This book discusses the newest approach to online learning systems in higher education. As e-Learning platforms change their mechanisms for data processing and storage, there is a need to move these systems toward being more efficient and smarter. This book covers online learning systems and their application to large-scale data along with the technological aspects of these processes and problem-solving methods.

Online Learning Systems: Methods and Applications with Large-Scale Data discusses the efficiency measurement and environmental impact of online education. The book offers a parametric evaluation and categorization of online learning systems and provides an exploration of big data ecosystems in cloud computing. Descriptive analytical methods that assist in finding solutions for big data challenges are also covered within the book.

The book is written for academicians, which includes teachers, students, and higher education policymakers who believe in transforming the education industry, as well as research scholars and those working in education technology and artificial intelligence. Industry professionals involved in education management and those working in e-Learning companies will also find this book useful.

Why Sami Sing is an anthropological inquiry into a singing practice found among the Indigenous Sami people, living in the northernmost part of Europe. It inquires how the performance of melodies, with or without lyrics, may be a way of altering perception, relating to human and non-human presences, or engaging with the past. According to its practitioners, the Sami "yoik" is more than a musical repertoire made up by humans: it is a vocal power received from the environment, one that reveals its possibilities with parsimony through practice and experience. Following the propensity of Sami singers to take melodies seriously and experiment with them, this book establishes a conversation between Indigenous and Western epistemologies and introduces the "yoik" as a way of knowing in its own right, with both convergences and divergences vis-a-vis academic ways of knowing. It will be of particular interest to scholars of anthropology, ethnomusicology, and Indigenous studies.

*Honourable Mention - International Council for Traditions of Music and Dance Book Prize 2024*

Diversity of Belonging in Europe analyzes conflicting notions of identity and

belonging in contemporary Europe. Addressing the creation, negotiation, and (re)

use of diverse spaces and places of belonging, the book examines their fascinating

complexities in the context of a changing Europe.

Taking an innovative interdisciplinary approach, the volume examines

renegotiations of belonging played out through cultural encounters with difference

and change, in diverse public spaces and contested places. Highlighting the

interconnections between social change and culture, heritage, and memory, the

chapters analyze multilayered public spaces and the negotiations over culture and

belonging that are connected to them. Through analyses of diverse case studies, the

editors and authors draw out the significance of the participation or exclusion of

differing community, grassroots, and activist groups in such practices and discourses

of belonging in relation to the contemporary emergence of identity conflicts and

political uses of the past across Europe. They analyze the ways in which people's

sense of belonging is connected to cultural, heritage, and memory practices

undertaken in different public spaces, including museums, cultural and community

centres, city monuments and built heritage, neglected urban spaces, and online fora.

Diversity of Belonging in Europe provides a valuable contribution to the

existing bodies of work on identities, migration, public space, memory, and

heritage. The book will be of interest to scholars and students with an interest in

contested belonging, public spaces, and the role of culture and heritage.

Susannah Eckersley is Senior Lecturer at Newcastle University, UK, an

Associated Research Fellow at the Leibniz Centre for Contemporary History

(ZZF) in Potsdam, Germany, and the Project Leader of en/counter/points - a

collaborative European research project on public spaces and belonging funded

by HERA. Her expertise is in memory, museums, difficult heritage, migration,

identities, and belonging.

Claske Vos is an anthropologist and Assistant Professor in the Department of

European Studies at the Humanities Faculty of the University of Amsterdam, the

Netherlands. Her current work focuses on the intersection of EU funding, cultural

activism, and enlargement. Her expertise is in European cultural policy, cultural

heritage, Southeast Europe, and European identity formation.

This is the first book to provide a practical toolkit, grounded in both current educational practice and pedagogical research, on teaching Latin and ancient Greek at primary school with the aim of empowering primary school age children who do not traditionally get access to Classics in education.

