Chapter 7 asks how it took more than five years for one of the most pressing legislative projects, seen as essential to enable law enforcement authorities all over the EU to effectively investigate crimes, to be resolved. The European Commission put forward the legislative package concerning e-evidence in criminal matters in 2018, but the legislative process was not concluded until June 2023. What can explain the divergences and delays that occurred, despite all parties having acknowledged the importance of the project? This chapter provides an overview of the difficulties that marked the negotiation process, as well as the solutions finally found, and serves as a very useful guide to e-evidence. It outlines the pre-history of e-evidence and the different stages of the negotiating process, before laying out the positions of the various actors on several issues that had to be negotiated. Finally, it focuses on the most contentious issue, namely the notification to be given, in some cases, by the issuing state to other states involved, permitting them to review the requests to service providers in order to ensure that human rights are protected and that no abuse occurs.

In order to situate the women who worked in royal and aristocratic households in their proper context, the first chapter explores household composition, demonstrating similarities of servant arrangements at all levels of elite society even though household size varied at different status gradations. Over time, households of every status level grew, offering further career opportunities, especially since elite households became more welcoming to women in the late fourteenth century, even though throughout the Middle Ages they remained almost exclusively male domains. This chapter argues that female servants gained their positions through kinship and patronage opportunities that favored their placement and promotion. In investigating the qualities that employers desired in their servants, I contend that they chose attendants who demonstrated useful skills, good character, and pleasing appearance. This chapter reveals that turnover occurred due to death, retirement, marriage (which did not necessitate retirement), dismissal, or transition to different households, and seems to have been a frequent aspect of life for a lady-in-waiting, yet I also assert that a minority of attendants served their ladies for long durations, at least a decade or more.

Teaching a language lesson, even for experienced teachers, involves a degree of forethought, and this is typically realized in the form of a lesson plan, even if it is nothing more than a few notes on the back of an envelope.

• 11 Why plan?

• 12 Planning v spontaneity

• 13 Design thinking

• 14 Lesson shapes

• 15 The lesson plan format

• 16 The context (1): The learners

• 17 The context (2): Beyond the classroom

• 18 Aims, objectives, goals and outcomes

• 19 Formulating lesson aims

• 20 Backward design

• 21 Researching and analyzing language

• 22 Anticipating problems

• 23 Routines and rituals

• 24 Activity types

• 25 Staging and sequencing

• 26 Using coursebooks

• 27 Using authentic materials

• 28 Integrating technology

• 29 Using online resources

• 30 Using artificial intelligence (AI)

• 31 Collaborative planning

Why plan?

Why plan lessons? The question may seem redundant. We plan for the same reasons that we plan so many other social events such as meals, vacations, parties, or business meetings: however many times we might have experienced them, we can never be sure they won't spin out of control. Lessons are like that. According to Doyle (1986), classroom teaching takes place in conditions of multidimensionality (i.e., there are a number of events and processes going on); simultaneity (i.e., they are happening at the same time); immediacy (i.e., they happen quickly); and unpredictability (i.e., we can never be sure what is going to happen next). Given this complexity, it makes sense to have strategies to deal with it, one of which is planning ahead. Planning doesn't necessarily preempt the need to think on our feet, but it provides a degree of structure with which to mitigate potential chaos. Like a route map to a hiker or a compass to a sailor, it helps orient our journey.

And every lesson is different: we can't keep repeating the same lesson day after day, week after week. Even if the format is essentially the same, the content must vary – whether it is derived from a syllabus, a coursebook, or the expressed needs of the learners (or a combination of all three).

This chapter turns its attention to the first years of the Great War. Commencing with a reading of James’s wartime correspondence, its first half charts how the aging author was tormented, in the latter stages of 1914, by the possibility that his life and works might be subjected to retroactive disavowal in light of the conflict he never saw coming. It then discusses two of James’s wartime works, The Middle Years (1917) and The Sense of the Past (1917), focusing on how these texts engage with and reflect upon the prospect of undoing and recasting formative experiences. In its second half, the chapter zooms out slightly and offers a broader investigation of the wartime critical climate within which James’s acts of creative self-interrogation took place. Noting that as the conflict raged on, authors and critics alike became caught up in debates about the purpose of reading in wartime, the chapter draws on Rebecca West’s reviews of James from 1915 and 1916 and analyses her Jamesian novel, The Return of the Solider (1918), to explore the psychological and ethical pressures that were placed on another form of counterfactual consolation: the world into which we can escape through fiction.

Chapter 7 reports on an SDR-based RFID reader design including hardware and software implementations and demonstrates ISO 18000-63-compliant operation in conventional continuous-wave mode and in a novel multicarrier mode.