As children learn more about language, they use it more effectively to achieve their conversational goals. They choose appropriate speech acts, establish joint attention, contribute new information, take up information from others, and take turns. They learn how to enter an exchange among others from as young as age two. Their intrusions in ongoing exchanges typically contain new information. Planning an utterance takes time, and children learn to plan what to say so as to take turns on time. This can be tracked in their answers to yes/no and wh- questions, where they get faster with age. They plan pretend play, assigning roles, assigning actions, and also utterances for each character enacted. They track common ground and design referring expressions for their addressees, and they repeat new words to mark uptake. They distinguish requests from offers, and, on occasion, persist in making repeated requests themselves. They clarify what they mean when asked and offer spontaneous repairs as well. In all this, they track what the others in the exchange say and choose when to enter the exchange themselves.

Providing medical care during a mass event requires important situational awareness and preparation. Significant planning and relationship building provides a foundation for creating an operational outline, and establishing crowd dynamics and expectations for related medical activities. Collaboration with stakeholders will provide insight into the operations of various other event management entities, and allows for more seamless operations during the event. Once an operational plan has been established and circulated, the event medical team can be prepared for the expected external and crowd conditions and respond appropriately, while maintaining vigilance for any emergency that may arise. Contingency planning is key for the medical team to have appropriate emergency response defaults. Special attention is also needed on communications strategies for real-time intel, information dissemination, and crowd management. Once the event reaches its end, it is important to establish stand-down procedures to be followed as the crowd disperses to ensure an orderly event closure. After action reports can provide valuable insights for future crowd management.

Productive scholars establish a routine, a rhythm, that boosts productivity. Most preserve morning hours to tackle their most intellectually demanding tasks and push more routine tasks like meetings and teaching to the afternoon. Most work 40-50 hours per week, though some work more, with about half that time focused on research activities. Productive scholars set goals, prioritize tasks, and orchestrate to-do list plans for reaching them. They are efficient. They fill large time blocks and small time pockets with scholarly work. They take breaks to keep fresh but don’t procrastinate. Productive scholars have learned to say “no” to invitations that interrupt priorities and other time-killing tasks and distractions. Most productive scholars seek and attain a healthy work-life balance that includes time for family, mental rejuvenation, and physical activity, and they lead stable lives marked by routine. Some, however, find it difficult to disengage from work. Female scholars, perhaps because of societal norms, are particularly challenged in attaining a work-life balance.

ERISA regulates most benefit plans offered by private employers, both pension plans and welfare plans. Pension plans systematically defer compensation until termination of employment (or longer), and welfare plans provide other types of benefits designated by statute, of which health insurance is the most costly by far. Because of the importance of ensuring retirement income, health care, and other socially valuable welfare benefits (such as disability income and life insurance), the Code permits plans with certain features to “qualify” for favorable tax treatment, on the theory that such a subsidy encourages provision of benefits that would not otherwise be available. ERISA’s chief policy aims are to promote informed decision making by workers; to prevent mismanagement and abuse of plan assets by administrators; to protect worker reliance on the benefit promises made; and to preserve employer choice with regard to offering benefits and, provided that minimum standards are met, in tailoring benefit programs to serve the needs of the business.

Starting off substantive engagement with Sun Tzu with a focus on calculation serves a positive purpose. It is a way of emphasizing to contemporary audiences that there is more to Sun Tzu than being tricky or unorthodox – the strands of his way of war that readers, at least Western ones, widely note and often lionize. In present usage, the umbrella term “calculation” is intended to serve as a flexible rubric capable of covering intendedly rational judgments of more than one kind, many intuitive, others more formally structured.

Chapter 3 explores the concept of success. It looks at simple definitions of success, such as the accomplishment of an aim or purpose or achievement of a goal. However, the complexity of the concept is also considered: one person’s view of success may be very different from another’s even within the same contexts. Career success is the focus of the chapter, and this can be conceptualised in two ways: from a personal perspective (job satisfaction) and from a societal perspective (wages earned or qualifications achieved). This provides an opportunity to discuss issues of job satisfaction and goodness of fit between an individual’s abilities/characteristics and the requirements of their job. An overview of the literature relevant to career success is included to provide a background to consider the relevance of these views to the success of dyslexic people. The literature on successful dyslexics is also considered. The chapter discusses the development of expertise and issues related to self-efficacy and confidence in job performance. This will provide an opportunity to discuss issues related to self-understanding, metacognition and planning, as well as goal setting.

Chapter 4 explores how the ideas discussed in the previous three chapters can be used for strategy development, which can help reframe the workplace challenges associated with dyslexia and identify personal solutions. This chapter initially explores positive and negative aspects of dyslexia as part of a further discussion of developing self-understanding of individual skills/abilities. It also includes a model to explain the difficulties experienced by adults with dyslexia in different contexts, and the role of metacognitive skill in mitigating these difficulties. A focus on the strategies that individuals can use to support success will involve outlining issues related to (i) understanding your dyslexia and yourself, (ii) being strategic, and using metacognitive and executive skills, (iii) never underestimating memory as it may be as good as that of others, (iv) making the most of your time through planning, goal setting and time management, (v) maximising motivation to build self-efficacy and confidence, (vi) seeking support from your social ecologies to find out how others can help, and (vii) promoting yourself positively, including disclosing dyslexia when appropriate.

