Kudzayi Savious Tarisayi explores how AI offers academics an opportunity to focus on critical inquiry, creative synthesis and ethical judgment. Examining the practical uses of AI across the research lifecycle, from topic formulation and literature discovery to data analysis and academic writing, the author concludes with a discussion of the ethical implications of adopting AI tools, such as inaccuracies, data security and responsible use. By offering hands-on examples of tools such as Elicit, Julius AI, and SciSpace, this crucial book equips the next generation of scholars to navigate the digital transformation of academic inquiry responsibly and effectively.

Artificial Intelligence in Postgraduate Research Methodology is an essential tool for postgraduate students and supervisors, providing a practical framework for responsibly integrating AI tools into research. Experienced researchers will also greatly benefit from its in-depth methodological guidelines for using AI to augment future projects.

As the volume and complexity of mental health needs of school-aged children has grown, the capacity of schools to meet those needs has been challenging at best. School closures and social isolation during the height of the COVID-19 pandemic exacerbated disconcerting trends regarding levels of anxiety, depression, and suicidality in children and adolescents. As resources continue to be strained for many schools, innovative approaches to addressing school mental health are necessary.

Promising Practices for Engaging Families and Communities around Mental Health in Schools is part of the Family School Community Partnership Issues series. This volume explores promising practices for engaging families and communities around mental health in schools. Through compelling case studies, it highlights collaborations that creatively engage systems of care to help schools respond to mental health concerns.

This book also introduces new paradigms for whole child support within the school-family-community context. It offers thoughtful analysis of the ethical, policy, and practical tensions that arise when addressing mental health in partnership with families and communities. Promising Practices for Engaging Families and Communities around Mental Health in Schools is an essential resource for educators, mental health professionals, and policymakers seeking inclusive, collaborative solutions to today's school mental health challenges.

Key Features:

• Defines key psychological factors that play an important role in student achievement
• Evaluates how these psychological factors influence student learning
• Investigates factors that can influence the development of these psychological factors, including genetics and experience
• Demonstrates how enhancing students' thoughts and feelings can influence their academic performance
• Presents clear summaries of key points and stimulating questions to encourage understanding, as well as supplementary material to support further study

Psychology in Education is highly relevant to students of educational psychology with an interest in individual differences in educational contexts. It is particularly relevant for students studying individual differences modules on Psychology of Education programmes. It is also a useful resource for teachers and educational practitioners seeking to understand the psychological dynamics at play in the classroom, enabling them to design lessons that engage and motivate students.

Providing both theoretical and practical insights, the book analyses the impact of the postdigital on learners, teachers and school environments, illustrating the evolution of the term over the last 25 years and examining its affordances. Reflecting on contemporary developments in AI technologies and their role in postdigital education, Jopling advances the study of pedagogy and evaluates how these theories can help with understanding and preparing for the uncertainties surrounding the future of education.

Understanding Postdigital Education is a vital resource for students and scholars of educational theory, particularly those exploring the impact of technologies on education. It will also benefit practitioners and policymakers interested in adopting postdigital approaches to educational reform.

People around the world face grave crises of wars, climate change, genocides, rising sea levels, human rights violations, and inequitable distribution of natural resources. These problems are transcontinental, interconnected, and create immense human suffering, which require collective efforts toward just and sustainable global solutions. The United Nations resolved to address these concerns in adopting the Sustainable Development Goals in 2015. These goals form a "plan of action for people, planet, and prosperity," which "seeks to strengthen universal peace in greater freedom" (United Nations, 2015, para. 1).

The social sciences are uniquely positioned to address the Sustainable Development Goals (SDGs) by offering content and tools to pursue just and sustainable societies. The knowledge, skills, and values of social science education can empower global citizens to seek truth, to deliberate on the current problems, and to shape a just and equitable future for people and for our planet. In this volume, authors from around the world a) propose critical philosophical questions, b) describe current education problems, and c) explore educational possibilities for a just and sustainable world.

