Education / Educational sciences / Pedagogy Books

Book SynopsisThis will be the first textbook on the integration of food, energy and water systems (FEWS). In recent years, the world has seen a dramatic rise in interdisciplinary energy and environmental courses and degrees at the undergraduate and graduate levels. In the US for instance, the number and variety of such programs has increased significantly over the past decade, Simultaneously, national and international initiatives that integrate food, energy and water systems have been launched. This textbook provides a substantive introduction to the food-energy-water nexus suitable for use in higher level undergraduate and graduate level courses and for scholars moving into the field of nexus studies without a strong background in all three areas and the many aspects of nexus studies.Table of ContentsPart I Framing the Nexus Chapter 1. Introduction 1.1 Structure of the Book 1.2 Why food, energy, and water? 1.3 Systems science 1.4 Integrating systems 1.5 Scientific challenges at the nexus 1.6 Human challenges at the nexus Chapter 2. Demographics, Supply, Demand and Sustainable Development Goals 1.1 Demographics and geography 1.2 Evolving demands for food, energy, and water 1.3 Geographical variations and their consequences 1.4 Sustainable Development Goals 1.5 The nexus and implementation of the SDGs Chapter 3. Ecosystems at the Nexus 3.1 Introduction to ecosystem services 3.2 Valuing ecosystems and ecosystem services 3.3 Relationship to sustainable development goals (SDGs) 3.4 Case study: Erosion and agriculture Chapter 4. Infrastructure 4.1. Introduction to Infrastructure Integration 4.2. Hard and Soft Infrastructures 4.3. Infrastructure Networks 4.4. Cascading Failures 4.5. Case Studies: Energy, Water, Food Chapter 5. Climate 5.1. Climate change basics 5.2. Climate change stress at the nexus: Slow systemic changes, extreme events, cascading effects, climate risks at different scales 5.3. Climate modelling and the nexus 5.4. Climate policies vs. nexus policies 5.5. Climate adaptation strategies Chapter 6. Economics 6.1. Introduction 6.2. Economic aspects of the nexus (demand & supply; rebound effect; non-market valuation) 6.3. Transferring results 6.4. Case studies: water 6.5. Economic influences (general influences; induced innovation, limits; incentives; welfare) 6.6. Broader items (externalities; income distribution and income inequality; incorporating dynamic concerns; uncertainty and risk aversion; private-public issues; cost-benefit) 6.7. Conclusions Part II Scientific Tools at the Nexus Chapter 7. Questions and Scales 7.1. Framing the nexus 7.2. Scale issues 7.3. Time issues 7.4. Addressing Risk 7.5. Addressing human behavior 7.6. Scientific tools at nexus 7.7. Challenges and Applications Chapter 8. Metrics 8.1. Introduction 8.2. Metric characteristics 8.3. Metrics and models 8.4. Data constraints 8.5. Computing constraints 8.6. Methodological frameworks (life cycle assessment; metric scale; metric taxonomy) 8.7. Case studies: Two Texas river basins; use of metrics to improve drought management Chapter 9. Data 9.1. Introduction 9.2. Data Structure 9.3. Data quality 9.4. Metadata 9.5. Spatial resolution 9.6. Temporal resolution 9.7. Process resolution Chapter 10. Modeling 10.1. Introduction to modeling 10.2. Modeling needs at the nexus 10.3. Challenges for FEWS modeling 10.4. Some key questions (food-energy; energy-water; water-food; FEWS-climate) 10.5. Moving forward Chapter 11. Computing 11.1. Introduction to Computer Science 11.2. Computer Science Background 11.3. Computer science as a tool 11.4. Challenges and tools 11.5. Case Studies: Precision agriculture; geodesign on large farms-landscape level; GEOGLAM (Global Agricultural Monitoring) Chapter 12. Questions and Scales revisited 12.1. Pulling the lessons from chapters 7-11 Part III: Human dimensions Chapter 13. Human Behavior and Adaptation 13.1. Introduction 13.2. Social science perspectives of coupled human-natural systems (decision science; economics; sociology; human motivations, perceptions and beliefs; individuals and communities) 13.3. Data and methods used to model decisions at individual and community scales. 13.4. Case study 1: Migration 13.5. Modeling challenges Chapter 14. Conflict, Mediation, and Dispute Resolution 14.1. Introduction: Existing conflicts over food, energy and water systems 14.2. Conflicts at Different Scales (individual, community, regional, national, international) 14.3. Opportunities to address and manage conflicts (Alternative Dispute Resolution methods) 14.4. Ways of bring the science into the decision-making process 14.5. Case studies (individual, community, regional, national, international) 14.6. Conflict resolution toolkit 14.7. Conclusion Chapter 15. Global and International Policy and Law 15.1. Introduction 15.2. International water law 15.3. International energy law 15.4. International food law 15.5. Conclusions Chapter 16. U.S. Policy and Law 16.1. Introduction (framing international and U.S. law at the nexus; federalism) 16.2. The U.S. Regulatory Framework (water, energy, food) 16.3. Innovation from below (state regulations) 16.4. Pathways for increased integration 16.5. Conclusion Part IV: Two Approaches to the Nexus Chapter 17. Cities 17.1. Introduction 17.2. Drivers: The Socio-Political Context 17.3. Supply Chain: The Biophysical context 17.4. City Types and Case Studies (Portland, Detroit, Curitiba, Tianjin) Chapter 18. Watersheds 18.1. Introduction 18.2. The Great Lakes Region of North America 18.3. The Amazon river basin of South America 18.4. Lake Victoria Basin of East Africa 18.5. Conclusions Part V: The Future of the Nexus Field Chapter 19: A Community of Science and Practice 19.1. Introduction 19.2. An integrated approach to resource management 19.3. A Community of Science and Practice 19.4. Conclusion Chapter 20: Opportunities at the Nexus 20.1. Looking forward 20.2. Opportunities in science 20.3. Opportunities in practice 20.4. Sustainable societies 20.5. Conclusions

