Kevin O'Neill – författare

THE ULTIMATE 2000 AD MIX-TAPE HAS ARRIVED! Best of 2000 AD is a landmark series from the cult comic, bursting with our greatest stories for a new generation of readers. Every Best of 2000 AD contains a mix of modern classics and gems from the vault. In each edition you'll find an explosive new Judge Dredd adventure, fresh essays by prominent popular culture writers, a graphic novel-length feature presentation by global legends and a vintage Dredd case. In this volume: Judge Dredd hunts untraceable assassins firing Magic Bullets by Al Ewing and Colin Wilson; even robots get the Red Planet Blues from Alan Moore, Steve Dillon and John Higgins; not even Mega City One’s brightest can escape The Vampire Effect; join the front line of the resistance against intergalactic bigots in Gothic masterpiece Nemesis The Warlock! Boasting brand new covers from an all-star line-up of artists including Becky Cloonan (The True Lives of the Fabulous Killjoys) and Charlie Adlard (The Walking Dead) with designer Tom Muller (X-Men), Best of 2000 AD is the essential gateway into the Galaxy’s Greatest Comic.

The Definitive series of the Nemesis the Warlock saga continues as Torquemada’s crusade to destroy all alien life reaches the planet of the Goths, a species of alien which has modelled their culture on early twentieth-century Britain. Nemesis must team up with the Goth leader, the Ion Duke, to stop them being eradicated by Torquemada's army of Terminators. Collecting the entire series in order, with the colour centre-spread pages reproduced in their original form, the Definitive collection of Nemesis the Warlock is the ultimate way to read one of the most important sci-fi sagas published in the pages of 2000 AD. Written by Pat Mills (Marshal Law) and drawn by Kevin O'Neill (League of Extraordinary Gentlemen) and Bryan Talbot (Sandman, The Adventures of Luther Arkwright), this definitive series compiles the complete storyline in order.

Most intervention research in education aims to demonstrate the efficacy of specific programs and practices. The assumption is that if researchers can produce evidence-based programs that work in a variety of settings, educators will take them up on a large scale. Unfortunately, this approach largely neglects the role that out-of-school experiences can and do play in learning, and assumes that contexts are peripheral to intervention success. However, we know from decades of research that contexts profoundly shape the nature and effects of interventions. Further, researchers may produce interventions that are not usable or sustainable when they do so without incorporating the voices of educators, community members, and families.Design-based research offers a more collaborative approach to organizing for equitable educational change. This approach to developing and testing innovations in classrooms (and other settings) intertwines design and research closely. The essays in this volume draw on inspiration from the work of L.S. Vygotsky and his colleagues, highlighting ways that design research can foreground cultural, historical, and institutional processes as central constituents of learning.Each essay considers concrete ways that institutional contexts shape interventions; how design can support the agency of local participants in developing new learning arrangements and resources; and how communities can organize both with and without researcher-interventionists to address historical inequities linked to race, language, and poverty. As an ensemble, these essays offer productive new approaches for expanding design research methodologies to encompass both issues and contexts that have often been absent in most learning sciences research. This book was originally published as a special issue of The Journal of the Learning Sciences.

This study of rural Ireland in the years leading up to the ""Great Hunger"" of the 1840s explicates the social, economic and demographic conditions of the era. The author argues that overpopulation and deprivation were inextricably linked to a third variable - the rapid economic development of rural Ireland that was shaped by British interests.