Taking the author's decade of experience in coordinating primary school-level Classics projects in the UK and Belgium as a starting point, this book investigates how we can move towards educational equity by teaching primary school students Latin or ancient Greek. Following an introduction to educational inequity and the role of Classics in this, readers encounter four aspects of teaching Classics at primary school which, together, improve educational equity: widening participation, transformative learning, translanguaging, and community engagement. Through reflections on the author's personal experiences, practical steps are set out in each chapter to demonstrate how these ancient languages may be taught at primary school in ways that are accessible for every pupil. Each chapter ends with a series of reflection questions to help readers consider future practices.

Classics at Primary School: A Tool for Social Justice is designed for all those engaged or interested in teaching Latin or ancient Greek at the primary school level. Both the practical and theoretical components of this book appeal to teachers as well as researchers and policy makers with a background in education and/or Classics.

Holiness on the Move: Mobility and Space in Byzantine Hagiography explores the literary, religious, and social functions of monastic mobility in Byzantine hagiography, touching on aspects of space, narrative, and identity. The ten chapters included in this volume highlight the multifaceted and rich nature of travel narratives, exploring topics such as authorship and audience, narrative structure and function, identity-making and practicalities of and discourse on travel. In terms of geographical span, the case studies cover Constantinople and its hinterland, Asia Minor, mainland Greece, Trebizond, the Balkans, and southern Italy and range chronologically from the end of the sixth to the fourteenth century.

The contributions offer novel insights and perspectives on the importance of mobility in the literary construction of holiness in the Byzantine world and the wider medieval Mediterranean, the spatial dimension of sacred mobility, and the ways in which mobility is employed in the narrative construction of hagiographical texts. As such, the volume joins the burgeoning research on sacred mobilities and will interest students and scholars of Byzantine and medieval literature, religion, and history, as well as a wider readership with an interest in the study of space and mobility.

Volume 2: Objects, People and Texts explores the movement of individuals and peoples and the circulation of material objects and books and texts. Through a series of short chapters, mobility is employed as an elastic, inclusive and multifaceted concept across various disciplines to shed light on a geographically and chronologically broad range of issues and case studies. In doing so, the concept of mobility is positioned as a powerful catalyst for historical change and as a fruitful approach to research in the humanities and social sciences.

Like its sister volume, this volume is edited and written by members of the Centre for Advanced Studies in Mobility and the Humanities (MoHu) at the Department of Historical and Geographical Sciences and The Ancient World (DiSSGeA) of the University of Padua, Italy. The structure of the book mirrors the Theories and Methods, and Ideas thematic research clusters of the Centre. Afterwords from leading scholars from other institutions synthesise and reflect upon the findings of each section.

This volume, together with Volume 1: Theories, Methods and Ideas, makes a compelling case for the use of mobility studies as a research framework in the humanities and social sciences. As such, it will be of interest to students and researchers in various disciplines.

True Believers and the Great Replacement explores the responses of segments of Western cultures who fear that changes in the racial, religious, and ethnic makeup of society threaten their way of life. The Great Replacement Theory (that suggests that the traditional character of Western society is being undermined by outsiders) is discussed. Analyzed with reference to the Critical Race Theory and the "Cancel Culture" movement, the author examines the anxieties and reactions of those who feel alienated by a world of rapid and disorienting change. Drawing upon the thought of Eric Hoffer and Emile Durkheim, these responses are discussed in terms of the concepts of anomie and the true believer in innovative and effective ways. Based on this analysis, strategic responses are suggested. The volume will appeal to scholars and practitioners involved with issues of race and ethnicity, business, and social and cultural analyses.

Language Practices and Processes among Latin Americans in Europe is an innovative and thematically organised collection of studies dedicated to contemporary sociolinguistic research on Latin Americans across European contexts.

This book captures some of the language practices and experiences of Spanish-speaking Latin Americans (SsLAs) across various regions in Europe, addressing language uses, language ideologies, and experiences with languages in particular geographical contexts and settings across the ten chapters. The book provides a new lens to study the sociolinguistics of the migratory trajectories of Spanish-speaking Latin American migrants and the situated practices and processes in which they participate in their host societies.

The comprehensive volume will be of interest to researchers in the area of Spanish sociolinguistics, sociology of language, and language ideology.