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Book SynopsisThis open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience.The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy and curriculum studies.This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy.Table of ContentsForeword: Martin Seligman, Ph.D., Director of the Penn Positive Psychology Center, Zellerbach Family Professor of Psychology in the Penn Department of Psychology, and Director of the Penn Master of Applied Positive Psychology program (MAPP), University of Pennsylvania, United States.Section I: Overview of Positive EducationChapter 1: An Introduction to Positive EducationMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, The University of Melbourne, Australia.Chapter 2: Positive Education Around the World Sylvia Kwok, Ph.D., Associate Professor, Department of Applied Social Sciences and convenor of the Positive Education Laboratory, City University of Hong Kong, Hong Kong. Section II: Core Goals for Positive EducationChapter 3: Wellbeing and Flourishing Covadonga Chaves Vélez, Ph.D., Professor of Clinical Psychology, Complutense University, Madrid, Spain and Research Director, Institute of Happiness Sciences, Tecmilenio University, MexicoChapter 4: Resilience Tammie Ronen, Ph.D., Professor and Head, Renata Adler Memorial Research Center for Child Welfare and Protection, Gershon H. Gordon Faculty of Social Sciences, Shapell School of Social Work, Tel Aviv University, IsraelChapter 5: Social and Emotional LearningErica Fryenberg, Ph.D., Associate Professor and Honorary Principal Fellow, Melbourne Graduate School of Education, University of Melbourne, AustraliaChapter 6: Skills for the 21st Century Workplace Shiri Lavy, Ph.D., Lecturer, Faculty of Education, Department of Leadership and Policy in Education, University of Haifa, IsraelChapter 7: Approaches to Positive Education Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New ZealandSuzy Green, D.Psyc., Clinical and Coaching Psychologist and Founder, The Positivity Institute, New South Wales, AustraliaSection III: Foundations of Positive EducationChapter 8: Strength-Based Interventions in Educational SystemsRyan Niemiec, Ph.D., Licensed psychologist, and Education Director, VIA Institute on Character, Cincinnati, Ohio, United StatesChapter 9: Building Positive Emotions and Playfulness Frans Orsted Andersen, PH.D., Associate Professor, Danish School of Education, Aarhus University, DenmarkChapter 10: Creativity and Intelligence Scott Barry Kaufman, Ph.D., Lecturer, Department of Psychology and Scientific Director, Imagination Institute, Positive Psychology Center, University of Pennsylvania, Philadelphia, United StatesChapter 11: Growth Mindset Carol Dweck, Ph.D., Lewis and Virginia Eaton Professor of Psychology, Stanford University.Chapter 12: Perseverance, SelfC-control, and Grit Angela Duckworth, Ph.D., Christopher H. Browne Distinguished Professor of Psychology, Senior Advisor, Positive Psychology Center, School of Arts and Sciences, University of Pennsylvania, United States Chapter 13: Engagement Mette Marie Ledertoug, Ph.D., Postdoctoral Fellow, Danish School of Education, Aarhus University, DenmarkChapter 14: Mindfulness, Meditation, and Related PracticesNimrod Sheinman, M.D., Director, Israel Center for Mindfulness in Education, School of Education, Haifa University, IsraelChapter 15: RelationshipsKelly-Ann Allen, Ph.D., Educational and Developmental Psychologist, Melbourne Graduate School for Education, University of Melbourne, AustraliaChapter 16: Meaning and Purpose in Life Michael Steger, Ph.D., Professor, Applied Social and Health Psychology, Counseling Psychology, Director, Laboratory of the Study of Meaning and Quality of Life, Department of Psychology, Colorado State University, United StatesChapter 17: Civic Character Reed W. Larson, Ph.D., Professor, Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois, United States.Chapter 17: Moral Education Theodore McCall, M.Div, Ph.D., School Chaplain, St. Peter’s College, Adelaide, AustraliaChapter 18: Trauma Informed Approaches Tom Brunzell, MS, Ph.D. Candidate, University