Ruben van Wingerden investigates how the motif of bearing one's cross was interpreted in early Christianity up to the third century. First, he analyses the New Testament tradition: Mark and Matthew link cross-bearing with the readiness to die under persecution, while Luke tones down associations with physical death, presenting it as renunciation of possessions. John omits Simon of Cyrene and stresses Jesus' self-sufficiency in laying down his life. Simon himself is read against the background of the Greco-Roman motif of the noble death, where the innocent philosopher maintains his dignity.
Secondly, the author traces subsequent interpretations by early Christian authors. Writers such as Irenaeus, Clement of Alexandria, Tertullian, Cyprian, Novatian, and Origen developed a range of perspectives, from metaphorical to martyrological. A recurring insight is that cross-bearing was understood as readiness for martyrdom, never as a literal invitation to crucifixion. Origen marks the first instance in which Simon of Cyrene is linked to discipleship. Strikingly, Luke 9:23 with its "daily" addition disappears in these sources, reflecting a context where persecution required emphasis on immediate readiness for death rather than daily discipline. Moreover, sayings from Matthew and Luke often appear as blended formulae, indicating a flexible textual tradition. By situating these interpretations within Jewish, Roman, and philosophical frameworks, Ruben van Wingerden shows how early Christian readers reshaped the motif into a complex tradition that intertwined physical martyrdom with spiritual death to possessions, passions, and family ties.

Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? examines the current state of the field of comparative and international education (CIE) by addressing colonial and Eurocentric structures and advancing a decolonial approach. The chapters integrate frameworks from indigenous epistemologies, racial capitalism, and pluriverse thinking to question and reimagine existing paradigms in CIE.

This edited volume interrogates the level of coloniality and racial capitalism present in modern analyses of CIE. As such, the chapter authors unpack questions such as: Is CIE as a field too white? Are its theories and methodologies still too Eurocentric? How do we treat others as we study them? How do we accommodate differences, and how is inclusion dealt with? How might new epistemologies, ontologies, and axiologies help us decolonize the field?

Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? is valuable for academics in CIE and related fields, practitioners interested in decoloniality in education, administrators and policymakers in higher education, and graduate students in CIE, higher education, and educational leadership. It offers insights into current discussions on decoloniality and education, helping these groups understand and navigate the complexities of these themes in educational contexts.

Volume II focuses on British foreign and strategic policy from the fall of France in 1940 to the end of the Cold War in Europe during the 1990s. The emphasis on the Cold War reflects Professor Dockrill's interests in the later part of his career. The chapters explore British imperial and post-colonial history, as well as the impact of race and religion on British foreign policy duringthe second half of the twentieth century. British relations with the United Nations are also examined through the formulation of the so-called 'Special Relationship'.

In this groundbreaking and comprehensive look at Congressional elections in pre-Jacksonian America, Jay K. Dow examines the origins of our modern electoral politics.

When did the United States become a recognizably modern republic? The traditional understanding is that elections in the Age of Jackson introduced institutionalized political parties, campaigning, partisanship, position-taking, stump speeches, high elector turnout, and other familiar features of electoral democracy. Before that, so the story goes, elections were less organized along party lines, often uncompetitive, and frequently dominated by elites rather than average citizens. The First Elections offers a compelling alternative to this interpretation of the early American republic.

Through systematic analysis of an impressive new collection of early American election returns known as A New Nation Votes, Jay K. Dow has discovered what these results tell us about the development of Congressional elections between 1796 and 1825. The so-called first party era marks the transition from a "deferential" politics in which local elites exercised great influence over elections to a more recognizably democratic politics. But the extent of this transition has been largely opaque before these new data became available. Focusing on House of Representatives as the foundational institution in national republican government, Dow uses these election returns to provide a more fine-grained picture of United States electoral development than ever seen before. In doing so, he reveals more party-centric, competitive, and developed elections than scholars have generally recognized.

The First Elections begins with the election to the Fifth Congress in 1796, the year that elections first became truly contested following the Federalist and Anti-Federalist period. It concludes with the elections to the Nineteenth Congress, which marked the start of the Jacksonian Second American Party System. Because American politics is territorial politics-in general, but especially in this era-Dow's work is organized geographically, giving due attention to how electoral democracy developed unevenly across each region of the early United States. Since the states used different methods to elect their representatives, The First Elections pays special attention to the variety of electoral systems that characterized the political mosaic of early America.

The First Elections is a groundbreaking look at what elections were like in the dawn of the new American nation.

This book examines the history of goblins from the Middle Ages to the present. It shows that goblins-whether interpreted as creatures, objects, ideas, or people-were historically contingent and grounded in an often-hazy interplay between folkloric and folkloresque traditions. As products of their historical environ-ments, goblins have been imagined and reimagined throughout history. Their various incarnations include demons working on behalf of Satan, residents of Fairyland making mischief for humans, and cave-dwelling villains in Tolkien's or Dungeons & Dragons' fantasy universes.

