German-made animated feature based on the popular children's books by Dutch writer Hans de Beer. Divided into three separate storylines, the film follows the adventures of polar bear cub Lars, who befriends a walrus pup called Robby, gets stuck on an island where he makes some new friends, and tries to stop a fishing boat that is catching all the fish that he and his friends like to eat.

Handbook of Animal Models in Neurological Disorders will better readers' understanding of a large variety of animal models and their applicability in studying a number of neurological disorders. Featuring sections on brain injury, stroke and neuroinflammation, this volume discusses in detail the utility, success and pitfalls of multiple models for each condition. Multiple disorders are covered, ranging from neurodegenerative diseases like Alzheimer's, Parkinson's, and ALS, to multiple sclerosis, headache, migraine, and others. With expert authors, this book has applicability for anyone pursuing neuroscience or biomedical research working to better understand, study and ultimately treat neurological dysfunction.

Pathophysiology of Bariatric Surgery: Metabolism, Nutrition, Procedures, Outcomes and Adverse Effects uses a metabolic and nutritional theme to explain the complex interrelationships between obesity and metabolic profiles before and after bariatric surgery. The book is sectioned into seven distinct areas, Features of Obesity, Surgical Procedures, Nutritional Aspects, Metabolic Aspects, Diabetes, Insulin Resistance and Glucose Control, Cardiovascular and Physiological Effects, and Psychological and Behavioral Effects. Included is coverage on the various types of bariatric surgery, including Roux-en-Y gastric bypass, gastric banding, sleeve gastrectomy, biliopancreatic diversion, and jejunoileal bypass, as well as the variations upon these procedures.

Oxidative Stress and Dietary Antioxidants in Neurological Diseases provides an overview of oxidative stress in neurological diseases and associated conditions, including behavioral aspects and the potentially therapeutic usage of natural antioxidants in the diet. The processes within the science of oxidative stress are described in concert with other processes, such as apoptosis, cell signaling, and receptor mediated responses. This approach recognizes that diseases are often multifactorial and oxidative stress is a single component of this. The book examines basic processes of oxidative stress-from molecular biology to whole organs-relative to cellular defense systems, and across a range of neurological diseases. Sections discuss antioxidants in foods, including plants and components of the diet, examining the underlying mechanisms associated with therapeutic potential and clinical applications. Although some of this material is exploratory or preclinical, it can provide the framework for further in-depth analysis or studies via well-designed clinical trials or the analysis of pathways, mechanisms, and components in order to devise new therapeutic strategies. Very often oxidative stress is a feature of neurological disease and associated conditions which either centers on or around molecular and cellular processes. Oxidative stress can also arise due to nutritional imbalance during a spectrum of timeframes before the onset of disease or during its development.

Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues. Asked to analyze their projects following the Slater Matrix, nineteen examples provide an inside glimpse into the success and limitations of each project. Chapters are organized in order of complexity of type of collaboration. The editors expect this to be a useful guide for university personnel, school administrators, and community organizations wishing to embark or expand on projects involving schools, universities, and community organizations. In a time of short resources and uncertain sustainability, it should serve as a useful tool in making decisions in the planning, process, carrying out, and analysis of each endeavor.

Describing global trends in forced displacement in 2019, Filippo Grandi, United Nations High Commissioner for Refugees declared that "we are witnessing a changed reality in that forced displacement nowadays is not only vastly more widespread but is simply no longer a short-term and temporary phenomenon" (https://www.unhcr.org/globaltrends2019/). At the end of 2019, almost 80 million people had been forced to leave the place they called home "as a result of persecution, conflict, violence, human rights violations or events seriously disturbing public order," according to the United Nations High Commission for Refugees (https://www.unhcr.org/globaltrends2019/). This volume presents the concerted efforts of chapter contributors to alleviate the alienation of those who have been displaced and help them to feel at home in the country in which they have sought refuge. Chapter contributors highlight their endeavors specifically with Latino, Hmong, and African immigrants in the United States and Canada, as well as with a veritable united nations of immigrant identities in general. Endeavors oriented to making immigrants feel at home inevitably raise the vexed question of what it means to be a good member of a society-regardless of whether one is a citizen.

The perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies. Writing about the Children Crossing Borders study which began in 2003, Tobin (2019) asserted that "the social and political upheavals surrounding migration has (sic) put increasing pressure on the ECEC [early childhood education and care] sector to build bridges between the host and newly arrived communities" (p. 2). Tobin recalled that the original grant proposal for the Children Crossing Borders described young migrant children as "the true transnationals, shuttling back and forth daily between the cultures of their home and the ECEC [programs]" (p. 1)-programs staffed by well-intentioned individuals who nevertheless may "lack awareness of im/migrant parents' preferences for what will happen in their children's ECEC program" (p. 2). To extrapolate from Tobin's summary of the findings of Children Crossing Borders, for both the true transnationals (the children) and their parents, "the first and most profound engagement they have with the culture and language of their new host country" (p. 1) may well be mediated by a teacher who is unaware of the intricacies of the community.

The Gordons in Afghanistan and South Africa
Charles Martin's riveting recollections of his time as a soldier in the ranks of the 92nd, the Gordon Highlanders in the latter part of the nineteenth century during the reign of Victoria, the Queen Empress, is an excellent example of the military first-hand account and will please any student of the period. Martin's service covered the years from the middle of the 1860s to the middle of the 1880s. This meant he accompanied his regiment to the Indian sub-continent and with them played a full, active and perilous part in the Second Afghan War. Martin's was an Afghan War at the sharp end and he provides us with an essential account of infantrymen fighting on the ground in this particularly inhospitable environment. The exploits of the highlanders at Kandahar are, of course, well known and Martin covers this period in detail. After the war the Gordons took passage to South Africa where the survivors of so many hard fought battles with the Afghans were faced with the outbreak of the First Boer War and were fated to take part in the disaster that was the Battle at Majuba Hill. On this exposed ground many a brave highlander fell to the ruthless efficiency and superb marksmanship of the Boers. Martin missed being on the hill by the merest coincidence. The sergeant who took his place was killed among his comrades. Martin graphically records the tragedy of Majuba and examines the cause of the appalling outcome using the first hand accounts of two men who fought there-this is a doubly interesting part of this book since these accounts have rarely appeared in print else where.
Leonaur editions are newly typeset and are not facsimiles; each title is available in softcover and hardback with dustjacket; our hardbacks are cloth bound and feature gold foil lettering on their spines and fabric head and tail bands.

This volume explores the impact of research?practice partnerships in education (broadly conceived) on communities in which such partnerships operate. By invitation, some of the partnerships celebrated in this volume are firmly established, while others are more embryonic; some directly engage community members, while others are nurtured in and by supportive communities. Collectively, however, the eleven chapters constitute a range of compelling instances of knowledge utilization (knowledge mobilization), and offer a counter?narrative to the stereotypical divide between researchers and practitioners. Educational researchers and educational practitioners reside in and are both politically supported and socially sustained by their local communities. The nesting of researchers' and practitioners' collaborative decision?making and action in the financial, social, organizational, and political contexts of the community-together with the intended and unintended outcomes of those decisions and actions-speaks to the essence of community impact in the context of this volume.