Behold the wild world of mammals! How does a platypus fight? Where does a marmot spend the winter? When does a camel need water? Unlock the answer to all these secrets and more in this illustrated guide to the world's most interesting mammals. Fuzzy, scaly, clawed, and finned, mammals can be found in the depths of the ocean and the heights of the mountains. Mammals Unlocked introduces young readers to the vastness of the world around them in an easy-to-understand interactive question and answer format. From the humble rat to the mighty mountain lion, every mammal shares three special characteristics. But the similarities aren't always as easy to identify as they seem, and sharing a habitat doesn't mean that mammals will look or act the same. Mammals features everyday favorite animals like dogs, whales, and llamas, and some you've never heard of--the delights of the honey possum and the mysteries of the saola await! The first book in the Unlocked series is a dynamic introduction to the rest of our class and is sure to impress its readers. This comprehensive guide has all the facts a young reader needs to wow their friends, impress their teachers, and even dazzle their dog. Mammals Unlocked is a must-have for any kid who's in love with the wonderful world around them.

Bringing together leading experts from the fields of architecture, design, engineering, education and the social sciences, this valuable collection presents a multidimensional understanding of the complexities and ways in which school designs influence and are influenced by educational practice. Moving beyond the long-debated question as to whether the design of a school influences pedagogic practice, chapters acknowledge the multiple and diverse ways in which teaching, learning, development and inclusion are impacted by the nature and quality of the physical environment. Considering changes in national and international policy, and exploring the changing pressures and demands on design, education and schooling more broadly, contributors rethink and re-envision those aspects of design and educational practice in which they specialise. Together, these chapters present a bold vision for the future conceptualisation, development and use of school buildings and facilities. An important contribution to debates on school design and education, inclusion and pedagogy, this is an essential and fascinating read for students, researchers, lecturers and policymakers involved in the fields of education and architecture.

This book explores the gap between policy, practice and academic literature within language learning for refugees and argues that a multilingual approach, which combines translanguaging principles, decolonising methodology and linguistic hospitality,  provides a more accessible starting point than current monolingual pedagogies. It considers the multilingual and multilateral approach laid out within Scotland’s New Scots Refugee Integration Strategy, which recognises the importance of linguistic diversity and two-way integration. The divide between policy, practice and theory points towards the need to counteract the dominant monolingual/social cohesion narrative through suitable pedagogies which highlight linguistic diversity in a positive way. The author suggests ‘ecologising’ as an alternative language pedagogy, drawing on three key findings: the significance of decolonising, collaborative learner/teacher relationships during the liminal phase of refugee arrival; the importance of place and orientation; and an increased understanding of language and ‘languaging’.

Bringing together leading experts from the fields of architecture, design, engineering, education and the social sciences, this valuable collection presents a multidimensional understanding of the complexities and ways in which school designs influence and are influenced by educational practice. Moving beyond the long-debated question as to whether the design of a school influences pedagogic practice, chapters acknowledge the multiple and diverse ways in which teaching, learning, development and inclusion are impacted by the nature and quality of the physical environment. Considering changes in national and international policy, and exploring the changing pressures and demands on design, education and schooling more broadly, contributors rethink and re-envision those aspects of design and educational practice in which they specialise. Together, these chapters present a bold vision for the future conceptualisation, development and use of school buildings and facilities. An important contribution to debates on school design and education, inclusion and pedagogy, this is an essential and fascinating read for students, researchers, lecturers and policymakers involved in the fields of education and architecture.

Presenting qualitative and quantative findings from the unique, multi-disciplinary project, Design Matters?, this timely book explores the complex relationship between school design and practice to consider how environmental aspects impact on the day-to-day perceptions, actions and behaviours of pupils, teachers, leaders and professionals within the school community. Exploring debates and issues from a number of different professional and academic perspectives, School Design Matters results from a rich collaboration between schools, architects, engineers, educationalists and policymakers to consider what an inspiring teaching and learning environment might look like. Case studies and first-hand student and teacher experience allow analysis of the ways in which environmental factors might transform pedagogy, shape patterns of leadership, improve student engagement and enhance social interactions within and beyond the school community. Experts in their fields, authors acknowledge the significance of sociocultural contexts, reference relevant policy, and tackle the tensions, dilemmas and contradictions which frequently arise as schools and professionals in the design and construction sectors collaborate in the creation of buildings which fulfil the needs of diverse, invested parties. Offering a uniquely holistic approach to understanding the ways in which design may contribute, shape and mediate teaching and learning, this comprehensive text will be essential reading for educationalists, architects, policymakers and professionals involved in the design, construction and use of school buildings.

This book explores the gap between policy, practice and academic literature within language learning for refugees and argues that a multilingual approach, which combines translanguaging principles, decolonising methodology and linguistic hospitality,  provides a more accessible starting point than current monolingual pedagogies. It considers the multilingual and multilateral approach laid out within Scotland’s New Scots Refugee Integration Strategy, which recognises the importance of linguistic diversity and two-way integration. The divide between policy, practice and theory points towards the need to counteract the dominant monolingual/social cohesion narrative through suitable pedagogies which highlight linguistic diversity in a positive way. The author suggests ‘ecologising’ as an alternative language pedagogy, drawing on three key findings: the significance of decolonising, collaborative learner/teacher relationships during the liminal phase of refugee arrival; the importance of place and orientation; and an increased understanding of language and ‘languaging’.

Presenting qualitative and quantative findings from the unique, multi-disciplinary project, Design Matters?, this timely book explores the complex relationship between school design and practice to consider how environmental aspects impact on the day-to-day perceptions, actions and behaviours of pupils, teachers, leaders and professionals within the school community. Exploring debates and issues from a number of different professional and academic perspectives, School Design Matters results from a rich collaboration between schools, architects, engineers, educationalists and policymakers to consider what an inspiring teaching and learning environment might look like. Case studies and first-hand student and teacher experience allow analysis of the ways in which environmental factors might transform pedagogy, shape patterns of leadership, improve student engagement and enhance social interactions within and beyond the school community. Experts in their fields, authors acknowledge the significance of sociocultural contexts, reference relevant policy, and tackle the tensions, dilemmas and contradictions which frequently arise as schools and professionals in the design and construction sectors collaborate in the creation of buildings which fulfil the needs of diverse, invested parties. Offering a uniquely holistic approach to understanding the ways in which design may contribute, shape and mediate teaching and learning, this comprehensive text will be essential reading for educationalists, architects, policymakers and professionals involved in the design, construction and use of school buildings.

Breaching the Peace tells the story of the ordinary citizens who are standing up to the most expensive megaproject in BC history and the government-sanctioned bullying that has propelled it forward. Starting in 2013, journalist Sarah Cox travelled to the Peace River Valley to talk to locals about the Site C dam and BC Hydro's claim that the clean energy project was urgently needed. She found farmers, First Nations, and scientists caught up in a modern-day David-and-Goliath battle to save the valley, their farms, and traditional lands from wholesale destruction. Told in frank and moving prose, their stories stand as a much-needed cautionary tale at a time when concerns about global warming have helped justify a renaissance of environmentally irresponsible hydro megaprojects around the world.