Interrogating a rich array of archaeological, textual, and visual sources, Exploring Sacred Ink reveals how tattooing and sacredness are intertwined, from the ancient world to the present. This interdisciplinary volume highlights the diverse motivations for inscribing the sacred onto the body: as an attestation of the bearer's servitude to the divine; an affirmation of belonging to a faith community; an expression of deeply held (magico-)religious beliefs; or a sign of reverence towards holy places, people, languages, symbols, and texts. It further demonstrates that sacredness is not only made visible on the skin itself but can also encompass the spirituality attributed to the tattooing process or the spiritual perception of an otherwise secular tattoo. Spanning religious and secular frameworks and cultures of both the Old and New Worlds, this volume offers a compelling resource for readers engaged in the study of body modification and embodiment.

The OA version of this book will soon be available at https://www.taylorfrancis.com.

This comprehensive work systematically describes Wilfred Bion's work on psychosis and critically develops his contribution in order to arrive at an appropriate and modern understanding of the disorder.

The book provides deep insights into the psychoanalytic treatment of psychotic patients through comprehensive analysis of key concepts including the alpha function, the failure to dream, and psychic retreat. It bridges theoretical understanding with clinical application, examining how psychotic minds function as sensory organs rather than thinking apparatus, and offers practical guidance for therapeutic work with severely impacted patients. The text critically evaluates both the achievements and limitations of Kleinian approaches while presenting fresh perspectives on childhood withdrawal and delusional structure formation.

Bion and Psychosis is essential reading for psychoanalysts, psychiatrists, clinical psychologists, and mental health professionals working with psychotic patients. It serves as an invaluable resource for trainees, postgraduate students and researchers in psychoanalysis, particularly those studying Kleinian theory, Bion's work, or severe mental disorders.

This book examines how the Soviet past is culturally negotiated, reimagined, and recreated in new temporal regimes; how the Soviet project is "recycled" and used as a key component in the construction of a new Russian collective identity; and how it has metamorphosed from a historical dimension to the sphere of myth.

These processes, conceptualized under the term "Soviet myth," are crucial for understanding the growing nostalgia for the USSR in Russia, recent cultural and ideological developments, and current domestic and foreign policies. The scope of this study extends from the late Soviet period to the present, but most chapters examine the pivotal decade in the formation of the Soviet myth, 2012-2022. Written by experts in the field, the book presents a broad spectrum of examples of how the Soviet legacy has been transmuted into the realm of mythology in visual arts, film, television, urban narratives, music, and video games.

Soviet Myth in Post-Soviet Russia is of value to researchers studying Slavic and Russian studies, in particular post-Soviet culture, languages, literatures, anthropology, and political science.

Chapters discuss teaching methods such as the use of games, integration of theory, global panel data, and student-centered learning, alongside how to teach in different contexts across democratic and autocratic societies. The book further highlights classic works on autocracy and perspectives beyond the canon, such as studies of informal institutions and parastatal organizations, giving teachers the tools required to provide well-rounded and engaging courses on autocracy.

Teaching Autocracy and Autocratic Politics is a key resource for educators looking to produce an effective and ethically sensitive programme on autocracy. Instructors teaching classes on comparative politics and political science more broadly will also find the volume useful.

This groundbreaking book gives counselors, psychologists, social workers, clergy, and other helping professionals the tools they need to ethically and compassionately support clients who report paranormal or anomalous experiences. Without debating the reality of ghosts, visions, or unexplained encounters, Dr. Steve F. Bain and Dr. Kristopher K. Garza focus on what truly matters-the emotional and psychological impact such experiences can have on a person's life. This book offers strategies for bracketing personal beliefs, fostering empathy, and guiding clients toward meaning and peace. For the first time, mental health professionals are provided with a concise, accessible resource that bridges the gap between clinical training and the lived realities of those who face the mysterious. This readable, practical book is the definitive resource for introducing compassionate skills that you as a professional can implement in your sessions.

Key features include:

Multicultural Approach: Understand how culture affects work with clients dealing with unexplained phenomena.

Theoretical Foundations: Learn from time-honored theoretical perspectives that provide a basis for assisting clients with perception, awareness, acceptance, and personal growth.

Ethical Considerations: Examine ethical obligations to practice and model non-maleficence, beneficence, and veracity when working with clients reporting unexplained phenomena.

