This book contributes to the current research area by achieving an understanding of the organization of our academic activities and by finding evidence for the generic conditioning of texts on the linguistic strata. Drawing on a functional theory, the current study selects naturally occurring abstracts in journal articles from a variety of academic disciplines, viz. linguistics, economics, science, management, and geography. The aim is to find out how the linguistic realizations of a text enact the purpose of a discourse in certain institutionalized academic settings. The result of the study could be incorporated into the language learning classroom and benefit especially those students who are learning to write academic papers. Through reading this proposed book, target readers may be better informed of the "generic expectations" of research paper abstracts.

In an era marked by national truth-telling initiatives, from the Uluru Statement from the Heart in Australia to Canada's Truth and Reconciliation Commission, education systems remain slow to respond. As educators face mounting pressure to "teach the truth," they are often left without the frameworks, resources, or institutional support to do so.

Against the backdrop of post-truth politics and curriculum resistance, Truth-Telling Pedagogies makes a compelling case for critical, ethical engagement with history. This collection of international voices shifts the focus from policy reform to the pedagogy of truth-telling. It highlights Indigenous-led educational approaches that centre sovereignty, relationality, and local knowledges, moving beyond tokenistic inclusion toward deeper critiques of colonial structures.

Truth-Telling Pedagogies stands as one of the first volumes to place the pedagogy of truth-telling at its core, moving beyond conventional emphases on policy or curriculum reform. Designed with practitioners in mind, it highlights grounded theory and community-based approaches.

A bold reconstruction of the origins of the "ancient, medieval, modern" trope used to define historical eras and the transitions between them.

We are used to dividing time, indicating the beginning or end of an era based on a year, a month, or even a specific day, after which (supposedly) "nothing was the same." In this book, historian and classicist Frederic Clark looks at a particularly enduring form of dividing time-the tripartite distinction between antiquity, the Middle Ages, and modernity-in order to analyze the history of this division, how it has been constructed and deployed, and what its past and present implications are.

Clark argues that the study of the past has always depended on subdividing it into multiple parts, which tend to underpin any attempt to articulate a system of culture or value. After all, certain eras, ages, and epochs are celebrated as having ushered in a new, better time, whereas others are depicted as extended periods of decay and darkness. Clark provides an ingenious critique of the foundational assumptions underlying our narratives of periodization and the complex and messy process by which historical schemas develop, from the Renaissance through the early modern period to the Enlightenment and beyond. The result is an engaging and erudite tour through time and its many contested divisions, imagined and reimagined across history.

This book offers an empirically informed and philosophically grounded reimagining of the university in the 21st century. Confronted with polycrises, geopolitical tensions, student activism, academic freedom disputes, and growing Epistemic Asymmetry, the book examines the deeper tensions shaping contemporary higher education.

Drawing on global academic interviews, Strategic Foresight-In workshops, and student dialogues, the authors analyze conditions of Strategic Drift and institutional misalignment between the university's epistemic and democratic commitments. The book reflects on the university's responsibility to steward knowledge with integrity, pluralism, and care.

Through innovative metaphors, including the forest farm and the spinning top, the university is reimagined as a dynamic knowledge ecosystem capable of cultivating both short- and long-term inquiry, with disruptive science as its distinctive mandate. The design philosophy of Integrating Simplification provides a framework for harmonizing epistemic, ethical, and operational dimensions.

Bridging higher education management, governance, and organizational design, this book offers a clear pathway for renewing the university's coherence, academic freedom, and societal responsibility.

The book argues that, in line with the latest research results and the author's educational experience, the existing, positive image of a second and foreign language (L2) teacher seems to be no longer valid. There is a strong need to dispel some of the commonly existing beliefs concerning the teaching profession by providing a thorough and multi-faceted account of issues connected with this field. This is in line with the assumption that shedding more light onto L2 educators' actual status is a great significance for creating a more realistic image of these educators who have to constantly cope with new and old challenges. Modern education systems in many countries are constantly evolving in the face of growing teacher shortages and low attractiveness of the profession. Therefore, there seems to be an urgent need to develop a better understanding of the well-being of teachers and its implications for L2 teaching and learning. This book presents a comprehensive conceptual framework to analyze teachers' well-being and its influence on the quality of their professional performance. The book is of significance and relevance not only to L2 educators and L2 teacher trainers, but also to students and university graduates who are considering becoming teachers in the future. The content of the book is a valuable asset for policy makers who are interested in creating meaningful and efficient working conditions for those who are teachers and those who plan to become satisfied and motivated educators in the future.

