Early encounters with patients provide a valuable opportunity to understand their presenting complaints and needs. In order to do this effectively, it is important to have a structured approach to evaluating their symptoms. Using a step-by-step approach, this chapter instructs you how to understand a patient’s initial presenting complaints and assess their needs in an initial assessment. This includes setting the scene with the patient, evaluating their insomnia using a structured sleep interview, and using observation to obtain helpful and pertinent clinical information in collaboration with your patient.

The last two decades have been marked by excitement for measuring implicit attitudes and implicit biases, as well as optimism that new technologies have made this possible.  Despite considerable attention, this movement is marked by weak measures.  Current implicit measures do not have the psychometric properties needed to meet the standards required for psychological assessment or necessary for reliable criterion prediction. Some of the creativity that defines this approach has also introduced measures with unusual properties that constrain their applications and limit interpretations.  We illustrate these problems by summarizing our research using the Implicit Association Test (IAT) as a case study to reveal the challenges these measures face. We consider such issues as reliability, validity, model misspecification, sources of both random and systematic method variance, as well as unusual and arbitrary properties of the IAT’s metric and scoring algorithm. We then review and critique four new interpretations of the IAT that have been advanced to defend the measure and its properties. We conclude that the IAT is not a viable measure of individual differences in biases or attitudes. Efforts to prove otherwise have diverted resources and attention, limiting progress in the scientific study of racism and bias.

In today’s complex world, we know as educators that learning is most meaningful when established through experience – learning by doing rather than by simply listening or observing. Our learners need to be supported in nurturing their creativity, developing as critical thinkers and flexible problem solvers, to apply skills and understanding in new domains and different situations creating solutions to problems encountered. Education and life should not be isolated from each other. By providing opportunities for learners to engage and learn through authentic, real-life, relevant experiences, we are scaffolding their application of skills to learning including adapting and changing their ideas and forming habits of lifelong learners. This chapter provides educators with a guide for embedding cross-curricular exploratory learning experiences as an integral part of planning, teaching and assessment responsive to all learners; and inclusive of the theoretical foundations and instructional strategies that inform their approaches. Authentic studies will be utilised, and practical tools outlined, to demonstrate how to bring these concepts to life within a constructivist framework.

Part of a wider study of family interaction, this chapter focuses on the interactional competence of a person living with dementia and some ways in which her independence is facilitated, and personhood validated, by her interlocutors. Drawing on a corpus of 15 hours of naturally occurring conversation, the study investigates the interactional practices of a woman diagnosed with dementia (Dana) in conversation with a variety of interlocutors including family caregivers, teenage grandchildren and community service providers. This chapter examines sequences of advice-giving, shared reminiscence and occasions of confusion. Dana first draws on a lifetime of expertise as a waitress to advise her granddaughter who has recently begun her first job; second, in a sequence of reminiscence, conversational partners describe a shared experience that Dana is able to assess and engage with despite potentially being unable to remember the details for herself; finally, the analysis shows how the actions of probing and testing can lead to interactional breakdown and confusion, but then note how Dana is able to recover from the situation by moving to a familiar topic and claiming epistemic authority.

The chapter explores Hamas’s strategic analysis and study of Israel and the IDF. As part of its intelligence warfare, Hamas strove to increase its knowledge of the enemy. This chapter describes Hamas’s accumulation of intelligence about Israeli weaponry, IDF units, Israeli battlefield tactics, operational training, and so on. The organization particularly sought information about the capabilities of Israeli armored vehicles in order to inform its use of anti-tank weaponry. The chapter also illustrates how Hamas disseminated this knowledge in its ranks. This chapter goes on to analyze Hamas’s operational preparations for war after Israel’s withdrawal from the Gaza Strip. Further, it examines Hamas’s ongoing assessment of the possibility and characteristics of a large-scale Israeli attack, and in particular the analysis of the Israeli political and social situation used by Hamas in order to form such an assessment. In this manner, the chapter discusses the influence of Hamas’s “enemy image” of Israel – an image based on the organization’s Palestinian Islamic ideology as well as its interpretation of events and social processes in Israel – on the organization’s assessment of its enemy. The chapter also sheds light on the organization’s difficulties in strategic analysis of Israel.