G.H.O.S.T. Method: Explore and integrate basic counseling skills while applying the G.H.O.S.T. method when addressing paranormal experiences.

God and Ghosts: Discover how to reconcile paranormal experiences with the spirituality and beliefs of your clients-as well as your own.

Evidence-Based Strategies: Review proven treatment approaches designed to strengthen your therapeutic toolbox.

Case Studies, Examples, and Exercises: Field-based stories and exercises designed to help you read, reflect, analyze, and integrate key concepts.

Accepting the Paranormal as Normal: Develop a genuine, empathetic approach toward clients that does not compromise your own beliefs.

Entries explore the role of the past, history and memory in organisation theory and practice, highlighting how historical thinking has become a cornerstone of organisation studies. Contributing authors establish a shared vocabulary, enabling readers to navigate complex terminology and engage more confidently with historical research.

The Elgar Encyclopedia of Historical Organisation Studies is a valuable resource for scholars and students of management, organisation theory and business administration. Its insights inform strategic decision-making, change management and organisational storytelling, making it prime reading for practitioners and organisational leaders.

Key Features:

• Contains over 140 accessible entries
• Encourages ongoing dialogue as the field develops
• Features contributions from over 150 international scholars, presenting diverse perspectives, cultures and research traditions from areas such as history, philosophy, sociology and communication studies

The authors argue that student services must be approached through a growth mindset. They propose actionable, student-focused strategies using social support structures, boundary setting, fostering belonging and personal value systems. Readers will be inspired by the personal narratives of resilience from ten current and recent college students and the authors' own lived experience as a college administrator and a first generation student with a background in foster care, making this a nuanced and highly practical book. Readers are shown how institutions can implement organizational-wide changes to reinforce individual interactions that are strengths-based and trauma-informed, creating an open and supportive ecosystem.

How to Build Resilience in College Students is a crucial resource for college and university administrators, counselors and student services staff members. Faculty teaching in higher education and researchers focusing on young people will also benefit from the evidence-based insights and practical recommendations.

Sally Sales examines the troubled relationship between psychoanalysis and working-class experience, critiquing its class-blind theories and practices while exploring ways to address these exclusions.

In this book, she traces psychoanalysis from its inception to the present, highlighting how it has marginalized working-class lives by privileging internal psychological states over external realities, universalizing class differences, and reducing classed suffering to individual pathology. It explores key areas such as childhood, mothering, rural living, psychotherapy training, and clinical practice, offering a critical yet constructive analysis of psychoanalytic traditions.

This book is essential for clinicians, psychotherapists, and students of psychoanalysis, offering insights into class dynamics and their impact on therapeutic practices, challenging readers to rethink psychoanalytic theories and practices to better address the lived realities of working-class individuals.

The concept of the "common concern of humankind" (CCH) has gradually been incorporated into international law. Following the 2025 Advisory Opinion of the International Court of Justice on climate change, its international legal status is beyond doubt. International law attributes significant consequences to the CCH qualification, which essentially fall within the sphere of State responsibility. Ulti-mately, States have taken on board the responsibility of fulfilling the obligations they have undertaken for the benefit of humanity and the international community as a whole, and not merely to pursue their own individual and collective inter-ests. Today, the concept of CCH is associated with two global challenges: climate change and biodiversity loss.

This book explores the possibility of extending the CCH designation to include the "intentional destruction of the cultural heritage of humankind" (IDCHH). A comprehensive definition of IDCHH is provided. The arguments in favour of such inclusion are based on a systematic comparison of the qualifying features of the two legal concepts: CCH and IDCHH. These arguments also consider a modern, integrated approach to solving major global problems internationally, which recog-nises the destruction of cultural heritage, climate change and the loss of biodiver-sity as interconnected phenomena requiring consistent and uniform political and legal responses.

Contributing authors address the timely themes of Net Zero, smart cities and the transformative influence of AI to build an analysis of the current path to digital technocracy. They adopt an interdisciplinary approach to investigate the emergence of a concentrated global economic elite and examine key questions pertaining to manifestations of technologically enhanced population management strategies. Incorporating national case studies across China, Iran, the USA and elsewhere, Rise of the Digital Technocracy evaluates how the digitally engendered fear and suspicion embedded in the deployment of evolving technological tools are used as means of undermining and assuming increasing control of political systems.