The aim of this chapter is to provide a conceptual overview for emergency planners and responders of the different patterns of emergencies, incidents, disasters, and disease outbreaks (EIDD) and the challenges that they pose for mounting a mental health response. Issues covered include anticipating who is affected, where they are located, and how they can be identified and contacted, as well as other implications for public health and clinical services.

This chapter draws together key principles that underpin how the responsible authorities should respond to the psychosocial and mental health needs of the public who are affected. It presents an approach that blends psychosocial care with mental healthcare into a comprehensive and inclusive combined cross-agency approach that combines the prominent biomedical and psychosocial conceptual approaches.

This case study illustrates approaches to promoting the wellbeing of and initiating psychosocial care to support the mental health of the staff of public sector services in the UK. It focuses on staff who work in emergencies, including in the fire and rescue, police, ambulance, and search and rescue services, often referred to in the UK as the Blue Light services. This case study provides information illustrating what can be done to assist the work of employing organisations to promote the mental health of all employees – that is, senior, middle, junior, general, and professional managers and their staff. It describes important concepts in planning and in delivering interventions.

This chapter explains problems associated with planning infrastructure systems in order to improve resilience. Understanding the concept and basic methods for planning infrastructure investments is an important aspect for studying resilience because planning is a key process that contributes to resilience preparedness and adaptation attributes. Initially, the chapter discusses the fundamental problems and issues found when making decisions about investment allocations amid uncertain conditions. Then, probabilistic risk assessment (PRA) as still the main tool used in industry in planning processes is explained. Because characterizing intensity and other relevant attributes of disruptive events is an important component of planning processes for enhancing resilience, this chapter continues by exploring how these events – and especially hurricanes – can be characterized in order to obtain information that can be used as input for the planning process. Finally, the chapter concludes by discussing economic concepts and tools related to infrastructure resilience enhancement planning processes.

Chapter 14 explores the planning required for effective science teaching and learning. Whole-school or whole-centre planning and term planning are presented. The 5Es model (Engage, Explore, Explain, Elaborate and Evaluate) is introduced and demonstrated to illustrate the constructivist approach to developing science programs. Early learning centre planning is described, emphasising the importance of an emergent curriculum. The importance of planning a science-rich learning environment to support young children’s scientific learning is also noted.

This chapter outlines the epoch of urban planning evolution in Nigeria. It highlights and describes the nature of urban planning, the roles of planners, urban planning challenges, and prospects of urban planning in Nigeria. Urban planning in Nigeria evolved before colonialism. As the country transited from the colonial era to Independence, urban planning also went through significant transformation. It became an essential tool to facilitate orderly spatial arrangement of the various land uses with emphasis on promoting functional relationships among the various land uses so as to ensure harmony in the development of the built environment. This is considered a common good due to its importance for economic and socio-cultural development. The method of investigation is essentially an analysis of secondary data obtained from published journal articles and reports. Over the past years, urban planning has evolved as a discipline and an institutionalised profession. It has witnessed the enactment of many planning laws. However, the contention in this chapter is that, even with the presence of well-formulated urban planning, its future is far from bright. Urban planning in Nigeria lacks commitment from the government.

The prologue to this book zooms in on the inherent tensions and harmonies in the transatlantic relations that evolved in the first half of the twentieth century and laid the practical, ideational, and emotional foundations for the take-off of European integration as of 1950. In doing so, the prologue, in a more essayistic way, critically reflects upon the reconstruction of the history of the origins of European integration as presented in this book and the history of European integration in general, and the deeper meaning of both for our understanding of present-day Europe and the unique phenomenon of European integration. The prologue also introduces some key concepts and figures in the historical reconstruction that follows in the chapters, such as the the policies and politics of planning, the functionalism of David Mitrany, and the analysis of the vicissitudes of transatlantic relations by Isaiah Berlin.

This chapter focuses specifically on types of emotional coping techniques that students with dyslexia may want to employ to help with overcoming negative emotion in association with their studies. Admittedly, whilst many cognitive techniques presented up to this point in the book, do help to alleviate negative emotion such as anxiety, particularly through use of organisation, preparation, and rehearsal, dyslexic learners need additional methods to supplement these techniques as ways to help them to cope more effectively emotionally. As such, this chapter presents a range of productive emotional coping methods, as used by dyslexic learners that readers may want to consider as mechanisms for helping to deal with negative emotion. These include developing metacognition by identifying anxiety triggers, using cognitive restructuring to alter the inner critic, talking to someone; planning and using strategies; implementing breaks; participating in exercise; seeking comfort; and using mental resilience, such as persistence and determination.