This book is a guide to help psychotherapists, counsellors, and other mental health practitioners navigate the ethical dilemmas and challenges inherent to Islamic psychotherapy. In recent decades, the therapeutic application of Islamic psychotherapy has gained remarkable momentum. This approach integrates religion and spirituality into mental health practices, offering profound insights and benefits for clients. However, the incorporation of spirituality and religion into psychotherapy also raises a range of ethical dilemmas and challenges that remain insufficiently addressed in the literature. This book seeks to address this critical gap by providing a comprehensive resource that offers both theoretical foundations and practical strategies for identifying, understanding, and resolving ethical dilemmas when working with Muslim clients.

Grounded in the ethical principles of Islam, it draws upon Qur'anic teachings, hadith, and Islamic jurisprudence while incorporating insights from contemporary ethical practices in psychology and psychotherapy. Additionally, the book emphasizes the importance of cultural competence, presenting case studies, practical examples, and best practices tailored to the unique needs of Muslim clients. Grounded in Islamic principles, this work aspires to bridge the gap between mainstream ethical frameworks and culturally sensitive, Islamically-informed practices in psychotherapy.

Through its comprehensive exploration of these challenges, Ethical Dilemmas in Islamic Psychotherapy: Balancing Faith, Culture, and Professional Ethics not only fills a critical gap in the literature but also contributes to the broader discourse on the integration of religion and spirituality in mental health care. By doing so, it empowers practitioners to deliver ethical, effective, and competent care to Muslim clients, fostering greater trust and healing within the therapeutic relationship.

This book is a practical, globally oriented guide for faculty navigating the complexities of graduate supervision. It reframes supervision as a pedagogical practice requiring intentionality, structure, and care. Covering both foundational principles and advanced challenges, the book offers strategies for planning, communication, feedback, conflict resolution, and fostering autonomy. It addresses pressing issues such as student well-being, support, and career development beyond academia.

Readers will find tools, templates, and case studies that translate theory into actionable practice. Special features include reflection activities, and planning frameworks adaptable across disciplines and cultural contexts. By integrating global perspectives with practical guidance, this book equips supervisors to lead with integrity and creativity in shaping the next generation of scholars and professionals.

The book empowers supervisors to transform graduate supervision into an intentional, ethical, and effective pedagogical practice that supports academic success and holistic student development.

This is Not the End: Transforming Accreditation Sanctions into University Success is a compelling blueprint for higher education leaders, especially at HBCUs, confronting the existential threat of accreditation sanctions. Drawing from the lived presidential experiences of Dr. Hakim J. Lucas and Dr. Roderick L. Smothers, the book transforms what is often seen as institutional demise into a moment of strategic leadership, strategic clarity, and organizational renewal. Anchored in a theory of institutional recovery and resiliency (IRR), the book introduces a methodology for diagnosing institutional decay, monitoring organizational health, and implementing recovery strategies that reposition a university for long-term success.

Through practical case studies-such as using expert advice to build internal compliance standards, identifying the critical role of CFOs, and leveraging teamwork and accreditation visits for transformation-the book illustrates how to turn crisis into opportunity. Lucas and Smothers also emphasize the importance of transcendent leadership, cultural reform, strategic planning, and the discipline of surviving chaos. The work introduces a leadership toolkit and the leadership mindset needed to restore confidence and drive mission alignment.

With deep insight into governance, compliance, and executive decision-making, This Is Not the End offers more than a survival guide-it is a declaration that institutional excellence can emerge from adversity. This book is essential for presidents, provosts, trustees, and aspiring leaders who believe their university has the ability to overcome the most daunting accreditation challenges.

A celebration and exploration of the idea of pleasure and the unique role it serves in bringing individuals and communities together.

