This book shows how a cultural landscape perspective on suburban situations can improve quality of life for residents and provide positive impacts on long-term resiliency and sustainability. One of today's primary challenges for environmental planning and landscape architecture is accommodating competing land usage while providing the experience of a cultural landscape, i.e., a positive place connectiveness for people. This book develops new links between cultural landscape studies and the suburban planning discussion, showing how evolving cultural identities may have an impact on the sense of place. The book uses exemplary case studies from Europe and the US to present and compare underlying cultural narratives, focusing on the impact of these narratives of land use planning and design approaches on cultural landscapes within the suburban context. It will be of interest to students, researchers, and practitioners in Cultural Studies, Landscape Studies, Urbanism, Environmental, Urban and Regional Planning, and Landscape Architecture.

In their English translation of the Yiddish play Mississippi, Ellen Perecman and Alyssa Quint have undertaken a work of cultural salvage.

Penned in 1935 by Polish-Jewish playwright Leib Malach, the play was performed on the Warsaw stage by the experimental Yiddish theatre company "Young Theater" (Yung Teatr) led by legendary director and drama theoretician Mikhl Weichert. Malach and Weichert were keen to depict a dramatic episode from contemporary life that reflected their humanistic and leftist political ideas as well as avant-garde theatrical practices.

Mississippi is a fictionalized retelling of the Scottsboro Affair, which began with the wrongful arrest of nine African American youths in Alabama in 1931. The play demonstrates how important it was to Yiddish writers of the 1920s and 1930s to grapple with the persecution of Black people in America. In her introductory essay, Quint treats the political aspirations that animated Malach and Weichert, and the vulnerability felt by European Jewry that it saw reflected in the experience of Black Americans.

This edited collection offers an exploration and critical reassessment of the sciences in educational research, foregrounding its agential and material qualities rather than treating it as a neutral instrument of knowledge. Addressing the enduring allure of research as expertise and of science as an elixir for enabling the good life, the book examines a distinctive form of activism within modernity and challenges the ahistorical assumptions that often frame the practices of the human sciences.

The two volumes comprise original historical and sociological studies by international scholars who examine the infrastructures of ideas, theories, methods, and technologies through which scientific knowledge is produced. Across a wide range of educational contexts, the authors interrogate how science operates performatively, shaping norms, subjectivities, and modes of governance. Part of a two-volume series, Volume Two, Visual Cultures and Affective Economies in Education gives attention to science as projection that sustains norms of anticipated potentialities that compare different kinds of people; and how these projections travel and settle in different historical spaces.

It will appeal to scholars and researchers across interdisciplinary fields including sociology of education, sociology of knowledge, historical sociology, political philosophy, educational policy, comparative and international education, and transnational studies.

Sustainable Supply Chain Management: Industry-Driven Practices for a Resilient Future presents a groundbreaking exploration of how modern supply chains can strike a critical balance between efficiency, sustainability, and resilience in today's rapidly evolving global landscape. This comprehensive volume addresses the urgent need for supply chain transformation in the face of unprecedented challenges, including pandemics, climate change, and technological disruption.

Drawing from diverse global expertise spanning multiple continents and industries, the book seamlessly weaves together cutting-edge sustainability practices with practical industry applications. It provides actionable strategies for implementing green procurement, sustainable manufacturing, low-carbon logistics, and circular economy principles while maintaining a competitive advantage.

Designed for academics, scholars, practitioners, policymakers, and students, this essential resource demonstrates how organizations can build future-ready supply chains that create value for businesses, customers, society, and the environment through innovative, adaptive, and socially responsible practices.

Turbulent Times in the Modern West examines the collective issues that must be addressed to gain an individuated consciousness, through the theories of depth psychology.

It explores consciousness as a way to recognize the dynamics of an individual's psyche and the archetypal influences of the collective psyche within which they are set. It also presents a thorough examination of the works of C. G. Jung, Marie-Lousie von Franz, James Hillman, and Marion Woodman, and the continued relevance of their scholarship for the 21st century. Through this, it goes on to describe how the modern West was plagued by disruptions to foundational archetypal pairs, such as psyche and matter, having false divides that prevent people from recognizing the wholeness of reality. provide individuals. Eventually, it focuses on the issues unique to the modern Western world and gives direction that aids in making the archetypal realm conscious.

