This chapter introduces the reader to the book, describing the aims of the book and the key questions it intends to answer. The book seeks to help English language teachers to understand translanguaging; to raise their awareness of how it may benefit their classrooms; to introduce them to appropriate strategies and practices; and to empower them to explore the ideas presented in their own classrooms to improve the efficacy of their teaching. It provides a brief, initial answer to the question ‘What is translanguaging?’ exploring this question, first, from the point of view of translanguaging theory, and then, from the perspective of translanguaging pedagogy. Initial notes on terminology are provided here. The chapter also describes who the book is for and why, providing introductions to us as the authors. Readers are encouraged to engage critically with the text, and reminded that no two classrooms are alike, hence, different teachers may take away different ideas and implications for their own practice. Readers are also introduced to the first of many reflection tasks, which are present throughout the book to encourage careful thinking and criticality towards the ideas presented.

Inclusion is a term used frequently, but what does it really mean? Inclusion in its simplest term is ‘the action or state of including or of being included within a group or structure’ (Oxford Dictionary). This is a fundamental right of all people, but unfortunately when diversity exists, this is not a right afforded to everyone. The Oxford Dictionary has an alternate definition which elaborates on this initial one. Inclusion is also defined as ‘the practice or policy or providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those who have physical or intellectual disabilities and members of other minority groups’. As recognised in this definition, inclusion is about opportunities for all, including those with disability, developmental delay, neurodivergence, mental health difficulties, cultural diversity, variations in socio-economic status, LGBTQIA+ people, gender diversity, people experiencing trauma, unique family structures, and Aboriginal and Torres Strait Islanders, just to name a few! While there are differences in what every individual needs to be included, the principles of inclusion and the foundation of everyone having the same rights, should not change.

This chapter summarizes 50 tips from experts on writing articles. We first presenting the tips in list format so readers can gain a quick overview. We then elaborate on each of the tips.

The introduction provides background information on the emergence of punk, the politics of the 1970/80s and the concept of ‘youth culture’.

This chapter gives a basic introduction to the topic of erasure coding.

This is the fifth edition of Making Sense of Mass Education. It offers a nuanced discussion of emerging problems in an ever-changing world. Changes to the field of education have not slowed since the publication of the fourth edition. Of course, this edition offers an updated contemporary assessment of all the topics addressed in the book, but it also provides an extensive discussion of the important and rapidly changing areas that impact mass education and the professional lives of teachers.

Chapter 1 introduces the key research question of whether the European Court of Human Rights has the appropriate equipment to respond to authoritarian populism in its position of ultimate interpreter of the European Convention on Human Rights. It sets out the analytical and disciplinary framework, situates the project in a broader field of scholarship and summarizes the upcoming s.

A analytical review of the notable features of the socialist legal system with Chinese characteristics, judicial reforms, and major issues facing the Chinese legal system.

This chapter considers the place of the four books of the Parts of Animals (PA) within Aristotle’s envisaged sequence of biological writings. It argues that PA I belongs integrally with II–IV (rather than being a self-standing theoretical essay) and that the entire project of PA I–IV presupposes key theoretical and factual discoveries made in the Historia Animalium (HA), contra the ‘Balme hypothesis’ according to which HA postdates the explanatory treatises and represents a more advanced stage of inquiry. Finally, it shows that the mantra “being is prior to coming-to-be” (which governs the PA–GA axis) has important implications for our understanding of the explanations in PA II–IV. It concludes with some remarks on the overall structure of Aristotle’s biological corpus.

This chapter presents some of the basic conventions of writing empirical papers in political science. Abstracts, introductions, and conclusions are formulaic and follow a predictable pattern; they are often among the last parts of a paper to be written. Conventions for reporting quantitative results include indicating significance, goodness of fit, and N in tables, discussing the significance of coefficients rather than of variables, and using baseline and multiple models to support your findings. Conventions for reporting qualitative research vary by research design, but they include careful obfuscation of sources for interview data, clear sequencing and temporality indicators in process tracing, minimizing direct quotations, and providing estimates of uncertainty for all conclusions drawn from qualitative data. Always acknowledge all help from outside sources in your paper.

A little over a month after the storming of the Bastille, the royal theatre censor was keen to highlight that the Declaration of the Rights of Man and Citizen may have seemingly abolished censorship, but like a phoenix from the ashes, it would rise again at the hands of his fellow citizens. He was proved right. This study explores why that was the case, opening with an examination of contemporaneous definitions of censorship, an overview of the theatrical world at the time in France, and an analysis, using archival material from the regimes from 1788 to 1818, of how theatre could shape the public consciousness. The central argument here is that theatre censorship allowed contemporaries to influence what thousands of people saw (or not), and thus the internalized effects of these plays to shape the world around them.

Decision-making is vital in our daily living. Through the following book, readers will develop an understanding of decision-making from the underlying anatomy through to the complexities of free will.

This chapter is an overview and introduction to this book. This second volume of the project builds on the first, and we invite readers to consider them in tandem. With no self-evident historical cut points, we concluded East Asian in the World I around 1900. This second volume picks up from that point here and extends our analysis into the first fifteen years or so of the Cold War era. Part I extends the discussion of imperialism, the breakdown of the Sinitic order and the roles that two newcomers – Japan and the United States – played in the emerging regional order. Part II takes up the interwar period. We focus primary attention on Japan–China relations over a somewhat longer time frame. The US Open Door Notes and its fleeting liberal project in the wake of World War I held out the promise of a new order “after imperialism.” Yet this liberal project proved unable to forestall Soviet intervention in Chinese politics and the more fateful imperial ambitions of Japan. In Part III, we contribute to the literature – now vast – on the emergence of the Cold War order in Asia.

This introductory chapter outlines the motivation behind the book, critically discusses anthropocentrism in economics, and introduces the distinction between the direct and indirect approaches. It also puts the book into perspective, highlighting its overall contribution.

This first chapter provides an introduction to the book as well as outlining some of its major themes and issues. It provides a general outline of the theory of conscience defended in the book.