Assessment is a fundamental part of the design process of teaching and learning. Educators knowing and understanding their own beliefs and values about the professional work they do in assessment is crucial to learner success and progress. Being able and willing to write quality assessment tasks, to collect the evidence of student learning and to moderate this evidence with colleagues are all part of the science and art of being a professional in education. Assessment enables the educator to understand what students have learnt and determine what they will learn next. It allows educators to set goals for improvement, design the learning program in collaboration with learners beginning with the end in mind, and monitor progress. Educators are continually assessing and this chapter endeavours to make sense of this important professional skill, which impacts on teaching and learning. To illustrate these ideas and skills in relation to Humanities and Social Sciences (HASS), examples from the Australian Curriculum: HASS will be used.

It was decided that the content of the curriculum is the knowledge, skills and concepts. Moreover, it can be strongly argued that the concepts are fundamental to the successful application of the knowledge and skills. This chapter explores the concepts within the HASS learning area and why they are so important for quality learning; that is, what is the role of the concepts in developing learners’ critical and creative thinking in the subject disciplines of History, Geography, Civics and Citizenship and Economics and Business? These Humanities subjects are known as the sub-strands of the knowledge and understanding strand in the Australian Curriculum: HASS (v.9.0). Regardless of the nomenclature of the disciples in question, if we intend to develop higher-order critical and creative thinking in the HASS learning environment, it is fundamental that learners understand HASS concepts.

If we approach Arts education as we might approach literacy, we would aim to develop Arts literacy in students. We would teach students the tools of language, ways of constructing meaning, vocabulary, structures, forms, genres and shaping cultural and social contexts. In literacy we allow children freedom to gain confidence and experiment with creative writing, but we also intervene when necessary to correct, guide and teach them explicit skills and knowledge. If we apply this approach to the Arts, rather than stand back and ‘let the child be free’, we can focus on developing proficiency in knowledge and skills as well as fostering creativity and imagination right from the start. As with any other Learning Area, child engagement and achievement in the Arts are determined by exposure to ongoing, sequential learning experiences. This chapter suggests ways in which teachers can achieve this in a way that is respectful of the needs and interests of the child.

This chapter will explore the fundamentals of drama, both as a skill and as a methodology for teaching other curricular requirements. It also offers practical activities and assessment practices, as well as theoretical underpinnings and methods to further develop teaching methodologies beyond this text. You will have the confidence and knowledge to engage learners of all ages and abilities to explore their own ideas through dramatic performance and to evaluate the performance of others. The key to drama is not only the development of skills, but also the ability to apply processes and value these processes as equal to the end product of a drama activity. The application of drama in literacy, numeracy and other areas of learning will be embedded throughout. A great deal of the focus on drama in the classroom in Australia is from a western perspective.

Distance learning has grown in popularity since the beginning of the century, and the affordances of the rapid development of online audiovisual and mobile technologies have made it easier to learn languages at a distance. This chapter defines the concept of distance language learning as learning that is designed to take place when teachers and learners are not together in the same physical space and learning is mostly mediated through technology. It focuses on distance learning that both students and teachers have chosen as their method of delivery, as opposed to an imposition in response to an emergency situation such as the COVID-19 pandemic. The chapter presents a brief history of the evolution of distance language learning, exploring current and past tools, methods, and beliefs in the teaching and assessment of languages in a distance learning context. It also outlines the characteristics of successful distance learners and teachers, as well as some of the challenges they face. It concludes by arguing that the rapid improvement in speech recognition and translation software is likely to transform distance language learning in the near future.

Assessment is a key aspect of teaching and fundamental to student and teacher learning. As a teacher, you will use syllabuses, Australian Curriculum content and the local cultural knowledge that is valued in your community to develop tasks and provide classroom experiences that foster quality learning. You will need to understand that there are a range of assessment types, with different purposes and tools available that you can use to assess student learning and progress. As you grow in your career, you will continue to develop the skills and knowledge required to activate a collaborative classroom culture that promotes student ownership of learning and enables students to foster each other’s learning through classroom assessment. You will work in partnerships with students, colleagues and parents/caregivers to curate authentic evidence of learning. In this chapter, we examine forms of assessment, the most effective types of feedback and how teachers use assessment data in teaching, planning and reporting practices.

Teacher quality – what teachers do, how they teach and the way they present information – impacts student learning. Effective teaching and learning is a complex human endeavour and there is no ‘one-size-fits-all’ approach. In your journey as a pre-service teacher, you will aim to learn as much as you can from your university coursework, professional experiences, lecturers and tutors, and the school teachers that supervise you, as well as drawing on your background knowledge and experience. In this way, you will be prepared with a range of pedagogical approaches, strategies, frameworks and theories that will support you to implement effective teaching and learning, and be the best teacher you can be. Australia’s vastness and diverse population mean future classrooms will host students with varying backgrounds, interests, learning preferences and social, cultural and linguistic needs. Igniting learning in your classroom will require you to know your students and how they learn, plan engaging teaching and learning experiences, monitor their progress, and assess their learning to inform future teaching and learning programs.