This book will be an interesting read for postgraduate and doctorate students of Jungian Psychology, Psychodynamic Psychology, Psychoanalytical Psychology, Archetypal Studies and Depth Psychology

This book brings together research and critical perspectives from scholars across Sub-Saharan Africa and its diaspora to advance African-centred approaches to communication for development and social change. It challenges Western-dominated frameworks by foregrounding indigenous knowledge systems and positioning communication as a space for decolonial transformation, social justice, and inclusive development.

The volume develops theoretical and methodological insights that centre African epistemologies within global debates, interrogating entrenched power structures while promoting cultural diversity and social cohesion. Through interdisciplinary approaches, it draws on decolonial and postcolonial frameworks to examine how African knowledge informs communication practices across education, health, digital media, intercultural engagement, and community contexts. The volume explores pedagogical practices, health communication strategies, and media dynamics through a decolonial lens. The book offers practical and conceptual tools for fostering resistance, collective action, and socially grounded transformation, while encouraging critical reflection on dominant knowledge systems.

This book is intended for scholars, researchers, students, and practitioners in communication, development studies, higher education, and the social sciences who are interested in decoloniality, African knowledge systems, and socially just approaches to communication.

Contributors assess how entrepreneurial activities have become increasingly focused on creating value through cooperation, governing commons and applied social innovation. Drawing on a wealth of international case studies, chapters propose institutional-level solutions for promoting inclusion and reviving cooperatives, such as urban farming planning and affordable housing initiatives. Analysing entrepreneurship from grassroots movements providing affordable, renewable energy, to the actions of global banks and corporations, the book showcases actionable strategies while advocating for consistent sensitivity to local contexts.

Case Studies on Urban Entrepreneurship is a vital resource for scholars and students of business and management, sustainable development, corporate social responsibility and entrepreneurship. Urban activists and government officials will also benefit from its discussions of community-centred endeavours.

Despite promising comfort, legacy, or even a form of digital immortality, this book addresses the challenging questions AI technologies raise: Who has the right to create such simulations of the deceased? What happens if someone is recreated without consent? Can companies profit from grief? How do these systems affect families, memory, and trust? Harbinja promotes an understanding of AI systems that simulate the dead not only as data tools but as relationship-like systems requiring safeguards. She further outlines why existing laws around consumer protection, privacy, data protection, AI law and regulation and online safety are insufficient to address the challenges posed by AI developments. Moving beyond theory, the book proposes practical, rights-based legal frameworks to protect dignity, prevent exploitation, and ensure that remembrance remains obligated to consent and care.

A prescient and thought-provoking account, Governing Digital Immortality is a vital resource for scholars of technology law, AI law and regulation, data protection, and human rights law. Given its practical implementation and enforcement blueprint, policymakers and regulators in AI governance, online safety, and consumer protection will find this book equally beneficial.

Bounded Leadership Theory: Constraints and Orientations in a Global Perspective offers a fresh and realistic account of leadership in a world shaped by uncertainty, complexity, and multiple constraints. Moving beyond heroic, trait-based, and universal models of leadership, the book presents leadership as situated action: relational, contextual, morally charged, and bounded. It argues that leadership effectiveness depends not simply on individual competencies but on the fit between leadership orientations and the constraint architectures within which leaders operate.

The book develops the bounded leadership perspective by examining five leadership orientations: anticipatory, visionary, value-creating, mobilising, and self-reflective. These orientations explain how leaders assemble competencies into meaningful strategies of action when agency is limited and decisions involve trade-offs, risks, and legitimacy costs. The analysis also explores political, cultural, informational, ethical, emotional, motivational, and entitlement constraints that shape the real space for leadership action.

