Chapter 1 discusses the nature of theory, how theory can be applied, and the interaction among theories. The last issue is especially important for a discipline like translation studies, which interacts in a variety of ways with other disciplines, as Part III highlights. The chapter takes us from St Jerome in his study at the end of the fourth decade of the Christian Era, when he was commissioned by Pope Damasus to revise the existing Latin translation of the Old Testament, through early and towards contemporary theories of the translation endeavour, and towards the terminology that has been developed along the way, to pinpoint the discipline’s important concepts, considerations and approaches.

Matters of sustainability are frequently given media attention, including Australia’s experience of major catastrophic weather events from droughts to floods and bushfires, to issues of climate change and how we can live more sustainably. Students, having either experienced natural disasters first-hand or seen them reported in the media, will most likely have an interest in the topic of sustainability. With science identifying climate change as the greatest risk to humanity, issues of sustainability need to be covered at some level by schools. The Australian Curriculum has identified Sustainability as one of three cross-curriculum priorities to be integrated across all learning areas. This chapter provides contextual information about Sustainability and examples of how to link this cross-curriculum priority to the Humanities and Social Sciences learning area with a specific focus on history. Through increasing awareness of the need to live sustainable lives, critiquing debates around climate change and linking this to impacts on students’ lives in the present and into the future, the curriculum can be mapped to ensure children and young people can exercise agency in making decisions about how they will respond to issues of sustainability - for example, choice in product consumption.

This chapter provides you with an understanding of the educational context and opportunities for teaching and learning within the Australian Curriculum cross-curriculum priority Aboriginal and Torres Strait Islander histories and cultures. Beginning with professional obligations outlined in current educational policy frameworks and the Australian Professional Standards for Teachers, then drilling down to local community and professional placement scenarios, this chapter highlights the importance of historical inquiry for Aboriginal and Torres Strait Islander students and their non-Indigenous peers. By understanding the importance of reconciliation, and respect and recognition for Aboriginal and Torres Strait Islander histories and cultures in the classroom, all students may gain opportunities for critical thinking to support lifelong learning, while Aboriginal and Torres Strait Islander students may find a safe and inclusive space for finding their voice, strengthening their identities, and sharing and learning about their cultures. This chapter introduces resource evaluation tools, approaches and pedagogies suitable for teaching in this area, and examines pathways for secondary history pre-service teachers and educators to create essential collegial and community networks that support quality secondary history teaching praxis.

The chapter introduces human–computer Interaction (HCI) and HCI research and describes their current states. Challenges to HCI research are identified as the need to address the growth and diversification of HCI and of the associated research, while decreasing the fragmentation of fields and theories.The aims of the book are presented as support for researchers to build on and to validate each other’s work and so to increase consensus, leading to increased HCI discipline progress. The concepts of approach and framework are outlined, together with their relations. The chapter sets the scene for the following two chapters, which address respectively approaches and frameworks separately and in greater depth.

By way of conclusion, the final chapter brings together the lessons learned and the lessons remaining concerning approaches and frameworks for HCI research. The scope of the lessons learned and the lessons remaining include approaches and frameworks for HCI research, approaches to HCI research, frameworks for HCI research, specific frameworks for HCI research, general approach and General Framework for HCI research, validating the general approach and the General Framework for HCI research, assessing the General Framework against other HCI frameworks, assessing the General Framework against HCI theories, methodological components for the General Framework, and case studies for the General Framework. The conclusion takes the form of a proposal for an HCI research programme, which builds on the lessons learned to formulate the lessons remaining. Together they constitute the research programme.

In this chapter, we focus on a loose-parts school-based intervention to promote playfulness. The intervention is known as the Sydney Playground Project (SPP). Before describing the Sydney Playground Project in detail, we briefly review some of the changes in the social and physical contexts of children that are now understood to have a negative impact on mental and physical wellbeing. Play is difficult to define, so it is important to be clear about what we mean by play. Skard and Bundy (2008) have identified four elements of playfulness (relative: internal control, intrinsic motivation, freedom to suspend reality and framing) which we believe are important in any definition of play.

This chapter focuses primarily on: making connections among the research questions, creating a manageable research design and deciding on data collection methods. The aim is to assist you with designing a study to answer the research question or questions within the constraints of your context. The chapter begins with a focus on different research paradigms and presents a case for a pragmatic research approach that aligns with the goals of the research. Our intention is not to present a narrow view of possible research approaches, but to make a case for a diverse range of approaches, including those commonly used by practitioners such as evaluation research, action research, and self-study.

Results are the most tangible and readily measurable of the horizontal dimensions of performance. Hence, we shall begin our discussion at the end, by examining those approaches to performance management that are results-focused. This includes individual results as well as those associated with group and organisation-wide results. The chapter begins with an overview of those facets of work performance that are commonly characterised as ‘results’. Next we consider some of the key concepts associated with defining and measuring results, the promise and perils of results measurement, and the requirements for measurement reliability. The remainder of the chapter is then devoted to a discussion of two of the most widely applied results-based performance measurement and management methods, namely goal-setting and the balanced scorecard.

On a business trip to Manila, one of the authors’ first meetings was to be hosted at a restaurant. Establishing business relationships in the social environment of a restaurant is what one expects in the Philippines: it is a recognised characteristic of doing business in Asia. On another occasion, when the same author went overseas to discuss a possible joint venture, he was also hosted at a restaurant – not in Asia this time, but in New Zealand. So just how Asian is the characteristic of doing business in a social environment?