This chapter centres Paul Gilroy’s warning at the dawn of hip-hop studies against a scholarly trend wherein “the phenomenology of musical forms is dismissed in favour of analysing lyrics, the video images that supplement them and the technology of Hip hop production.” This chapter is thus a methodological overview examining how leading journalists and scholars have approached the tricky job of writing about hip-hop’s musical sound. Drawing examples from the history of writing about rap music, it offers tips on how to develop our sound writing toolkits and challenges us to improve our understanding of the relationship between the sonic and the social. Because “music” remains such a conservative frame in the university, this chapter approaches the topic with a broadly decolonial, practical, and sound-centred approach. Such an approach opens us up to the important sonically minded contributions of arts practitioners, journalists, and scholars outside of music departments, while focusing in on the recent methods of scholars in the increasingly interdisciplinary fields of musicology, ethnomusicology, music theory, popular music studies, and sound studies. The chapter is a resource to help hip-hop scholars enrich their thinking (and feeling) about sound and make their research and writing more musical.

Practice single-best-answer questions on the nervous system, 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.

All young people have rich histories, connections to space, place and significant events, which fuel their curiosity about the world in which they live and provide an excellent platform from which powerful HASS learning experiences can be developed. The HASS curriculum, as presented in the Australian Curriculum, provides flexibility for educators to link learning to young people’s lifeworlds and experiences through culturally responsive and inclusive pedagogies. This chapter challenges you to place learners and contexts at the centre of planning, using co-design principles that value young people’s voice, histories, capabilities and connections with people and place in HASS planning, teaching and assessment. All educational settings are enriched with a diversity of learners, who need to be involved in learning designs from the outset, rather than having their diverse needs planned for after the event. Such universal design approaches to learning need to be embedded from the early years of education.

This chapter explores material language practices and their interaction with language ideologies. It investigates how oral, literal, and digital forms co-constitute discourses of normativity and prestige. Through observations of literacy practices, teaching, media, and participants’ reflections, the chapter studies materialisations of language and their ideological implications. The dominance of English writing in formal and institutional contexts contrasts with the variable use of oral Kriol, which resists standardisation. Efforts by the National Kriol Council to create a standardised orthography reveal tensions between fostering linguistic legitimacy and maintaining the anti-standard nature of Kriol. Digital communication amplifies these dynamics, bringing to the fore non-standardised writing that reflects local linguistic realities. Kriol’s oral and multimodal characteristics, perceived as spontaneous, creative, and resistant to disciplinary norms, challenge Western-centric ideologies that prioritise fixed standards. This shows that material language practices are culturally specific. A consideration of the role of materiality in language ideologies challenges universalised epistemologies.

Young people are learning in a digitally connected world where rapid advancements in technology are impacting the way people communicate and live their lives. Technology is changing the way learners access, apply and demonstrate their learning. HASS educators need to embrace this learning context and understand that the world young people are learning about, and learning in, is a globally connected and highly technological one. The impact of technology on learning and educator practice has been widely researched and recognised in education circles. Education technology refers to the tools learners have available to support learning. This includes information technology, software and other digital tools, hardware tools, social media and communication devices. It is clear that although technology has the potential to positively change the way young people learn, the role of the educator is crucial in ensuring that technology is used in ways that improve learning outcomes. The SAMR model is a well-researched and widely accepted framework for supporting educators to embed technologies into teaching and learning.

The book’s epilogue provides a succinct theory of Hispanic Technocracy. Next, it reflects on the gap between the ways the Hispanic Technocrats narrated their ideology and what came to pass once they took office. Last, the epilogue touches on the issue of collective memory, that is, on how the book’s protagonists and their ideology are remembered today in Spain, Argentina, and Chile.

Chapter 2 examines how copyright’s treatment of collaboration and crediting elevates might over right with problematic consequences for both creative and egalitarian interests. Drawing on the history of the beloved musical Rent, the chapter begins by assessing how the imposition of copyright’s mutual-intent requirement has transformed questions of joint authorship into a referendum on leverage that fails to recognize modalities of creation that are more collaborative in nature and disproportionately burdens individuals with lesser bargaining power, thereby disadvantaging women, people of color, and the poor. Meanwhile, the striking lack of a law of crediting has undermined the efficacy of the copyright regime by stymieing the allocation of capital resources towards the very individuals with the ability to best advance progress in the arts. And, when viewed through the prisms of gender, race, and class, it has also left those at society’s margins most vulnerable to exploitation and disproportionately susceptible to receiving insufficient credit for, and participation in, the spoils of their creative labors. To better align copyright with its policy goals and to promote social justice, our laws of collaboration and crediting must begin to privilege creativity over clout, and not the other way around.

The chapter explores the attenuation of Hispanic technocracy as an ideology amid a combination of national crises and a global wave of democratic transitions. It addresses how the Hispanic technocrats sought to thwart their country’s democratization processes (Spain); to preside over them, thereby producing a democracy in name only (Chile); or to influence a new military regime to reuse their ideological formulas (Argentina). As such, the chapter dispels any existing historiography that credits the book’s protagonists with intentionally or inadvertently advancing their country’s democratization.