An overview of probability distributions and their properties is shown, to provide readers with fundamental concepts, computational methods, and their applications to the study of stochastic problems. Binomial, Poisson, Gaussian, and Cauchy–Lorentz distributions are examined in detail, computing their moments and cumulants, as long as they do not diverge. Very useful tools like multivariate Gaussian integrals, the Laplace maximum method, and the properties of the Euler Gamma function are reported in the appendices.

This chapter examines the broad social and political ramifications of the Chernobyl disaster through the lens of the ‘Chernobyl children’. These children, initially referred to as such by Western media and later by Soviet activists, symbolize the long-term human impact of the disaster, which transcended national borders. The chapter explores how the Soviet state, struggling under the weight of multiple crises, sought to protect these children by sending them abroad for recovery, leading to the development of extensive transnational networks. These networks, primarily driven by non-state actors and humanitarian initiatives, played a crucial role in shaping the global response to the disaster. The chapter also delves into the complex identities of the Chernobyl children, who have navigated the stigma of being disaster survivors while sometimes using this identity to their advantage. By situating the Chernobyl children within broader historical contexts, such as the Cold War and the Anthropocene, the chapter offers a nuanced understanding of how this disaster became a transnational event with lasting implications for global humanitarianism and the lived experiences of those affected.

Through HASS, children critically consider the moral challenges of our time and make informed and ethical decisions. The rationale to the HASS F–6 (v.9.0) curriculum asserts that HASS empowers students ‘to value their belonging and contribution to their community and beyond’. By engaging with key topics, children can impact their surroundings and effect change. Children explore historical and geographical concepts of significance, continuity and change, and place and space before they even reach school. Upon entering school, further intradisciplinary and interdisciplinary concepts are developed and refined. Thus, early in young people’s lives, teachers aim to introduce children to the study of humanities, which helps us to understand who we are, our identity and human interaction. This chapter explores the nature of HASS learning and pedagogy in the early childhood and primary years; considers the policy basis for teaching social science knowledge and skills; and outlines how play-based and inquiry-based pedagogical approaches can be used to teach HASS; and the value of learning propositional knowledge in the humanities and the significance of maintaining the integrity of discipline-based ways of ‘knowing’ and ‘doing’ to deliver a deeper understanding of HASS topics and concepts.

Chapter 4 further justifies the Universal Partial Defence (UPD) on a paradigmatic plane by exploring the second (political) deficit to which the Real Person Approach (RPA) responds. It deploys the principle of parsimony to explain how the weight afforded to the dominant rational agency account contributes to a form of conceptual punitiveness at culpability evaluation, which is reinforced by a broader culture of responsibilisation. Applying the RPA, the chapter conceptualises punitive excess at culpability evaluation as a form of pathogenic vulnerability, unearthing a discrete version of misrecognition at this site. In response, the recognitive justice feature of the RPA is engaged to consider how we might ameliorate this particular variant of social injustice. Drawing on recent scholarship promoting a more modest approach to criminal responsibility attribution, the principle of parsimony is reauthenticated as a core tenet of the criminal law, supporting the call for a UPD at the doctrinal level.

Chapter 4 draws on both existing research and semi-structured interviews with people with visible differences to explain what we know about the human experience – both psychological and social – of having a disfigurement. For instance, are particular types of disfigurement more vulnerable to discrimination than others? Are certain life contexts impacted more acutely? Are coping mechanisms commonly used? It considers the link between physical appearance and perceived personality traits. And it challenges common assumptions – like the idea that more severe disfigurements are always worse to live with (an erroneous assumption which lives on undaunted in the law). Despite methodological difficulties in researching such a dynamic and underexplored area, this chapter identifies significant disadvantages in looking different. With this in mind, this chapter probes how people with lived experience of visible difference understand their experiences and relate them to the law. Exploring the legal consciousness of this group of people provides a partial insight into the low numbers of claims brought under the relevant part of equality law. It interrogates the gulf between what the law says on paper and how it works in real life, revealing tensions and mixed messages which undermine law’s potential for effectiveness.

