Examines a variety of content domains involved in conversational remembering, including topic selection, case studies, source memory, storytelling, planning, repair, time duration, personal content, requests, lectures, inferences, surnames, interference effects, common ground, marital interactions, and mood.

How did peat become part of Russia’s industrial metabolism? This chapter traces the physical mobilization of peat in the late imperial period and during the early Soviet electrification campaign, highlighting the importance of regional perspectives for efforts to write an environmental history of Russia’s industrializing economy. From the late nineteenth century, peat played an increasingly important role as an industrial fuel, inspiring technical elites to consider it a source of electric power. This idea was subsequently incorporated into the GOĖLRO-plan for the Electrification of Russia, which firmly anchored peat in the power industry. The early Soviet energy system, with its emphasis on regionally available energy sources, was not solely a product of Bolshevik power. Instead, it must be situated within longer trajectories of regionalized fuel use and the experience of a war-related fuel crisis that predated the 1917 Revolution.

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. Therefore, teachers need to organise and manage particular learning environments according to a number of factors, including the age range, learning needs and number of students they are teaching, the nature of the learning context, and the aims and purpose of the teaching and learning being undertaken. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised. In the second section, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities. Theories are of little use in classroom management if they exist only at the level of abstract thought, so we explore ways in which theory can be enacted in practice across learning contexts.

Planning for learning is essential for creating environments conducive to deep learning and to developing student understandings. Standard 3 of the Australian Professional Standards for Teachers (APST) specifies the need for all graduate teachers to be able to ‘plan for and implement effective teaching and learning’. Quality planning involves the systematic use of feedback data to design activities that encourage the assimilation and synthesis of information, leading to the creation of new understandings. Student learning should always be the goal.

The concluding chapter provides a synthesis and reflection on insights from this book. It first summarizes the main findings regarding how disaster risk today is a legacy of urban history, drawing on salient examples from the six case study cities and cautioning that risk becomes very “path dependent” as future options are constrained by past decisions. After discussing limitations of the study and further research needs, the chapter suggests that the Urban Risk Dynamics framework and findings from the six cases are relevant to any city, demonstrating this for Vancouver (Canada). It then reflects on the practical significance of the book. It argues that the findings demonstrate why disaster risk and risk reduction should be viewed dynamically; why understanding risk should start with the city, not the hazard or disaster; and why interdisciplinary approaches are critical for reducing risk. Recognizing this can help analysts, planners, and policy-makers, for example, to not only identify current risk hotspots but anticipate future ones, to consider risk from a multihazard standpoint, and to develop strategies and solutions that are effective in the long term.

Negotiation is important for healthcare managers. In the past, negotiation was largely conducted face-to-face but that changed during the COVID-19 pandemic. Many negotiations are now conducted virtually over videoconferencing platforms such as MS Teams. This chapter introduces negotiating that can assist readers to develop their skills for use in personal and professional negotiations.

Matching available health resources to consumer needs is challenging. Governments and health bureaucracies with finite resources face increasing demands from their client populations, which often have complex health issues. No country prioritises resources to meet every single health need of every citizen; consequently, effective health service planning is critical to maximising population health outcomes and ensuring value for the available money. Due to the inherent contradictions existing between the high demand for and the limited responsive supply capacity by health services, health service planning is often characterised by negotiation, lobbying and compromise among various interest groups. A consensus can best be achieved if stakeholders agree upon a set of core values, and all involved in the process endorse principles and the procedures of planning. This chapter focuses on the practice of health service planning.

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.

As companies increasingly acknowledge the need to actively manage the impact of rising geopolitical tensions, they are on the hunt for geopolitical advice from trained and professional staff. Companies first scan the global landscape to assess where frictions may arise, leveraging the expertise of former government officials and professional analysts. They then need to determine which aspects are relevant for their businesses – a personalization of their scan results – followed by planning, which is an evaluation of how shifts in the geopolitical environment will affect their business. Finally, if the analysis suggests geopolitical headwinds, companies must understand how to pivot. These four steps – scanning, personalizing, planning, and pivoting – call for a combination of internal and external expertise. Geopolitical advisors, boards of directors, top management teams, government affairs teams, line managers, and cross-functional teams all have a role to play in the architectural changes that would be needed.

In this chapter, we focus on the implementation of the planning cycle in infant and toddler settings and how it might be co-constructed, documented and shared with key stakeholders. Throughout this book, we have examined how the first three years constitute a foundational period with particular competencies, vulnerabilities and opportunities for growth and learning. Infants and toddlers deserve, and indeed have a right to experience, curriculum that is specifically designed to nurture their unique ways of being, belonging and becoming. At the same time, very young children are not a homogenous group but individuals with their own interests, dispositions, strengths and challenges. Quality curriculum is planned to be responsive to these individual differences. Planning curriculum is an important professional practice requiring educators to act with what the Early Years Learning Framework (EYLF) calls intentionality, meaning their curriculum and practice is deliberate, thoughtful and purposeful.

This chapter delves into the principles of planning, connecting with Chapter 7 to explore essential considerations for effective teaching and learning. It focuses on the processes and preparations of secondary and primary pre-service teachers Hannah and Matthew as they assess students’ learning needs, select a suitable lesson plan template, implement lessons and reflect on practice. Both Hannah and Matthew are dedicated pre-service teachers committed to challenging themselves and their lerners to achieve success. The chapter explores key factors for effective teaching and learning, including a robust curriculum, student understanding, diverse teaching strategies, differentiation and integrating assessment for informative purposes. This chapter invites you to engage in planning activities for a class of learners. While exploring Hannah and Matthew’s experiences, reflect on your own teaching preparation. Consider how you will plan and prepare for lessons, tailor them to meet learners’ needs, employ teaching strategies for engagement, and integrate assessment into the teaching and learning process. The concept of teacher ‘with-it-ness’ will be introduced, prompting further consideration on fostering positive behavior in your classroom to promote a safe and positive learning environment.

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.

Dominion generals truly believed that they might need a corps-sized army formation, or something close to it, in the not-too-distant future. They had just assembled big armies to fight a big war, so the possibility of having to do it again sometime soon was not so remote to them as it appears to us 100 years later. Their first instincts were to preserve as much army as possible. Senior officers in Canada proposed a permanent force of 20 000–30 000 and a compulsory service militia of 300 000 soldiers. Australia’s generals wanted a permanent force of 3500 professionals to train a militia of 130 000 troops, which could expand to 182 000 in wartime. And they suggested that the Commonwealth Government implement ‘measures for the utilization for a definite period of the trained personnel of the A.I.F’ to put things on the right path.

After the Second World War, ambitions to develop a collective security arrangement among Western allies for the defence of the South-East Asia region started to emerge from many quarters. Australia and New Zealand began planning for a security alliance that would include regional nations as well as foreign powers, and Britain’s attention returned to supporting the defence of its colonial possessions. Australia and New Zealand did not achieve a security alliance initially, and defence planning in the immediate postwar years rested on a negotiated agreement focused on the British Commonwealth.