Absence epilepsy is a common form of generalized epilepsy seen in children. Typical seizures are characterized by sudden episodes of loss of responsiveness with staring and behavioral arrest lasting for 10–30 seconds. Such seizures are referred to as dialeptic seizures.

First described by Danish ophthalmologist Eric Godtfredsen in 1946, Godtfredsen syndrome (GS) is a rare clinical syndrome characterized by a combination of abducens nerve and hypoglossal nerve palsies.

Until recently, academics deemed that the pasts of Australian Indigenous people did not really count as history. But First Nations people have quite obviously left records of their experiences and have long insisted that they have history. For example, Aboriginal people have variously referred to rock art as ‘archives’. In order to comprehend Indigenous archives, this chapter makes the case for broader approaches to knowledges and conceptions of the past.

Early childhood education as a field has heavily relied on theories from developmental psychology since the 19th century to inform pedagogy and practice. The use of developmental theories has been significant in assisting the field to raise its professional status, however, an over-reliance on these theories alone has contributed to marginalising children with rich cultural, linguistic and religious diversities. This chapter will focus on exploring co-constructed pedagogies as creating inclusivity in early childhood education (birth to age 8). In particular, co-constructed pedagogies engage children, educators/teachers, families and community in dialogue to inform curriculum and practices that reflect diverse learning communities. It is argued that co-constructed pedagogies are not only important in early childhood education but also offer insights that can support inclusivity in primary and secondary education.

Catatonia, first categorized as its own entity in 1874 by Karl Kahlbaum, is a psychomotor syndrome broadly characterized by a lack of communication and abnormal movement. Though catatonia is commonly associated with several mental health disorders such as schizophrenia, mania, and bipolar disorder, it has also been reported in the cases of hyponatremia, Parkinson disease, cerebral infarction or neoplasm, and benzodiazepine withdrawal.

Though less common than vascular dementia, Alzheimer’s disease, and dementia with Lewy bodies, frontotemporal dementia (FTD) is the most common cause of dementia in those younger than 60 years old, with most cases occurring from 45 to 65 years of age. There are two major types of FTD, behavioral FTD and primary progressive aphasia; and three subtypes of primary progressive aphasia (nonfluent agrammatic, semantic, and logopenic), grouped by their predominant features. Behavioral FTD (bvFTD) has prominent personality and behavioral changes, as well as executive function impairment. Primary progressive aphasia (PPA) is characterized by a predominant language impairment.

Distinctively tall to very tall and sometimes massive, columnar, dense-crowned, evergreen trees. The crowns are symmetric, becoming extensive, irregular and more billowing with age, eventually exposing extremely long lengths of naked, shaft-like, strongly erect trunks with deep rich reddish-brown stringing bark.

This chapter discusses the different subgroups of Sanhe gods – day laborers, job intermediaries, and gambling dogs – and their experiences of becoming precarious to varying degrees. It also explores the space of the urban village that sustains the everyday life of Sanhe gods, providing them with food, shelter, clothing, showering, pawning, and other types of goods and services. It ends with a discussion on the subculture of Sanhe gods and its presence on the internet.

This chapter will examine how a transdisciplinary approach to curriculum design provides a context for the development of intercultural awareness, fosters conceptual understanding and places the learner at the heart of the educational experience. A theoretical basis for transdisciplinary learning will first be presented. This will be followed by an analysis of the nature of the individual in the learning process and how this relates to the development of a global mindset. The chapter will conclude by offering practical considerations for the planning, teaching and assessing of learning through a transdisciplinary approach.