of Melbourne and Senior Advisor, Berry Street Childhood Institute, Richmond, Victoria, AustraliaChapter 19: Reaching the Disadvantaged Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New ZealandSue Roffey, Ph.D., Honorary Associate Professor, University of Exeter, England Adjunct Associate Professor, Western Sydney University, AustraliaChapter 20: Making positive education fun Ilona Boniwell, Ph.D., Visiting Principal Lecturer, Department of Psychology, Cambridge University, England, and Head, MSc in Applied Positive Psychology, Angela Ruskin University, England and FranceSection IV: Enablers of Wellbeing and ResilienceChapter 18: Self-Determination Michael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor in Special Education, Chair, Department of Special Education, Senior Scientist and Director, Beach Center on Disability, University of KansasRichard Ryan, Ph.D., Professor, Institute for Positive Psychology and Education, Australian Catholic University, New South Wales, Australia and Research Professor in Psychology, University of Rochester, New York, United StatesEdward Deci, Ph.D., Professor of Psychology and Gowen Professor in the Social Sciences, University of Rochester, New York, United StatesChapter 19: Positive Youth Development Richard Lerner, Ph.D., Bergstrom Chair, and Director, Institute for Applied Research in Youth Development, Eliot Pearson Department of Child Study and Human Development, Tufts University, Medford, Massachusetts, United States. Dan Romer, Ph.D., Research Director, Annenberg Public Policy Center, Director, Adolescent Communication Institute, University of Pennsylvania, United States.Chapter 20: Career and Life Design Mark Savickas, Ph.D., Adjunct Professor of COunselor Education, Kent State University, Professor Extraordinaire, University of Pretoria, South Africa. Laura Nota , Ph.D., Professor, Department of Philosophy, Sociology, Education and Applied Psychology, Director, Laboratory for Research and Intervention in Vocational Designing and Career Counselling, University of Padova, Italy Chapter 21: Assessing and Enabling Wellbeing in the Community Aaron Jarden, Ph.D., Associate Professor, Melbourne Graduate School of Education, and Director, Masters of Applied Positive Psychology, Centre for Positive Psychology, University of Melbourne, AustraliaChapter 22: Teacher and Staff Wellbeing Matthew White, Ph.D., Associate Professor and Program Director, Master of Education, School of Education, University of Adelaide, Honorary Fellow, Melbourne Graduate School of Education, University of Melbourne, AustraliaChapter 23: Positive Leadership Emily Heaphy, Ph.D., Assistant Professor of Management, University of Massachusetts, Amherst, United StatesJane Dutton, Ph.D., Robert L. Kahn Distinguished Emerita Professor of Business Administration and Psychology, Co-Founder, Center for Positive Organizations University of Michigan, United StatesKim S. Cameron, Ph.D., William Russell Kelly Professor of Management and Organizations, Ross School of Business, Professor of Higher Education, School of Education, University of Michigan, United StatesChapter 24: Positive Communities Lindsay Oades, PhD., Professor, Melbourne Graduate School of Education, Director, Centre for Positive Psychology, University of Melbourne, AustraliaLea Waters, Ph.D., Professor and Founding Director, Positive Psychology Centre, University of Melbourne, AustraliaSection VI: Applications and ImplicationsChapter 25: Systems Approaches to Positive EducationMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, AustraliaChapter 26: Cultural issues in positive education Joseph Ciarrochi, Ph.D., Professor, Institute of Positive Psychology and Education, Australian Catholic University, New South Wales, AustraliaChapter 27: Positive Education in Practice Ricardo Arguis Rey, Ed.D., Special Education, IES Santiago Hernández, Zaragoza, SpainChapter 28: Integration and Visions for the FutureMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, AustraliaMichael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor, Senior Scientis, University of Kansas