There are innumerable ways to take pleasure in life: a bite of cake in the late afternoon, a walk in the warm springtime air after a long winter, a listen to the opening chords of your favorite song. But each of these pleasures is transformed by the presence of others. In Joy to the World, sociologist Gary Alan Fine takes up one of the major themes of his lifetime of work: pleasure. Fine gives us the conceptual basis for a sociology of pleasure: a joyous view of the world that, at times, inspires us, through expectations of interaction, shared cultures, and routine practices that make life worth living in community.

Fine focuses on the impact of group relations as the platform for satisfaction, emphasizing the power of communities of practice. While pleasures may be enjoyed alone, the pleasure that occurs in social spaces performs a unique function in our personal and social lives; they help us understand ourselves as individuals who are part of a group. What is pleasurably transgressive in one context might seem inappropriate, cruel, or just plain nonsensical in another, and these shades of difference serve to solidify the bonds of the group.

Joy to the World urges us to understand what draws us together as well as to appreciate what drives us apart. Our joys, as well as our challenges, help us to be a part of a caring, conscientious, committed community.

Educator Support and Sustainability brings together groundbreaking research on one of the most pressing challenges in contemporary education: how an increasingly diverse P-20 educator workforce experiences, navigates, and survives stress. As schools and universities evolve demographically, politically, and structurally, the emotional and psychological demands placed on educators-especially those from racially and culturally minoritized backgrounds-have never been more complex.

This book illuminates the lived realities of teachers, leaders, psychologists, and faculty whose identities shape both their professional burdens and their coping strategies.

Together, these chapters offer an unflinching look at the systemic forces shaping educator well-being-and the innovative, culturally grounded strategies educators use to persist. Educator Support and Sustainability is an essential resource for scholars, policymakers, and practitioners committed to building educational environments where all educators can thrive, not merely endure.

The remarkable story of how Frederick Douglass went from condemning the Constitution as a proslavery pact to celebrating it as a "glorious liberty document" that promises freedom to everyone

The speeches and writings of Frederick Douglass contain some of the most probing examinations ever of the role that slavery played in America's founding. In Frederick Douglass's American Founding, Dennis Rasmussen traces the great abolitionist's intellectual journey from denouncing the founders as hypocrites and the Constitution as evil to embracing them both.

Throughout the 1840s, Douglass described the founders as "little better than a band of pirates" and the Constitution as "a most cunningly-devised and wicked compact." Beginning in 1849, however, he undertook a long period of study and reflection that produced a dramatic change of mind. From 1851 on, Douglass contended that the founders were resolutely opposed to slavery and that the Constitution was a "glorious liberty document" that mandated immediate emancipation, despite several clauses that appeared to suggest otherwise. Even after embracing the Constitution and the founders, Douglass remained second to none in castigating America for the evils of slavery. Indeed, as he argued in his greatest speech, "What to the Slave Is the Fourth of July?" (1852), the glory of the nation's founding ideals only put their persistent betrayal into starker relief. Douglass also came to regard the founders as radicals in their fight against tyranny. That was why he insisted that he and his fellow abolitionists, rather than moderates like Abraham Lincoln, were the founders' true heirs.

Whatever you think about the founding, Douglass's arguments will challenge-and perhaps even change-your views. After seeing the Constitution through Douglass's eyes, it is difficult to look at it in the same way again.

Navigating Academia as a Neurodivergent Academic sheds light on the various emotional and physical tolls that navigating an unsupportive academic landscape can take on neurodivergent researchers, with calls for systemic changes to better support neurodivergent people within higher education institutions. It also celebrates finding connection and purpose within neurodivergent research communities.

Delving into experiences of a global cohort of neurodivergent scholars as they navigate professional journeys, chapters draw on personal narratives, theoretical insights, and research conducted with and by neurodivergent academics. Opening with an overview of current challenges faced by neurodivergent scholars in a time that offers both increasing mainstream acceptance and systemic pressures that disproportionally harm neurodivergent staff, the editors highlight the complexities of navigating shifting institutional attitudes and policies. Subsequent chapters identify specific challenges faced by neurodivergent academics, from PhD scholars to academics in leadership positions, alongside intersecting issues relating to gender diversity and race. Each story brings a unique perspective, showing the wide variety of neurodivergent people and the challenges that they face, with common themes of navigating spaces, systems, and social and communication norms that can create barriers to people who experience the world in different ways.

