In this chapter, differences between quantitative and qualitative studies are presented. Students are taught the basic skills for performing a qualitative study, such as performing interviews, observations, and researching material culture. Methods for analyzing these qualitative data such as finding themes and creating concept maps are discussed. Students are encouraged to use qualitative analytical methods with a quantitative study (i.e., a mixed-methods approach) to help create a richer, more detailed study.

This chapter introduces phonotactics, which includes syllable structure and stress assignment. These features work together to create the overall aesthetic feel of a language, which is, perhaps, the most noticeable and salient feature of a spoken language. By the end of the chapter, you will make decisions about how the sounds of your language will come together to form syllables and how stress is assigned within words.

This chapter focuses on the role of institutions in shaping economic efficiency and development throughout European history. It argues that institutional innovations have been central to Europe’s long-term economic progress, even though inefficient institutions have sometimes persisted due to vested interests. We first discuss what is considered a development-friendly institutional setup, and then analyse relevant historical institutions such as serfdom, open fields, guilds, cooperatives, the modern business firm and socialist central planning to understand their specific (in)efficiency contributions and distributional consequences.

This chapter analyses the relationship between population growth and resource constraints in European history, focusing on the Malthusian theory, which posits that population growth leads to stagnation due to finite resources. The chapter challenges this view by examining how technological innovations, agricultural improvements and changes in fertility strategies affected population dynamics. It explores how societies adapted to resource constraints and avoided the Malthusian trap through mechanisms such as the demographic transition. The chapter also uses case studies such as the decline of the Roman Empire to discuss the relevance of simple models for interpreting historical processes and presents nuanced insights into the complex interplay between population, resources and economic development.

In previous chapters, student researchers were guided through the creation of basic graphs and charts to help visualize results. In this chapter, Mayer’s principals of multimedia learning are reviewed as they pertain to presenting information using graphics. Readers are brought through best practices with how to visually display information and facilitate an accurate transfer of meaning. Students are shown how to modify the charts and graphs that were presented in previous chapters are reviewed with step-by-step instructions in SPSS and R. Additionally, students are taught how to create more detailed charts in R.

This chapter discusses techniques to build predictive models from data and to quantify the uncertainty of the model parameters and of the model predictions. The chapter discusses important concepts of linear and nonlinear regression and focuses on a couple of major paradigms used for estimation: maximum likelihood and Bayesian estimation. The chapter also discusses how to incorporate prior knowledge in the estimation process.

The formative years of life provide the most important elements to equip children with the capacity to learn. Therefore, underpinnings for art pedagogy for Australian First Nations early childhood education should ensure that educators and teachers may contribute environmental foundations for children’s learning while ensuring that children have effective resources to prepare them for an ever-changing world. The challenge is balancing the expectations of the home with the expectations of teaching and learning in early childhood educational settings.

A company is a legal entity, distinct from its creators, members, directors and managers. Chapter 3 of this book discusses the separate legal status of the company in detail. For the purposes of this current chapter, we emphasise that for a company to come into existence there must be a conferral of that status by the state. Unlike some other forms of association, such as a partnership, it is not legally effective for a group of people to simply declare themselves to be a company. A company is a type of corporation. The corporate status of a company is brought into existence through a process of registration under the Corporations Act. Other types of corporate entities are created by different legislative mechanisms, and we briefly describe some of these later in this chapter.

This chapter describes the range of basic company structures available under the Corporations Act, focusing on three ways in which companies can be categorised: their proprietary or public status; how they structure the liability of their members; and their relationship to other companies. The chapter examines the role of corporate groups, as well as the difference between closely-held, one-person, and widely-held companies.

During the winding up process, the business of the company is brought to an end, its assets are collected and sold, and the proceeds applied in accordance with the priorities set out in the Corporations Act. First, the proceeds are applied to creditors and any balance is paid to shareholders. Thereafter, the company is deregistered and ceases to exist. Winding up may be either compulsory (court-ordered) or voluntary. The most common reason for winding up or liquidation is the company’s insolvency.

A note on terminology: the terms ‘winding up’ and ‘liquidation’ are sometimes used interchangeably and at other times they are differentiated. For the purposes of explanation in this chapter we separate these terms. ‘Winding up’ is used to refer to the whole process as just described; this accords with the language of the Corporations Act Parts 5.4 to 5.7. ‘Liquidation’ refers to the particular task of realizing (or selling) the company’s assets so that the proceeds are available to be distributed to creditors (and possibly shareholders). Note, however, that the term ‘liquidator’ is used in the Act, and in practice, to refer to the person appointed to conduct the whole winding up process.

This is the first of three chapters dealing in depth with directors’ duties, following the overview provided in Chapter 10. The duties are divided into two themes: duties of care, skill and diligence, and duties of loyalty and good faith. The focus in this chapter is on the duties of care, skill and diligence. These duties are imposed by the common law, equity and the Corporations Act. This chapter commences with the common law and equitable foundations of the duty of care, skill and diligence, and considers their adoption into statute and the current law. It examines the safe harbour provided by the business judgment rule, and recent discussion on the scope and application of that rule. This chapter examines the ability of directors to delegate their duties and to reasonably rely on the information or advice provided by certain types of persons. Finally, the chapter considers the requirements imposed on directors and officers as a company approaches insolvency. The chapters which follow then consider the duties of loyalty and good faith.

In this chapter we extend that discussion by considering classroom management in relation to creating engaging and motivating learning environments. Engagement and motivation are essential to young people’s success in various educational contexts, including early years, primary and secondary settings, and they can only occur in positive teaching and learning environments. Establishing and fostering such environments through effective classroom management is a source of concern for many preservice teachers, and this will continue to be the case as teachers progress throughout their career. This chapter provides an overview of various proactive strategies that serve to promote positive teaching and learning environments along with strategies for responding to student disengagement or off-task behaviour. Positive student–teacher relationships will also be described as an essential component for engaging and motivating students’ learning.

High-quality teachers and teaching are essential for quality educational outcomes, and ultimately Australia’s economic and social wellbeing. This is recognised globally and has resulted in the development, implementation and enforcement of teacher standards to improve teacher quality and teacher professionalisation. The Australian Professional Standards for Teachers (APST) (Australian Institute for Teaching and School Leadership and the Initial Teacher Education Program Standards were developed to enhance and regulate teacher preparation and the quality of graduates. The standards are used by state and territory regulators to describe minimum levels of competence for teacher registration in Australia. Initial teacher education (ITE) programs now have specified entry requirements, including levels of academic achievement and dispositional attributes. However, the focus on preservice education to improve teacher quality is one-sided, overlooking the inservice issues that impact teacher quality, such as teacher shortages, pay and employment conditions.

This chapter will add a further layer of understanding from what you have read in Chapter 7 (diversity, inclusion, and social justice) and Chapters 8 and 9 (classroom management and creating positive learning environments). However, this chapter will focus on one particular group of learners: those who have lived through complex trauma. The reason why an entire chapter is dedicated to this one group is a growing understanding that we need a different way of thinking, believing, planning and acting if we are to be successful in improving the educational and life outcomes for these children and young people. We also know that a trauma-informed approach to educating and supporting these young learners can enhance the personal and professional well-being of the adults working hard to deliver education programs, which is vital.