Karen Malone

This book is an educational novella composed from diverse encounters of walking-with a glacier, offering the reader possibilities for wilding ecologies as a means to be immersed in more-than-human lives and places. Wild rivulets of ecologies run through this novella, shifting fragments of geologic time over a disintegrating, icy, and watery landscape. Walking-with is positioned in the novella as an embodied methodology for attuning to, slowing down and paying attention. While walking, we weep, and bear witness to the unseen. In turn, this novella works with flows of pedagogy, theory, and collective creative practice. Glacier stories speaking through photographs, prose, poetry, and provocations. Collectively, the gathering of experiences in this book explores what it means to be human and more-than-human in the context of glacial melt and shifting loss. What is means to be changing our planet and, all the time, changing ourselves. Wilding ecologies emerges in the book, as a means to disrupt these anthropocentric ways of knowing, and by showing up, being affected, we can reawaken a newfound love and enchantment.

In the aftermath of the “Deepwater Horizon” oil spill in the Gulf of Mexico, the need arose for experimental data on oil and gas hydrodynamics and particle formation under deep-sea conditions. This work presents a new High-Pressure Test Center that allows for experimental oil spill research under artificial deep-sea conditions. It also contains experimental data on drop formation processes and oil drop size distributions generated within this test center and a modeling approach based on the turbulent energy dissipation that has been developed to predict the droplet sizes of an oil-and-gas jet under high pressure.

In the aftermath of the “Deepwater Horizon” oil spill in the Gulf of Mexico, the need arose for experimental data on oil and gas hydrodynamics and particle formation under deep-sea conditions. This work presents a new High-Pressure Test Center that allows for experimental oil spill research under artificial deep-sea conditions. It also contains experimental data on drop formation processes and oil drop size distributions generated within this test center and a modeling approach based on the turbulent energy dissipation that has been developed to predict the droplet sizes of an oil-and-gas jet under high pressure.

This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.

This book elaborates the need, in a rapidly urbanizing world, for recognition of the ecological communities we inhabit in cities and for the development of an ethics for all entities (human and non-human) in this context. Children and their entangled relations with the human and more-than-human world are located centrally to the research on cities in Bolivia and Kazakhstan, which investigates the future challenges of the Anthropocene. The author explores these relations by employing techniques of intra-action, diffraction and onto-ethnography in order to reveal the complexities of children’s lives. These tools are supported by a theoretical framing that draws on posthumanist and new materialist literature. Through rich and complex stories of space-time-mattering in cities, this work connects children’s voices with a host of others to address the question of what it means to be a child in the Anthropocene.

This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.

Learning to Teach, third edition, offers a unique perspective by positioning the reader as a pre-service teacher embarking on their new career. The reader is introduced to three fictional pre-service teachers whose narratives flow throughout the text. These characters share how their personal and professional life experiences have exposed them to new ways of thinking about young people, teaching, and learning. This book explores how educators are working to transform their practices in like-minded communities for radically changing times. It examines current government initiatives and regulations while developing the reader's ability to analyse scenarios, critically reflect on their own assumptions, and develop best teaching practices.

This book is dedicated to the stroke survivors both near and far who I have had the privilege of working with over my entire career. I also dedicate this book to my previous students as far away as China who welcomed the opportunity to learn effective stroke rehabilitation techniques.This book is for anyone who wants to know a great place to start when developing a stroke rehabilitation program.This is not a stroke exercise book nor a medical explanation of stroke.This book is intended to be an eye opener. It is a book to help explain how the body moves when there has been no neurological injury.Why consider these things? Because I believe stroke exercises, whatever kind is chosen, should be about helping stroke survivors function at their highest level. Rehabilitation should help open up new pathways for ongoing recovery. Learning how the body moved before the stroke gives direction in how movement needs to be regained.I believe when it comes to regaining more normal function after a stroke...there is a Hero.

This book elaborates the need, in a rapidly urbanizing world, for recognition of the ecological communities we inhabit in cities and for the development of an ethics for all entities (human and non-human) in this context. Children and their entangled relations with the human and more-than-human world are located centrally to the research on cities in Bolivia and Kazakhstan, which investigates the future challenges of the Anthropocene. The author explores these relations by employing techniques of intra-action, diffraction and onto-ethnography in order to reveal the complexities of children’s lives. These tools are supported by a theoretical framing that draws on posthumanist and new materialist literature. Through rich and complex stories of space-time-mattering in cities, this work connects children’s voices with a host of others to address the question of what it means to be a child in the Anthropocene.