Over the last thirty years, affective neuroscience has become a royal road to our understanding of emotion and other affective phenomena, being both a core discipline of the affective sciences, and an engine for the rise of affectivism. After a brief discussion of the role of human affective neuroscience in affectivism, the chapter addresses some terminological and taxonomy-related issues before suggesting a consensual definition of emotion. Next, five major families of theories of emotions are presented in relation to five components of emotion. This review illustrates the fact that different families of theories typically focus on different components – even if each family also often considers some of the other components to a lesser extent. Whereas expression is central to basic emotion theory, action tendencies are central to motivational theories, autonomic reaction is central to bodily/interoceptive theories, feeling is central to constructionist theories, and the role of cognition in emotion-elicitation is central to appraisal theories.

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. Therefore, teachers need to organise and manage particular learning environments according to a number of factors, including the age range, learning needs and number of students they are teaching, the nature of the learning context, and the aims and purpose of the teaching and learning being undertaken. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised. In the second section, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities. Theories are of little use in classroom management if they exist only at the level of abstract thought, so we explore ways in which theory can be enacted in practice across learning contexts.

In this chapter, we discuss a range of perspectives that fall under the umbrella term ‘corporate theory’. These theories address three questions:

1. 1. What is the corporation, and from where does it gain its political and social legitimacy?

2. 2. What is the purpose of the corporation, and whose interests should it serve?

3. 3. How, if at all, should the exercise of power by – and within – corporations be regulated, and by whom?

To subscribe to a particular theory of the corporation often reflects a particular political attitude about corporate activity and correspondingly implies that corporations should be treated in a certain way.

This chapter surveys the main examples of corporate theory. While each author of this book has their own theoretical preference, we try o put our views on hold and invite the reader to consider their own position.

This chapter focuses on dance and learning in the early years, presenting a theoretical framework that reflects the changing Australian cultural context for dance. Building upon an earlier model for dance education, culturally responsive pedagogy is an inclusive approach to dance learning from birth to age eight. Key influences are introduced with attention given to aesthetic experiences, early dance relationships, ‘dance-play’, young children’s engagement with technology and the explosion of dance on screen. Consideration is given to established truths about dance and the emerging presence of Indigenous dance within dance education. Examples of dance artists in education settings, along with visual and transcribed examples, are provided, demonstrating how early years educators may support young children’s agency as critically responsive co-creative participants in dance.

This chapter covers the multivalent, multidirectional relationship that developed between theatre and philosophy during the modernist era. It begins with the rise of German idealism in the eighteenth and nineteenth centuries and its influence on Friedrich Nietzsche’s landmark The Birth of Tragedy Out of the Spirit of Music. From Nietzsche’s own sway over a new generation of dramatists worldwide, the chapters expands to consider other thinkers taken as influences by global theatre-makers as well as leading philosophers and theorists around the world who took explicit interest in the stage. The chapter also explores the tensions inherent in these relationships, including open disavowals of philosophic influence by prominent dramatists and outright criticisms of the entire philosophical project by members of the avant-garde. In both its avowals of influence and disavowals of the same, the interaction between theatre and philosophy in the modernist age proved to be enormously generative for both.

Critical to successful engagement in any organisation is an understanding of the important elements affecting good communication. There are many dimensions to the study of communication in the 21st century, both generally and in health service settings, in the 21st century. This chapter considers the foundational concepts, with references to help students discover more about communication in organisational, social and cultural settings. Many believe that even the definition of communication is worth questioning. As a notion it is so discursive and diverse that any definition other than the simplest becomes so complex as to cease being useful.

This chapter examines the theoretical foundations of intellectual property law in the United States, setting the stage for understanding the challenges posed by artificial intelligence. The chapter focuses on utilitarianism as the dominant theoretical framework for US IP law, contrasting it with non-consequentialist theories. It provides a brief overview of the four major IP regimes:

Patent patent and copyright, which are explicitly grounded in the Constitution’s mandate to "promote the Progress of Science and useful Arts"; Trademark, which aims to reduce consumer search costs and ensure fair competition by protecting source identifiers; and Trade secret, which has a more convoluted history but has increasingly focused on promoting innovation and protecting confidential business information. The chapter emphasizes that US IP law prioritizes practical, societal outcomes over moral or philosophical considerations. It sets the stage for subsequent chapters that explore how AI’s emergence challenges these traditional theoretical underpinnings and the practical functioning of each IP regime.

I present a theoretical framework underscoring the way the emergence of a dominant party leader shapes strategic interactions among party elites, which in turn lead to distinct party-building strategies and capacities for resource mobilization. The key insights of the theoretical framework are threefold. First, party ideology serves as a constraining device influencing the types of party mobilization infrastructure – elite-centric vis-à-vis mass-centric – that embody distinct comparative advantages. Second, domination by a party leader mitigates the collective action problem faced by party elites, leading to coherent party-building strategies that serve as the foundation for effective resource mobilization. In contrast, when party elites engage in contentious power struggles, the quality of mobilization infrastructure suffers because of conflicting party-building strategies. Finally, I integrate the concept of contingencies into the theoretical framework, positing that the balance of intraparty elite power and the state of mobilization infrastructure act as mediators through which these events influence party strength.

