Worms Are Our Friends invites preschool readers into a stunning garden to admire the hard work of one tiny worm, and to marvel at the essential role it plays in nature. Down in the garden, one fine, sunny day, a young little worm gets ready to play. Each book in the bestselling 'Our Friends in the Garden' series teaches preschoolers about different creatures found in our gardens, and introduces them to the way insects and bugs contribute to our ecosystem. Worms Are Our Friends showcases the art of hugely popular digital artist Mimi Purnell, and with its stunning textured and sparkling cover, it is the perfect special gift for any young nature-lover. Discover how earthworms help our soil, plants and environment thrive, and encourage your kids to love nature exploration and outdoor learning. For ages 3 and up.

Responsive learning and responsible learning have not been considered and utilized appropriately in the past, especially in light of the post-pandemic higher education landscape. A discussion and consideration of the different elements that make up responsive and responsible learning such as agency, agility, mindfulness, connectedness, resourcefulness, active and seamless learning, and regulation of learning are required to advance the field of higher education. Cases on Responsive and Responsible Learning in Higher Education encompasses cases on responsive and responsible learning in higher education and focuses on how the concepts are translated into practice by instructors, learning facilitators, and higher education managers. The book also deals with various practicalities and strategies and adopts existing models and frameworks for 21st century learning. Covering key topics such as learner agency, mindfulness, and personalized learning, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Winner of the 2022 British Academy Prize for Global Cultural Understanding. Novelist Alia Trabucco Zeran has long been fascinated not only with the root causes of violence against women, but by those women who have violently rejected the domestic and passive roles they were meant by their culture to inhabit. Choosing as her subject four iconic homicides perpetrated by Chilean women in the twentieth century, she spent years researching this brilliant work of narrative nonfiction detailing not only the troubling tales of the murders themselves, but the story of how society, the media and men in power reacted to these killings, painting their perpetrators as witches, hysterics, or femmes fatales . . . That is, either evil or out of control. Corina Rojas, Rosa Faundez, Carolina Geel and Teresa Alfaro all committed murder. Their crimes not only led to substantial court decisions, but gave rise to multiple novels, poems, short stories, paintings, plays, songs and films, produced and reproduced throughout the last century. In When Women Kill, we are provided with timelines of events leading up to and following their killings, their apprehension by the authorities, their trials and their representation in the media throughout and following the judicial process. Running in parallel with this often horrifying testimony are the diaries kept by Trabucco Zeran while she worked on her research, addressing the obstacles and dilemmas she encountered as she tackled this discomfiting yet necessary project.

The book provides new insights into written corrective feedback by describing students' expectations as well as mediating factors that influence their engagement with it. The book draws on an extensive dataset to illustrate secondary school students' behavioural, cognitive and emotional engagement with written corrective feedback and the extent to which mediating factors, such as teachers, peers, feedback options, attitudes and emotions, foster or hinder it. It shows why teachers need to provide students with the purpose of the corrective feedback they provide, explain how such feedback works and introduce strategies that can be employed to engage with it. Based on the finding that a combination of several feedback types is essential to ensure learner engagement, the book also provides an extensive description and multiple authentic examples of the Engagement-Feedback-Mediator Model that was developed in the context of this study.

Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform features the most current empirical research about the successes and challenges of the small schools movement and the implications of such for urban public educational policy. Situated in a climate of hierarchical reform, many of the principles of the original small schools movement-which are rooted in community participation, innovative pedagogies and assessment, and equity and social justice-have become obscured by an educational agenda that emphasizes top-down mandates and standards-based reform. With the increased popularity and the rapid proliferation of small schools, the emphasis on 'size only' has resulted in a bifurcation of the small schools movement; on one end are the small schools which have embraced the democratic, participatory, and self-governing nature of the original movement, while on the other end are schools that have simply reduced their size without rethinking school structures and practices. This book distinguishes the small schools featured and researched in this volume from schools that are simply small and labels them "critical small schools." By documenting the practices that take place in various critical small schools in New York City, we show how these schools have narrowed the achievement gap and increased graduation and college acceptance rates. Although smallness is an essential feature in the design of these schools, it is certainly not the only one and this volume illuminates the other elements that contribute to these schools' successes and shortcomings. Critical Small Schools also challenges the recent emphasis on charter schools as a panacea for urban educational reform. By featuring research about the inner workings of public schools, this volume challenges this new direction that steers successful school development away from public education. Moreover, as every site is fraught with some tension, Critical Small Schools not only offers glimpses into intellectually vibrant and democratic learning communities, but also acknowledges that these concepts are not static and necessitate continual reflection and renewal. At this pivotal moment in educational reform, this volume provides keen insight into the challenges and possibilities of the small schools movement and is indispensable for anyone interested in comprehensive public school reform.

The kids in "What I Like About Me," are as different as night and day. And, guess what? They love it. Some adore the fact that their braces dazzle and gleam, others feel distinguished when they wear their glasses. Still others wouldn't trade their big feet for a lifetime of free video games. This fun-loving book, which features entertaining flaps, pull tabs, and touch-and-feel elements such as embedded foil yarn, and more, proves to kids that, in a world where fitting in is the norm, being different is what makes us special.