Navigating Academia as a Neurodivergent Academic highlights the need for more inclusive spaces within higher education institutions for neurodivergent individuals, with particular emphasis on neurodivergent early career academics. However, it also celebrates the successes of neurodivergent people, including the joys of finding community, the relief of finally being understood, and the positive changes neurodivergent academics are able to make when they stand together.

Experience a year in Los Angeles County, in all its glitter and grit, through a unique anthology that pairs essays by acclaimed writers and historians with custom maps.

When many of us picture Los Angeles, we're actually thinking of LA County. Home to roughly ten million people, the county alone is more populous than forty-two US states. Its eighty-eight cities include places made famous by Hollywood glamor and California dreaming-Beverly Hills, Malibu, and Santa Monica-but also working-class municipalities and the self-explanatory City of Industry. With a territory that includes the Pacific coastline, mountain ranges, and the high Mojave Desert, the county's landscapes have been touched by earthquakes, droughts, and, of course, devastating fires. LA County is a place of extremes: progress and injustice, innovation and stagnation.

Visions of the Southland collects essays by writers, journalists, and historians to create a nuanced portrait of LA that's grounded in the county itself-its sites, structures, and stories. Contributors-including Gustavo Arellano, Keri Blakinger, Lynell George, Christopher Hawthorne, Michael Hiltzik, Greg Hise, Carolina Miranda, Becky Nicolaides, Susan Straight, and David L. Ulin-delve into LA's infamous air pollution, movie ranches, prisons, aqueducts, urban forests, SoCal Bohemianism, and more. A custom map by Ezra Rawitsch enriches each piece and grounds the reader in specific locations throughout the county. Unfolding over the course of a year, the book traces the rhythms of politics, sports, weather, and wildlife across this sprawling and enigmatic place.

Sweeping in its scope and gorgeous in its design, Visions of the Southland will delight Angelenos, history buffs, urbanists, and map enthusiasts alike.

Positive and healthy work environments enhance job satisfaction and workplace engagement and play a significant role in the healthy functioning of library organizations. Higher levels of workplace satisfaction and engagement also contribute to increased productivity, creativity, and performance, and by extension improved services and organizational culture. But how do we define, cultivate, and sustain positive and healthy work environments, particularly in libraries, which are often under-resourced, unappreciated or devalued, or even toxic?

Building and Sustaining Positive and Healthy Work Environments examines the opportunities, challenges, and successes of fostering and nurturing workplace environments that enhance job satisfaction, engagement, and success.

The Empirical Middle Ages explores the characteristics of people's attention to everyday objects and areas: wooden carvings, towns, coastal regions, and other built and natural phenomena. What draws people toward their items? What methods do they use in gathering information about them? How do they present their findings?

To answer these questions, Matthew Boyd Goldie explores how people in the Middle Ages attended to familiar phenomena with great precision, correlating and measuring to such an exhaustive degree that the recording took over as their predominant activity. Focusing on the history of empiricism in particular, Goldie reveals that the Middle Ages were not empirical in the sense of academic experimentation or scientific observation. Rather, the cases described in The Empirical Middle Ages enable readers to look outside scholastic discussions about factuality and toward administrative, practical, and legal contexts. The results comprise a historically shaped phenomenology usually denied to the medieval: objectivity, forensics, realism, empiricism.

A fascinating, behind-the-scenes look at non-religious funerals in contemporary London

An Honest Death is an intimate and moving ethnographic account of funerals for people who don't believe in God or an afterlife. Focusing on secular funeral celebrants of the British Humanist Association (now called Humanists UK), the book examines how their ritual work is geared toward helping realize a secular world. There is a strong ethical commitment behind this effort, which is to face death with honesty based on the belief that this life is all we have. For the humanist celebrants and those they serve, this is what allows for a life with meaning and purpose.