Teaching and Learning to Unlock Social Mobility for Every Child is a topical and insightful text that guides readers through evidence-based practice that will improve outcomes for all involved in education, increasing social mobility and inclusion in every sense.

In the past 30 years, how children and young people learn has changed considerably as challenges of social mobility become more apparent. Cultural and social economic disadvantage is evident, as is the need to focus on mutuality in education, whereby all children and young people are valued regardless of their background, challenges or needs. In this context, Teaching and Learning to Unlock Social Mobility for Every Child is the first work to capture and clearly explain practical teaching and learning approaches that can be used in any school. It circles around the creativity and technology of pedagogy, exploring an educational agenda that is genuinely rooted in social mobility for all children.

Written accessibly and full of case studies, this book is intended to guide practitioners and stakeholders at all levels of education from school leaders to researchers, students and teachers. It will help them to impart the skills and capacities which children and young people require to drive their future social mobility and address the challenges they will face on their own terms.

Presenting a collective international story, this book demonstrates the importance of compassion as an act of self-care in the face of change and disruption, providing guidance on how to cope under trying conditions in higher education settings.

Practising Compassion in Higher Education presents an opportunity to learn through story and by taking proactive action for our wellbeing. It highlights the need to protect and maintain the wellbeing of staff and students, positioning the COVID-19 pandemic as a major catalyst of disruption. The chapters connect theory with lived experience, exploring self-compassion in work and research, compassion in teaching practice and within the personal/professional blur. The book's contributors bring a range of theoretical and personal perspectives from various global contexts, sharing their own approaches to self-care and how compassion has become a central and crucial element of this practice.

This book takes a unique approach to navigating and surviving the higher education environment and offers valuable lessons for the pandemic era and beyond. This will be an essential resource for students and professionals working in all areas of higher education.

This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students.

Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education.

This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality.

Chapter 3 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons 4.0 license.

This edited book brings together best examples and practices of digital and interactive approaches and platforms from a number of projects based in European countries to foster social inclusion and participation in heritage and culture. It engages with ongoing debates on the role of culture and heritage in contemporary society relating to inclusion and exclusion, openness, access, and bottom-up participation.

The contributions address key themes such as the engagement of marginalised communities, the opening of debates and new interpretations around socially and historically contested heritages, and the way in which digital technologies may foster more inclusive cultural heritage practices. They will also showcase examples of work that can inspire reflection, further research, and also practice for readers such as practice-focused researchers in both HCI and design. Indeed, as well as consolidating the achievements of researchers, the contributions also represent concrete approaches to digital heritage innovation for social inclusion purposes.

The book's primary audience is academics, researchers, and students in the fields of cultural heritage, digital heritage, human-computer interaction, digital humanities, and digital media, as well as practitioners in the cultural sector.

This book addresses key issues in housing policy through the lens of the philosophical concepts that underpin them. It is intended to be an introduction to philosophical subjects and how they relate to key housing issues and deals with the concepts with enough rigour and depth to be of use to undergraduate and postgraduate students and teachers.

Both practitioners in the housing sector and academics researching housing-related subjects often use terms such as 'fairness', 'social justice', 'tenure', 'property', 'home' and others as if there is a single agreed meaning for these terms. But these terms can be highly contested and there are multiple viewpoints for each of them that could change how we approach them, and how we therefore create, interpret and implement policies and procedures. This book aims to introduce certain concepts and provide guidance and stimulate thinking around how they make an impact on real-world policy. Each section opens with a relevant case study designed to highlight the philosophical concepts to be discussed and coverage ranges from homelessness to the role of government and the state, to house prices, value and property rights.

This book will be of interest to students at both undergraduate and postgraduate levels, studying housing qualifications or philosophy, sociology, politics, governance and social policy - it will be of particular use for those interested in the application of philosophical concepts to a real-world policy area with clear consequences.

Volume 1: Theories, Methods and Ideas explores the mobility of ideas through time and space and how interdisciplinary theories and methodological approaches used in mobilities studies can be profitably utilised within the humanities and social sciences. Through a series of short chapters, mobility is employed as an elastic, inclusive and multifaceted concept across various disciplines to shed light on a geographically and chronologically broad range of issues and case studies. In doing so, the concept of mobility is positioned as a powerful catalyst for historical change and as a fruitful approach to research in the humanities and social sciences.

