The common, existing distance between children and adults is the basis of this work, which has been addressed in many literary and cultural works throughout history. Not being able to remember how we, now adults, thought as children -like their spontaneity or magic and omnipotent form of thinking- would leave children completely isolated, like a helpless immigrant in a foreign land. This book attempts to comprehend, how parents' misunderstanding, can induce loneliness and helplessness in children, that with time will become traumatic, and will remain unconsciously present in all of us forever. It will continue to repeat using infantile emotions, children form of thinking, and experiencing as well, loneliness, anxiety, depression, fears and the chronic need of finding a 'rescuer', in the form of power, fame, drugs, money, religion, and so on. This very innovative approach to the understanding of children's segregation and its repercussion on adult's emotional life, will be of invaluable interest to all practicing psychoanalysts, psychotherapists, and parents included.

This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers andschool leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.

This book offers new ways of engagement for leaders seeking to connect theory to practice in decolonizing education. In the current climate where xenophobia, anti-immigrant sentiments, and other forms of exclusion make up much of the discourse, educational leaders need to seek ways to foreground other forms of knowledge and transfer them into their daily leadership practices. Lopez contributes to other critical leadership approaches while foregrounding a decolonizing approach that unsettles the coloniality manifested in education and school practices. Chapters provide school leaders with examples of ways they can challenge coloniality, white supremacy, and other forms of oppression in schooling that negatively impact some students and their educational outcomes.

"The Pursuit of Justice" is a realistic yet hopeful analysis of how the law works in practice rather than in theory. The multi-chapter discussion recognizes that decision makers in the law -- judges, lawyers, juries, police, forensic experts and more -- respond systematically to the incentive structures with which they are confronted. In turn, incentives are a function of economic and institutional design. While these chapters shed light on how perverse incentives result in adverse outcomes, each chapter also suggests institutional reforms that would create better incentives within the legal system.

This handbook distils the wealth of expertise and knowledge from a large community of researchers and industrial practitioners in Software Product Lines (SPLs) gained through extensive and rigorous theoretical, empirical, and applied research. It is a timely compilation of well-established and cutting-edge approaches that can be leveraged by those facing the prevailing and daunting challenge of re-engineering their systems into SPLs. The selection of chapters provides readers with a wide and diverse perspective that reflects the complementary and varied expertise of the chapter authors. This perspective covers the re-engineering processes, from planning to execution. SPLs are families of systems that share common assets, allowing a disciplined software reuse. The adoption of SPL practices has shown to enable significant technical and economic benefits for the companies that employ them. However, successful SPLs rarely start from scratch, but instead, they usually start from a set of existing systems that must undergo well-defined re-engineering processes to unleash new levels of productivity and competitiveness. Practitioners will benefit from the lessons learned by the community, captured in the array of methodological and technological alternatives presented in the chapters of the handbook, and will gain the confidence for undertaking their own re-engineering challenges. Researchers and educators will find a valuable single-entry point to quickly become familiar with the state-of-the-art on the topic and the open research opportunities; including undergraduate, graduate students, and R&D engineers who want to have a comprehensive understanding of techniques in reverse engineering and re-engineering of variability-rich software systems.

As the record number of forcibly-displaced persons in the world continues to rise, more people of differing origins are sharing space and learning to live together. Prolonged displacement has turned into permanent resettlement and citizenship. To reflect this geopolitical transformation, education too must transform. Beyond Refuge explores abstractions, practicalities, impediments, and assets proffered by research participants to illustrate what an educational transformation should and could look like via a theoretical framework for emancipatory education of forcibly-displaced youth. Interviews, focus groups, and participant observations gather data from participants across local, state, national, and international levels of educational influence, resulting in a collection of diverse perspectives. The results of Swisher's study are presented in narratives and discussions upon which educational leaders can build. An emancipatory education of forcibly-displaced youth must begin with an examination of ourselves, our systems, and our societies and be sustained by leadership, policies, and practices based in love, empathy, listening, learning, and community. A central text for the next steps in inclusive and equitable education, Beyond Refuge appeals to researchers, teachers, leaders, community figures and participants, and policymakers wanting to create lasting and impactful change in their local and national societies.

People are on the move all across the globe and the student population is becoming increasingly more diverse. This has brought about new opportunities and challenges for educators, and teachers. In this series teacher educators a) deconstruct and problematize what it means to educate new teachers for increasingly diverse schools and classroom contexts, and b) highlight experiences of teacher educators as they attempt to bridge the theory to practice divide often encountered in teacher education. In these challenging times when public education is under attack, culturally responsive, antiracist, critical multicultural, social jus- tice and all forms of teaching that are inclusive and equitable must be supported and encouraged. As schools continue to be spaces where ideas and values that promote equity and justice in society are contested, teachers must be proactive in engaging in pedago- gies that respond to the needs of a diverse student population. Transformative Pedagogies bring together the work of teachers, scholars, and activists from different countries and contexts who are seeking to transform teacher education. This book will be useful to all educators seeking alternative and innovative approaches to education and meeting the needs of students. Teacher educators examine what it means to be transfor- mative and drawing on experiences from different contexts.

