This chapter contains practical advice on how to write a statement for an inquest.

Coroners have a wide discretion in the calling of witnesses, including expert witnesses. This chapter looks briefly at the role of experts in the coroner’s court, admissibility of expert evidence and some factors that experts consider when writing a report.

This chapter examines how to manage a dictionary project, beginning with the vital preparatory tasks needed before the project proper can commence: budget approval, headword selection, entry structure and style guide preparation, staff recruitment and more. It then looks at the main phases in a typical dictionary project – entry compilation, translation if applicable, editing and publication – and at how these phases can be translated into a work plan. The latter involves categorizing and grouping the entries, creating work batches, accurately estimating the work effort involved, setting target dates and building the team. The chapter then looks at how the project progress can be monitored, in terms of both quantitative output and quality. An important aspect of this is maximizing efficiency through the use of software tools, statistical analysis, and entry layouts. Finally the chapter looks at select other tasks in a dictionary project: testing the apps, adapting to changing technologies and user behavior, and planning dictionary maintenance.

The basis of this chapter is techniques that students with dyslexia find productive for dealing with presentations. These strategies include, making a plan, using visual images, preparation by continuous rehearsal and timing, using activities for audience participation for the purpose of taking the spotlight off oneself, and ensuring the topic selected for presentation is interesting and enjoyable to assist with motivation, planning and delivery of the presentation, and also to ensure audience questions can be answered due to student wider interest in the topic. As with all chapters, advice on techniques is punctuated by quotes from dyslexic learners who use the methods presented. For example, below, a student uses marks on her presentation script to help with alleviating nervousness in connection with the presentation, ‘If I do panic and start to talk too fast, I can see from the slashes where I can pause and breath and then restart.’ Thus, quotes from dyslexic learners not only help to illustrate appropriate methods but are also a way to give the dyslexic reader of the book something to identify with in terms of the emotional aspect of learning, i.e., the quote here illustrates the student worrying about panicking during the presentation.

Creating a map to healthy aging. Discoveries I never knew. Real joy. New ways to age, going deeper, finding greater meaning. Even amidst sorrow, a love of life. Chapter summarizes key aging discoveries and what makes for good aging. Words of Lucille, at 102: “I’m not sure what follows this precious life on earth, but my faith gives me, not fear, but a grand sense of wonder about it. In life and death, we have only to do one thing: Simply, let love in.

Here we uncover the mysteries of the baby as it develops in the womb, discussing how fetal development is controlled. We give insights into aspects of pregnancy not widely known, from the fetus starting to breathe months before it is born, to the question of whether it sleeps – and dreams. We discuss the ways in which information about the mother’s life and her environment affect the baby’s development. Although birth may seem the first major milestone for a baby, we emphasise that many other milestones have been passed before that, inside the womb, out of sight but over which parents can have substantial influence. We give insights into new discoveries about how the organs of the fetal body develop in prediction of the world in which that individual ‘expects’ to live, and what happens when the prediction turns out to be wrong. The idea that the fetus is preparing for life after birth will get the reader thinking about the long-term consequences of the way a fetus develops. Each of us is unique as a result of our development – and nobody is perfect. Our unique development starts from the moment of conception, which introduces the next chapter on sex.

Part I covers the death arts that focus on the period leading up to and concluding with the advent of death. Both philosophical and biblical traditions enjoined the early modern individual to prepare physically, mentally, and spiritually for the day that he or she would die. In addition to ensuring that one’s worldly goods were in order and left to the most suitable survivors, preparation entailed attending to the health of one’s soul: one would repent of sin, cultivate a legacy of virtue, and contemplate the four last things – Death, Judgement Day, Heaven, and Hell. The primary means of instructing the religiously minded in how to die well were ars moriendi treatises, several of which are represented here. Modernized and annotated excerpts also represent many other genres, high and low, that directed readers to look deathward. Devotional and theological works, conduct manuals, emblem books, calendars, ballads, and last dying speeches illustrate not only exemplars of good and bad dying but also the various arts whereby readers could prepare themselves for the afterlife. Throughout the excerpts, the confessional and political implications of the death arts are highlighted.

The YA Behavioral Agreement is collaboratively written by the YA and parents addressing criteria that meet their unique concerns.

Key Learning Points

1. 1. Patients and their representatives (family or friends) have identified effective communication as a critical component of high-quality care whilst in the ICU.

2. 2. Support for patients’ advocates is, in some instances, just as important as the care of the patients themselves.

3. 3. Do not underestimate the importance of prior preparation before meeting a family.