Empirical evidence on the functioning of utility model (UM) systems is scarce compared to patent systems. This chapter applies the framework introduced by Heikkilä (2023a) to the empirical analysis of the Finnish UM system and its interaction with the Finnish patent system. The findings suggest that the UM system has promoted flexibility and inclusiveness of the Finnish patent system. There are systematic differences between Finnish UMs and patents: 1) UMs are members of smaller patent families, 2) UMs have smaller inventor teams, 3) grant lags of UMs are significantly shorter and 4) both Finnish patents and UMs receive few citations, but UMs receive systematically less. The aforementioned average differences between Finnish patents and UMs were much larger before Finland joined the European Patent Convention in 1996 which emphasizes the need to consider European integration and the evolution of European IPR institutions when evaluating UM systems.

Anaesthetic preoperative assessment is an essential part of the child’s admission. Standards of care dictate that this needs to be done in advance of the day of admission to ensure the patient is medically optimised and prepared for their anaesthetic. A detailed discussion about the side effects and risk of anaesthesia is essential, and families should be given written or electronic information as part of this process. All anaesthetists who are involved in the care of children should have a sound knowledge of common medical conditions in childhood. They should understand how these conditions can be affected by anaesthesia and surgery and what preoperative investigations and planning are required to deliver a safe anaesthetic. Those medical specialties that are regularly involved in the care of the child should be contacted to help guide the perioperative management and ensure a collaborative approach to the care of the child.

Autism spectrum disorder (ASD) is defined by the American Psychiatric Association as persistent deficits in social communication and interactions and restricted, repetitive patterns of behavior, interests, or activities. There are many potential etiological causes for ASD. In the United States, the combined prevalence of ASD per 1,000 children was 23 in 2018. The American Academy of Pediatrics (AAP) recommends screening specifically for ASD during regular doctor visits at 18 and 24 months to ensure systematic monitoring for early signs of ASD. Most reported concerns from parents relate to abnormal childhood developmental trajectory and history of unusual behaviors, with variability in ages when features suggestive of ASD are most noticeable. Behavioral interventions for ASD focus on minimizing the effects of developmental delays and maximizing speech/language, motor, social-emotional, and cognitive skills. Medications can be used to target comorbid conditions or problematic behaviors that interfere with progress or pose safety concerns. The financial burden on families of children with ASD is correlated with the existing societal financial safety net. Poorer outcomes are expected when the family carries a substantial share of the cost to support the development of children with ASD, especially in lower-income households.

Child and adolescent psychiatry (CAP) is a complex and challenging subspecialty in psychiatry that developed immensely in the last century. In this chapter, we present a brief overview of development and specific aspects of the assessment, diagnosis, and treatment of children and adolescents.

Early encounters with patients provide a valuable opportunity to understand their presenting complaints and needs. In order to do this effectively, it is important to have a structured approach to evaluating their symptoms. Using a step-by-step approach, this chapter instructs you how to understand a patient’s initial presenting complaints and assess their needs in an initial assessment. This includes setting the scene with the patient, evaluating their insomnia using a structured sleep interview, and using observation to obtain helpful and pertinent clinical information in collaboration with your patient.

The last two decades have been marked by excitement for measuring implicit attitudes and implicit biases, as well as optimism that new technologies have made this possible.  Despite considerable attention, this movement is marked by weak measures.  Current implicit measures do not have the psychometric properties needed to meet the standards required for psychological assessment or necessary for reliable criterion prediction. Some of the creativity that defines this approach has also introduced measures with unusual properties that constrain their applications and limit interpretations.  We illustrate these problems by summarizing our research using the Implicit Association Test (IAT) as a case study to reveal the challenges these measures face. We consider such issues as reliability, validity, model misspecification, sources of both random and systematic method variance, as well as unusual and arbitrary properties of the IAT’s metric and scoring algorithm. We then review and critique four new interpretations of the IAT that have been advanced to defend the measure and its properties. We conclude that the IAT is not a viable measure of individual differences in biases or attitudes. Efforts to prove otherwise have diverted resources and attention, limiting progress in the scientific study of racism and bias.

Chapter 9 on siting and installation considers some of the key steps leading to the successful installation of a wind energy project, whether a single machine or large array. A section on resource assessment considers site wind measurements, the IEC Wind Classification system, and the measure-correlate-predict (MCP) procedure for establishing long-term characteristics at a prospective site. Array interactions are described in terms of energy loss and increased turbulence: empirical models are given for predicting both effects and wake influence is illustrated with field measurements from large and small arrays. The civil engineering aspects of project construction are examined, with description of different foundation types; simple rules are given for conventional gravity base design, with illustrations. The construction and environmental advantages of rock anchor foundations are described, and some examples given. Transport, access, and crane operations are discussed. The use of winch erection is illustrated with the example of a 50kW machine. The chapter concludes with a short summary of the necessary electrical infrastructure between a wind turbine and the external grid network.