This introductory chapter presents the aims of the book and its rationale in Section 1.1, including some insight into the author’s experience of teaching sign language for many years. Next, Section 1.2 provides some suggestions for how you can best use the book to advance your learning and provides explanation for some of the terminology and conventions used in the book. This section also provides some awareness of the systemic barriers faced by many sign language teachers and the limited amount of research on BSL teaching and learning. The following section, Section 1.3, then gives some details about the research and evidence basis of the book in order to provide the reader with some awareness of current research and understanding of this visual nature of the language. Lastly, Section 1.4 addresses a few questions that students commonly ask and expels some common myths around learning BSL.

Warfare did not evolve in a linear fashion. This is most obvious on the physical level: the weapons and armies of polities across time and space have fluctuated in sophistication, so that early European medieval armies had more in common with ancient Israelite or Greek contingents than with the Roman war machinery, and, up to the nineteenth century or even the twentieth, raiding warfare in some parts of Africa or the islands of south-east Asia was akin to patterns of pre-Columbian warfare in the Americas, prehistoric warfare in Europe and ghazis and booty expeditions in Europe and around the Mediterranean. Where warfare’s aims went beyond mere raiding, for much of world history, the paucity or even absence of relevant sources has made it difficult to reconstruct political–strategic aims. We also encounter vast varieties conditioned in part by hard factors such as climate, geography and resources. We have encountered and possibly not always avoided the danger of squeezing cultural differences into a Procrustean bed of Western concepts and languages. Yet some striking patterns have emerged. Not only Indo-European cultures, but also Mongols and Chinese, came up with a strategic aim of establishing a universal monarchy, or defending against the imposition of such an overlordship. The forming of alliances for common strategic purposes and the defence of allies or clients is another widespread pattern, strategic co-operation counterbalancing long-term hostilities. The distinction between client states and allies was often blurred. Non-kinetic tools of strategy were also employed widely, from giving gifts, to tribute payments (again a distinction often difficult to make), to marriages to confirm peace treaties or cement alliances. And most cultures seem to have had some rules or code of honour with regard to the conduct of war which in many contexts imposed limits on the pursuit of strategic aims.

This chapter asks, How might racial justice be pursued in educational contexts? For example, do racial disparities in quality of treatment in schools require that all students experience the treatment previously reserved for the relatively (racially) advantaged, or should expectations be shifted toward some new standard for all? In order to better engage issues and appropriately address them with a mind to future interventions and continued progress, this chapter argues that it is necessary to clarify the confusions present in much of the discourse surrounding race and educational ethics.

The administration of Warren G. Harding represented a “return to normalcy.” He was followed by two other Republicans, Calvin Coolidge and Herbert Hoover. They all practiced a form of laissez-faire economics, and the US enjoyed a postwar economic boom, except in agriculture, which suffered its own postwar depression before the Depression because of overproduction and the loss of wartime markets. The US did not become “isolationist” during this period but instead entered its most intense period of international involvement. Secretaries of State Charles Evans Hughes and Frank Kellogg secured the Washington Naval Treaties, formulated the Dawes plan for war debt financial relief, the Kellogg–Briand Pact, and the Locarno Agreement, and the Young Plan. The US also fought a war in Nicaragua. Hoover launched what became known as the Good Neighbor Policy in Latin America, which his successor, Franklin Delano Roosevelt, pursued. The 1929 stock market crash and then the Great Depression began under Hoover’s administration and continued under Roosevelt. Both had little success using government intervention to revive the economy, and Roosevelt’s attacks on business slowed recovery as Cordell Hull lowered US tariffs. Roosevelt’s New Deal greatly expanded the role of government in US life.

The chapter is written by a PICU consultant following consultation with carers, patients and patient leaders. The purpose of the chapter calls for the principles of co-production and co-design to be truly embedded in service models, as opposed to dilution of the principle by terms such ‘inclusion’ or ‘participation’, which do not permit the same level of influence and respect for diverse experience. The chapter could have been titled ‘nothing about us without us’, a phrase adopted by the UN to describe the principle of full participation for persons with disabilities. The chapter points out that education and training of mental health professionals is lagging and research often does not include studies or data from the perspective of carers and patients. Levels of engagement are discussed, and engaging with patients and carers is acknowledged as an essential part of understanding and developing therapeutic approaches on service, community and individual levels to identify early warning signs, triggers and minimisation strategies with regards to violence and aggression. The chapter concludes with an important reminder that service users continue to experience violence at the hands of some staff and the psychiatric system.

The working life of educators ߝ whether in schools or universities ߝ has become dauntingly complex, with the relentless focus on standards and testing, pressure to ensure equitable outcomes, a managerialist working environments, ever-growing professional responsibilities and expectations, increasingly heterogeneous classrooms and fairly relentless media criticism, to name only a fewissues. The job requires continual self-reflection, a commitment to lifelong learning and an ongoing dedication to the profession in order to remain viable at all. Making sense of it all ߝ Making Sense of Mass Education ߝ is not an easy task. Hopefully this book can help a little.

This is the fourth edition of Making Sense of Mass Education. It continues the process of covering more issues than each preceding versions of the book: it updates aspects of the data, it discusses more recent research, it offers more nuanced assessment of specific problems and it does all this within a parallel digital environment ߝ one that provides additional ideas, activities and ways of seeing and understanding. While all these elements are significant, they do not really constitute the most important reason for writing a further edition of the book.

Changes to the field of education have not slowed since the publication of the third edition, which introduced new important discussions of Gonski and school funding equity, the debates over NAPLAN and school ranking tables, arguments over the Australian curriculum, the rise in interest in alternative forms of education and global concerns over the ethics of big data use. Of course, this edition offers an updated contemporary assessment of all these topics; however it also provides an extensive discussion of the important and rapidly changing area of schooling and sexuality, as well as a discussion of the field of children’s rights and the increasing marketisation of schools and its relationship with the professional life of teachers.

This chapter offers a narrative and descriptions of the plot, its participants and purposes, of the Cato Street locality and the conspirators’ weaponry, of the gathering in the Cato Street stable on 23 February 1820, of informers in the group.

This introductory chapter formulates the general aims of the book, namely to provide a new theory of antiracism and antiracist discourse, as well as a history of antiracist discourse from Antiquity to Black Lives Matter. The book is intended as a contribution to Critical Discourse Studies but within a multisciplinary