This chapter will initially help your familiarisation with the architecture of HASS in the Australian Curriculum and provide guidance for its implementation in the educational setting. Providing real-life experiences using interdisciplinary skills and knowledge is important; therefore, we will discuss different approaches to planning before highlighting the significance of employing an integrated approach. Discussions of planning and assessment will feature prominently, complemented with illustrations of curriculum resources. While the focus in this chapter is on the Australian Curriculum, the significance of planning HASS learning experiences that build on the EYLF are integrated throughout, drawing on the description of the EYLF that was presented in Chapter 1. It is important to recognise the central role of early years educators in promoting a passion for HASS and acquiring the skills and concepts.

Practice single-best-answer questions on musculoskeletal medicine, representing all presentations and conditions listed by the GMC in their content map for the MLA AKT, and referred to by the keywords in this book. All questions are specifically tailored to the level of knowledge required for foundation clinical practice in the UK, and comprehensive in breadth, separating out the different conditions and presentations listed by the GMC, and covering them all. Not only are correct answers provided, but also explanations for all the available answer options. Every question is supported by an individual topic in the companion book which is specifically authored to cover the knowledge required for foundation clinical practice in the UK.

Speakers frequently (perhaps always) have only partial knowledge of the meanings of the words they use, and may have demonstrably wrong information about them. When it comes to morphologically complex words, we must therefore expect the same to be true, and ‘meaning’ of a new word to be more specific than the linguistic structure of that word indicates. The meaning conveyed by inflection is more precise than the meaning conveyed by derivational affixes.

A number of word-formation patterns, no longer productive in modern English, have nonetheless left traces in the form of words which are no longer perceived as being morphologically complex. The factors that cause the individual patterns to die away illustrate what is needed for a word-formation pattern to remain productive.

Chapter 13 presents the second application of MATLAB to behavioral sciences: data analysis. Students review previously-learned data structures often encountered in practice before applying their programming knowledge from Chapters 1 to 11 to manage each. Starting with tabular data, tables from Chapter 8 are reviewed, with students learning common data science tasks for managing one or more tabular data sets, before applying their knowledge to real experimental data. Next, hierarchical data are reviewed, connecting students’ knowledge of structure arrays from Chapter 8 to a popular internet-based data format (JSON), with students applying their newfound knowledge to analyze data on the behavior of European monarchs.

It is suggested that the label ‘back-formation’ is inaccurate from the point of view of language users, since there is no undoing of linguistic structure. Verbs like houseclean are not back-formations but exist as compounds in the minds of language users.

Various types of construction that have been described as coordinative compounds are discussed, and it is argued that many of them have some other structure.

Much of the theorizing about compounds in English is taken wholesale from studies of other Germanic languages, perhaps particularly German, on the assumption that, as a Germanic language, English has compounds which work in the same way as the compounds in related languages. Yet a close consideration of the ways in which the various languages work and have worked shows that there are important differences, and suggests that we should not be too quick to assume that ‘compound’ means the same thing in all Germanic languages.

Reduplicative patterns are relatively restricted in English, as are their functions. As well as outlining the patterns, and introducing a new pattern, this chapter considers the ways in which these structures are used.

Recursiveness is one of the features of the syntactic structure of any language, and morphology also shows recursiveness, even if it is strongly restricted, and the way in which it operates is not the same across all kinds of morphological structure. A new way of considering recursion in suffixation is proposed.

Chapter 4 introduces students to logical values, a simple data type that can only take values of one and zero. While simple, logical values are essential components of program flow (conditionals, loops) which they will learn next, so mastery of them is essential before tackling those more difficult tools. Logical values can also be used to subset arrays according to their values, making them critical for complex data management tasks. Students new to programming are often unfamiliar with operations that create logical values, or which operate on logical values, so this chapter provides detailed explanations and examples to familiarize students with this new and valuable data type.

A widely accepted principle in morphological studies is that inflectional affixes should not be found between a root and a derivational affix or internally in a compound. Many of the apparent exceptions to this general principle in English can be argued not to be genuinely exceptional, but some types, including an innovative type, appear to contradict the usual patterns, though it is not clear why this should be the case.

In summarizing the book, this chapter reconsiders some of the major recurrent issues that have been covered, issues such as the notion of a rule of word-formation, productivity and the difficulty in dealing with genuine examples from usage. There has also been a focus on understanding where the boundaries of categories lie. It is stressed that the questions that are discussed here could equally be discussed in books which focus on other aspects of language study, and that word-formation is just one area in which these issues can be tackled.