This chapter discusses the broad concept of a market and financial markets. It then delves into the markets for shares (securities) and derivatives. Important actors in the financial markets are highlighted, such as the market operators (the ASX), intermediaries (such as stockbrokers), investors and the largest and most powerful of corporations—listed companies. The regulation of financial markets in chs 6CA and 7 of the Corporations Act is examined, beginning with the definitions of financial products (securities and derivatives). The licensing and supervision of financial markets is then considered: first, the licensing of markets themselves and their supervision through a system of rules—the Market Integrity Rules, the Operating Rules, and the Listing Rules.

This chapter then examines the interplay between certain listing rules and ch 6CA which requires disclosure by listed companies of material information to the market. We then consider the regulation of market misconduct under pt 7.10 of the Corporations Act. Finally, this chapter considers the public and private enforcement of the aforementioned obligations.

This chapter looks at the overall goals of generative syntax. It then moves on to a discussion of levels of adequacy for linguistic theory. This leads to a very brief discussion of the development of generative theory since its inception in the 1950s, up to its current version, known as the Minimalist Programme. Finally, we begin the discussion of hierarchy with an exposition of the X-bar theory of phrase structure and the notion of constituency tests as a probe for hierarchical structure.

The portrayal of infants and young children’s music-making tends to cast their music participation as a process of becoming, potentialities and efforts towards an adult ‘expert’ state of being musical. Such views can lead to a view of young children as deficient musicians, their music-making as inadequate, and a dismissal of the ways in which they use music in their world-making. Further, through a singular focus on the adult ‘expert’ musician, music education tends to be shaped to achieve that outcome instead of a perspective of music education as preparation for lifewide and lifelong engagement. The adult ‘expert’ view of music participation in adulthood is restricted to a particular form of participation that can disenfranchise and silence many adults’ active music. This chapter will explore what happens when we shift our focus from a perspective of young children’s music-making as becoming from ‘emulation of expert adult activity’ to a manifestation of their being, of their agency, identity work and world-making through embodied music and song-making.

In this final chapter we look at three main topics. First, we summarise and give an overview of the parameters we have seen in the preceding chapters, to some extent revising them as we go along. Second, we look at the theory of parameters and introduce the notion of parameter hierarchy. Third, we consider some future questions and directions for the theory.

Young people’s learning is at the heart of Aboriginal and Torres Strait Islander education. Teachers and educators can create successful learning experiences for Aboriginal and Torres Strait Islander students by responding to our diverse cultural, linguistic and knowledge backgrounds. All students benefit from learning about Aboriginal and Torres Strait Islander perspectives, and good teaching practices work for all students. This chapter explores Country and Peoples, and the impact of the past on the present, as well as looking at practical strategies to identify appropriate inclusions for teaching practice to demonstrate capability against the Australian Professional Standards for Teachers 1.4 and 2.4 (discussed later in the chapter).

Learning to Teach in a New Era is a foundational text with scope for use throughout an entire initial teacher education (ITE) degree program. The book equips preservice teachers with introductory understanding and skills in the areas of professional knowledge, professional practice and professional engagement. Aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, it contributes to the preparation of those in early childhood, primary and secondary preservice education to meet the Graduate Standards.

This chapter introduces the theory of abstract Case. Case theory provides an account of what causes A-movement and predicts that many infinitival subject positions cannot be filled with overt arguments, although several types of infinitives have to be distinguished. This leads to a discussion of control phenomena and the movement theory of control.

This chapter begins by introducing the concept of corporate governance, and the regulatory role of directors’ duties. An appreciation of corporate governance methodologies gives context to the ‘hard law’ of directors’ duties. The chapter then considers who falls within the definition of director, the role of the director within the company, and how that role attracts legal and non-legal regulation. It also identifies who, beyond directors, can also be subject to directors’ duties. The chapter revisits the history of directors’ duties within Australian corporate law, building on the historical context provided by Chapter 1, and exploring the interrelationship between the duties applicable at common law, in equity, and according to statute. It concludes with the consequences of breach of the civil penalty provisions and options for exoneration and relief under the Corporations Act.

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.

The importance of effective communication between the adults in the lives of children and young people has gained prominence in theory, policy and practice, and throughout the different contexts in which students participate. In educational contexts throughout the world, it has been well established that the best outcomes occur for children and youth when the adults in their lives come together to support them. Communication is at the core of interaction and provides the building blocks for positive relationships to emerge and develop. Such relationships enhance learning and support students, their families and teachers to recognise and reach their full potential. The field of communication offers some sound insight into effective communication between adults, including different models that aid in developing a better understanding about the complex nature of communication in education-based settings.

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.