Innovative in its inter-connected analysis of global elites and technocracies, this book is essential reading for scholars and students of sociology, social policy, political theory and human-oriented data science. Professionals in bureaucracies, think-tanks and policy making will also benefit from its theoretical and practical insights.

Examining transdisciplinary research historically, philosophically and contextually, the book evaluates its evolving methodology and quality criteria. Authors demonstrate its practical application in various case studies, such as developing nature-based solutions in education, sustainable farming practices and developmental initiatives in subsistence marketplaces. The synthesis of the case experiences enables researchers to link their concepts, relationships and modes of knowledge production to transformative action, aiding efforts to address complex challenges arising from climate change, biodiversity crises and inclusive growth.

How to Organise Transdisciplinary Research for Transformative Action and Knowledge Co-Production is a key resource for scholars and students of business and management, education, research methods and sociology. It is also prime reading for educators, research funding agencies and management practitioners seeking actionable recommendations on how to implement transdisciplinary research.

What are executive functions and why are they important? How can they be developed effectively in children and adults? Many children, adolescents, and adults experience difficulties and disorders that stem from poor executive functioning, such as ADHD, dyslexia, or behavioral problems. Concentration, working memory, planning, and impulse control are executive functions of the brain that must be trained and put into practice in order to perform well and function effectively in different contexts (educational/work, emotional, and social).

This book brings together the concepts necessary to understand the basic functioning of the brain, as well as the relationship between its different parts.

• It describes the main executive functions, such as concentration, impulse control, emotional self-regulation, and processing speed, among others.
• It contains 100 exercises to stimulate the brain in a simple and fun way. Enhancing your executive functions is within your reach.

Take advantage of the opportunity this book offers you: achieve a satisfactory adaptation to your environment and those around you.

Education Fiction aims to inspire readers who are passionate about critically exploring possible futures of education and learning. This edited volume addresses key educational issues of our present and future through a collection of short stories. In today's educational landscape, shaped by rapid AI developments, a climate crisis, and growing commercial interests, Education Fiction provides a space to reflect on current trends and envision alternative possibilities for education.

This book introduces the concept of education fiction and demonstrates its versatility. Each short story is accompanied by critical reflections that connect imagination to educational research and practice, highlighting how fiction can make research more accessible, engaging, and emotionally resonant. By moving beyond the constraints of academic formality, education fiction encourages thinking otherwise and imagining education futures.

This book is written for everyone with an interest in education, particularly educators and researchers seeking to reimagine education. It can also be used in teacher education, professional development, and futures-thinking workshops for educators, faculty, and educational leaders.

Technomorphisms and the Posthuman Turn explores the profound intersections between psychoanalysis and posthumanism, shedding light on the evolving complexities of subjectivity in a hyper-technological world.

This ground-breaking volume delves into the hybridization of the human, nature, and technology, examining how these intersections reshape notions of gender, sexuality, identity, and subjectivity. Through contributions from leading thinkers, the book addresses the ethical and theoretical challenges posed by posthumanism, including the rise of nomadic subjectivities, prosthetic bodies, and the dominance of digital culture. It critically investigates the impact of these transformations on psychoanalytic theory and practice, urging a re-evaluation of traditional epistemological frameworks. By fostering dialogue with other disciplines, the book seeks to deepen our understanding of unconventional subjectivities and the shifting itineraries of sexuality and gender in contemporary society.

This book is an essential resource for psychoanalysts, scholars, and students interested in the intersections of psychoanalysis, gender studies, posthumanism, and technology. It is also invaluable for anyone seeking to understand the ethical and theoretical implications of living in a world where the boundaries of the human are constantly being redefined.

Politics of Feminist New Materialisms at Music Playschools: Musicking in the Middle examines how feminist new materialist politics unfold within diverse music playschool practices in Finland.

Drawing on ethnographic fieldwork across five distinct groups - including sessions for babies, asylum seekers, deaf and hard-of-hearing children, and children with disabilities - the book explores how affirmative politics intersect with restrictive forces of power. By analysing the simultaneity of limiting and empowering forces of power, it situates feminist new materialisms within ongoing conversations about intersectionalities, their dynamic transformations and mutual impact of human and more-than-human elements in the formation of differences. The study discusses the concepts of the middle and middling as methodological and political tools by attuning to human languages, movement, silence, vibrations, and rhythms within musical encounters.

