Seth Brown – författare

From the story of Rhode Island's first colonist (who contrary to your elementary-school history book wasn't Roger Williams) to the revolutionary precursors to the Boston Tea Party to the wedding of Jack and Jackie Kennedy, It Happened in Rhode Island captures some the great events in American History and the history of the small, but fascinating, Ocean State.

Disconnect from a device-oriented world and rediscover the classic Chinese game of mahjong—while improving focus, creativity and stimulating memory—with this comprehensive yet gifty guide that includes all the basics of the game, tips and techniques on how to play, and strategies to win both international mahjong and American mahjong.The classic game of mahjong was created over 2,000 years ago during the Qing Dynasty in China, but recently, it’s experiencing a renaissance. No longer reserved for older players, mahjong is being rediscovered by millennials and is recognized for its ability to improve brain function, and reduce symptoms of cognitive diseases like dementia. Learning any new game can be difficult, especially one as complex as mahjong, which includes over dozens of tiles with different meanings. But whether you are a complete novice or a casual player looking to brush up on mahjong skills and techniques, The Little Book of Mahjong can help you get ahead in this classic game, whether you are playing international mahjong or American mahjong. With a comprehensive breakdown on all of the various tiles involved in the different versions of the game, explanations of what each tile means, detailed information on scoring, tips on how to improve your skills, and strategies for winning, this guide is perfect for mahjong players both new and old. Including a brief history of the game and its significance as well as full-color photos of game pieces and game objectives, you’ll become a mahjong master in no time.

This collection, which is a companion volume to Young People and Stories for the Anthropocene (Kelly et al., 2022), aims to find, to explore, and to co-produce ways of ‘staying with the trouble’ (Haraway 2016) that are disruptive of orthodoxies in childhood and youth studies, and productive of new ways of thinking, and of being and becoming, in the circumstances that we (young and old) find ourselves in. Circumstances that have, problematically, been identified as the Anthropocene, and which have been characterised as being situated at the convergence of the climate crisis, the 6th mass extinction, and the ongoing crises of global capitalism as ‘earth system’ (Braidotti 2019, Moore 2015).The collection emerges, in part, and among other things, around three key challenges. First, how can childhood and youth studies tell stories about the less obviously-bounded, obviously-crafted, obviously-engineered material stuff that humans create and that circulates – stuff like plastics, chemicals, and the scattered remnants of past industrial endeavour. Second, the need to experiment with diverse modes of representation: with differently-mediated technologies and modes of telling that, from digital film platforms to children’s non-fiction writing, expand our lexicon in terms of how it might become possible to narrate young people in/and the Anthropocene. Third, the need to articulate different ‘tools’ for working with young people in the Anthropocene. ‘Tools’ and ‘technologies’, understood in this manner, are modes of becoming-attuned to, and of making, new configurations of human and non-human, new and pressing threats that weigh upon young people in visceral, affective ways, and new modes of speculating about and becoming-responsible for futures – human and more-than-human. In this sense, the contributions to the collection, from scholars from the Anglo and non-Anglosphere, are framed by an urgency to develop and deploy innovative, critical and disruptive theoretical and methodological tools and technologies to identify and explore the material, temporal and conceptual challenges for children and young people, and those who research in childhood and youth studies, at this convergence.

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school.

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school.

This book makes an innovative, sociologically informed contribution to academic and policy discussions about informal work, skills and training for lifelong learning (LLL) and the promise of decent work and just transitions for sustainable development.

The book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, and the responses by governments, NGOs, and donor organisations in Pakistan. Drawing on theories of postcolonialism, feminism, and neoliberal globalisation, the authors explore the development of Pakistan as a postcolonial nation-state, and examine the legacies of colonialism in education systems and policies, teacher education and development. The Pakistani authors bring extensive knowledge and experience to this case study of the ‘broken promise’ of education for sustainable development. This mix of theoretical insight and practical experience promises to produce significant policy and development impact in post-COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world as it develops a critique of the UN SDGs as a global and more local framework for development.UPCOMING: Webinar / Launch 10th of May:COVID-19 and the (broken) promise of education for sustainable development: A case study from postcolonial Pakistan.

The book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, and the responses by governments, NGOs, and donor organisations in Pakistan. Drawing on theories of postcolonialism, feminism, and neoliberal globalisation, the authors explore the development of Pakistan as a postcolonial nation-state, and examine the legacies of colonialism in education systems and policies, teacher education and development. The Pakistani authors bring extensive knowledge and experience to this case study of the ‘broken promise’ of education for sustainable development. This mix of theoretical insight and practical experience promises to produce significant policy and development impact in post-COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world as it develops a critique of the UN SDGs as a global and more local framework for development.UPCOMING: Webinar / Launch 10th of May:COVID-19 and the (broken) promise of education for sustainable development: A case study from postcolonial Pakistan.