Chapter 9 addresses intonation, the tonal melody that contributes to the interface between phonology, on the one hand, and syntax and semantics, on the other. It is shown how the φ-phrase and the ι-phrase are identified not only by their phrasing and their metrical structure but also by their tonal structure. These high-level constituents are the domains of assignment of intonational tones associated with stressed syllables and edges of φ-phrases and ι-phrases (i.e., pitch accents, phrasal tones and boundary tones). These tones form melodic tunes that deliver not only grammatical information but also pragmatic and so-called “paralinguistic” meanings.

The Conclusion describes how, while the handbook started with the main technological and legal challenges regarding collection of digital evidence, the research shows that even though the challenges are shared by legal systems across the globe, the answers are not. Legal solutions to similar problems are fragmented, disparate and often unsatisfactory. Even if technology-neutral solutions are preferable to make sure hard-fought EU legislation and international agreements can stand the test of time, the legal reality appears to be quite different. Despite positive recent legal developments at EU and international levels, future approximation of national approaches seems highly desirable to enable LEAs to conduct effective criminal investigations to protect society and its citizens from new criminal phenomena. At the same time, protection of citizens’ fundamental rights should be reinforced, not just at the national level but in a cross-border context, considering that many criminal investigations now reach beyond national borders. Global initiatives are, however, hampered by tensions between democratic and non-democratic states, making a one-size-fits-all solution inadequate.

Ostensibly, Hume’s Essays do not have much to say about religion. ‘Of Superstition and Enthusiasm’ (1741) may contain an incisive treatment of the psychological origins of religious error and its ecclesiastical and political consequences, but it was the one Essay dedicated to religion published in Hume’s lifetime. But when the topic of religion does come up in the Essays, as it frequently does in examples, asides and footnotes, we find Hume doing two things: outlining the character and dangers of institutional religion on individual happiness and social stability and doing so in a neutral manner characteristic of his wider ‘science of man’. He brought religious belief and priestly power down to the level of another aspect of human life, comparable to the other themes discussed in this guide, and which could subject to ‘scientific’ observation that led to identification of general principles. Piecing together the various discussions of religion, we find Hume articulating a strong anticlericalism in which religion is understood to be a natural propensity of human nature, exploited by priesthoods claiming power over others, but which could be managed through increased scepticism about clerical claims amongst the citizenry and the subordination of church to state.

Chapter 3 focuses on the kinds of domestic duties expected of women in gentle, noble, and royal establishments and thus offers an understanding of everyday life in a late medieval elite household. The range of activities required of highborn household servants was broad, encompassing both public and private obligations. They saw to their queens’ or noblewomen’s personal needs in terms of apparel, entertainment, and piety. They traveled when duties demanded it and assisted their queens and ladies with medical care. To perform these tasks, they were entrusted with significant household resources and also, sometimes, care and custody of royal and noble children. Over years of service, through daily serving the needs of their employers, some serving women and their mistresses developed affectionate relationships as they shared literary tastes and devotional practices. Their employment provided opportunities for elite female servants to live a sumptuous lifestyle surrounded by luxury and entertainments, and also to network with other courtiers. I argue that investigating the domestic duties and daily lives of these often-overlooked women completes our understanding of courts and great households by showing the importance of female employment in the Middle Ages.

Chapter 11, Francis Rodd makes sense - and a plot, (June 9 - June 20). In this chapter I change focus to Rodd’s retrospective sensemaking. I quote in full a long note by Rodd written in the aftermath of the loan from Bank of England where he tells his narrative of what happened from the BIS board meeting on June 8 to June 16. Rodd clearly blame the French government, but not the Banque de France. After this, the perspectiev shifts to that of Pierre Quesnay, who tells his view about the British loan and how it came about. The chapter ends by showing how Rodd leaving Vienna.

This chapter argues that if anti-sweatshop activists want to help workers they should specifically target and boycott slave labor sweatshops such as those in China with forced Uyghur labor; advocate and monitor “ethical branding”; buy goods made in the Third World; pay children to go to school to reduce child labor; promote the process of development; and advocate for relaxing immigration restrictions.