Drawing on theory, empirical research, and illustrative cases, the book will be valuable for scholars, doctoral students, and advanced students in leadership, management, organisational behaviour, and human resource management. It will also benefit practitioners, executive educators, and consultants seeking to understand leadership not as unlimited control but as responsible action within boundaries.

This book explores educational reform in China through the author's roles as a state-designated foreign expert, assistant professor, and senior editor. Based on fieldwork in urban and rural areas, it examines the integration of authentic literary materials into EFL instruction during a transformative period of curricular innovation.

The research spans diverse regional contexts-from capital city Beijing to semi-rural Zhaotong in the southwest and Zhuhai, a special economic zone in the southeastern coastal region-and compares key educational institutions at the university and secondary levels. Through transcript excerpts of recorded classroom conversations, focus group interviews, and surveys, it amplifies the voices of mainland Chinese EFL teachers and students. Teachers reflect on their approaches to teaching L1 literature and adapting it for EFL courses, while students engage with literary texts by a major Chinese American author, gaining awareness of cultural and generational gaps that shape their own lives. This rich ethnographic narrative provides empirical insights into progressive pedagogy within applied linguistics contexts.

This monograph is intended for researchers and practitioners in applied linguistics, TESOL, education, and Chinese studies, as well as lay readers interested in contemporary mainland Chinese classroom practices, particularly of literature.

The Autonomous Language Learning Toolkit presents a research-based framework for designing, supporting, and sustaining fully autonomous language learning. In particular, it focuses on less commonly taught languages in higher education, such as heritage languages, research languages, and languages of fieldwork or diplomacy.

Drawing on a decade of data from sixty learners studying thirty-five languages - from Swahili and Yoruba to Hmong and beyond - K.D. Thompson and Adeola Agoke distill what actually works when there is no teacher in the room. Their findings are grounded in a rigorous, multi-year study conducted at the University of Wisconsin-Madison, funded by the U.S. Department of Education, and organized around six essential questions:

1. How do successful autonomous learners set goals?

2. Which strategies build real proficiency?

3. How do learners find and evaluate materials?

4. What does productive mentorship look like?

5. How should learners assess their own progress?

6. How does creating resources deepen learning?

Each chapter translates research findings into practical, adaptable tools for supporting communities of practice and lifelong language learning. Educators and program directors will find an additional appendix offering a complete blueprint for building a self-instructional language program from the ground up.

By foregrounding equity, flexibility, and sustainability, this timely book is an ideal resource for educators and staff in language centres or programmes. It will also be valuable to graduate students and researchers in applied linguistics and second language acquisition, as well as motivated independent learners.

What if the life you want is not waiting on the other side of your problems but available to you right now, exactly as you are? Values-Flow combines Acceptance and Commitment Therapy, Dialectical Behaviour Therapy and Flow Theory into a practical, scientifically grounded approach to living the life well-lived, despite the ups and downs that life inevitably brings. It integrates values-based action, mindfulness, and emotional regulation to empower readers to experience meaningful engagement and thriving in life within ordinary everyday contexts.

Each chapter introduces actionable "Flow Nudges" and measurable practices, making it easy to apply these concepts in everyday life. A four-step loop (Attend, Reflect, Inform, Act) explains how to overcome self-doubt, accept difficult emotions, and choose challenges that matter. From managing work stress to finding joy in parenting or study to simply enjoying life more, this book provides science-based strategies to cultivate resilience, achieve optimal performance, and live life well.

This is a vital resource for both individuals looking to enhance their personal growth and those who help others thrive. With its accessible language, cultural sensitivity, and progressive skill-building, this book offers a roadmap to living a life of vitality, connection, and purpose.

Leading scholars look beyond the artificial separation of macro and micro levels of enquiry ('society' and 'individual') to exemplify the methodologically plural approach that is characteristic of classical and contemporary biographical research. Chapters provide an interdisciplinary perspective, building bridges to other branches of sociology and different theoretical conceptions in order to broaden the horizon of biographical research.