Like its sister volume, this volume is edited and written by members of the Centre for Advanced Studies in Mobility and the Humanities (MoHu) at the Department of Historical and Geographical Sciences and The Ancient World (DiSSGeA) of the University of Padua, Italy. The structure of the book mirrors the Theories and Methods, and Ideas thematic research clusters of the Centre. Afterwords from leading scholars from other institutions synthesise and reflect upon the findings of each section.

This volume, together with Volume 2: Objects, People and Texts, makes a compelling case for the use of mobility studies as a research framework in the humanities and social sciences. As such, it will be of interest to students and researchers in various disciplines.

This book outlines practical steps that both government and schools can implement to significantly reduce the demands placed upon school leaders. It also provides highly effective tools and strategies to enable school leaders to reflect upon and improve their own wellbeing.

Packed full of research-led approaches this book:

• Examines school leader burnout, what causes it, how to recognise it, and how to prevent it
• Reflects on why school leaders fail to prioritise their own needs and how this can be addressed
• Provides a comprehensive framework for schools to support leader thriving and resilience
• Shares effective, evidence-based coping strategies for leaders.

This is a must-read book for all school leaders and those looking to support and improve school leader wellbeing.

This book presents an introduction to strategies for qualitative digital social research on emotions in a digital world.

The book emphasizes the connections that exist between emotional ecologies, emotions as texts, and the virtual / mobile / digital world that brings us closer to a hermeneutics of the practices of feeling. In the context of 'Society 4.0', the book explores:

• Changes in the organization of daily life and work in virtual, mobile and digital environments.
• The impact of apps and social networks on sensations, emotions and sensibilities.
• Necessary changes in social research to employ the power of these apps and networks for social enquiry.

As such, this book shares a set of social inquiry practices developed and applied to capture and understand emotions today. It should be considered as a first step in a long journey of exploring the close connections between sensibilities, emotions, and social research methodology. The book will appeal to students and instructors of emotion studies from across the social sciences, including sociology, psychology, organization studies, ethnography, history, and political science.

The central questions of this book are how technologies decline, how societies deal with technologies in decline, and how governance may be explicitly oriented towards parting with 'undesirable' technology.

Surprisingly, these questions are fairly novel. Thus far, the dominant interest in historical, economic, sociological and political studies of technology has been to understand how novelty emerges, how innovation can open up new opportunities and how such processes may be supported. This innovation bias reflects how in the last centuries modern societies have embraced technology as a vehicle of progress. It is timely, however, to broaden the social study of technology and society: next to considering the rise of technologies, their fall should be addressed, too. Dealing with technologies in decline is an important challenge or our times, as socio-technical systems are increasingly part of the problems of climate change, biodiversity loss, social inequalities and geo-political tensions. This volume presents empirical studies of technologies in decline, as well as conceptual clarifications and theoretical deepening. Technologies in Decline presents an emerging research agenda for the study of technological decline, emphasising the need for a plurality of perspectives.

Given that destabilisation and discontinuation are seen as a way to accelerate sustainability transitions, this book will be of interest to academics, students and policy makers researching and working in the areas of sustainability science and policy, economic geography, innovation studies, and science and technology studies.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.

Archaeology of a Brothel in Nineteenth-Century Boston, MA provides an accessible and thought-provoking account of the archaeological understanding of nineteenth-century prostitution in Boston, Massachusetts.

The book explores how the practice of nineteenth-century sex work involved a careful construction of fantasy for brothel customers. This fantasy had the potential to provide financial stability and security for the madam of the establishment, if not for the women working for them. Employing theories of embodiment, sexuality, and an archaeology of the senses, this study of the Endicott Street collection contributes a new methodological and theoretical framework for studying the archaeology of prostitution across time, space, and culture. The material culture recovered from brothel sites allows exploration of both the semi-private, "behind the scenes" narrative of sex work, as well as the semi-public, eroticised "performance space" where patrons were entertained. Few books on the archaeology of sex work exist and this volume will both provide an updated perspective on the history of sex work in Boston in the nineteenth century as well as tie advances in gender and embodiment theories to a compelling case study.

