It is difficult to think of anything more widespread and enduring than the lure of a good story. It is the warp and weft that weaves old, young, rich and poor of different cultures together and enables the opening of new worlds, concepts and understandings of past, present and future. We can empathise, imagine and live vicariously through stories that are an inseparable part of who we are as human beings. History documents these stories based on evidence interpreted through different lenses over time; Geography lends its knowledge to significance of place, space, time and perspective, providing context and reason; and Civics and Citizenship stories help us to understand our roles and responsibilities, as we seek models of the heroes and heroines found in a good story. For this chapter, a broad view of literacy has been adopted, one that defines it as a social practice which involves teaching learners how to participate in, understand and gain control of the literacy practices embedded within society. This chapter will examine the integrated nature of literacy in HASS through the inclusion of picture books to open and explore issues relating to HASS.

This chapter is devoted to correlations. We take up the central limit theorem once again, first with a couple of specific examples solved with considerable – but instructive – effort: Markov chains and recurrent events. Then, we generalize the machinery of generating functions to multivariate, correlated systems of stochastic variables, until we are able to prove the central limit theorem and the large deviations theorem for correlated events. We go back to the Markov chain central limit example to show how the theorem massively simplifies things. Eventually, we show how correlations and the lack of a Gaussian central limit are linked to phase transitions in statistical physics.

Play is an innate need. It’s a biological behaviour all humans engage in and is essential for children’s wellbeing and development across all domains: social, cognitive, emotional and physical. While play has long been seen as the key vehicle through which young children explore the world, researchers have now recognised the benefits of play to learning 21st century skills such as innovative thinking, problem-solving and collaboration. Intrinsic motivation is an inherent quality of play and a vital aspect of learning; without it, children can lack enthusiasm and willingness to engage, lack effort and persistence in tasks, give up easily and fail to develop independence in their learning. So how can we motivate and inspire learners so they become passionate advocates of their own development through self-driven exploration, questioning, problem-solving and discovery? Play is the key. This chapter discusses the benefits of play and explores how a ‘playful’ pedagogical approach enhances creativity, problem-solving and critical thinking, and can be used to effectively engage, motivate and stimulate learners from early childhood to adolescence in the HASS learning area.

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.

With the criminal law’s duty to advance social justice at the site of culpability evaluation established, Chapter 2 provides the substance of that duty and offers a conceptual tool to aid in its fulfilment, in the form of the Real Person Approach (RPA). The chapter introduces the target of the RPA as the dominant construct of personhood represented by excuse doctrine, and identifies its contribution to both moral and social injustice, through the subversion of core criminal law principles of proportionality and parsimony, respectively. The RPA responds by offering a guiding framework which helps to identify and explain these injustices, and aids with the challenge of holding people to account for wrongdoing in a way that advances social justice. Finally, the chapter explains the core features of the RPA in terms of acknowledging agency as vulnerable, responding with recognitive justice, and maintaining conceptual feasibility.

Practice single-best-answer questions on bones and joints, 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.

In recent years, research has highlighted the significant role of the immune system in the pathophysiology of catatonia. Emerging evidence indicates that autoimmune encephalitis, such as anti-N-methyl-D-aspartate (anti-NMDA), anti-gamma-aminobutyric acid-A receptor (anti-GABA-AR), and anti-dopamine-2 receptor (anti-D2 R) encephalitis, plays a crucial role in the development of different movement disorders in general and catatonia in particular. In this chapter, we will present three of the most prominent forms of autoimmune encephalitis associated with catatonia depending on their frequency – anti-NMDA, anti-GABA-AR, and anti-D2 R encephalitis. These three neurotransmitter systems, glutamate, GABA, and dopamine, are essential for understanding the pathophysiology of catatonia. Given the rapidly evolving nature of research on autoimmune encephalitis, we aim to inform and sensitize clinicians about the potential association between catatonia (and its signs) and autoimmune encephalitides targeting pathophysiologically relevant neurotransmitters. Our goal is to equip clinicians with the latest findings to improve the recognition and treatment of catatonia in the context of these autoimmune conditions. Finally, we will present the most common red flags that can help identify encephalitis and catatonia early, while emphasizing the need for continued research to better understand the molecular mechanisms and improve treatment options for this complex condition.