An introduction and overview of the mental health conditions relevant to people with intellectual disability. The chapter focuses on the evidence base to support or refute whether they suffer greater rates of mental health problems, Psychiatric classification and prescribing; Comparison tables of international classification of diseases (ICD) versions 10 and 11; and the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM) 4 and 5 and DC-LD.

This chapter provides the tools to compute catastrophe (CAT) risk, which represents a compound measure of the likelihood and magnitude of adverse consequences affecting structures, individuals, and valuable assets. The process consists of first establishing an inventory of assets (here real or simulated) exposed to potential hazards (exposure module). Estimating the expected damage resulting from a given hazard load (according to Chapter 2) is the second crucial step in the assessment process (vulnerability module). The application of damage functions to exposure data forms the basis for calculating loss estimates (loss module). To ensure consistency across perils, the mean damage ratio is used as the main measure for damage footprints D(x,y), with the final loss footprints simply expressed as L(x,y) = D(x,y) × ν(x,y), where ν(x,y) represents the exposure footprint. Damage functions are provided for various hazard loads: blasts (explosions and asteroid impacts), earthquakes, floods, hail, landslides, volcanic eruptions, and wind.

Pronunciation teaching is often based on assumptions that learners are monolingual speakers, with the sound system of their native language determining the segmental and suprasegmental difficulties that mark learners’ foreign accents. However, many, if not a majority of speakers of other languages come to pronunciation with more than one language under their command. These bilingual/multilingual speakers are the norm in a globalized world, but how we teach pronunciation rarely accounts for the knowledge and skills these speakers bring to the learning of pronunciation. This chapter describes how the characteristics of bilingual speakers suggest how pronunciation teaching can be reimagined to take into account the range and flexibility of bilingual speakers in using multiple languages. Specifically, we argue that taking a nativeness viewpoint is inconsistent with taking a bilingual viewpoint and calls for pedagogical techniques that build on the kinds of needs bilingual speakers have in pronouncing additional languages.

This chapter explores in detail the professional challenges, criteria, and principles for selecting, creating, and preparing materials and tasks for language learning. Teachers must not only be able to utilise and evaluate the language learning materials available, including those in coursebooks but also engage in a profound professional reflection on the choice of texts and language learning exercises, activities, and tasks, and ways of working with them. Beyond such critical reflections, teachers also need to be able to develop materials and design tasks both independently and in collaboration with other teachers. Therefore, this chapter discusses typologies of tasks, a model of the complex task, and potential strategies for assessing outcomes of complex tasks.

In Chapter 1, the author begins by defining “language assessment” and “test” and discusses how people use them differently. A major aim of the chapter is to engage readers who have concerns about the use and effectiveness of language assessments by recognizing their potential for unfairness and discussing how users can avoid such negative consequences. To achieve this aim, the author introduces readers to some misuses of language assessment, including the infamous Shibboleth Test, the Australian Dictation Test, and the Louisiana Literacy Test. People used these assessments to intentionally discriminate against certain groups of individuals. The author then presents Kremmel and Harding’s nine aspects of language assessment literacy and discusses what this framework suggests about being language assessment literate and how following it can limit inappropriate uses of language assessments. At the end of the chapter, the author encourages readers to evaluate their own language assessment literacy.

Part III provides brief descriptions of the most frequently used self-reported questionnaires (ORTO-15, Eating Habits Questionnaire, Düsseldorf Orthorexia Scale, Teruel Orthorexia Scale, Barcelona Orthorexia Scale, Orthorexia Nervosa Inventory, ORTO-R, Orthorexia Self-Test), to outline those that seem to be suitable as self-assessment tools to measure orthorexia nervosa and those that are promising in research and clinical settings. It also proposes Orthorexia Nervosa Screening Questions to detect the risk of orthorexia nervosa. A summation of the highlights is included at the end of this chapter. The commentary of the invited international expert (Dr Adrian Meule, the University Hospital of the LMU Munich and the Schoen Clinic Roseneck, Germany ) provides valuable insights on orthorexia nervosa.