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Book SynopsisThis open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergence of global citizenship education and the key role of teachers in intercultural approaches.This is an open access book.Table of ContentsIntroduction.- Part I: The Historical and Theoretical Foundations.- Chapter 1. The Advent of Intercultural Approaches in Education.- Chapter 2. International Migrations and the Management of Identity by the State.- Chapter 3. Race, Racism and Anti-Racism.- Chapter 4. Key Concepts for Intercultural Approaches.- Part II: National Experiences.- Chapter 5. Multicultural Education in the United States.- Chapter 6. Multicultural Education in Canada.- Chapter 7. Intercultural Education In Brazil.- Chapter 8. Intercultural Education in Switzerland.- Chapter 9. Intercultural Education in France.- Part III: Debates and Educational Actions.- Chapter 10. Awareness and Appreciation of Linguistic Diversity.- Chapter 11. The Difficulty of Integrating Religious Diversity into Intercultural Approaches to Education.- Chapter 12. Global Citizenship Education.- Chapter 13. The Role of the Teacher in Promoting Intercultural Approaches.

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Book SynopsisThis open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education—the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories—is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.Table of Contents1. IntroductionPart I: Kinship, Magic, and the Unthinkable2. "Trees Don't Sing!... Eagle Feather Has No Power!" Be Wary of the Potential Numbing Effects of School Science3. Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times4. The Waring Worlds of H.G. Wells: The Entangled Histories of Education, Sociobiology, Post-Genomics, and Science Fiction5. Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World6. Fire as Unruly Kin: Curriculum Silences and Human ResponsesPart II: Decolonizing Anthropocene(s)7. Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity through Thinking with Kim Tallbear8. Decolonizing Healing through Indigenous Ways of Knowing9. Still Joy: A Call for Wonder(ing) in Science Education as Anti-Racist Vibrant Life-Living10. The Salt of the Earth (Inspired by Cherokee Creation Story)Part III: Politics and Political Reverberations11. The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene through a Spatial Justice Lens12. Science and Environment Education in the Times of the Anthropocene: Some Reflections from India13. Rethinking Historical Approaches for Science Education in the Anthropocene14. Reflections on Teaching and Learning Chemistry through Youth Participatory SciencePart IV: Science Education for a World-Yet-To-Come15. Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education16. Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity17. Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators18. Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-Conflict SocietiesPart V: Complicated Conversations19. A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing20. In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies21. In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene22. Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward23. Conclusion - Another Complicated Conversation

