This chapter describes how conceptual learning is mediated by interactions, the environment and a range of semiotic modes. Using a case study approach, Illustration of Practice 3.1 presents four-year-old children’s dance-play and drawing-telling as exemplars of powerful forms of meaning-making and communication. The nexus between theory and practice is illustrated through an innovative model that supports children’s creative dance improvisation and experimentation, and links to graphic and narrative modes. Children’s sophisticated levels of thinking, feeling and relating are addressed, and the role of the teacher is foregrounded with regards to supporting transformative learning outcomes for young children.

This chapter provides a detailed overview of the broad theoretical framework developed for the book. It begins by reviewing the extensive literature on climate change policy adoption and argues that existing theories have been overly focused on mitigation policies in the Global North. It details the broad-based analytical framework which guides the case study analysis and which incorporates considerations of: (a) countries’ vulnerability to climate change impacts; (b) international engagement on the issue of loss and damage; (c) national institutional factors; and (d) the role of ideas, including knowledge and norms. The chapter delves into each element of the framework and discusses the limitations of the research design. It then turns to describing the book’s abductive and iterative methodological approach, which moves between existing theoretical propositions and data gathered through the analysis of law and policy documents and more than seventy-five interviews with national stakeholders across the case studies. The chapter concludes by highlighting the epistemic value of the book’s approach, which has involved partnering with researchers in the Global South to co-develop, undertake, and write up the research.

Advancing the emerging field of comparative climate governance and policymaking, this book explores national loss and damage policymaking through seven empirically grounded studies of loss and damage governance across vulnerable countries in the Global South. The introductory chapter sets the scene by presenting the key themes, research questions, and contributions of the book. Following an introduction to the concept of loss and damage from climate change impacts and its emergence at the international level, the chapter argues for a political science of loss and damage that is sensitive to the “national turn” in research on loss and damage governance. The chapter then presents the seven country case studies featured in the book including Small Island Developing States, least developed countries, and emerging economies: Tuvalu, Antigua and Barbuda, The Bahamas, Ethiopia, Bangladesh, Peru, and Chile. The case studies show variation in the way countries engage with loss and damage, highlighting the importance of national contexts in understanding the success and/or failure of policymaking. The chapter concludes with a summary of key themes and findings emerging from the case studies and discusses ways in which they advance our understanding of climate policy.

River and wetland case studies from contrasting landscape settings with differing sediment cascades and (dis)connectivity relationships in Australia and New Zealand present contrasting sediment ‘problems’. Here we use the concept of switches that regulate the operation of buffers, barriers and blankets as a basis to develop catchment-scale sediment management plans. We present plans for managing sediment (dis)connectivity for each case study. We conclude with five key factors that practitioners need to consider when embarking on managing sediment (dis)connectivity of rivers and wetlands in practice.

The Introduction gives an overview of the book’s most important findings and contributions. Since international relations are anarchical and international legal norms are incomplete or in tension with other norms, there is potential for contestation whenever a general norm is applied to specific situations. The reactions of others to proposed norm interpretations can alter norms and their strength. The second section describes the book’s rhetorical approach, and the third section summarizes the main theoretical contributions. First, the "alternate endings" typology shows that it matters whether dispute parties (dis)agree on the norm frame or behavioral claim. Frame agreement is an internal source of stability. Moreover, the typology can guide assessment of how contestation affects norm strength. Second, I describe the focus on audience reactions, argumentation, and speakers (including delegation to agents) when analyzing extrinsic influences on the persistence of norm interpretations, and thus of alternate endings. The fourth section discusses the main contributions to the existing literature on norm strength, the dual quality of norms, legal argumentation and interpretive communities, and delegation to courts and other relevant agents. The Introduction then discusses the research design and methodology, before concluding with an overview of the remaining chapters.

This chapter argues for an approach to teaching History rooted in the ethical position foundational to the discipline. That approach is based on respect for our students and for the discipline; in it instructors encounter and learn from their students in the same way that they encounter and learn from historical subjects, and instruction in History, just like research in History, focuses not on controlling outcomes but on engaging in an ethically authentic process. It offers six approaches to instruction that can help build this kind of relationship between instructors and students, and between students and the discipline. These include consulting our students regarding their interests and aims; building instruction around the process of inquiry; making pedagogical use both of the breadth of the discipline and of its complexity, diversity, and epistemological and methodological divisions; focusing on teaching analysis, critical thinking, and interpretation; and bringing students to see their engagement with History not only as a process by which they master specific bodies of knowledge and methods of thinking but also as an open-ended intellectual adventure.

