This chapter begins with a brief introduction to the origins and organization of the Ministry of State Security (Stasi) in the German Democratic Republic. It continues with an analysis of Timothy Garton Ash’s memoir The File: A Personal History, where he writes about his own file found in the Stasi’s archives. Using files from the Stasi, the chapter discusses the case of Chilean writer Carlos Cerda, who was exiled in the GDR from 1973 to 1985, and was approached by the Stasi to become an “Unofficial Collaborator” (IM). Next, it analyzes how the short stories “Ferrobádminton” and “Splendor and Agony of the Horses,” written by Cerda during his time in East Germany, engage with the subject of surveillance and exile. Finally, it examines To Die in Berlin, a novel that Cerda finished writing in Chile after his exile.

India’s frontiers were areas of extraordinary human interest for agents of empire and men of science throughout the nineteenth century. This chapter investigates the production, dissemination, and reception of British knowledge of frontier inhabitants. Widespread recognition among personnel in colony and metropole alike that frontier people were important did not, however, emanate from or lead to settled knowledge of their origins or significant characteristics. Doubts over the validity of particular informants and modes of representation, disputes over competing theoretical frameworks, and controversies over the nature of frontier communities were at the heart of colonial ethnography. Frontier ethnography was a diverse field with complex relations to state power. Examining sketches and photographs as well as written material, the chapter demonstrates how processes of reproduction, adaptation, and circulation generated influential but highly unstable knowledge of human diversity.

Clinic referrals for attention-deficit/hyperactivity disorder (ADHD) and conduct problems are relatively common. Thus, utilizing evidence-based assessment approaches is particularly paramount for proper recognition of these difficulties and treatment planning. This chapter presents an overview of important considerations in clinical assessments of child behavioral difficulties, including the selection of assessment methods and informants. Importantly, research demonstrates that developmental factors (e.g., age of onset, differences in the manifestation of ADHD symptoms, and conduct problems) must be considered in the assessment process, and these issues as they relate to assessment procedures are noted. Additional areas of emphasis include the heterogeneous behaviors that fall under the umbrella of conduct problems and the need to assess for limited prosocial emotions in conjunction with evaluations for conduct disorder. A brief review of commonly used parent- and teacher-rating scales, technological advances, and cultural considerations is also provided.

Recent research has shown that children often learn what to believe by attending to the claims of other people. Similarly, they often learn how to act by attending to the actions of other people. Moreover, in each of these two domains, children are selective in their learning – they prefer to endorse and to emulate individuals who, as representatives of the surrounding culture, can serve as good models. I argue that this type of selective social learning also plays a major role in children’s emotional development. Although young children may encounter some situations that have a universal biological significance – for example a steep cliff or a sudden loud noise – the emotional implications of many encounters, especially with artefacts, people and foods, are likely to vary from one culture to another. Children can learn to perceive these encounters through the distinctive emotional lens of their own culture if they attend to and adopt the expressive appraisals of individuals who are representative of their culture. Such appraisals may be conveyed non-verbally, as in the classic social-referencing paradigm, but they can also be conveyed verbally.

Recent research has shown that children often learn what to believe by attending to the claims of other people. Similarly, they often learn how to act by attending to the actions of other people. Moreover, in each of these two domains, children are selective in their learning – they prefer to endorse and to emulate individuals who, as representatives of the surrounding culture, can serve as good models. I argue that this type of selective social learning also plays a major role in children’s emotional development. Although young children may encounter some situations that have a universal biological significance – for example a steep cliff or a sudden loud noise – the emotional implications of many encounters, especially with artefacts, people and foods, are likely to vary from one culture to another. Children can learn to perceive these encounters through the distinctive emotional lens of their own culture if they attend to and adopt the expressive appraisals of individuals who are representative of their culture. Such appraisals may be conveyed non-verbally, as in the classic social-referencing paradigm, but they can also be conveyed verbally.