Politics of Feminist New Materialisms at Music Playschools: Musicking in the Middle is of interest for scholars and students in feminist theory, gender studies, new materialisms, (ethno)musicology, ethnographic methods, childhood studies, and early music education.

The Role of AI in Assessment: Revolutionizing Education examines how artificial intelligence (AI) is transforming the evaluation of learning and addresses the urgent need for innovative assessment methodologies. It analyzes both the opportunities and the constraints of AI-driven assessment, responding to the growing demand for approaches that harness AI capabilities rigorously and responsibly.

Adopting an interdisciplinary perspective, this book introduces foundational AI concepts, including reinforcement learning, neural networks, deep learning, and large language models, and makes these complex topics accessible to educators, researchers, and policymakers. Chapters on ethics, equity, and personalized learning provide a systematic treatment of AI's implications for educational measurement and accountability.

With a practical and forward-looking orientation, this volume explores applications such as automatic item generation, automated essay scoring, game-based assessment, and test security. Case studies illustrate implementation strategies and provide guidance for integrating AI into contemporary assessment systems.

This resource is designed for educators, researchers, psychometricians, administrators, and policymakers seeking to design, evaluate, and govern AI-enabled assessment frameworks. It is also well suited for graduate courses in educational technology, assessment, data science in education, and AI ethics.

Form tutors need to be the port in a storm, the defender, the challenger, the safe space, the ally, the consistent role model and efficient administrator. The role of form tutor changes over key stages and has an understated value in a secondary school's pastoral care system: they are likely the first adult in school to greet a child each morning, thereby potentially setting the tone for the day and they are the go-to person for any problems that child encounters. This is the book many secondary school teachers wish they had had in training: a comprehensive guide on how to do much more than take the register and give out notices.

It is designed to persuade teachers at all stages of their career to invest time and energy into being an excellent form tutor. The book cover topics including:

* Attendance and punctuality

* Mental health and wellbeing

* Working with others

* How to teach PSHE safely and effectively.

Guidance for first time form tutors, a source of renewed enthusiasm for seasoned professionals and a training manual for pastoral leaders, this one-stop shop for all form tutoring needs is an essential part of every school toolkit.

In Free Together: An Existentialist Guide to Intercultural Living, Fred Dervin offers another radical rethink of how we encounter others interculturally.

Drawing on existentialist writings, the book argues that interculturality is not a problem of knowledge or competence, but rather an existential challenge: How can we meet others as free beings when no guarantee of understanding exists? Written in an accessible tone, the book combines theoretical reflection, personal narrative and reflexive exercises. It invites readers to recognise bad faith - pretending that one's choices are forced by external circumstances - and to confront the gaze of others. Ultimately, it encourages readers to embrace the freedom and responsibility of intercultural encounters. The book's originality lies in its refusal of easy solutions, its assertion that uncertainty is not failure, but rather the foundation of connection and its timely call to reclaim our shared humanity in a polarised and divided world. Fundamentally, the book contributes to decolonial thinking by demonstrating how questions of freedom, anxiety and responsibility resonate globally and by engaging with voices that challenge assumptions about selfhood and encounters.

Designed for students, educators, researchers and anyone who has ever struggled in conversation with a stranger, this book is an invaluable companion for intercultural living.

This compelling book explores how school leaders can build trust, embrace authenticity and lead in a way that feels genuinely aligned with their values, while achieving their desired outcomes. Drawing on Evelyn Forde's extensive experience in school leadership and the latest research, it highlights how authentic leadership fosters an inclusive school culture where both staff and students can thrive.

Rooted in the realities of school leadership - such as inspection pressures, workforce challenges and the growing demands on emotional and ethical capacity - the book offers practical guidance on acting with clarity and integrity amidst competing priorities and uncertainty. With an emphasis on shaping cultures through behaviour, communication and the effective handling of disagreement, the chapters explore:

• Using vision and values to establish priorities and drive positive change.
• Fostering an inclusive culture where every voice is heard.
• Leading authentically in challenging situations.
• Delegating effectively and building trust.
• Holding people to account and navigating difficult conversations.