Written in a vivid style, the book centers on the lives and the funerals of particular people, from a three-year-old child to a man in his nineties. Anthropologist Matthew Engelke, who trained as a humanist celebrant as part of his research, describes how these officiants try to craft "sincere" funerals, avoiding language and music that might suggest that the person who died had any religious beliefs. The book also captures the highs and lows for humanist celebrants of working in the funeral business-a business that is, for many of them, a kind of vocational calling.

Above all, An Honest Death draws out the tensions in secular humanist thought and practice between reason and the body, rationalism and materialism. Nothing matters more to the humanists than "daring to know" in the Enlightenment tradition, but nothing is so certainly known as the fact that we are finite and embodied creatures.

When ChatGPT arrived, the authors responded as educators do, establishing policies, frameworks, and workshops. Everything looked right. Nothing felt adequate. That persistent unease became the starting point for What Is AI Doing to Us?, a philosophical inquiry into what artificial intelligence reveals about learning, thinking, and being. What came to light was unsettling. AI wasn't disrupting education; it was revealing what education had already become. Decades of well-intentioned improvements had quietly converted the struggle that builds understanding into procedures that algorithms could execute. We had all been preparing the ground for our own replacement. The question could no longer be what we can do with AI. It had to become what AI is doing to us.

Drawing on Heidegger's philosophy of technology, the authors trace how systematic thinking undermines the uncertainty and temporal complexity that make learning genuinely human. But this is no detached analysis. As the inquiry unfolds, they recognise themselves within the phenomenon they are examining-the boundary between their own thinking and algorithmic processing becoming increasingly difficult to locate. What begins as a study of AI in education becomes an encounter with the nature of technological thinking itself.

Essential reading for higher education instructors, leaders, and anyone concerned with the future of learning, What Is AI Doing to Us? bridges practical institutional challenges with profound philosophical insight, revealing why systematic responses consistently miss what matters most-and opening the space where authentic engagement becomes possible.

An ethnography of how people use reproductive practices to transmit and reinvent American Judaism.

In Gestating Judaism, Cara Rock-Singer develops a new analytic technique called ethnodrashy (a combination of rabbinical midrash and sociological ethnography) to explore the centrality of reproductive bodies to the intellectual, political, and spiritual life of American Judaism. She considers how, in reproduction, religious practices like the mikveh combine with secular practices like fertility treatments in ways that challenge the popular idea that religion occupies a separate sphere of life from politics or science. In fact, Rock-Singer shows how Jewish feminists have leveraged the work of reproduction to intervene in important conversations about both politics and theology. Drawing together religious studies, gender studies, and science and technology studies, Gestating Judaism shows how Jewish tradition is transmitted and reinvented through the ongoing labor of reproduction.

Notable historians delve into the brass tacks of launching and sustaining federal agencies.

Critics regularly complain that the United States government can't do big things. While their explanations differ, there is now a growing sense that American institutions are not delivering solutions to the problems of our time. The New Deal offers a striking contrast. During the 1930s, the United States created a wealth of new agencies, departments, offices, and programs-and in very short order.

This illuminating collection brings together leading American historians to offer fifteen detailed accounts of how this remarkable expansion of state capacity actually happened. From the Civilian Conservation Corps to the Rural Electrification Administration to the Securities and Exchange Commission, the authors dig into the nuts and bolts of how exactly the New Dealers did so much all at once. They detail the choices before state builders who, operating under the pressure and immediacy of the era, made decisions that held even greater consequences in the longer term.

In a time when federal agencies are under stress like never before, the contributors offer critical insights about what future administrations can learn from the New Deal's extraordinary achievements and how they can build state capacity and deliver for Americans once again.

Features contributions by W. Tanner Allread, Mary Bridges, Brent Cebul, Sarah E. Igo, Meg Jacobs, Richard R. John, Neil M. Maher, Sharon Ann Musher, Sarah T. Phillips, Kathryn Olmsted and Eric Rauchway, Alex Platt, Jason Scott Smith, Ganesh Sitaraman, Abby Spinak, Chloe Thurston, and Mason B. Williams.