This chapter defines the theoretical terms – networks, nodes, and nuclei – explains the choice of dates between two revolutions in communication (print and the internet), and gives some concrete historical examples of the tangible benefits of looking at the history of Christianity through transnational flows and networks. This approach allows us to cross national and denominational boundaries and borders and to think more deeply about the underlying social and cultural conditions promoting or resisting adaptation and change. It also enables us to explore the crossroads or junction boxes where religious personnel and ideas encountered different traditions and from which something new and dynamic emerged.

Chapter 6 highlights a few implications for political legitimacy and the theory of legitimacy that can be derived from some of the key points that I have touched upon in Chapters 4 and 5. The implications include the following: (1) the character of a theory of political legitimacy is at the same time conservative and progressive, albeit more progressive than conservative; (2) the scope of evaluation and judgment that a theory of political legitimacy entails must avoid two dangerous paths: the first one is thinking that it is not possible to produce valid evaluations and judgments of legitimacy, and the second one is evaluating and judging all political situations from one’s own perspective; (3) evidence—that is, what people think and feel—can be called upon and mobilized for the evaluation and judgment of legitimacy; and (4) contemporary politics is especially relevant to the discussion of legitimacy.

Chapter 4 addresses four types of issues. First, I delve into the ambiguous status of the idea of legitimacy in the discourse on politics. Legitimacy is both omnipresent and an object of suspicion. On the one hand, it is one of the terms most frequently used in conversations on politics. On the other hand, especially in the academic disciplines that deal with the study of politics, the notion of political legitimacy has its detractors. There is intellectual nervousness about embracing it and relying on it. Second, comparing natural sciences and social sciences, I explore some of the features of what a theory is (description, explanation and predictability) and what this means for the theory of social phenomena that factors in political legitimacy. Third, I examine two different approaches of politics: politics mainly as power, and politics mainly as community. Fourth, I highlight the centrality of legitimacy for a theory of politics as community.

What is the value of theory for management practice? Recent scholarship suggests that managers who work like scientists perform better along a number of dimensions. Mastering a broad repertoire of theory, being able to apply that repertoire to make better sense of organizations and innovation, and being able to think through the limitations and possibilities of theory are what allows innovation managers to work like scientists.

This book has explored a broad variety of ways in which technology can be conceptualized, used, viewed, and researched in the teaching and learning of a second language. This concluding chapter brings together some of the overall trends that the chapters have revealed and explores how technology in second language education can be best capitalized upon for best practice. It also provides insights into how teachers, learners, and administrators can prepare themselves for the advances that are happening in the field, and how these are likely to impact upon research and practice.

The Introduction establishes the primary arguments and scope of the book. It defines ‘Ovidian exile’ in two related ways: firstly, as the poetry written by Ovid in exile, namely the Tristia, Epistulae ex Ponto and Ibis; and secondly, as Ovid himself as the figure of the exiled poet. Ovidian exile in these terms had a vast influence across medieval culture, informing teaching, preaching, reading and writing – among a host of activities Menmuir terms ‘responses’ – in the later Middle Ages, offering a mode of voicing exile, marginalisation and poethood itself. After describing the circumstances of Ovid’s exile and the primary concerns of the exile poetry, Menmuir introduces the Ovid, or Ovids, of the Middle Ages, including the common perception of Ovid as the tripartite mythographer, lover and exile. Ovid and his works were deemed ethical, and even Christian, in medieval exegesis: the fact of his exile created a penitential arc which enabled Ovid’s transformation into Ovidius ethicus. Menmuir defines ‘responses and respondents’, where ‘response’ comprises a more active expression of ‘reception’. The book’s scope primarily includes responses between the twelfth and the fifteenth centuries and focuses on England, albeit as linked to the continent in several ways.

Chapters 4, 5 and 6 form Part II of this book, which turns to later medieval poets who became the Ovidian exile in some way, especially by inhabiting an Ovidian exilic voice. Chapter 4 is a manifesto for this theory of voice, drawing particularly on David Lawton’s concept of ‘public interiorities’. The first section of this chapter surveys the medieval and modern theories of voice which help us understand how Gower, Chaucer and other medieval authors conceptualised voice. The core of a theory of vox is Aristotle, whose ideas were developed in late antiquity and the Middle Ages. Next, the chapter considers medieval respondents who used Ovid’s exilic voice well before the fourteenth century. It focuses especially on Modoin (d. c. 840) and Baudri of Bourgueil (c. AD 1046–1130) as representative of the classicising of the Carolingian Renaissance and the ‘Loire School’, respectively. These writers engaged productively with Ovid’s exilic voice but did not inhabit it in the same way that Gower and Chaucer did. The third and final section of this chapter asks why Gower and Chaucer, writing in fourteenth-century Ricardian London, were impelled to ‘become’ Ovid in exile in a new way.