Featuring real-world examples and an opportunity for reflective commentary, this essential read is perfect for current and aspiring school leaders who want to lead with integrity, authenticity and create healthy, harmonious and happy teams.

What does it mean for young children to participate? How do you listen and respond to children in your own practice and within your setting? This text provides a comprehensive and accessible guide to children's participative rights in the context of education and care. It supports early years students and practitioners to understand the implications for practice of the participative rights embedded in the United Nations Convention of the Rights of the Child (UNCRC). It also considers the tensions that exist when trying to realise these rights in practice. Exploring the key concepts, debates, and participation in practice with children at different ages and stages, the chapters cover:

• The policy context for participative rights
• Models of participation
• Voice and being heard
• Participation and the social construction of the child
• Spaces for participation
• Agency and participation
• Measuring participation
• International contexts for child participation

Supported by case studies and examples, this is an essential text for practitioners and students on early childhood studies and early years degree courses, as well as those working in early childhood settings or studying as post-graduates.

Supply or substitute educators play a crucial role in keeping classrooms running and student learning on track. However, stepping into an unfamiliar classroom, with students you've never met and minimal guidance, is far more challenging than it may seem. Drawing on over 20 years of classroom and leadership experience, this practical guide explores how temporary teachers can navigate the complex world of unfamiliar schools, build meaningful connections with students, and develop a strong professional identity.

Each chapter is designed to support you in managing the unique demands of being a temporary teacher. You'll learn how to maintain high expectations, manage behaviour, build credibility, and create meaningful learning opportunities, even under pressure. Throughout there are real-life stories and examples from temporary teachers around the world, and expert insights from current teachers and school leaders to illustrate how the ideas in the book can be applied in different contexts.

More than a handbook for cover work, this book is a toolkit for professional growth, confidence, and belonging. Whether you're aiming for permanent roles or excelling in temporary positions, it will empower you to see yourself as a skilled professional, make a lasting impact on students, and rediscover your sense of purpose in the classroom.

This book critically examines the discourses and policy responses surrounding China's success in the Programme for International Student Assessment (PISA), offering alternative approaches to engaging with Chinese education through a nuanced understanding of its experiences and intellectual traditions.

China's exceptional PISA performance has ignited a global conversation on "learning from Chinese education." Yet this discourse often reflects the geopolitics of knowledge and remains entangled in Orientalist frameworks rooted in Western modernity. Drawing on the decolonial theory, this book challenges the Western-oriented representations of Chinese education and advocates for a deeper engagement with Chinese intellectual resources. It explores how such engagement can illuminate the complexities of Chinese education while fostering meaningful dialogues between China and other traditions. These dialogues aim to cultivate social-ecological relationality and interdependence through education, offering insights that extend beyond China's borders.

This volume is an essential resource for scholars and students in Chinese education studies, comparative and international education, decolonial studies, and the philosophy and culture of education.

This book confronts issues of meaning in a disenchanted, 'godless' world marked by the decline of organised religion. It proposes that right order is emerging as both the hidden structure of meaning that underpins the human condition and the force that shapes existence. The author argues that right order is both prior and to be made.

Men, women, and children depend on a sense of right order to feel at home in their world. They live by it. Order making is native, constitutive of who they are, imprinted in their genetic make-up and informed by the human drive to make things right. Right order is often obscured, faintly seen, or hardly felt. It can be elusive, fearsomely difficult to grasp. This book clarifies the nature of right order through examples, including Abraham Lincoln, Harry Potter, a football coach, and a heroic widow. It considers cases of disorder, from politics to female injustice to personal malaise, and turns for guidance to he who most profoundly mined his vast home terrain, stretching between God and atheism: William Shakespeare.

Rooted in sociological traditions derived from Max Weber's work, yet offering an optimistic approach that illuminates the hidden structure eliciting grace, form, balance, and composure, this high-level work of outstanding originality represents the culmination of the author's distinguished, 50-year-long intellectual career. It will appeal to both scholars and students of cultural sociology and social theory with interests in morality, popular culture, and metaphysical sociology.

This compelling volume critically examines the challenges, philosophies, and practices of inclusive education across Asia, shedding light on the inherent tensions between policy and practice.