Lessons don't exist in isolation but instead form the elements in a connected chain of teaching and learning experiences that stretch both back and forward in time, and beyond the bounds of the immediate classroom. Hence, lesson design is also course design: it involves being able to plan beyond the immediate lesson, factoring in regular review and recycling, and integrating out-of-class learning experiences.

• 59 Planning a scheme of work

• 60 Review and recycling

• 61 Retrospective planning

• 62 Negotiated planning

• 63 Homework and self-study

Planning a scheme of work

Planning beyond the individual lesson will depend a great deal on the context, including whether the programme is intensive or part-time, whether there is a coursebook and/or syllabus, whether the class is shared with other teachers, and whether any kind of needs analysis (see 5) has been implemented. But, irrespective of the context, there are core considerations that apply to all schemes of work. These are:

• ▪ Coverage: are all the relevant syllabus items included?

• ▪ Purposeful: do the individual lessons build incrementally towards an objective?

• ▪ Variety: is there a sufficient variety of activity-types, interactions, skills focuses, etc.?

• ▪ Balance: is there an even spread of activities and content?

• ▪ Cohesion: do the lessons connect with one another? Do they share a common theme or goal?

The conventional wisdom has it that, when planning a scheme of work, teachers start with an empty grid and simply slot in lessons according to the above criteria. Indeed, certain contexts (such as teaching on a university programme) will require detailed unit plans in advance. And for less experienced teachers, planning units of work – especially collaboratively – is a useful discipline. If so, as with lesson plans, a specification of the unit objectives is a good starting point, along with a strategy for assessing these objectives (see 64). The individual components of the unit can then be sketched in, perhaps using the principle of backward design (see 20).

Chapter 3 establishes that the Dutch had economic incentives to continue holding slaves. Slavery in Dutch New York was not just a cultural choice, but was reinforced by economic considerations. From archival sources and published secondary sources, I have compiled a unique dataset of prices for over 3,350 slaves bought, sold, assessed for value, or advertised for sale in New York and New Jersey. This data has been coded by sex, age, county, price, and type of record, among other categories. It is as far as I know the only slave price database for slaves in the Northern states yet assembled. Regression analysis allows us to compute the average price of Northern slaves over time, the relative price difference between male and female slaves, the price trend relative to known prices in the American South, and other variables such as the price differential between New York City slaves and slaves in other counties in the state. Slave prices in New York and New Jersey appear relatively stable over time, but declined in the nineteenth century. The analysis shows that slaveholders in Dutch New York were motivated by profit, and they sought strength and youth in purchasing slaves.

This chapter explains the process that determines wages paid to sweatshop workers. It explains the consequences of imposing minimum wage laws and boycotting sweatshops. The chapter articulates the basic economic reasoning that leads many of the demands of anti-sweatshop activists to harm worker welfare. It then considers objections made to this basically economic case that include the necessity of competitive markets; efficiency wages; passing costs on to consumers; cost cutting in other areas; accepting a lower rate of return; and how elasticity impacts overall worker welfare. An appendix to the chapter considers philosophical aspects of how to think about worker welfare. This core chapter outlines the main lesson of the book.

This final chapter engages with the difficulty of thinking about imaginative mechanisms as ‘I’-saving in the wake of the Holocaust, arguably the century’s most devasting act of mass murder. It offers a close reading of Kazuo Ishiguro’s Never Let Me Go (2005) and locates its conflicted defence of the imagination within the complex legacy of Theresienstadt: a Nazi concentration camp where inmates were encouraged to participate in cultural activities and carry on their pre-war professions in the hope that their example might trick the outside world into thinking that Europe’s Jews were not in danger. The chapter not only argues for Ishiguro’s indebtedness to two major accounts of that infamous site: H. G. Adler’s historical study Theresienstadt 1941-1945: The Face of a Coerced Community and W. G. Sebald’s 2001 novel Austerlitz. It also contends that Never Let Me Go registers, with arresting power, how knowledge of the combination of suffering, deception, and creativity that took place inside Theresienstadt’s walls has challenged ideas about the value of art and the ethics of attempting to console or distract persecuted populations

Chapter 11 concludes the book with an elegant demonstration of wireless power transfer and backscatter communication applied to a practical problem by proposing and prototyping a remote control system that operates without batteries or other local power source in the remote control unit.