This chapter is written for conversation analysts and is methodological. It discusses, in a step-by-step fashion, how to code practices of action (e.g., particles, gaze orientation) and/or social actions (e.g., inviting, information seeking) for purposes of their statistical association in ways that respect conversation-analytic (CA) principles (e.g., the prioritization of social action, the importance of sequential position, order at all points, the relevance of codes to participants). As such, this chapter focuses on coding as part of engaging in basic CA and advancing its findings, for example as a tool of both discovery and proof (e.g., regarding action formation and sequential implicature). While not its main focus, this chapter should also be useful to analysts seeking to associate interactional variables with demographic, social-psychological, and/or institutional-outcome variables. The chapter’s advice is grounded in case studies of published CA research utilizing coding and statistics (e.g., those of Gail Jefferson, Charles Goodwin, and the present author). These case studies are elaborated by discussions of cautions when creating code categories, inter-rater reliability, the maintenance of a codebook, and the validity of statistical association itself. Both misperceptions and limitations of coding are addressed.

This chapter provides an introduction to and an overview of the themes and content of the monograph.

The International Classification of Diseases (ICD) is developed and maintained by the World Health Organization (WHO). The Eleventh Revision of the ICD (ICD-11) took effect in January 2022 and is the first major revision of the classification in 30 years. The ICD-11 reflects huge advances during this time in scientific evidence, clinical practices, and health information systems. The ICD is used for the classification and reporting of all types of diseases, disorders, and health conditions. This chapter focuses specifically on the ICD-11 classification of Mental, Behavioral or Neurodevelopmental Disorders (MBND). It covers the overall context of the development and metastructure of the MBND classification as well as the priorities and components of the Clinical Descriptions and Diagnostic Requirements (CDDR). The chapter considers what is new in ICD-11 MBND (e.g., the lifespan and dimensional approach, new disorders or removal of categories, coding issues). ICD-11 in the global reform of mental health and care and the role of national European and international professional organizations in education and training of ICD-11 MBND for improving quality treatment and care are constituent parts of this chapter.

This chapter considers some practical applications of STEM in the primary classroom with a particular emphasis on STEM’s relationship to mathematics outcomes and the integrity of the mathematics as taught in the STEM context. This will extend to an exploration of Education for Sustainability (EfS) in the primary mathematics classroom, and opportunities for STEM tasks that are based on inquiry within the EfS space.

This chapter focuses on an area of Lister’s writing that has been overlooked in recent scholarship: the relationship between coding and closeting in the diaries. It suggests that more work is needed on the psychological processing within the diary volumes, and that the complexity of these volumes has not been well served by readings based on, or within, lesbian continuum models. In this chapter I propose an analytical framework derived from a combination of contemporary queer theory and historicism to recover Lister’s self-conscious closet. The relationship between coded and uncoded sections of the diaries is also ripe for further analysis. In using these alternating spaces, Lister chooses when, and when not, to disclose aspects of her queerness. The Lister of the diary volumes is never closeted from herself and is aware of her own ’oddity’ at the same time as she asserts her own version of normality. This chapter illustrates how a differently framed reading of the decoded sections can foreground the neglected dichotomy between coding and closeting. It also proposes new readings of the uncoded sections of the diary text, which show how these areas produce an additional public closet in which Lister depersonalises some of her writing.

This chapter simplifies the complex multi-payer healthcare reimbursement market and explains how to position your product for successful reimbursement. The best time to bring reimbursement planning into the product development process is discussed here. The U.S. healthcare system is used as a baseline and the healthcare systems of other countries are reviewed briefly. Reimbursement for devices and administered drugs is based on many factors, and this chapter shows the steps a biomedical product company can take to maximize revenues in the US Healthcare system. The basics of reimbursement – coverage, coding, and payment – are explained in simple terms with diagrams. Case studies help show how individual companies have addressed the reimbursement process for novel breakthrough technologies.

This chapter provides an introductory coverage of the major issues involved in designing and executing sociolinguistic research with a focus on spoken Arabic in natural settings. It explains the concept of the observer’s paradox and suggests methods to reduce its effects in sociolinguistic interviews. It covers ethnographic, qualitative, and quantitative methods. The use of dependent and independent variables is explained in detail, with a focus on age as a social variable. The chapter ends with ethical considerations as an integral part of research and research conduct.

This chapter provides an overview of how to use focus groups in order to elicit language attitudes. Focus groups allow access to the collective discourse practices of a specified group of participants and can be used as a way of eliciting more natural and spontaneous responses. However, participants may feed off each other’s ideas rather than express their own original thoughts, and certain minority opinions may be downplayed, repressed, or withheld by the participants. Nevertheless, this method can be viewed as an attempt to analyse salient social representations in a communicative conversational situation and can yield otherwise unrevealed strands of research participants’ narratives. After an exploration of the advantages and disadvantages of using focus groups to investigate language attitudes, this chapter offers an overview of key practical issues of planning and research design. The analysis of the data resulting from focus group discussions is explored, particularly from a critical sociolinguistic perspective, involving mapping/categorisation of the data, tracing the circulation of people and resources over space and time, finding meaningful connections, and making valid claims. The chapter concludes with a case study of attitudes towards Breton and Yiddish in a variety of settings.

Chapter 8 discusses how our framework can be operationalised in cross-cultural pragmatic research focusing on the analytic unit of speech act. We first propose a typology of speech acts. This typology is essentially different from others, in that it provides a system of speech acts based on their interactional and relational functions. We argue that in using any typology of speech acts, it is fundamental for the cross-cultural pragmatician to avoid unnecessarily proliferating speech act categories. After outlining our model typology of speech acts, we provide a coding scheme by means of which speech acts can be systematically described in data analysis.

The chapter is mostly about combinatorics on words, an important topic since many algorithms are based on combinatorial properties of their input. Several problems are related to periodicity in words, which is a major combinatorial tool in many algorithms presented in following chapters. The stringologic proof of Fermat’s little theorem, codicity testing, distinct periodic words, and problems about conjugate words are introductory problems in applications of periodicities. Then a couple of problems related to famous abstract words: Fibonacci, Thue-Morse and Oldenburger- Kolakoski sequences are presented. They are followed by some algorithmic constructions of certain special supersequences and superwords as well of interesting classes of words: Skolem and Langford sequences. Many problems in this chapters are of algorithmic and constructive type.

Research suggests that learning and engagement are enhanced when students are presented with design challenges that enable them to apply their knowledge and skills of coding to create tangible products. In contrast, when coding concepts are taught in isolation, the intended outcomes are not delivered as anticipated. Researchers have reported that connecting coding with social sciences and the arts results in significant improvements in students' understanding of computational practices and concepts, and enhanced levels of motivation.This chapter presents three integrated STEM projects for Years F–2, 3–4 and 5–6 where students are encouraged to develop their coding skills within a STEM context. These projects showcase how tangible outcomes can be delivered by integrating knowledge and understanding from science, mathematics, and design and technologies into coding activities.

This chapter explains who the book is for – broadly, anyone learning to program, especially in early programming courses at university or college – and explains its approach.