Some authors, often early modern and modern Anglophone elites, used goblins as crude, destructive mimicries of what they deemed abnormal. They chose to label certain humans as goblins to indicate those people fell outside of normative ideas about proper appearances and behavior. In the twenty-first century, however, goblins have seen a sympathetic reappraisal; now, they are often portrayed in ways that see these longstanding stereotypes as assets in an age of unreasonable societal expectations.

For William Allen White, the ideal Midwestern community was a utopian vision of what America could be: a prosperous, happy community built on equality, opportunity, and neighborly generosity. This anthology collects White's famous and obscure writings and presents him as the iconic voice of the Midwestern small town.

William Allen White, the editor of the Emporia, Kansas Gazette, was an American institution. When he died in 1944, President Franklin Delano Roosevelt commented that America had lost one of its "wisest and most beloved editors." White understood the value of his unique brand as "The Voice of Main Street," and would often preach his vision of the kind of nation the United States ought to be. From his view in Emporia, White's imagined Midwestern town was a dream for the nation to strive toward. He saw himself as a pioneer sowing the seeds of a great harvest to come, and he believed that the small-town civilization he venerated exemplified what was best in America.

In Heartland Utopia, Charles Delgadillo and Jason Stacy have gathered nearly twenty-five years of White's fiction and nonfiction, focused on his idealized Midwestern community and how this utopian vision changed over time.

Edwin K. Broadhead challenges the traditional assumption that the meaning and identity of New Testament texts rest in the intentions of an author expressed in a foundational narrative fixed in writing. He argues that for ancient literature the decisive factor is the viability and variability of a text's tradition history, encompassing composition, preservation, transmission, editing, interpretation, memory, and performance. These developments draw intermittently and interchangeably upon oral, scribal, memorial, and performative modes and respond to the needs of communities of tradents. The author maintains that the writings of the followers of Jesus belong to this ancient, normative way of Traditionshandlung and Traditionsverhalten, making it unlikely that these writings provide unmediated access to intentions of an author.
Employing a formalistic analysis set within a history of traditions context, the author seeks to move beyond the myopic focus on written manuscript and the attachment to the image of the New Testament author as a consistent theologian and literary genius. This renewed attention to Traditionshandlung in wider literature highlights two key traits of the New Testament material. First, the New Testament appears as a collection of traditions in a wide variety of forms: oral traditions such as hymn, story, preaching, prayer; performed traditions such as worship, eucharist, baptism, blessings; and iconic traditions such as sign, symbol, icon. Secondly, because these writings were shaped over time within communities of believers and developed across generations for changing contexts, they come to us as living traditions. This metabolic quality becomes fully visible only when we look beyond the authors - beyond the vision of a personal and punctiliar production of unchanging texts.

The first book based exclusively on Arabic sources in the study of the early modern religious encounters between Western Europe and the Islamic Mediterranean, this volume elucidates the impact of the Protestant and Catholic reformations on the Islamic Mediterranean from Morocco to Bilad al-Sham. Drawing on the vast collection of Arabic Christian manuscripts and Arabic books printed in Europe from the Ottoman conquest to the Napoleonic invasion, it provides an account of the Christian culture of Arabicity as reflected in Christian Arab pilgrimages, multiple calendars, and the role of the Arabic language in the construction of Christian identity. Through contemporaneous debates, disputations, autobiographies, correspondence, and histories, it analyzes the missionary efforts to convert Eastern Christians, Jews, Muslims, and Druzes to the new Christianities of Western Europe and the resulting consequences on the Arab East, thereby calling attention to the differences in the ideologies of conversion between Christianity and Islam.

Stealing from the Gods investigates how authors writing between the first century BCE and second century CE addressed the issue of temple robbery or sacrilegium. As a self-proclaimed empire of pious people, the Romans viewed temple robbery as deeply un-Roman and among the worst of offenses. On the other hand, given the constant financial pressures of warfare and administration, it was inevitable that the Romans would make use of the riches stored in sanctuaries. In order to resolve this dilemma, the Romans distinguished sharply between acceptable and unacceptable removals of sacred property. When those who conducted themselves as proper Romans plundered the property of the gods, their actions were for the good of the state. In contrast, the temple robber was viewed as a stranger to the norms of Roman society and an enemy of the state.

Ancient authors including Cicero, Caesar, Livy, Appian, and Pausanias present isolated, grotesque individuals whose actions have no bearing on the conduct of Romans as a whole, rendering temple robbery not a matter of collective responsibility, but of individual moral failure. By revealing how narratives of temple robbery are constructed from a literary perspective and how they inform discourses about military conquest and imperial rule, Isabel K. Koester shines a new light on how the Romans coped with the more pernicious aspects of their empire.

