This chapter explains what this book is about. Becoming an adult is different for everybody. Young people with cognitive disability can find it hard to get the right supports to become an adult. Many young people can experience violence and abuse. This book tells the stories of young people with cognitive disability from different backgrounds. Family members and practitioners also talk about stories of young people with cognitive disability.

This chapter tells Amethyst’s story. Amethyst is an Aboriginal and South Sea Islander young woman with cognitive disability. Amethyst is not her real name. Amethyst was abused many times as a child and a young adult. Her story can tell us a lot about what needs to change for young people with cognitive disability. We need to understand that abuse affects a person’s whole life, their family, and their world.

Becoming an adult involved lots of changes and challenges for young people with cognitive disability. Many services, and sometimes families, judged young people badly because they had a cognitive disability. Young people needed help to be independent, but this wasn’t always given to them. Some young people were lonely and found so-called friends who abused them. Aboriginal and/or Torres Strait Islander young people and young people from culturally and linguistically diverse backgrounds needed others to understand and respect their culture. LQBTIQA+ young people wanted love and acceptance as they became adults.

Chapter Seven analyzes the progress of the transition from the production of vehicles with internal combustion engines to the production of electric vehicles in eastern Europe. The transition is considered in the context of the development of the automotive industry in eastern Europe since the early 1990s and the relative position of the east European integrated periphery in the European automotive industry value chains and production networks. The chapter argues that foreign firms are driving the transition, while the role of the east European governments and local firms is much less significant. The transition is slower than in western Europe, and eastern Europe will continue to produce internal combustion engine vehicles for longer. Eastern Europe will continue to rely on its competitive advantage of low production costs, especially low labor costs, to continue to attract foreign direct investment in the automotive industry. The chapter considers the consequences of the transition on the position of east European countries in automotive value chains, production networks and the division of labor in the European automotive industry.

Epilepsy remains the most common neurologic disorder in childhood and adolescence, with certain epilepsy syndromes such as childhood absence epilepsy (CAE) and juvenile myoclonic epilepsy (JME) being more common in girls. Psychiatric disorders are a common comorbidity in children with epilepsy, especially two behavioral conditions: attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder. In addition, psychosocial issues of stigma, bullying and violence remain potent disruptors of patients’ development at this stage in their lives. Emerging information on how cultural, ethnical and gender diversity may affect care should also be taken into consideration and proactively addressed. As the care of children and adolescents with epilepsy has grown more complex over the past decades, the transition from pediatric to adult care systems needs to become purposeful, such as the medical, psychosocial, educational and vocational needs of young adults with long-term medical conditions are actively

This chapter analyses the political and social dynamics that unfolded in Norway following the country’s liberation on 8 May 1945 and how these shaped the contours of the treason trials in the long term. At the political level, it demonstrates, the early consensus between the returning exile government and the resistance forces in Norway on the topic of the trials was a key reason as to why they were largely implemented according to plan. At the social level, the swift commencement of the trials satisfied a strong public demand and was deemed a requirement for securing a peaceful transition period. The final section of the chapter details the public pressure felt by representatives of the Norwegian Parliament (Storting) in July 1945 as they debated and passed some of the basic instruments of the trials, most notably an act approving of the use of the death penalty.

Turbulent flow is an important branch of fluid mechanics with wide-ranging occurrences and applications, from the formation of tropical cyclones to the stirring of a cup of coffee. Turbulence results in increased skin friction and heat transfer across surfaces, as well as enhanced mixing. As such, it is of practical significance, and there is a need to establish predictive methods to quantify turbulent flows. Equally important is a physical understanding of turbulent flows to guide strategies to model and control turbulence-driven phenomena. We focus on the study of turbulent flows and draw on theoretical developments, experimental measurements, and results from numerical simulations. Turbulent flows are governed by the Navier-Stokes equations. The solution of these equations for turbulent flows displays chaotic and multiscale behavior. When averaged, the nonlinear terms in the Navier-Stokes equations lead to the so-called closure problem, where additional unknowns are introduced in the mean flow equations. These unknowns are typically modeled using intuition, experience, and dimensional arguments. We present the scaling and dimensional analysis necessary for model development.

English Medium Instruction (EMI) research has highlighted the transition from secondary schools to EMI higher education as a critical stage that shapes students’ learning behaviors and perceptions. However, longitudinal studies that draw on a quantitative design to outline students’ patterns of academic development during the transition period are scarce. While investigating students’ language-related academic difficulties, previous research has predominantly treated students as a unitary cohort without exploring the disparities that may arise from individual difference variables. This chapter reports an empirical case study that adopts a longitudinal quantitative design to identify patterns of change in students’ perceptions of lecture listening difficulties during their first semester transitioning into an EMI university in China. The study also explores variations in these patterns that are associated with students’ English listening proficiency upon entry. Key methodological procedures for designing and implementing the study will be introduced, while along with sharing suggestions for handling the typical challenges of attrition and missing data in longitudinal quantitative research. The chapter concludes with methodological implications of the study for EMI research, and offers suggestions for future research based on a critical reflection of the study’s limitations.

This chapter employs a survey to ask whether the efforts of various climate networks as part of collaborative climate governance are perceived as effective. Sweden is known for being a corporatist state in which dialogue with stakeholders is a key feature of policy development. This can also be seen in the way that the Swedish government has developed its policies for decarbonization by establishing the multi-stakeholder initiative Fossil Free Sweden as a flagship. However, there are numerous other climate networks that are led by non-state and sub-state actors and operate independently of state action. This chapter outlines a set of multi-actor networks that work to contribute to achieve Sweden’s climate targets and assesses them in terms of perceived effectiveness. By studying the perceptions of key stakeholders, this chapter seeks to understand the contributions of various climate networks to Swedish decarbonization beyond measurable emission reductions, thereby paving the way for critical reflections about the role of collaborative climate action in broader governance arrangements.

Moving prevention for college students out of the mental health clinic and into the classroom changes the campus environment. A curricular approach to enhancing student resilience is described through an exemplar of a one-credit general education course focused on adaptive responses to stress, Changing Minds, Changing Lives (CMCL). The experiential, strength-based curriculum is designed to meet basic psychological needs, buffer predictable stress, and boost adaptive resilience. Based on a social–ecological model of resilience, the CMCL program functions as a campus opportunity structure teaching self-regulation skills, facilitating greater connectedness, and strengthening resilience capacities. The model operationalizes the resilience response as a set of concrete actions that facilitate adaptive reorientation and reorganization in the face of challenge, mobilize relevant assets and resources, and leverage social connections to navigate adversity. Evidence-based applications of strength-based pedagogy, mindfulness practices, expressive writing, and inclusive group process in the course structure are described, and empirical validation of model efficacy is reviewed.

The greatest progress so far in decarbonising the global economy has been made by governments that ignored the advice of economists. Investing in new technologies turns out to be a more effective way of changing things than taxing the incumbents. We need to stop being surprised by this and start replicating those successes.

Despite solar and wind power generating the cheapest electricity in history, around forty countries are still building new coal-burning power plants – the worst thing anyone can do for climate change. How two years of campaigning led to twenty countries committing to phase-out coal power, and what needs to happen next.