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Tabla de Contenidos: “….): Patriarchy, Pluralism, and the Creation of Man / Catherine Conybeare (Bryn Mawr College, USA) ; 6 Men, Women and Monsters: John Knox's First Blast of the Trumpet (1558) / Anne McLaren (University of Liverpool, UK) ; 7 Love and Order: William Gouge, Of Domesticall Duties (1622) / Karen Harvey (University of Sheffield, UK) -- The Early Modern Period. 8 Filmer's Patriarcha (1680): Absolute Power, Political Patriarchalism and Patriotic Language / Cesare Cuttica (The University of Paris VIII, France) ; 9 Patriarchy, Primogeniture and Prescription: Algernon Sidney's Discourses Concerning Government (1698) / Jonathan Scott (University of Auckland, New Zealand) ; 10 Locke's Some Thoughts Concerning Education (1693): Fathers and Conversational Friendship / J. …”

Tabla de Contenidos: “….; Dorfman, Robert; Dos Santos, Theotonio; Douglas, Paul Howard; Downs, Anthony; Dupuit, Arsène-Jules-Emile Juvenal; E; Economía Política Radical; Eden, William, Baron Auckland; Edgeworth, Francis Ysidro; Einaudi, Luigi; Ely, Richard Theodore; Enfantin, Barthélemy Prosper; Engels, Friedrich; Engle, Robert F.; Escolásticos; Escuela Austriaca; Escuela Clásica de Economía; Escuela de Chicago; Escuela de la Elección Pública (Public; Escuela de Estocolmo; Escuela Fisiocrática; Escuela de Frankfurt; Escuela Histórica Alemana; Escuela de Lausana…”

Tabla de Contenidos: “…Stage 1: Choose an Approach and Understand the ConstraintsStage 2: Adapting the Model; Stage 3: Fine-Tuning the Render; An Interior Perspective; Stage 1: Dressing the Envelope; Stage 2: Dressing the Space; Stage 3: Creating an Image; Stage 4: Finishing Touches; Conclusion; CHAPTER 2 Te Wero Bridge Competition in Auckland, New Zealand; Project Context; Technical Aspects; New Approaches; Step 1: Picking Up the Right Competition; Step 2: Working as a Team; Step 3: Dividing the Main Project Model into Submodels; Step 4: Editing Component Definitions in Submodels…”

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Tabla de Contenidos: “…Plate 4.1 The Citizens' League of South Australia's 'membership thermometer' -- Plate 4.2 Inaugural meeting of the Citizens' League of South Australia at the Adelaide Town Hall -- Plate 4.3 Advertisement for a Citizens' League of South Australia 'monster meeting' -- Plate 5.1 Australian Citizens' League cartoon in support of Joseph Lyons -- Plates 5.2, 5.3, 5.4 Australian Citizens' League billboards in support of Joseph Lyons (after the movement adopted the 'All for Australia League' brand) -- Plate 5.5 Cartoon lampooning NSW Nationalist Party leader Thomas Bavin's rocky relationship with the All for Australia League -- Plate 5.6 Robert Menzies, president of the National Federation of Victoria, is anointed leader of the United Australia Organisation after failing to consult with the Australian Citizens' League about the change -- Plate 6.1 New Zealand Legion cartoon criticising the control of British financiers over the New Zealand economy -- Plate 6.2 Cartoon calling for farmers to employ more men so that they can buy farming produce -- Plate 6.3 'Caesar's Dilemma': The divisive effect of the New Zealand Legion's policies -- Plate 6.4 Robert Campbell Begg arrives in Auckland for a New Zealand Legion meeting -- List of tables -- Table 4.1 Employment statistics (leadership): All for Australia League -- Table 4.2 Employment statistics (leadership): Citizens' League of South Australia -- Table 4.3 Employment statistics (leadership): Australian Citizens' League -- Table 4.4 Employment statistics (leadership): New Zealand Legion -- Table 4.5 Employment statistics (frontline membership): Citizens' League of South Australia -- Table 4.6 Employment statistics (frontline membership): New Zealand Legion -- Acknowledgements -- Introduction -- 1. …”

Tabla de Contenidos: “…-- C Matthew Snipp -- Colonialism's and postcolonialism's fellow traveller: the collection, use and misuse of data on indigenous people -- Ian Pool -- Part 2: Critiques of official statistics -- Data politics and Indigenous representation in Australian statistics -- Maggie Walter -- Indigenising demographic categories: a prolegomenon to indigenous data sovereignty -- Frances Morphy -- Governing data and data for governance: the everyday practice of Indigenous sovereignty -- Diane E Smith -- Part 3: Data sovereignty in practice -- Pathways to First Nations' data and information sovereignty -- First Nations Information Governance Centre (FNIGC) -- Tribal data sovereignty: Whakatōhea rights and interests -- Maui Hudson, Dickie Farrar and Lesley McLean -- The world's most liveable city-for Māori: data advocacy and Māori wellbeing in Tāmaki Makaurau (Auckland) -- James Hudson -- Indigenous data sovereignty: a Māori health perspective -- Rawiri Jansen -- Aboriginal and Torres Strait Islander community wellbeing: identified needs for statistical capacity -- Ray Lovett -- Data sovereignty for the Yawuru in Western Australia -- Mandy Yap and Eunice Yu -- Building a data revolution in Indian country -- Desi Rodriguez-Lonebear -- Part 4: State agency responses -- The Australian Bureau of Statistics' Aboriginal and Torres Strait Islander enumeration and engagement strategies: challenges and future options -- Paul Jelfs…”

“…--Robin Kearns, University of Auckland "Live issues, matters of life and death, lively stories and deathly silences: these are the difficult grounds tracked and troubled by this wonderful new collection, a pioneering effort to explore the meeting of GeoHumanities with medical/health humanities. …”

“…Louisa Allen is Associate Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand. She specialises in research in the areas of sexualities, young people and schooling and innovative research methodologies which seek to engage hard to reach research populations and examines these areas most recently through the lenses of queer and feminist new materialist theoretical frameworks. …”

“…(Helen Timperley, Professor, Faculty of Education, University of Auckland)-- “From OECD's The Nature of Learning to Innovative Learning Environments, this second ILE volume inspires and guides all who are committed to creating , enacting and sustaining powerful learning. …”