Most schools and departments of education have behavioural expectations of their students. The degree to which the individual teacher has a say over how they run their class can differ widely. In some contexts, it is completely left up to the teacher to decide the best way to manage student behaviour. In other schools, all teachers will be required to follow the exact same procedures, right down to scripting language of what to say in certain situations. Most schools sit somewhere in the middle, where they will have a school-wide approach to promote consistency, but the running of the classroom is left to the professionalism of the teacher.

School-wide approaches differ in their underlying philosophy and research base. This chapter will examine four common approaches that are used in Australian schools and analyse them in terms of their potential for increasing student engagement.

In business, meetings often occupy a great deal of time. When run well, they can be productive and improve interpersonal relationships. When run poorly, they can seriously damage productivity and morale. Meetings are not useful if attendees feel they have wasted valuable time in their incredibly busy workday.

This chapter explores planning and running successful meetings. It considers the rationale for holding meetings and classifies several meeting types and their level of formality. The discussion then identifies the key roles in planning, preparing, running and recording meetings to ensure productivity and the delivery of outcomes. After the purpose, types, roles and documents of meetings have been outlined, the chapter examines the factors necessary for effective meetings.

Who should have a say in a given decision for it to count as democratic? This is the question with which the so-called democratic boundary problem is concerned. Two main solutions have emerged in the literature: the All-Affected Principle (AAP) and the All-Subjected Principle (ASP). My aim in this chapter is to question the presuppositions underpinning the boundary-problem debate. Scholars have proceeded by taking democracy for granted, treating it as an ultimate value. Consequently, the best solution to the boundary problem has been framed as the one that most loyally reflects the value of democracy. But it is not at all obvious that democracy is best conceptualised as an ultimate value. Arguably, democracy marks out a family of decision-making systems that are themselves justified by appeal to how they reflect and promote important values in particular circumstances. The values in question range from equality and self-determination, to peace, security, and respect for fundamental rights. Thus, what we call “democracy” is itself one of several possible solutions to the boundary problem: a solution that is contingently justified by appeal to a variety of different values. This means that neither the AAP nor the ASP can provide one-size-fits-all solutions to the problem.

Linguists, philosophers and pragmatists have tended to stay close to those areas of meaning illuminated by semantics and logic. In this chapter we suggest that relevance theory offers a solution to this limiting view. We say a little about the context in which the framework was devised, present the main tenets of the theory itself and then explain the two theoretical advances which form the basis of our belief that it is uniquely positioned to accommodate the communication of affect and emotion. The first of these is the notion of non-conceptual or procedural meaning. The second involves two key innovations in relevance theory which result in theoretical divergences from post-Gricean and Neo-Gricean approaches. In the first of these, the relevance-theoretic informative intention is not characterised as an intention to modify the hearer’s thoughts directly. In the second, relevance theory does not attempt to draw the line Grice drew between showing and meaningNN and recognises both as instances of overt intentional communication. These two innovations result in the theory’s being able to accommodate extremely vague types of communication and, further, demonstrate that communicated information - whether clock-like or cloud-like - can be shown rather than merely meantNN.

Since its creation in 1988, the IPCC has taken increasing care to formalise its procedures. IPCC procedures define the creation and role of the IPCC Bureau, Task Forces and Working Groups, as well as the steps that must be taken by experts when preparing reports, and by administrators for overseeing the institution’s funding. Increasingly detailed over time and now running over several dozen pages, the IPCC procedures are not a boring part of IPCC studies. They are key observation points of the main issues that the IPCC has had to address over time. They reflect the compromises it has made in its efforts to give the greatest political efficiency to its reports, while ensuring that their scientific robustness remains irreproachable. The procedures therefore constitute a site from which many of the issues addressed in this book can be read. However, they should not be taken as descriptions of actual practices: their implementation is open to interpretation and thereby to debate. The drafting and amendment of procedures therefore remains an open process.

Indications, procedures, complications, management

A successful career in a surgical specialty is both rewarding and challenging. In order to perform safely and effectively in this role, the operator requires a good combination of technical skills, intellectual ability and appropriate personal qualities.

A wide class of aerogels starts from solution of monomers in which the monomers react, forming oligomers, polymers, particles and eventually a spanning cluster or a solid network embedded in a solution: a wet gel. Meanwhile,the two classical aerogels prepared in this way are the silica and resorcinol-formaldehyde ones. In the first section, silica aerogels, silica being the most often used precursor, are treated: the reaction between them in a solution, hydrolysis and polycondensation, the growth of fractal and compact structures, their gelation and ageing after the gel point has passed. Finally, the chemistry of silica aerogels with lower functional silanes is briefly discussed. In the second section, the chemistry of resorcinol (R) and formaldehyde (F) is presented, as well as the reaction between both molecules under basic and acidic conditions and how polymers develop from monomers. The effect of various process parameters, the ratio of R to F or the concentration of a catalyst, the dilution ratio with water and the influence of temperature on gelation are treated in detail. Finally, some thoughts on the thermodynamics of RF gels are presented.

The synthesis of aerogels need not to start with monomers, but also can startwith bundles of polymers of crystalline or amorphous nature. If such polymers are dissolved in a suitable medium down to their single polymeric strands, the solution can be rearranged to form an open, porous, nanostructured network by various methods, such as temperature change, pH inversion orthe addition of a suitable cross-linking salt. In this chapter, we discuss two types of aerogels made from biopolymers: cellulose and alginates. Their chemistry is explained as well as synthesis routes for wet gel preparation.

Chapter 8 provides a detailed account of practical steps and advice for doing CODA. While avoiding reintroducing well-known methods of discourse analysis , it highlights important principles and shares practice–based insights that have accumulated over many years of doing CODA. Starting with considerations as to the purpose of individual CODA studies, it discusses relevant procedures step by step, including experimental design aspects, data collection, transcription and data preparation, and practical steps of data analysis such as segmentation, content analysis, tool support, and operationalisation of analysis categories. The final sections of this chapter consider issues pertaining to qualitative and quantitative analysis methods. The practical guidance using only simple and highly accessible tools provided in this chapter will be well received particularly by graduate students (or early-career researchers) with little access to complex technologies or hands–on practical support in their own universities. More experienced researchers will understand the principles quickly and be able to adapt them for their own purposes, using whichever technology they may have access to.