Chapter 3 argues that copyright’s derivative rights doctrine, with its ever-expansive breadth, has played a powerful, but unappreciated, role in privileging prevailing ideologies over resistive ones, reducing the latter to acts of infringement. With its examination of the long-forgotten copyright disputes involving the translations of Bambi and Mein Kampf from German to English in the lead up to World War II and the infamous standoff between the Charging Bull and Fearless Girl statues on Wall Street, the chapter details the way in which copyright’s outlawing of acts of “semiotic disobedience” has rendered important cultural symbols inviolable and, in the process, ensured the preservation of prevailing narratives on issues related to geopolitics, race, gender, religion, slavery, national heritage, indigeneity, colonialism, capitalism, and corporate governance by suppressing challenges to them. As such, the chapter posits that the derivative rights doctrine has created sacred texts in two senses: works that are sacrosanct and epistemologies that are incontestable. A derivative-rights doctrine that is insufficiently checked (by doctrines such as fair use) not only betrays the core purpose of the copyright regime – progress in the arts – but also forcefully undermines the ability of society (and, particularly, marginalized groups) to resist dominant social and political narratives.

Changes in Sino-American relations and in international relations more generally can catch observers by surprise. While things may appear calm and steady on the surface, important forces are often operating without catching our attention. Over time, pressures for change build up and can erupt to cause sudden and large transformations that are unexpected. Many people were, for example, caught off guard by the Sino-American rapprochement initiated by Nixon’s visit to Beijing and the sudden collapse of the USSR. There may be other changes afoot in international relations such as the fate of the US dollar and the possible development of a countervailing coalition against US primacy. Policymakers and students of international relations should be vigilant to watch out for such major changes that can transform international relations abruptly and fundamentally.

This chapter focuses on the drill music genre, a subgenre of gangsta rap that was born in Chicago’s underground hip hop scene in the early 2010s. Using observation and interviews with drill artists, their managers and other support workers, it discusses the relational practices of hip-hop youth on social media. The chapter examines their work on social media toward acquiring “clout”– a digital form of influence described by emerging musicians as allowing them to leverage digital tools in building social and professional status, amplify authenticity, cultivate relations with fans, and connect to friends and other cultural producers. It analyses the practice of “capping” (strategic deception, exaggeration of toughness, desirability to women and financial wealth) as a relational strategy that respondents utilized to acquire clout. The chapter argues that capping is an example of how race, class, gender and geography influence the digital interactions of young people and how the social media practices of drill rappers add significantly to the understanding of the counterpublics arising from globalising social media.

This chapter introduces you to Civics and Citizenship, one of the four subjects that comprise the Humanities and Social Sciences (HASS) learning area. It presents Civics and Citizenship as an active, participatory subject area that requires educators to promote an open and supportive educational environment through which learners can be engaged in discussing issues that affect them and their communities, and enables them to engage in democratic decision-making processes. The chapter covers the main elements of the Australian Curriculum: Civics and Citizenship, as it appears both within the combined HASS curriculum for the primary years and as a stand-alone subject for Year 7. It also introduces methods and approaches through which Civics and Citizenship can be taught effectively. Throughout the chapter, key points are supported by research evidence, and supporting tasks and reflections will help you to develop your understanding of Civics and Citizenship.

History for German idealism is the expression of practical reason, the process of gradually bringing about the accord of subject and object. In Hegel’s conception of the history of freedom, different configurations of ethical life embody changing assessments of the self and the world, and contain essential contradictions whose resolution is the key to progress towards new and more complex forms. The dialectic of the will in Hegel’s Philosophy of Right is an exposition of the idea of spontaneity, endowing itself with concrete content as it moves through its dimensions of universality, particularity, and singularity. Hegel demonstrates that modern institutions are not mere limitations, but legitimate conditions for the exercise of freedom. The rationality of the real, however, does not preclude a critical engagement. Close examination of current relations and institutions as exemplifying ideas of freedom reveals nodal points where practical interventions are likely to be fruitful in effecting change. An implicit, historicised ‘ought’ in Hegel, arising from his reworking of the logical categories, marks his place within post-Kantian perfectionism.