Chapter 5 addresses the application of the law on disfigurement from the point of view of employers. It analyses the findings from interviews with HR and EDI professionals about their approaches to disfigurement equality at work. It explores employer approaches to visible difference in a variety of contexts – from recruitment to workplace culture to making reasonable adjustments. This chapter reveals considerable uncertainty among employers about how to address the social barriers of looking different. This uncertainty is addressed by guidance in Appendix 1. Moreover, drawing on literature about the legal consciousness of human resources departments, it also uncovers tensions in the daily reality of HR practice which may impact both their ability and motivation to create appearance-inclusive workplaces.

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.

The Australian Curriculum’s three cross-curriculum priorities are intended to give global, national, and local perspectives, providing students with the tools and language to be able to understand the world in which they live and to consider the future world they could inhabit.Within the Australian Curriculum, three cross-curriculum priorities have been defined: Aboriginal and Torres Strait Islander Histories and Cultures; Asia and Australia’s Engagement with Asia; and Sustainability. These three cross-curriculum priorities are not intended to be taught as separate Learning Areas; instead, they are about exploring relationships between subjects. They offer learning opportunities to add depth and richness to student learning in specific discipline content at the same time as developing knowledge, understanding and skills relating to the three priorities.

In contemporary Australian society, the word ‘quality’ is ever-present in professional and political discussions about early childhood education. Educators and families are told that ‘quality is important’; curriculum documents, such as Australia’s Early Years Learning Framework (EYLF), aim to enhance quality; services are rated for the quality of education and care that they deliver; and governments regulate service conditions and provisions in order to facilitate the provision of high quality practice. Together, these social, professional and political structures communicate a strong message that quality matters for young children’s learning and wellbeing.

Investment facilitation, aiming for improvements in the transparency, efficiency, and predictability of domestic investment frameworks, plays an important role in complementing currently prevailing international measures for attracting external development. Finance and various investment facilitation reform initiatives are under way at multiple levels. However, empirical evidence on currently prevailing levels of adoption of investment facilitation measures and resulting reform and support needs is still scarce.

We rely on other people’s ideas because they often know more than we do about many aspects of the world. A negative consequence of shared beliefs occurs when people focus too much on information that originates from people who hold the same opinions. A group is particularly vulnerable to groupthink when its members have similar backgrounds, the group is insulated from outside opinions, and there are no clear rules for decision making. Shared beliefs can nonetheless contribute to group cohesion, coordination of ideas, and shared mental models. The flipside of shared beliefs are unshared beliefs that can cause conflicts. Advice for resolving conflicts includes engaging in persuasive listening, acknowledging common ground, and discussing reasons for a lack of progress. Considering alternative perspectives also broadens views. High levels of task discourse enable team members to resolve ambiguities, refine their ideas, and discuss the potential innovation of those ideas. Training should therefore emphasize a diversity of perspectives, the open exchanges of ideas, the reduction of biases, and an increased motivation for accuracy.

One method for teaching creativity is to encourage students to adopt broader perspectives. Taking different perspectives provides access to a wide range of knowledge, including social categories, stereotypes, interactions, roles, and events. Prospective thinking has also proven effective by asking students to judge how probable it would be for various future events to happen to them. Examples of creative methods (cartoon captions, gestures, incongruent contexts, novel uses of parts) and types of thinking (prospective, perspective) can serve as guidelines for instructional interventions when developing curricula for improving creativity. For example, an undergraduate creative thinking course at a large Midwestern university focused on strategies to help students develop different perspectives, identify unique opportunities, generate multiple ideas to solve problems, and evaluate those ideas. One of the themes that emerged from six international studies was the role of the teacher in managing discomfort from the uncertainty of open-ended tasks.

This volume offers perspectives on examples of key ingredients in Plato’s writing: particularly of argument, allegory, images, and myth, of intertextuality, and of paradox, but also his characterization of speakers he portrays in dialogue, now through narration, now direct dramatic presentation, and his assumed readerships. All the essays included were prompted by perception of something problematic: either in a passage within a dialogue itself, or in the way scholarship had tackled or failed to tackle a topic. First come three approaching the corpus as a whole, three different vantage points. The next group of three focus on arguments and disputants within the overall argumentative structure of three very different dialogues: Gorgias, Cratylus, and Parmenides. A third group contains two studies of celebrated imaginative fictions – the Noble Lie and the Cave – that perform key but unstraightforward roles in the philosophical strategy of the Republic. The final six chapters discuss the Laws. They explore further literary and philosophical dimensions of Plato’s writing in the last and longest of his dialogues, nowadays yielding up more philosophical rewards than was once the case.

Building upon issues identified in the preceding chapter, Chapter 2 delves into tensions stemming from divergent political ideologies, economic objectives and legal methods that come into play in the interpretation and implementation of international investment agreements. Tensions between different actors and their perspectives on these issues are also considered. The aim is to provide reflection on different issues that occupy the current debate on international investment regulation and challenges encountered when addressing them.

Pictures are two-dimensional depictive representations. They include static pictures and animations. The latter are defined as pictorial displays that change their structure or other features over time and trigger perception of a continuous change. Static and animated pictures can display static as well as dynamic content. Both can have an envisioning, explanatory, orientation, organizing, and argumentative function. Picture comprehension entails sub-semantic perceptual processing, semantic perceptual processing, and conceptual processing. Sub-semantic perceptual processing is primarily pre-attentive and data-driven. It results in viewer-cantered and object-cantered visual representations. Semantic perceptual processing is attentive and data- as well as knowledge-driven. It results in object or event recognition. Conceptual processing is attentive and primarily knowledge-driven. It creates complex propositional structures and mental models in working memory. Picture comprehension is based on analog structure mapping under the guidance of perceptual and conceptual representations.

Susanne Staschen-Dielmann’s history episode is designed to offer learners deep understanding and command of a specific historical genre. Criteria-centred evaluation is one of the most challenging text types to master in history. It requires the ability to analyse and evaluate historical events from different perspectives in a nuanced way through a set of criteria. A series of tasks leads to students creating instructional videos for other students. In those videos, students explore aspects of society in the German Empire guided by the research question: ‘After unifying the German Reich with “blood and iron” in 1871, did Bismarck manage to unify German society as a nation?’ After sharing their findings on different social and political factions and analysing similarities and differences according to social, political, economic and ideological positions, learners collaboratively assess the degree of national unity or disunity in Germany under Bismarck, following the principles of criteria-centred evaluation.

A single perspective cannot explain the entirety of serial murder. In psychology, we promote a biopsychosocial model of understanding any behavior or mental process. The author provides a summary of various perspectives, starting with behavioral neuroscience (i.e., biopsychology). She summarizes direct evidence from case studies showing neural issues in serial murderers, implied evidence of brain dysfunction of serial murders, and evidence of no neural issues in serial murderers. She then discusses the biological correlates of violence in general. The case of MSK Joseph DeAngelo highlights crime solved through forensic genetic genealogy.