Early childhood teachers in Australia are qualified to teach children from birth to five years of age or birth through to eight years of age depending on their teacher education program and state qualifications. A significant challenge is the need to be knowledgeable about, and comfortable working with, different curriculum framework documents. Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF v2.0) informs practice in early education and care settings for children from birth to age 6, while the Australian Curriculum models the curriculum in the Foundation to Year 10 (hereafter: F–10) formal schooling years. This chapter will provide a contextual foundation for teaching and learning in HASS, beginning with a broad discussion of the Australian Curriculum: HASS in the early years of primary schooling, considered through the lens of the EYLF v2.0. Similarities and differences between the two curriculum documents will then be addressed, as well as how these documents potentially affect children’s learning and how educators teach. Finally, it will be argued that pedagogical practice, specifically inquiry-based learning rather than content-based learning, contributes to effective connections between the foundations for learning developed in the early years settings and transition to the first years of formal schooling.

Chapter 5 focuses on the period stretching from the Catalonian Civil War’s outbreak into the early sixteenth century. The civil war led to Perpignan’s conquest by France and three decades of nearly continuous French rule, followed by the town’s return to the Crown of Aragon. This chapter examines how these experiences affected matters treated in the preceding chapters. Although kings of France and Aragon fought each other for control of Perpignan, they pursued similar policies there during and after the civil war. They eliminated twelfth- and thirteenth-century customs and privileges on an unprecedented scale, including the foundational ma armada. And they assumed a thoroughgoing control of municipal elections, especially with King Ferdinand II’s establishment of a system that he called insaculation, and that I will call royal insaculation to differentiate it from earlier forms of insaculation. Together, the lasting suppression of the ma armada and the imposition of royal insaculation constituted the royal state’s triumph.

In aspiring for world-class education, the Alice Springs (Mparntwe) Education Declaration provided guidance for the continued development of the Australian Curriculum. The declaration committed the Australian Government, in collaboration with the education community, support for all young Australians development in becoming confident and creative individuals, successful lifelong learners and active and informed members of the community. To do so, schools are encouraged to address not only academic achievement but also their holistic development and wellbeing. Subsequently, some of the approaches to achieving these goals are identified as not solely fitting into the traditional content learning areas. Rather, it was argued that such approaches needed to be immersed across learning areas to ensure the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of young Australians were respected and treated as part of the teaching and learning requirements and as a student entitlement. Hence, the general capabilities and cross-curriculum priorities are additional dimensions embedded across learning areas and purported to be of equal importance.

Courts are institutions within the broad body politic of their society, which comprises not only the branches and institutions of the state, but also political parties, the media, civil society and the legal profession. The role that courts play in modern bodies politic has expanded significantly since the Second World War, mainly as a result of the practice of writing constitutions. These constitutions have often been adopted at a time of transitions, such as decolonisation, following a war or a period of autocratic rule or civil war and have accordingly often been accompanied by uncertainty and fragility. Responding to the expanded role of courts with a general normative claim that the expanded role of courts is democratically inappropriate without a careful consideration of the circumstances in which the role of courts has been expanded is unsatisfactory and in a world in which democratic backsliding is largely characterised by an expansion in executive power is probably also unwise.

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.

In just nine months, the Philippines campaign isolated the Japanese homeland from its conquered empire to the south, made possible an air and sea blockade to prevent the resources of the Netherlands East Indies from reaching Japan, gained a base equivalent to the British Isles in preparation for the invasion of Japan, liberated the Philippines and its people from Japanese occupation, freed Allied prisoners of war and civilian detainees held in camps, destroyed the majority of the remaining Japanese fleet, and destroyed several thousand aircraft. SWPA undertook eighty-seven amphibious landings – more than in any other theater. SWPA logisticians performed legendary feats of improvisation on a shoestring budget. Air support was crucial to the effectiveness of operations in the Philippines. Japanese atrocities convinced MacArthur to charge Yamashita with war crimes on the basis of command responsibility, for which the Japanese general was tried and executed. Civil affairs units and engineers were crucial to rehabilitating the Philippines, which had been devastated by three years of Japanese occupation and nine months of combat operations.