This is the second book in the series Transformative Pedagogies for Teacher Education. Like the first book in the series it is geared towards practitioners in the field of teacher education. This second book focuses on action, agency and dialogue. It features chapters by a collection of teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences with teacher candidates to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, particularly diverse contexts. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Critical Action, Agency and Dialogue in Teaching and Learning Contexts they can implement in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives in teacher education in the preparation of teacher candidates for a changing world. Critical notions of education are posited from different perspectives and locations. This book will be useful for schools, school boards and districts engaging in ongoing professional development of teachers. It will also be of value to school leaders and aspiring leaders in principal preparation programs as working with new teachers and teacher educators is an integral part of their role.

This book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in educational systems and are discriminated against by the mainstream. Led by their instructor, a group of student teachers aspired to challenge the apparent world phenomenon that associates English with "progress" and make English work in favor of Indigenous and othered children's ways of being. The book uses stories as well as multimodality in the form of photos and videos to demonstrate how the English language can be used to open a dialogue with children about language ideologies. The approach helps to support minoritized and Indigenous languages and the development of respect for linguistic human rights worldwide.

This edited collection brings to the forefront attempts to connect critical pedagogy and ELT (English Language Teaching) in different parts of the world. The authors in this collection write from their own experiences, giving the chapters nuanced understanding of the everyday struggles that teachers, teacher educators and researchers face within different contexts. Throughout the book, contributors connect micro-contexts (classrooms) with macro-contexts (world migration, politics and social issues) to demonstrate the impact and influences of pedagogy. In problematizing ELT and focusing on so-called 'peripheral' countries where educators have created their own critical pedagogies to respond to their own local realities, the contributors construct ELT in a way that goes beyond the typical ESL/EFL distinction. This unique edited collection will appeal to teacher educators, in-service teachers working in the field as well as students and scholars of English language teaching, second language acquisition and language education policy.

This book offers workable frameworks and theory that school leaders can use to guide their work and engage in critical reflection. Lopez reconceptualises student engagement from an equity and diversity perspective and looks at ways that leaders can be supported on their journey through collaborative mentorship, while bridging the theory to practice gap.

F.J. Balta-Calleja, A. Gonzalez Arche, T.A. Ezquerra, C. Santa Cruz, F. Batallan, B. Frick, G.A. Arche, E. Lopez Cabarcos, Structure and Properties of Ferroelectric Copolymers of Poly (vinylidene) Fluoride H.G. Kilian, T. Pieper Packing of Chain Segments: A Method for Describing X-Ray Patterns of Crystalline, Liquid Crystalline and Non-Crystalline Polymers K. Miyasaka PVA-Iodine Complexes: Formation, Structure and Properties

"The Pursuit of Justice" is a realistic yet hopeful analysis of how the law works in practice rather than in theory. The multi-chapter discussion recognizes that decision makers in the law -- judges, lawyers, juries, police, forensic experts and more -- respond systematically to the incentive structures with which they are confronted. In turn, incentives are a function of economic and institutional design. While these chapters shed light on how perverse incentives result in adverse outcomes, each chapter also suggests institutional reforms that would create better incentives within the legal system.

Osteomyelitis is a difficult-to-treat bone infection characterised by progressive inflammatory destruction of the bone, with necrosis and new bone formation. It can occur at any age and can involve any bone. In this book, the authors present current research in the study of the risk factors, diagnosis and treatment options for osteomyelitis. Topics include new antimicrobial therapies for osteomyelitis; osteomyelitis of the mandible; post trauma and salmonella-osteomyelitis; the impact of bone homeostasis materials on infection and healing and the clinical background of musculoskeletal infection.

This book offers an original conception of trauma and of the working mind that has not been previously presented. It is mostly based on essentials taken from Bion's contributions. All human beings are fatalistically marked by the presence and eventual disappearance of primary part-objects. Many of these 'presence-absences' are temporary events, but others will overcome Freud's protective shield and become permanent, amounting to an enduring distress or pre-conceptual trauma. Like the Mad Hatter's teatime in Alice's Adventures in Wonderland, pre-conceptual traumas become an eternal 'now' that are continuously projected everywhere. They structure the specific idiosyncrasy of every human and split the mind in two opposite states, the traumatized and the non-traumatized.Tentatively, the spirit and fundamental nature of the absolute ubiquity and meaning of pre-conceptual traumas could be forumulated as being diachronically structured in terms of a narrative of conjoined presences of absences, ones which stand for highly toxic and emotionally organised 'parasites' that inhabit the unconscious mind from very early, and which feed on time and space, inhibit processes of symbolization, are projected everywhere, and reproduce themselves incessantly. They thereby determine not only all forms of psychopathology, but also the idiosyncrasy of every existing individual.

Social movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination need confronting to create more diverse and inclusive workspaces. The second of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on cultivating diversity and inclusion in the higher education workplace. Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.