The Handbook of Biographical Research in the Social Sciences is an essential resource for scholars and students of social policy, sociology, regional studies and qualitative research methods. Biographers and historical researchers will similarly benefit from its comprehensive overview of best practice approaches.

AI Tools for Brain-Based Classrooms provides K-12 practitioners with a fresh, accessible approach to personalized learning that leverages technology for human-centered experiences. Artificial intelligence holds extraordinary potential to upgrade formal education, but how can teachers and administrators apply it in a way that prioritizes meaningful, passion-driven, and psychologically safe experiences? This book offers educators key insights into cognition and technology that will help answer perennial questions about student behavior, device use, critical thinking, information overload, and much more. Moving beyond our reliance on mechanistic instruction while subverting AI's potential to yield apathy or atrophy, educational neuroscience pioneer Kieran O'Mahony strategizes a partnership between intuition and computation in support of more adaptive, integrative, and reflective learning.

Literature, Multiliteracies, and Digital Texts in the Second Language Classroom provides a comprehensive analysis of how digital transformation is reshaping literature education in the second language classroom.

Moving beyond print-based traditions, the book redefines what a literary text is and reconceptualizes reading and interpretation through the lens of multimodality, multilingualism, and digitality. By integrating multiliteracies pedagogy with contemporary technological and cultural shifts, researchers and educators are equipped to rethink their teaching for increasingly complex and hybrid communicative landscapes. Literature, Multiliteracies, and Digital Texts in the Second Language Classroom develops the "Triad Model of Literature Education" which conceptualizes multimodality, digitality, and multilingualism as interconnected dimensions of contemporary literary learning. The nuanced conceptual approach is complemented by practical considerations and pedagogical approaches that guide readers as they engage with the diversity of texts and literature in the digital age. The book demonstrates how literary learning now involves engaging with images, sounds, interfaces, and multiple languages across media environments and it also addresses the implications of emerging forms such as interactive narratives, AI-generated texts, and immersive experiences in AR and VR for second language education.

This book offers valuable insight to researchers, scholars, and teachers in the field of second language education as well as anyone interested in the intersection of technology and language learning.

In this volume, Janka Kormos offers a comprehensive historical and theoretical analysis of the life and work of Judith S. Kestenberg, exploring her pioneering contributions to the somatic foundations of psychic development.

The volume traces Kestenberg's journey as a Polish-Jewish emigre in New York's psychoanalytic circles, illuminating her psychodynamic theory of movement and method of movement analysis within postwar American mental health sciences. Kormos presents Kestenberg as a nonconformist, an innovative and eclectic thinker who gravitated towards the unknown and unspoken, highlighting the somatic precursors of psychic development and the kinaesthetic imprints of transgenerational trauma. Through Kestenberg's work, the book explores questions of disciplinary positioning, transdisciplinarity and the evolving relationship between the arts and psychological practice throughout the 20th century. It also contributes to our understanding of postwar American psychological sciences, within which the study of bodily movement became increasingly central.

QR codes throughout the volume offer readers exclusive access to archival material compiled by Kormos. Previously unavailable to the public, these documents reveal intimate details of Kestenberg's life and work and will be invaluable to graduate students and researchers in psychoanalytic studies, body-oriented psychotherapy, dance/movement therapy and the history of psychology. The Life and Work of Judith S. Kestenberg is a vital resource for scholars in the history of psychological sciences, psychoanalysts, arts and dance therapy practitioners, and trainees seeking insight into somatic approaches to trauma and the integration of embodied practices within therapeutic frameworks.

This cultural history of thinking machines examines conceptions of the human as an automaton and the possibility of mechanised thought in philosophical and literary works from the seventeenth century to the 1840s, with particular emphasis on the Romantic period.

In the 2020s, there has been no escaping the debate over AI. Yet strong AI remains as much science fiction today as it was in the nineteenth century. Media archaeology has highlighted the ruptures and dead ends of technological development, recovering forgotten and obsolete technologies. Failed and imagined attempts to create thinking machines from Thomas Hobbes to Charles Babbage and from E.T.A Hoffmann to Edgar Allan Poe not only illuminate their own historical contexts; they also reveal the origins of the utopian hopes and dystopian fears that continue to shape responses to mechanised thought. Artificial Intelligence before Computers argues that we can move beyond the Romantic myth of AI only by recognising its historical roots.