This volume addresses the construction and artistic representation of traumatic memories in the contemporary Western world from a variety of inter- and trans-disciplinarity critical approaches and perspectives, ranging from the cultural, political, historical, and ideological to the ethical and aesthetic, and distinguishing between individual, collective, and cultural traumas. The chapters introduce complementary concepts from diverse thinkers including Cathy Caruth, Jacques Derrida, Judith Butler, Homi Bhabha, Abraham and Torok, and Joyce Carol Oates; they also draw from fields of study such as Memory Studies, Theory of Affects, Narrative and Genre Theory, and Cultural Studies. Traumatic Memory and the Political, Economic, and Transhistorical Functions of Literature addresses trauma as a culturally embedded phenomenon and deconstructs the idea of trauma as universal, transhistorical, and abstract.

The book presents a collection of accepted papers from the 3DGeoinfo 2015 international conference held in Kuala Lumpur, Malaysia from October 28 - 30, 2015. All papers underwent double-blind review by experts from around the globe. The conference brought together pioneering international researchers and practitioners to facilitate the dialogue on emerging topics in the field of 3D geo-information. The focus areas include: - Data Collection and Modeling: advanced approaches for 3D data collection, reconstruction and methods for representation- Data Management: topological, geometrical and network models for maintenance of 3D geoinformation- Data Analysis and Visualization: frameworks for representing 3D spatial relationships, 3D spatial analysis and algorithms for navigation, interpolation, advanced VR, AR and MR visualisation, as well as 3D visualization on mobile devices- 3D Applications: city models, Cadastre, LBS, etc.

The book gives an introduction into the theory and practice of the transdisciplinary field of Character Computing, introduced by Alia El Bolock. The latest scientific findings indicate that "One size DOES NOT fit all" in terms of how to design interactive systems and predict behavior to tailor the interaction experience. Emotions are one of the essential factors that influence people's daily experiences; they influence decision making and how different emotions are interpreted by different individuals. For example, some people may perform better under stress and others may break. Building upon Rosalind Picard's vision, if we want computers to be genuinely intelligent and to interact naturally with us, we must give computers the ability to recognize, understand, even to have and express emotions and how different characters perceive and react to these emotions, hence having richer and truly tailored interaction experiences. Psychological processes or personality traits are embedded in the existing fields of Affective and Personality Computing. However, this book is the first that systematically addresses this including the whole human character; namely our stable personality traits, our variable affective, cognitive and motivational states as well as our morals, beliefs and socio-cultural embedding. The book gives an introduction into the theory and practice of the transdisciplinary field of Character Computing. The emerging field leverages Computer Science and Psychology to extend technology to include the whole character of humans and thus paves the way for researchers to truly place humans at the center of any technological development. Character Computing is presented from three main perspectives: Profiling and sensing the character Leveraging characters to build ubiquitous character-aware systems Investigating how to extend Artificial Intelligence to create artificial characters

This book presents the latest research developments in geoinformation science, which includes all the sub-disciplines of the subject, such as: geomatic engineering, GIS, remote sensing, digital photogrammetry, digital cartography, etc.

This book covers various aspects of spatial data modelling specifically regarding three-dimensional (3D) modelling and structuring. The realization of "true" 3D geoinformation spatial systems requires a high input, and the developmental process is taking place in various research centers and universities around the globe. The development of such systems and solutions, including the modelling theories are presented in this book.

..".a thought-provoking book. Alia lays out the intricacies of Inuit naming so clearly, describes the Arctic environment so vividly, and conveys such a rich sense of Inuit values, concerns, and humour that readers are likely to hunger for more information and to pose ethnographic and on mastic questions that press forward the horizons of Inuit ethnography. Names and Nunavut is a welcome addition to Arctic ethnography and should be of interest not only to linguists and anthropologists working in the Arctic but to anyone interested in the relationship between onomasty, personhood, and cosmology and to anyone looking for fresh insights to the micropractices of linguistic and onomastic colonialism." . NAMES A Journal of Onomastics

"Embedded within this nuanced and extraordinarily well-researched account of the political onomastics (the politics of naming) involved with Inuit (colonial) history are an abundance of theoretical, ethical and political insights into both the complex nature of the Inuit and their evolving engagement with Qallunaat (non-Inuit, Euro-Canadian), as well as the complex nature of engaging in such research. This publication, refreshing in its focus on extensive local community research, delves into the complicated dynamic between colonial administration and its effects on the culture and identity of the Inuits. . British Journal of Canadian Studies

On the surface, naming is simply a way to classify people and their environments. The premise of this study is that it is much more - a form of social control, a political activity, a key to identity maintenance and transformation. Governments legislate and regulate naming; people fight to take, keep, or change their names. A name change can indicate subjugation or liberation, depending on the circumstances. But it always signifies a change in power relations. Since the late 1970s, the author has looked at naming and renaming, cross-culturally and internationally, with particular attention to the effects of colonisation and liberation. The experience of Inuit in Canada is an example of both. Colonisation is only part of the Nunavut experience. Contrary to the dire predictions of cultural genocide theorists, Inuit culture - particularly traditional naming - has remained extremely strong, and is in the midst of a renaissance. Here is a ground-breaking study by the founder of the discipline of political onomastics."