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.

This fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium's NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action (Thompson, Martinez, Clinton, & Diaz, 2017) among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all-where "all" is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted. The chapters in this volume are grouped into four sections: Section 1 includes two chapters that focus on computational thinking/coding in the arts (music and visual arts); Section 2 includes three chapters that focus on the instructor in the classroom, preservice teacher preparation, and pedagogy; Section 3 includes four chapters that focus on building the academic proficiency of students; and Section 4 includes two chapters that focus on the design and benefits of school-university-community collaboration.

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.

Although there is an ever increasing demand for new technology and innovations in the economy and society in general, we currently know little about the conditions for stimulating creativity in relation to research and innovative activity. This book fills a significant gap in the literature by examining the environmental factors that encourage creative working processes for research and innovation. Uniquely, the book investigates creative environments rather than creative individuals which has been the traditional focus of most previous research. The authors first explain what a Creative Knowledge Environment (CKE) is and then examine the phenomenon in a number of case studies at the micro, meso and macro-levels. By analysing the conditions and mechanisms conducive to creativity in both private and public institutions, they are able to identify the work environments which appear to best stimulate the creation of knowledge. They combine and integrate the previously rather disparate literature on creativity and innovation, and summarise what we know about creativity on the basis of current research in a range of disciplines. They also link their findings to contemporary debates about the knowledge society, the knowledge economy and knowledge management, and address relevant issues in science and technology policy relating to knowledge production and exploitation. The concluding chapter summarises what we now know about CKEs and how best to stimulate them, including a discussion of the policy implications and an agenda for future research. Academics and researchers in the fields of science and technology policy, innovation management and business will welcome this original and insightful book. It will also be a useful reference for policymakers involved in knowledge management, and practitioners in R&D departments, universities and knowledge-intensive business sectors.

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.

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.

"Maybe you won't like steel band. It's possible. But it's been said that the Pied Piper had a steel band helping him on his famous visit to Hamelin." When the US Navy distributed this press release, anxieties and tensions of the impending Cold War felt palpable. As President Eisenhower cast his gaze towards Russia, the American people cast their ears to the Atlantic south, infatuated with the international currents of Caribbean music. Today, steelbands have become a global phenomenon; yet, in 1957 the exotic sound and the unique image of the US Navy Steel Band was one-of-a-kind. Could calypso doom rock `n' roll? Band founder Admiral Daniel V. Gallery thought so and envisioned his steelband knocking "rock 'n' roll and Elvis Presley into the ash can." From 1957 until their disbandment in 1999, the US Navy Steel Band performed over 20,000 concerts worldwide. In 1973, the band officially moved headquarters from Puerto Rico to New Orleans and found the city and annual Mardi Gras tradition an aptmusical and cultural fit. The band brought a significant piece of Caribbean artistic capital-calypso and steelband music-to the American mainstream. Its impact on the growth and development of steelpan music in America is enormous. Steelpan Ambassadors uncovers the lost history of the US Navy Steel Band and provides an in-depth study of its role in the development of the US military's public relations, its promotion of goodwill, its recruitment efforts after the Korean and VietnamWars, its musical and technological innovations, and its percussive propulsion of the American fascination with Latin and Caribbean music over the past century.

Gender in a Transitional Era addresses a range of issues relevant in current gender and sexuality studies scholarship which span many disciplines. The contributors prioritize the critical thinking that continues to support the notion that we, as a society, still have a ways to go toward full gender equality in all spheres of life. This collection positions marginal voices at the center of complex gender issues in today's society. Broad thematic topic areas include parental identities, advice, and self-help; gender performances and role expectations in media; interacting within organizational and social spaces; and tensions and negotiations on politics, health, and feminisms. Though there is still much work to be done concerning an array of gender equality issues, scholars in this collection interrogate a transitional era of gender in which changes are evident, yet challenges persist.

This book contains the Proceedings of the Ninth Mathematics of Surfaces Conference organised by the Institute of Mathematics and its Applications, and held in Cambridge, UK, on 4th - 6th September 2000. The papers describe the mathematical construction, representation, approximation, recognition, and manipulation of surfaces, with an emphasis on computational methods. Highlights include invited papers from M. Floater (SNTEF, Norway), O. Faugeras (INRIA, France), P. Giblin (Liverpool University, UK), M.-S. Kim (Seoul National University, Korea), J. Koenderink (University of Utrecht, Netherlands), N. Patrikalakis (MIT, USA), H. Pottmann (Technical University of Vienna, Austria) and R. Schaback (University of GAttingen, Germany).

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.

Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as "urbanormativity"-a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context. The chapters in this volume are grouped into four parts-the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.