Offering a critical yet constructive response to the perceived crises in tertiary foreign language education in the Japanese university, the contributors to Bringing Forth a World provide theoretical and practical solutions which together act as a prolegomena to bringing forth a world. Theirs is an ecology of contribution in liberal arts education which takes responsibility for the care for youth, and contests intellectual passivity and indifference in foreign language instruction. The editors proffer a transformative, engaged and multidisciplinary liberal arts pedagogy, one at odds with forms of lowest common denominator, one-size-fits-all, and standardized provision. In response to the prevalent business-dominated model, they demonstrate an applied format of multiliteracy theory—one with semiotic, multimodal, feminist dimensions—which is regionally specific and better accounts for divergent forms of human expression and perception. The writers not only take account of the intellectual and mental issues in the student demographic but also in the teaching profession which suffers from widespread anxiety, job insecurity and a lack of autonomy, experimentation and innovation. Philosophically, the contributors to this book demand a form of meaning-making which is fundamentally social and creative, and which celebrates processes of ‘becoming-other’ in-between the student and teacher that seldom, if ever, follow a predictable trajectory. It is hoped that readers will embrace the spirit of the book, pick up its philosophical gauntlet to think otherwise than prevalent standardized models of teaching and learning, and therefore will use its core tenets to experiment with different ways of educating the youth of today.

In addition to fascinating examples of speciation by mutation and the lesser-known processes of sexual recombination and polyploidy, Howard Stutz examines the evidence from the embryo stages of human beings and other creatures to show how selection and differentiation moved development in certain favored directions while leaving behind evidence of earlier, discarded developments. With rigorous, scientific clarity—but in language accessible to a popular audience—this book proceeds to its conclusion, reached after a lifetime of study: the divine map of creation is one supported by both scientific evidence and scripture.

Bringing Forth the New provides a headlong introduction into the world of Chinese contemporary visual art, opening from the art world onto the political, technological and economic vectors of recent Chinese history. Each chapter reads an important facet of recent Chinese history through the work of a significant artist. From examining trade war and intellectual property through the work of political pop painters such as Yu Youhan, to the development of gendered constructs in China through the work of Cui Xuiwen.

Foreword by Professor Emma Smith.The more you explore the plays of Shakespeare, the more you realise how they are an interrelated network of ideas and themes - linked to his context, his audience and his understanding of the world. In Bringing Forth the Bard, Zoe Enser equips busy teachers with the core knowledge that will enable them to make links between the themes, characters, language and allusions in Shakespeare's oeuvre. Each chapter includes tips on how to bring his plays to life in the classroom, and features case studies from practising teachers in a range of contexts to illustrate how they can ensure that their students develop an appreciation of his work - moving beyond the requirements of exams and empowering them to engage in the discussion around his influence and enduring appeal.Underpinned by the author's academic enquiries on the subject, at both undergraduate and master's level, the book enables teachers to access the information they need in order to enrich their teaching beyond a single play and begin to unpick the threads of Shakespeare's work as a whole. The link between subject knowledge and pedagogical approaches runs throughout the book, focusing on the Shakespeare plays most popularly taught in the classroom and how we can enrich students' understanding of these by looking both at the links across the domain and the bigger picture his work presents.Zoe builds a detailed schema of Shakespeare's work, his world, his ideas and his influences - and offers signposts to further reading and provides an appendix which will support teachers to rapidly find references to the plays they are teaching, and the ideas related to them.Suitable for teachers of English in all phases.

World-renowned economist Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, explains that we have an opportunity to shape the fourth industrial revolu­tion, which will fundamentally alter how we live and work. Schwab argues that this revolution is different in scale, scope and complexity from any that have come before. Characterized by a range of new technologies that are fusing the physical, digital and biological worlds, the developments are affecting all disciplines, economies, industries and governments, and even challenging ideas about what it means to be human. Artificial intelligence is already all around us, from supercomputers, drones and virtual assistants to 3D printing, DNA sequencing, smart thermostats, wear­able sensors and microchips smaller than a grain of sand. But this is just the beginning: nanomaterials 200 times stronger than steel and a million times thinner than a strand of hair and the first transplant of a 3D printed liver are already in development. Imagine “smart factories” in which global systems of manu­facturing are coordinated virtually, or implantable mobile phones made of biosynthetic materials. The fourth industrial revolution, says Schwab, is more significant, and its ramifications more profound, than in any prior period of human history. He outlines the key technologies driving this revolution and discusses the major impacts expected on government, business, civil society and individu­als. Schwab also offers bold ideas on how to harness these changes and shape a better future—one in which technology empowers people rather than replaces them; progress serves society rather than disrupts it; and in which innovators respect moral and ethical boundaries rather than cross them. We all have the opportunity to contribute to developing new frame­works that advance progress.

Includes bibliographical references and indexes.

For many years I’ve known that I was meant to write this book. I didn’t know the exact reason, but I knew that I was meant to tell the story of the asbestos in the cooling towers, the importance of righteous leaders, and my experiences with the signs and wonders of God. Then, on June 19, 2021 the purpose of this book evolved, when God, in His Triune Being, confirmed to me that yes indeed I was meant to write this book. God gave me many prophetic words to include in this book. God’s Word given to me on 6/21/2021: “It is time to enact and react to the changing of the times. These are the days of the LORD your God. You are to follow my ways and not the ways of the enemy. It should be clear for all to see what is going on in the natural world around you...When leaders provide wrongdoing and no-one is showing outrage, that is outrageous. Grievous actions have taken place all around this great country and it is time for what has transpired in the past and what is being allowed to currently happen to be revealed and dismantled and those held to justice.”