The book is for students and scholars of historical archaeology, nineteenth-century urban America, and gender studies. Students studying feminist theory and archaeology of the senses will also be interested in the contents.

Offering a vital, critical contribution to discussions on current perspectives, practices and assumptions on Islamic education, this book explores the topic through a wide range of diverse perspectives and experiences.

This volume challenges current assumptions around what is known as Islamic education and examines issues around educational leadership based on Islamic principles to confront xenophobia and Islamophobia in educational systems, policies and practices. Arguing for a new term to enter the discourse - 'Islamic-based' educational leadership - chapters approach the issue through critical reflexivity and diverse perspectives, addressing issues such as the higher education of immigrant students around the globe and the rising tensions in Muslim and non-Muslim populations. Exploring topics ranging from the leverage of leadership to religious education, this text brings together a wide range of case studies, experiences and examinations to shed light to the different approaches of Islamic-based educational leadership, administration and management.

This book will support researchers, doctoral students and scholars involved with multicultural education, school leadership and management studies, and education policy and politics more widely to explore new theories and practices that pave the way for future educational systems to meet faith-based demand in the school choice era.

This book examines the possibilities and realities of promoting citizenship, peace, and reconciliation through schooling in divided and post conflict societies.

With specific attention to the case of Northern Ireland and the Local and Global Citizenship (LGC) initiative, the book investigates the faltering progress to develop and teach school curricula aimed at promoting citizenship as well as peace, tolerance, and mutual understanding. Following an overview of the scholarship on citizenship education, the author provides a broad social and political historical context within which to understand the educational reforms and changes that have taken place in Northern Ireland, highlighting various education initiatives of the 1970s, 1980s, and 1990s that sought to foster understanding of "the other" and promote reconciliation. The book's focus then shifts to the implementation of LGC, which began in 2007. Despite initially strong political support and a considerable investment in terms of financial and human resources, LGC has had limited impact. The book analyzes the obstacles impeding its success, which include marginalization within the curriculum and competing conceptions of the purpose of education. A concluding chapter reflects upon what we can learn from LGC's implementation and highlights innovative recent initiatives to bring the young people of Northern Ireland together.

This book will appeal to scholars and students of education studies with interests in citizenship education, peace studies, educational policy, and curricula and practice.

Situated against a backdrop of multiple global pandemics-COVID-19, racial injustice and violence, inequitable resource distribution, political insurrections and unrest-this timely and critical volume argues for a divestment in white privilege and an investment in anti-racist pedagogies and practice across early childhood contexts of research, policy, and teaching and learning. Featuring established scholar-practitioners alongside emerging voices, chapters explore key issues around equitable and inclusive practices for young children, covering topics such as multilingualism and multicultural practices of immigrant communities, language varieties, and dialects across the Black diaspora, queer pedagogies, and play at the intersection of race, gender, disability, and language. Thoughtfully and compellingly written, each chapter offers an overview of the issue, the theoretical framework and critical context surrounding it and implications for practice.

This book examines the significance and meaning of undergraduate online learning using a hermeneutic phenomenological study, asking what is lost when there is no face-to-face contact and exploring the essence of technology itself.

Drawing on data from undergraduate students across various higher education institutions, including both interview recordings and written reports of their lived experiences, the author seeks to uncover the essence of the phenomenon by engaging with themes around the philosophy of technology and the purpose of post-secondary education, using Heidegger's essay The Question Concerning Technology as a crucial interpretive lens. Rather than offering generalized conclusions, it presents a basis for further understanding of the experience of online learning and ultimately asks whether the efficiency afforded to undergraduates by online classes or degrees can ever replace what is learned in a classroom with other people.

Providing a novel approach to the topic of online learning, which centers the concept of experience, and drawing links to current conditions and pedagogy in online higher education, it will appeal to scholars working across education and philosophy with interests in higher education, technology and education, phenomenology of education and philosophy of education.

