barriers. Drawing on qualitative stories and quantitative data from over 175 students, Campbell explores the direct, positive impact of this framework for improving students' experiences of racial inequity and reducing the race award gap in degree outcomes.

Offering the first direct, evidence-based response on the challenges faced by students of colour in higher education assessments in the UK, this pioneering monograph channels discussions on race and education to create an essential practical resource for enacting real change on an everyday student level.

Around the world, schools and school systems are spending billions of dollars in the design and build of learning environments that are equipped with innovative design elements. Through an iterative process of teacher-led inquiry, educators are transforming their pedagogical practice to use student-centred learning environments that are deemed to better suit the collaborative, creative, critical thinking, communication-focused characteristics required of students in a rapidly changing world.

Drawing on case studies from Australia, Italy, Malaysia, New Zealand, and Singapore, Teacher-led Inquiry in School Learning Environments provides the voices, perspectives and reflections of educators as they traverse into their new learning environments whether a refurbishment, a prototype or as part of a built masterplan. Written by educators for educators, the book is a powerful form of evidence-based, job-embedded professional learning. It contributes to the ongoing development of the education profession not only by using research findings to inform teachers' practices and professional learning, but also by sharing these findings with peers, policymakers, and the broader community.

The Linking Theory and Practice in Learning Environments series closes the gap between the theory and practice of learning environments by bringing together new research focused on the various aspects of learning environments.

This handbook provides a frame of reference for the global challenges facing higher education leadership today. Focusing on recommendations and directions for the future rather than simply a recap of measures taken during the COVID-19 pandemic, the contributors also delve into contexts such as the climate crisis, issues of diversity, equity and inclusion, digitalisation, funding and marketisation, the war in Ukraine and China-Taiwan and Hong Kong tensions. They collate a systematic, global view of higher education systems during the pandemic and beyond, and explore possibilities for the future, providing recommendations for 'the new normal'. With contributions from across six continents, the book will be of interest to students and scholars of higher education and governance, university leaders, government and accreditation bodies, and anyone else interested in reflecting on the past few years in higher education and the road ahead.