4. 4. Given the dynamic ICU environment and the multi-professional nature of the care, clear documentation is imperative.

5. 5. A medical record is a legally binding document.

Adrian Lester talks us through his research in preparation for his portrayal of Othello at the National Theatre in 2013. His examination of the play’s racial politics in performance includes interviews with Iago (Rory Kinnear), Desdemona (Olivia Vinall), and the iconic James Earl Jones who has played Othello four times. In this chapter Lester argues that our reaction to the play is not based on Shakespeare’s intentions but based on Western culture’s manipulative, complex racial history and sexual politics – a history that clouds any attempt at a balanced view when looking at these subjects.

This chapter discusses expatriate recruitment sources, methods, and the expatriates’ motivations to work abroad. Then it examines expatriate selection criteria, methods, and how expatriates are selected in practice. The chapter also presents the variety of expatriate preparation methods, discusses expatriate training effectiveness, and expatriate preparation in practice. It concludes by considering future avenues of research. Overall, in the area of selection and preparation for international assignments there is good material for researchers to build on and a growing understanding of the key issues. Nevertheless, there remains here a rich field for exciting research in the future.

This chapter describes how the transtheoretical model of behavior change (TTM) provides a framework to guide the development of tailored behavior change interventions. The TTM includes four critical concepts: stages of change to delineate critical motivational and behavior change tasks; processes of change to identify a multidimensional set of mechanisms individuals use to accomplish stage tasks and make change happen; context of change to identify contextual resources and problems that promote or hinder personal change; and markers of change that are used to track important decisional and self-efficacy dimensions related to movement through the process of change. The TTM has been used to develop interventions for pre-action and action-oriented stage tasks and offers a unique perspective for understanding how behavior changes. TTM constructs have been used and evaluated in diverse clinical and cultural settings with both mental and physical health conditions. There is substantial support for the constructs and for tailoring interventions using these constructs across multiple studies. This chapter offers concrete strategies from diverse intervention approaches that can be used to address the varied motivation and behavior change tasks represented by the stages of change. Finally, implications for prevention, treatment, and training are discussed.

We negotiate a great deal – far more than we realise. Sometimes it goes smoothly, and sometimes it seems difficult. While there is much advice around about how to negotiate and be a winning negotiator, our actual experience does not seem as straightforward as books suggest. Why? Because negotiation is a complex process. This book grapples with these complexities while recognising the idiosyncrasies of both the negotiation process and the negotiator. There are some features of negotiation that are like its DNA and that need to be working well if the negotiation is to progress. There are also some tasks that need to be undertaken, tasks that make up the phases of the agreement-reaching process. Because the negotiation process is complex it is not easy to fully describe or understand one aspect of it without first understanding everything else – for example, how do we know what it means to be cooperative without first understanding what it means to be competitive (and vice versa)? So this opening chapter presents an overview of what the negotiation process involves which, we hope will lay a foundation for later chapters.

On 3 December 1971, for the third time since the partition of British India in 1947, Pakistan and India went to war. In the words of the political scientist Sumit Ganguly, Pakistan’s pre-emptive air strikes on Indian air bases ‘failed miserably on all counts’. India retaliated with a combination of its own air strikes, naval bombardments, and land operations using tanks, artillery, paratroopers and six infantry divisions. The fighting, most of which took place in East Pakistan (present-day Bangladesh), showcased India’s military superiority over its neighbour and continued until 17 December when the Indian Prime Minister Indira Gandhi ordered a ceasefire. Pakistan’s President, Yahya Khan, recognising the resounding defeat of his forces, accepted the ceasefire, and the Indo-Pakistani War of 1971 ended.

Road transport in mountainous Kashmir was long and hazardous, and landslides and accidents could prevent movement between locations. The inefficiencies of this transport method, combined with the difficult terrain and the distances to be travelled, meant that an air transport element was necessary for the successful operation of the United Nations Military Observer Group in India and Pakistan (Unmogip). The UN military observers on both sides of Kashmir’s Line of Control were reliant on this UN air element for logistic purposes. Field observers and their supplies were delivered to airstrips near their field stations; personnel and their dependants were transported throughout the theatre and to places like Delhi or Lahore for leave; headquarters officers were flown around to attend meetings with officials in New Delhi, Srinagar and Rawalpindi; and, if required, the air element would perform emergency medical evacuations of mission personnel. The Royal Canadian Air Force had provided this service, by way of a DHC-4 Caribou and crew of eight, for Unmogip since 1964 (a Twin Otter replaced the Caribou in July 1971).