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Book SynopsisThis is a must-have preparation and reference guide for students embarking on the challenging journey of completing a thesis or dissertation. The authors, who are both “students of thesis and dissertation travel,” combine their expertise and insights to offer wise travel guidance designed to enhance both the success and satisfaction of this likely once-in-a-lifetime journey. The various chapters provide a realistic preview of how to prepare for and how to complete each stage of this travel journey successfully. Individual chapters on each of the major tasks each serve as an important reference for students to review as they progress, thus providing a guide which will be consulted many times throughout their program. The book provides advice on the most common aspects of the thesis or dissertation process, and it is written in a user-friendly manner designed to engage students and to enhance their comfort level as they journey through their candidacy. The importance of each task in the thesis or dissertation journey is addressed, along with its role in contributing to a successful outcome, and is accompanied by advice and suggestions from previous travellers. The challenges inherent in all stages of the journey are examined, along with proactive strategies for avoiding potential “bumps in the road.” You will not want to depart on this monumental travel adventure without this valuable survival guide!Table of ContentsChapter 1: Your Commitment Is Essential to Success.- Chapter 2: The Research Process.- Chapter 3: The Importance of Effective Time Management.- Chapter 4: Developing a Realistic Timetable.- Chapter 5: Developing a Time and Resource Allocation Plan.- Chapter 6: Understanding Institutional Policies and Procedures.- Chapter 7: The Importance of Meeting Deadlines.- Chapter 8: Understanding Why Candidates Fail to Complete Their Thesis or Dissertation.- Chapter 9: Focusing on a Manageable Research Topic.- Chapter 10:Identifying an Area of Research Interest.- Chapter 11: Roles and Responsibilities of a Research Advisor.- Chapter 12: Selecting Research Advisors.- Chapter 13: Working with Your Research Advisors.- Chapter 14: Roles and Responsibilities of Your Committee.- Chapter 15: Working with Committee Group Dynamics.- Chapter 16: Identifying a Research Topic.

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Book SynopsisThis book explores the career aspirations, achievements and consequent social mobility of a group of British Pakistani women. It uses Bourdieu’s concept of cultural capital to analyse how these women, living in a segregated Pakistani community located in a deprived northern town in the UK with poor employment opportunities, acquired the resources to pursue further and higher education, obtain qualifications and enter professional careers. The author discusses and analyses how cultural capital features in homes, schools and workplaces, as well as how the women navigate and modify intersecting gender, ethnic and class identities in order to create specific career trajectories. Illuminating the rich intersections of biography, history and society, the author captures important qualitative data which acts as a microcosm for contemporary discussions on social mobility, multiculturalism, Muslim communities, race, and gender in Britain. Table of Contents

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Book SynopsisThis open access book examines the challenges and issues caused by a move to a marketized education system in Sweden. Observing the introduction of the school voucher system and a postmodern social constructivist view of knowledge, the move away from objective knowledge is identified as the core reason for Sweden’s current education crisis. The impact of declining education standards on the labor market is also discussed.This book highlights the issues seen in Sweden and suggests policies that can improve education in the rest of the Western world as well. It will be relevant to students and researchers interested in education and labor economics. Table of Contents1. Introduction: The Rise and Puzzling Fall of the Swedish Educational System.- 2. The Silver Age of Swedish Education.- 3. Educational Performance in Swedish Schools—What Are the Facts?.- 4. The Malaise in the School System.- 5. Two Views of Knowledge and Teaching.- 6. The Rise of “Post-Truth” Schooling.- 7. The Deinstitutionalization and Fragmentation of the Swedish School System.- 8. A Perfect Storm.- 9. The Way Forward for Sweden and Other Western Countries.