Most intervention research in education aims to demonstrate the efficacy of specific programs and practices. The assumption is that if researchers can produce evidence-based programs that work in a variety of settings, educators will take them up on a large scale. Unfortunately, this approach largely neglects the role that out-of-school experiences can and do play in learning, and assumes that contexts are peripheral to intervention success. However, we know from decades of research that contexts profoundly shape the nature and effects of interventions. Further, researchers may produce interventions that are not usable or sustainable when they do so without incorporating the voices of educators, community members, and families.Design-based research offers a more collaborative approach to organizing for equitable educational change. This approach to developing and testing innovations in classrooms (and other settings) intertwines design and research closely. The essays in this volume draw on inspiration from the work of L.S. Vygotsky and his colleagues, highlighting ways that design research can foreground cultural, historical, and institutional processes as central constituents of learning.Each essay considers concrete ways that institutional contexts shape interventions; how design can support the agency of local participants in developing new learning arrangements and resources; and how communities can organize both with and without researcher-interventionists to address historical inequities linked to race, language, and poverty. As an ensemble, these essays offer productive new approaches for expanding design research methodologies to encompass both issues and contexts that have often been absent in most learning sciences research. This book was originally published as a special issue of The Journal of the Learning Sciences.

Can you imagine swapping your body for a virtual version? This technology-based look at the afterlife chronicles America's fascination with death and reveals how digital immortality may become a reality.The Internet has reinvented the paradigm of life and death: social media enables a discourse with loved ones long after their deaths, while gaming sites provide opportunities for multiple lives and life forms. In this thought-provoking work, author Kevin O'Neill examines America's concept of afterlife—as imagined in cyberspace—and considers how technologies designed to emulate immortality present serious challenges to our ideas about human identity and to our religious beliefs about heaven and hell.The first part of the work—covering the period between 1840 and 1860—addresses post-mortem photography, cemetery design, and spiritualism. The second section discusses Internet afterlife, including online memorials and cemeteries; social media legacy pages; and sites that curate passwords, bequests, and final requests. The work concludes with chapters on the transhumanist movement, the philosophical and religious debates about Internet immortality, and the study of technologies attempting to extend life long after the human form ceases.

A valuable resource that will give students a fresh look at how Americans view the afterlife, helping readers understand how it's depicted in popular culture.What happens to us when we die? This book seeks to explore how that question has been answered in American popular culture. It begins with five framing essays that provide historical and intellectual background on ideas about the afterlife in Western culture. These essays are followed by more than 100 entries, each focusing on specific cultural products or authors that feature the afterlife front and center. Entry topics include novels, film, television shows, plays, works of nonfiction, graphic novels, and more, all of which address some aspect of what may await us after our passing.This book is unique in marrying a historical overview of the afterlife with detailed analyses of particular cultural products, such as films and novels. In addition, it covers these topics in nonspecialist language, written with a student audience in mind. The book provides historical context for contemporary depictions of the afterlife addressed in the entries, which deal specifically with work produced in the 20th and 21st centuries.

London, 1898. The Victorian Era draws to a close and the twentieth century approaches. It is a time of great change and an age of stagnation, a period of chaste order and ignoble chaos. It is an era in need of champions. In this amazingly imaginative tale, literary figures from throughout time and various bodies of work are brought together to face any and all threats to Britain. Allan Quatermain, Mina Murray, Captain Nemo, Dr. Henry Jekyll and Edward Hyde and Hawley Griffin, the Invisible Man, form a remarkable legion of intellectual aptitude and physical prowess: The League of Extraordinary Gentlemen.

A valuable resource that will give students a fresh look at how Americans view the afterlife, helping readers understand how it's depicted in popular culture.What happens to us when we die? This book seeks to explore how that question has been answered in American popular culture. It begins with five framing essays that provide historical and intellectual background on ideas about the afterlife in Western culture. These essays are followed by more than 100 entries, each focusing on specific cultural products or authors that feature the afterlife front and center. Entry topics include novels, film, television shows, plays, works of nonfiction, graphic novels, and more, all of which address some aspect of what may await us after our passing.This book is unique in marrying a historical overview of the afterlife with detailed analyses of particular cultural products, such as films and novels. In addition, it covers these topics in nonspecialist language, written with a student audience in mind. The book provides historical context for contemporary depictions of the afterlife addressed in the entries, which deal specifically with work produced in the 20th and 21st centuries.