Borders are frequently conceived as defensive lines-rigid edges of sovereignty, fortified margins, or hotspots of conflict. This book challenges that assumption. By rethinking borders not as barriers but as dynamic spaces of encounter, it redefines the very foundations of border studies as a historical discipline.

Focusing on Europe and its colonial territories across both pre-modern and modern eras, the author demonstrates how borderlands have repeatedly served as sites of exchange, negotiation, and creativity. Far from being static peripheries, these regions have produced hybrid identities, fostered transboundary solidarities, and yielded unexpected responses in moments of crisis. Through vivid historical examples, the book shows that borders often become generative centers-places where new ideas, communities, and forms of coexistence emerge.

Clear, compelling, and rigorously researched, this book offers a crucial corrective to traditional border scholarship. It urges readers to rethink how borders have operated across history, how they have shaped human lives, and why their significance endures today. In a world that witnessed the extraordinary border closures of COVID-19, this work provides a timely and necessary opportunity to reflect anew on what borders truly mean.

Uncovering America's past through the archaeology of its shipwrecks

The Archaeology of American Shipwrecks highlights the essential role of watercraft in United States history and demonstrates how the study of submerged sites contributes to a deeper understanding of the nation's past. Combining evidence from shipwreck excavations with historical documentation, this volume reveals how maritime archaeologists locate, document, and preserve these important sites.

This book examines a variety of vessels through time, including Indigenous-built dugout canoes, colonial ships that brought Europeans to the Americas, ships created for the whaling industry, and modern ships built for coastal defense. By tracing the role of watercraft in exploration, commerce, warfare, and expansion, it underscores the pivotal influence of maritime transport well into the twentieth century. Providing an overview of major discoveries along with little-known and previously unpublished research and discussing technological advances, new and evolving methodologies, and ethical issues relevant to the field, this book is an indispensable resource for anyone interested in the dynamic story of America's waterways.

Examining celebrity and fan studies together, Professor Superstar argues that academia shares key traits with fandom, including collective emotional investment, shared interpretation of texts, and identity formation. Universities are often seen as isolated from everyday life, creating an atmosphere of both fascination and resentment. Some academics even go on to become field-specific microcelebrities. Some celebrate their influence while others resent their prominence, leading to both fandom and anti-fandom and reflecting broader social struggles as universities become battlegrounds for economic and political debates. The audiences engaging with academia extend beyond the students and faculty directly involved, creating multiple and conflicting interpretations of what academia represents. Public perceptions of academia are shaped less by its reality than by competing narratives about its role in society. By taking these dynamics seriously, we can better understand the cultural forces shaping both admiration and hostility toward higher education.

Russian soldiers did not go to war with only guns and orders-they went with fantasies that made killing feel meaningful. Drawing on diaries, social media posts, memoirs, poems, and battlefield songs, Maria Kurbak reconstructs the war from below. She shows how Russian combatants turn old wounds-NATO's bombing of Yugoslavia, the collapse of the USSR, personal shame, and perceived national betrayal-into narratives that make violence feel purposeful and necessary. These fantasies echo official slogans but also exceed them, binding private grievances to collective myths and turning imagined injuries into real acts of brutality.

The book moves backward through time: from the full-scale invasion, to the myths of "Novorossiya" in Donbas, to deeper crises of masculinity and memory carried from the late Soviet decades. Across this arc, Destructive Imagination demonstrates that fantasies do not distort war; they design it. The result is a new framework for understanding Russia's invasion of Ukraine-one that brings into view the emotional and symbolic worlds that structure political behavior and make violence imaginable long before it becomes real.

This book offers valuable insights for those interested in understanding the diverse experiences of PhD students through narrative inquiry. This book presents the personal struggles of these students and how they impact their learning, teaching, artistic practices, and creative research experiences. By embracing these diverse narratives, the book argues for the importance of promoting inclusivity and equity in academia, ultimately leading to better educational practices and a supportive community for all students. This book can contribute to the ongoing conversation about equity in education and can also serve as a guide for educators, administrators, and students.

Becoming an academic can be an overwhelming, if not a completely consuming, experience, and conceptualising this process is often fraught with a lack of understanding of both the process and the subsequent implications. Many academics struggle with the notion of who they are, despite believing that they are aware of who they want to be and where they are situated on their academic journey.