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Book Synopsis1. Globalisation and Cultural Identity: The Role of Intercultural Dialogue.- 2. The Evolution of Canadian Identity as reflected through the Ontario secondary school curriculum.- 3. Fostering Multiculturalism: Projects in an Ontario Schoolboard to promote inclusion and multicultural citizenship.- 4. Language ideologies and identities in Mexico: the case of return migrants studying in a public Mexican university.- 5. Human Rights Education and Social Cohesion in South Asia in times of COVID-19.- 6. Intercultural preschools in Sweden: Principals' views on challenges and opportunities.- 7. Literacy and identity in cross-border educational space: Students' lived experience in a Canadian offshore school in a metropolitan city in China.- 8. Emancipatory Knowledges Enhance Pluralism and Develop Social Responsibility among Tribal Youth in Balochistan.- 9. Multiculturalism in Literature as a Vehicle for Promoting Social Justice and Empowerment.- 10. Globalisations and multiculturalism: Research trends.

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Book SynopsisChapter 1: Transformation of Institutions with Strategic Vision and Planning to Build Brand Identity.- Chapter 2: Governance Models of Engineering Institutions for Effective Administration and Human Resource Management.- Chapter 3: Establishing and Maintaining Operational Systems and Processes that Meet International Quality Standards.- Chapter 4: Revenue Generation and Financial Management for Sustainability of Engineering Institutions.- Chapter 5: Leadership approaches and Change Management in Engineering Education.

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Book SynopsisBreaking the Bottleneck: Generative AI as the Solution for XR Content Creation in Education.- Learning on Zoom as an AR Experience.- A science based environment for lexical language learning.- Adaptive AR- or VR-Neurofeedback for Individualized Learning Enhancement.- Development of an AI competence matrix for AI teaching at universities.- Implementing ethical considerations into AI supported student counselling:a case study.- The use of Artificial Intelligence applications to teach Ethics.

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Book SynopsisIntroduction.- Beginnings.- The Formation of the Co-operative College and the Interwar Years.-  War and Peace.- A Short Golden Age? The Post-War Years.- Challenge, Engagement and Decline, 1958-1977.- Decline, Crisis and Renewal, 1977-1999.- Searching for a New Identity, 2000-2019.- Conclusion.

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Book SynopsisChapter 1: Growing up with Colonial Mentality in the Philippines.- Chapter 2: Filipino & Filipino American Research on Colonial Mentality.- Chapter 3: Critical Bricolage Framework.- Chapter 4: Research Study.- Chapter 5: Findings & Insights.- Chapter 6: Future Research.- Chapter 7: Decolonial Portals.- Chapter 8: Decolonial Design Futures.- Chapter 9: Boldly Imagining Decolonial Futures.

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Book Synopsis1.The research-tandem model as student-led training to international research.- Section I.- 2.Transitions at the Åpen Barnehage in an Immigrant Neighborhood - Through the Lens of Parental Guidance.- 3.An Investigation of Adults Responding to Infants and Toddlers' Interests in Open.- 4.Breaking the silence: the children with high-functioning autism perspective about  their needs within their classroom and school context in Salvador da Bahia.- 5.Highlighting Grandparents' Experience: Challenges and Tensions in the Upbringing of Children with Autism Spectrum Disorder (ASD).- 6.LGBTQIA+1 university students with immigrant background and their experience of inclusion.- 7.Media Representations And Its Role In Identities Negotiations For Minorities: A Study With Wheelchair Users In Brazil.- 8.Understanding the challenges of people with disabilities in the Calabar community of Salvador da Bahia. Calabar is my home; why would I want to live anywhere else?.- 9.Imagination is enriching self-knowledge a possibility for individual learning about own's needs and resources.- 10.The richness of personal perspectives on mind and body in the construction of everyday life.- Section II.- 11.Childhood in focus: the importance of discussing this phenomenon in the context of public policies.- 12.Exploring the mind-body connection: imagination and cultural perspectives in self- knowledge and everyday life.- 13.Qualitative Insights into Care: Methodologies and Multicultural Perspectives.- 14.The Åpen barnehage as research and practice arena.- 15.How to create more inclusive universities?.

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