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 sorts out how we can distinguish small worlds and conditions of risk from large worlds and conditions of uncertainty along three dimensions (section 1). Unnoticed by students of world politics, in many domains of knowledge the twentieth century saw an important collective shift in terminological resources from Newtonian humanism to post-Newtonianism and para-humanism. These two worldviews are therefore discussed (in sections 2 and 3). Both engage uncertainty more openly than Newtonian humanism does. In any field of study, including world politics, “speaking differently” in a new conceptual language can make distinct contributions to understanding – contributions that can be as important as “arguing well” by relying on conventional terminology. In this case, speaking differently helps us rethink the risk-uncertainty conundrum.

The 10-item Attunement with Exercise Scale (AwE; Calogero et al., 2024) assesses the extent to which a person’s physical activity experiences reflect joy and connection with their body and safety during exercise. The AwE can be administered online and/or in-person to adolescents and/or adults and is free to use in any setting. This chapter first discusses the development of the AwE and then provides evidence of its psychometrics. More specifically, the AwE has been found to have a 3-factor structure within exploratory and confirmatory factor analyses and has demonstrated invariance between women and men. Internal consistency reliability, test-retest reliability, convergent validity, discriminant validity, and incremental validity support the use of the AwE. Next, this chapter provides the AwE items in their entirety, instructions for administering the AwE to participants, the item response scale, and the scoring procedure. Logistics of use, such as permissions, copyright, and contact information, are provided for readers.

The term “school adjustment” refers not only to the state or phenomenological description of a student at a given point in time; it also refers to the process that newcomers experience once they start to make the transition from home to early childhood care or kindergarten; from kindergarten to elementary school; from elementary school to secondary or junior high-school; from secondary school to high school; from any one school to another (e.g., due to parental divorce or immigration); and from high school to institutions of higher education. The state of school adjustment refers to students’ exhibition of expected academic outcomes, expected interpersonal outcomes, a general motivation to learn, and personal outcomes (e.g., positive self-esteem, lack of depressive symptoms). The process of school adjustment is the advancing process by which the students’ readiness and even eagerness to meet the aforementioned criteria of a state of school adjustment gradually emerge. As one of the life-course transitional events, adjustment too school can be articulated by the Stress and Adjustment Model (STA; Israelashvili, 2023).

The introduction explains the book’s argument that individuals impacted by the repercussions of interstate disputes dealt with by the Court should and can be further integrated into its procedure and considered in its legal reasoning. Through the lens of social idealism, it explains how the Court’s effectiveness and legitimacy may be compromised due to its reluctant approach towards individuals. It also clarifies the method, methodology, scope, and structure of the book.

Chapter 3 begins with a brief explanation of the nature and properties of processes, which forms the basis for an explanation of the fundamentals of dynamical systems, followed by an explanation of complex systems, which will be used as the framework from which the visual arts will be explored in this book. The concepts of complex dynamical systems will appear throughout the book, with illustrations from a wide range of phenomena giving concrete content to the theoretical concepts. This chapter can be used as a frame of reference for later consultation, but it can also be read as an introduction to the chapters that follow.

In Chapter 1, I explain how the book can be read and used in a nonlinear fashion, providing affordances for further exploration, comparable to the way the book approaches the creation and experience of works of art. The chapter proceeds to present a detailed advance organizer in the form of a point-by-point overview of the main messages and ideas of this book, providing a framework for the way the book can be read and used.

This chapter argues for an approach to teaching History rooted in the ethical position foundational to the discipline. That approach is based on respect for our students and for the discipline; in it instructors encounter and learn from their students in the same way that they encounter and learn from historical subjects, and instruction in History, just like research in History, focuses not on controlling outcomes but on engaging in an ethically authentic process. It offers six approaches to instruction that can help build this kind of relationship between instructors and students, and between students and the discipline. These include consulting our students regarding their interests and aims; building instruction around the process of inquiry; making pedagogical use both of the breadth of the discipline and of its complexity, diversity, and epistemological and methodological divisions; focusing on teaching analysis, critical thinking, and interpretation; and bringing students to see their engagement with History not only as a process by which they master specific bodies of knowledge and methods of thinking but also as an open-ended intellectual adventure.

This chapter provides an overview and a summary of the following chapters.

Chapter Two summarizes the compliance literature on international relations and international law, addressing both theoretical and empirical work. This literature can be divided into two groups: The first group explores why states comply with international law and is generally associated with the primary schools of international relations theory. The study may confirm or illustrate the applicability of aspects of one or more of these theories, although that is not necessary for it to be valuable in illuminating the motivations that affect policymakers and states. The second group within the compliance literature examines more closely how states comply at the domestic level and focuses on domestic policymaking within the United States government. In this regard, the chapter concentrates on two similar normative and process-oriented approaches. The first, the international legal process approach, is drawn from international legal scholarship; the second is primarily drawn from constructivist international relations theory, and was developed primarily by Wayne Sandholtz and Christopher Whytock, among others. Both approaches emphasize the role of internalized norms and the importance of process and organizational structure in decision-making. They are, accordingly, helpful in understanding the effect of legal norms, lawyers, and process in State Department decision-making.

Maggie B. Gale explores ways of both framing and structuring the beginnings of a research project, and finding what might be called a ‘research niche’. She uses the case study of an emerging research project to articulate different possible approaches to conceptualizing the starting point, direction, and shape of a project, as well as working practices which might be useful in research design and method. The chapter also explores a series of working principles for avoiding the pitfalls of research distractions, without missing out on the serendipitous discoveries which a more unstructured process might allow. Gale’s own research on Elsa Lanchester illustrates the principles.