How do cables and data centers think? This book investigates how information infrastructures enact particular forms of knowledge. It juxtaposes the pervasive logics of speed, efficiency, and resilience with more communal and ecological ways of thinking and being, turning technical "solutions" back into open questions about what society wants and what infrastructures should do.

Moving from data centers in Hong Kong to undersea cables in Singapore and server clusters in China, Munn combines rich empirical material with insights drawn from media and cultural studies, sociology, and philosophy. This critical analysis stresses that infrastructures are not just technical but deeply epistemological, privileging some actions and actors while sidelining others.

This innovative exploration of the values and visions at the heart of our technologies will interest students, scholars, and researchers in the areas of communication studies, digital media, technology studies, sociology, philosophy of technology, information studies, and geography.

Drawing on letters, personal testimony, works of art, novels, and historic Black newspapers, this book is an interdisciplinary exploration of Black women's contributions to the intellectual life of nineteenth-century America.

Black Female Intellectuals in Nineteenth Century America reconceptualizes the idea of what the term "intellectual" means through its discussions of both familiar and often forgotten Black women, including Edmonia Lewis, Harriet Powers, Sojourner Truth, and Harriet Tubman, amongst others. This re-envisioning brings those who have previously been excluded from the scholarship of Black intellectualism more generally, and Black female intellectuals specifically, into the center of the debate. Importantly, it also situates the histories of Black women participating in the intellectual cultures of the United States much earlier than most previous scholarship.

This book will be of interest to both undergraduate and postgraduate specialists and students in the fields of African American history, women's and gender history, and American studies, as well as general readers interested in historical and biographical works.

This book offers an original contribution to debates about the problem of evil and the existence of God. It develops a Thomistic, Christian theodicy, the aim of which is to help us better understand not only why God allows evil, but also how God works to redeem it.

In the author's view, the existence of evil does not generate any intellectual problem that theists must address or solve to vindicate God or the rationality of theism. This is because acknowledging the existence of evil rationally leads us to acknowledge the existence of God. However, understanding how these two facts are compatible still requires addressing weighty, wide-ranging questions concerning God and evil. The author draws on diverse elements of Aquinas's philosophy and theology to build an argument that evil only exists within God's world because God has created and continues to sustain so much good. Moreover, God can and does bring good out of all evil, both cosmically and within the context of our own, individual lives. In making this argument, the author engages with contemporary work on the problem of evil from analytic philosophy of religion and theology. Additionally, he addresses a broad range of topics and doctrines within Thomistic and Christian thought, including God, creation, providence, original sin, redemption, heaven and hell, and the theological virtues.

God, Evil, and Redeeming Good is an essential resource for scholars and students interested in philosophy of religion, philosophical theology, and the thought of Thomas Aquinas.

This book offers a systematic and detailed examination of the conservative case for religion by establishment. In doing so, the author demonstrates that the conservative political tradition is rooted in an inescapably religious worldview, and in turn shows what the future of conservatism might be.

The author begins the book by analysing the thought of prominent proponents of secular conservatism, chiefly examining the work of Roger Scruton. The author develops a case to show that Scruton's arguments on the privatisation of religion are in tension with his basing of a conservative political settlement on "transcendent bonds". The author then examines alternatives to secular conservatism, especially the chief religious and metaphysical commitments of early conservatives, Edmund Burke and Joseph de Maistre. Finally, in seeking to establish a foundational argument for religion by establishment within the conservative tradition, and more broadly to unify the diverse commitments and objections of conservatives, the author develops a case that draws on Scruton's personalism, as well as the thought of Martin Buber, Andrew Pinsent, and Robert Spaemann. In the course of developing his foundational argument, the author incorporates findings from experimental psychology and themes from contemporary theology. The result is a convincing argument in favour of establishmentarian conservatism, as well as the role of religious ideas in our self-understanding as individuals and as a political community.

Conservatism and Grace will appeal to scholars and advanced students interested in political philosophy, philosophy of religion, theology, and the history of conservatism.