Drawing on case studies from Britain, Germany and the United States, this book will appeal to postgraduates and scholars in history, philosophy, literary studies and media studies, as well as non-specialist readers seeking to understand the long history of AI.

This volume addresses the theory and practice of Critical Thinking and Creativity (CT&C) in the context of Content and Language Integrated Learning (CLIL) by presenting how it is applied to cultivate these two important elements, CT&C, in education in different parts of the world.

The chapters present original research on CT&C from a variety of countries including Argentina, Italy, Japan, Spain, Taiwan and USA, and covers different educational levels such as primary, secondary and university. Providing varying perspectives on theory and practice, this book focuses on the challenge of embedding CT and integrating CT&C in our practice through the processes and end-products of a dual-focused education. The book consists of three parts: critical thinking in CLIL, creativity in CLIL, and critical thinking and creativity in CLIL. The chapters consist of empirical research and theoretical perspectives, and explores CLIL's potential to foster students' CT&C.

This volume offers a good balance of internationally recognised and up-and-coming researchers. The book will be of interest to researchers and graduate school students in the fields of TESOL, Applied Linguistics and Education, as well as initial training students aiming to become teachers of subjects or language, and CLIL.

A fast-paced and lively introduction to the most significant approaches to studying and analyzing popular culture.

Opening with an introduction exploring the challenges of defining just what we mean by 'popular culture', this book charts popular culture studies from the early 20th century to present day. The book specifically examines the evolution of popular culture studies and the debates over popular culture from the early 20th century until the advent of digital culture in the early 1990s to the ways the digital revolution is continuing to transform the field in the present day. Specific chapters also focus on 'Doing Popular Culture Studies,' with each chapter providing historical and contemporary examples, accessible key case studies, and featuring different focal points. Topics covered within this include popular culture as an industry; what popular culture means for fans and audiences; and how popular culture intersects with issues of identity, diversity, and power. The final chapter considers possibilities for the future of popular culture studies, highlighting its ongoing importance in an environment of accelerating media and cultural change.

This is an ideal starting point for anyone interested in learning more about popular culture studies.

Combining standpoints from across medical anthropology, psychology, sociology, political science, history and media studies - including perspectives from low and middle-income countries - leading experts demonstrate how social science can help to make immunisation programmes more effective, ethical and sustainable. Employing illustrative case studies, contributors explore challenges such as vaccine hesitancy, refusal and opposition movements. Chapters further analyse the tailoring of immunisation programmes, engagement with communities, shared decision-making and the ethical dimensions of vaccine mandates. The Research Handbook concludes by considering the emerging discipline of vaccination social science and new technologies which may revolutionise how vaccines are delivered.

The Research Handbook on Immunisation and Society will be invaluable to scholars and students in public health, medicine and the social sciences. Practitioners and policymakers will also benefit from its insights into improving vaccine uptake and the impact of social influence on vaccination-related behaviours.

Creative Thinking Toolbox for the Language Classroom provides language teachers with a comprehensive, research-based toolkit to develop multidimensional creative thinking abilities, including idea generation, originality, and flexible thinking, in themselves and their students through practical, classroom-ready strategies.

The text provides concrete tools and assessments drawn from real-world K-16 classroom examples that demonstrate how creativity can be systematically taught and nurtured. Each chapter deconstructs a core creative strength and presents four detailed tools that leverage the inherent playfulness of language learning, guiding educators through specific pedagogical moves to prepare students for a future of challenge and change. Reflective questions at the end of each chapter encourage deeper engagement with the tools and facilitate meaningful discussion.

Written in an accessible style, the book is designed for language teachers at all career stages, from pre-service teachers exploring creative pedagogy to seasoned educators in higher education seeking innovative strategies to enhance their practice.