This edited collection draws on the experiences of early and mid-career academics, as well as leaders in the field, to explore the role and contribution of the self when professionally undertaking research. Each chapter addresses valuable questions for academics to examine and articulate the self in one's work, and encourages the probing of the impact of academic engagement in higher education on individual fidelity to personal and professional values, beliefs and assumptions. With a focus on self-methodologies, including arts-based approaches to reflective and reflexive practice, the authors showcase methods that go beyond traditional reflective practice and explore the interplay of arts and self-practices.

Conceptualising the Academic Self offers transformative educational insights with both theoretical and practical applications. It serves as a comprehensive guide for novice academics to seasoned educators and researchers, as well as institutional leaders and policy influencers, addressing the challenges of self-conceptualisation and self-formation.

Academic Languaging and Historical Thinking prepares teachers to assess where students are in their written and critical thinking skills and to develop the art of teaching historical argumentative writing to students. The use of effective language to communicate historical, social, and civic arguments is a key competence future citizens need, and teaching writing through history is especially effective because of the grounded nature of historical documentation and the balance between clear facts and blurrier areas of interpretation.

Starting with a pedagogical approach, the book takes readers through research on the relationship between language and writing, the ways that historians make claims and the kinds of evidence they use, and how to successfully find and evaluate sources. It then offers instructional activities and strategies that center around key disciplinary practices in historical argumentation: making claims, sourcing and integrating evidence, presenting reasoning, and addressing counterarguments. These activities can be easily modified for different teaching and learning contexts, including supporting multilingual learners of English. Whether readers are practicing teachers, pre-service teachers, or instructional coaches, this book will help them learn how to integrate academic language skills with argument writing instruction in history to teach students to be confident academic writers and competent language users.

Drawing on practical case studies, contributors illustrate the complexities of doctoral supervision, emphasising the need for adaptability, empathy and structured support. The book outlines the perspectives of experienced practitioners, presenting a blend of practical tools, critical reflection and aspirational vision to ensure high-quality supervision for the growing number of doctoral students across the globe. It highlights how investing in effective doctoral guidance not only benefits students, but also the wider academic community, ensuring the continued advancement of knowledge and professional development within higher education.

Innovative Approaches to Doctoral Supervision is a valuable resource for new and experienced doctoral supervisors interested in improving their practice or applying for the UKCGE recognised supervisor award. It is also beneficial for universities providing staff development training in doctoral supervision.

This book offers an insight into current-day Student as Partners (SaP) practice, presenting reflections by staff and students from global institutions. Student as Partners (SaP) is a practice that involves creating partnerships with students to create their learning journey. It enables student empowerment by giving them agency and a space creating student voice, and allows for close connections and quick feedback on teaching practices and policies. In the past ten years, there has been a rise in SaP practices in Australian higher education institutes, and a swell in dedicated scholarship from educators and researchers, reflecting an appetite for student-led approaches to higher education. Born from the (inter) national Students as Partners Roundtable from 2023, this book engages with "Respect, Reciprocity and Responsibility" (Cook-Sather et al., 2014) as central themes within Student-Staff partnerships. It brings together reflections from students and educators, as well as doctoral candidates operating in a sort of "middle ground." This book also expands on current literature, with reflections on SaP practices across the Asia-Pacific region sitting alongside those from the United Kingdom, North America, and South Africa.

Since curriculum planning, development, implementation, and evaluation are closely interconnected, developing conceptual knowledge and practical understanding of these areas is essential for a quality curriculum. Effective curriculum practices examine the teaching and learning experience comprehensively to ensure its readiness, coherence, effectiveness, and consistency in meeting students' needs. Fundamentals of Curriculum Planning, Development, Implementation, and Evaluation in English Language Teaching provides comprehensive knowledge and resources for English language teachers, teachers-in-training, curriculum developers, and language programs.

This book offers a systematic guide to navigating the different phases of the curriculum, from its inception to its evaluation. Part I explores the conceptual and theoretical foundations that shape curriculum and instruction. Part II provides practical knowledge and guidelines that programs and individual teachers can adopt or adapt to their specific educational contexts with the goal is to optimize the teaching and learning experience. Elturki draws largely on knowledge from the field of education, particularly curriculum studies, to complement what we know about L2 teaching and learning from Applied Linguistics, Second Language Acquisition, and English Language Teaching. Each chapter begins with pre-reading questions to stimulate thinking and concludes with post-reading questions for reflection, encouraging readers to connect the material to their own context.