Exploring inspiring case studies such as Ozora Elementary School in Japan and Canada's Hamilton-Wentworth Catholic District School Board (HWCDSB), the author proposes that community-based inclusive education can be developed in stages by creating such learning spaces together with local communities. The book further evaluates the challenges that lie ahead based on a literature review and interviews at the school and community level. In doing so, it provides a better understanding of the status of inclusive education in Asian countries and how local inclusive education initiatives can contribute to its development in the area.

With practical recommendations tailored to the unique cultural and social contexts of East Asia, this book serves as a vital resource for educators, researchers, and students in the fields of inclusive education, Asian education, as well as comparative and international education.

This key resource assists stakeholders within any educational institution to provide effective support that is bespoke to the special educational or additional support needs of children and young people and their families and carers. By considering what is possible within the current educational and legislative context, Janice Wearmouth presents a host of evidence-based practical examples of ways to address barriers to learning and achievement across a range of commonly experienced difficulties, as well as highlighting personal lived experiences of those teaching in schools, students and learners.

Janice Wearmouth contextualises current practices and policymaking with discussion of themes that have resonated across the years in the field of special, and, as now, inclusive education and situates these within the often controversial historical and political contexts of treating young people who experience barriers to learning differently. She goes on to guide readers through the very latest legislation, theory and practice across the UK and in doing so provides resource material that will engage and support children and their families in the often-complex world of assessment and planning.

Teachers, SENCOs, Headteachers, families, carers, and anyone else with responsibilities for, or interest in, supporting children and young people who experience special educational or additional support needs will find this an essential and, above all useful, companion.

This book offers a critical and thought-provoking exploration of mental health in education at a time when concern, awareness and intervention have never been higher, yet outcomes often remain uncertain. It moves beyond individualised and crisis-led responses to consider mental wellbeing in educational contexts more holistically.

Grounded in research and real-world practice, the book draws on diverse perspectives from educators, policymakers, researchers and healthcare professionals to examine key debates shaping contemporary understandings of mental health in schools. Chapters explore leadership, policy, staff wellbeing, school-based mental health provision, relationships with external services, and the complexities of safeguarding and equity. Throughout, contributors interrogate prevailing assumptions, examine the reliability of diagnoses, and unpack complex questions, inviting reflective and ethically informed dialogue rather than offering quick fixes. Drawing primarily on UK examples whilst remaining relevant to international audiences facing similar pressures, the book provides a critical yet constructive framework that prioritizes prevention, belonging and sustainability over reactive interventions.

Written in an accessible style, this book will be of value to teachers, school leaders, education studies students at undergraduate and postgraduate level, policymakers, and others interested in how education systems can better support the mental health of students and staff.

This book provides everything you need to know about child mental health and psychologically-informed classroom practice, navigating key therapeutic approaches and exploring how these can be applied for a more sustainable, compassionate and coherent educational ecology.

Grounded in evidence-based research, the resource presents theory in an accessible format and considers our current understanding of mental health in schools. Chapters then explore a range of psychological frameworks and topics from healthy boundaries, behaviour, and neurodiversity to trauma and attachment, before practically applying this guidance to the classroom. Drawing on the author's rich experience and taking a reflective approach, the book offers teachers therapeutic opportunities to become agents of change, equipped with the knowledge and skills needed to effectively respond to students' social, emotional and mental health needs.

What Do Teachers Need to Know About Child Mental Health? supports teachers to go beyond understanding the theoretical psychological knowledge and begin to grow in confidence in practically applying the guidance to their classroom practice. It is essential reading for educators at every stage of their journey, providing a trusted compass to steer practice, inspire positive change, and improve child mental health outcomes. The book is also supported by three online companion chapters.

Thompson provides a guide to assessing university publication requirements and finding a niche in academia, including practical advice on how to organize material into manageable selections and citations for literature reviews. Chapters examine the writing process, discussing various practices for establishing a consistent schedule and writing for academic audiences. Paying particular attention to the submission process and deciphering reviewer comments, this How To Guide recommends reworking and revising articles for resubmission to increase the likelihood of getting published and gain a deeper understanding of journal feedback structures.

How To Write an Academic Journal Article in the Social Sciences is a crucial resource for graduate students and early career researchers seeking to broaden their understanding of journal writing and the publication process. Experienced academics will also benefit from its actionable advice to refresh their skills.