This chapter describes the book's case study approach, which compares Ethiopia, Ghana, and Kenya. All three countries experienced the regional trend of increased borrowing from China and in international bond markets in the 2000s. However, the countries vary in strategic significance and donor trust, allowing for tests of heterogeneity in the financial statecraft of borrowers. The chapter discusses the data collection process for the case studies, with over 170 elite interviews, mostly with government and donor officials participating in aid negotiations, and how this data is used to trace debt-based financial statecraft in each country. The chapter briefly provides background on each country's political and economic context and previews findings on how their external finance portfolios impacted aid negotiations with traditional donors.

Chapter 7 shows how RIO can facilitate algorithmic case selection. We outline how algorithms can be used to select cases for in-depth analysis and provide two empirical analyses to illustrate how RIO facilitates a deeper understanding of how cases relate to one another within the model space, and how they align with the theoretical motivations for different case selection strategies.

This chapter examines current philanthropic trends in emerging economies, exploring the extent to which philanthropists in these settings are investing in resilience and how they are doing so. Three dimensions are considered: what philanthropists invest in, how they invest, and with whom they invest. The state of emerging economy philanthropy, both pre-COVID and in the wake of the pandemic, is discussed, and frameworks and considerations for understanding resilience in philanthropy are set forth. Resilience is understood as having sufficient stability within a system to protect communities – particularly the most vulnerable – and services from deep shocks. The COVID-19 pandemic has sent deep shockwaves through global and local economies, health-care and education systems, and into personal homes and lives. While the shock was universal, the impact and its long-term implications have been felt and will linger much longer for the most vulnerable countries, communities, and individuals. In emerging economies around the world, the pandemic has set back hard-fought progress in economic development and social equity. This system encompasses not only government, but also civil society, including philanthropy. The chapter presents case studies of philanthropic organisations in Brazil, India, and Saudi Arabia whose investments reflect dimensions of resilience, and makes the case for investing in resilience in emerging economies, discussing both challenges and opportunities for doing so.

For Kuhn, textbook science is both a misleading rational reconstruction and an actual driver of normal science. Ludwik Fleck’s account of how textbooks stabilize scientific collectives illuminates the latter. Auguste Comte’s distinction between the theoretical method of instruction, which presents science ahistorically as a system of rational conclusions, and the historical method of instruction, which presents science as a series of effects, illuminate the former. Current STEM textbooks still employ the theoretical method, which obscures the role of historical accident when theory choice is underdetermined by rules. Kuhn and his mentor James B. Conant, in contrast, promote a case study approach. In our new learner-centered educational paradigm, we will need a new textbook science, one that leaves actual books behind.

This chapter extends beyond the single Australian early childhood centre focus offered by Robert Pratt in Chapter 4 of both previous editions. As co-editor, it has been a pleasure to collate five stories from the field with educators from early childhood education services across Australia. These stories highlight a deepening of pedagogical approaches and consolidation of what it means to be a sustainable early childhood service. The story authors well demonstrate how, over time, the multidimensionality of sustainability can readily be embraced in both meaningful and unique ways in early childhood education settings.

The aim of this chapter is to trace the link between political regimes and the initiation and implementation of BRI projects. The cases in this chapter provide context and detail for the quantitative findings presented in Chapters 5 through 7. The chapter includes five country cases that map the evolving policies toward Chinese foreign investment and construction projects from before 2013 to after, including the United Arab Emirates (closed autocracy), Djibouti (electoral autocracy in which the leader has a secure hold on power), Malaysia (electoral autocracy in which the leader has an insecure hold on power), Indonesia (electoral democracy), and Greece (liberal democracy). Each case represents a strategically important partner to China’s Belt and Road Initiative and includes a focused analysis and comparison of the construction of a port-related development project.

We explore the policy feedback process and describe how state policies have evolved or devolved in the specific issue area of firearm laws and domestic violence. This chapter demonstrates how and when states respond to the need to reform their domestic violence laws and shows how key actors in that process, including legislators and interest groups, affect the content of the policy that is adopted. The chapter includes examples of states whose definition and scope of domestic violence laws vary and contrast them with each other and with federal law. We present six studies of states that differ in their legislative histories on domestic violence laws to identify key factors that can explain this variation; we test these factors in the quantitative analysis presented in Chapter 4.