In this chapter you are asked to consider how your behaviour and activities as a teacher and role model in primary science classrooms may influence students’ perceptions of themselves as learners of science and therefore their science identities. Research-informed strategies are discussed and analysed for ways to address low levels of science efficacy in both yourself and your students. A range of teaching strategies for engaging students with science concepts and twenty-first century skills are presented, such as using scaffolds to ‘predict, observe, explain’ (POE) and to undertake ‘claim, evidence, reasoning’ (CER) activities; using models; and using the outdoors.

The depositary keeps custody of the original text of the treaty, prepares certified texts and performs a number of other important functions relating to the verification and notification of acts relating to the treaty. The principal functions are listed in Article 77 of the Vienna Convention on the Law of Treaties, but treaties may include specific provisions on the role of the depositary. Under Article 78, unless a treaty otherwise provides, states shall make notifications to the depositary or, if there is none, direct to the states to which they are intended. The depositary has a duty to act impartially. Often, bilateral treaties will not have a depositary but, if they do, the duties will be confined to custody or provision of certified texts. Multilateral treaties will almost always have a depositary, since they play an essential role in ensuring that the necessary formalities and procedures are performed. The depositary for many multilateral treaties is the UN Secretary-General or the chief administrative officer of a relevant international organisation. If a state is the depositary, the functions should be performed by its foreign ministry. The function in respect of correction of errors is examined in more detail.

Responsibility is a key moral concept but it is often used ambiguously, such as a firm being considered a responsible part of the community, having corporate social responsibility, or being responsible for harms. This chapter provides a clear framework that distinguishes between the different ways the term is used and shows how it can be applied in practical terms. It starts with an exposition of the Volkswagen diesel scandal to illustrate the various meanings of the term, contrasting notions of legal liability from moral wrongs. The relationship of cause, blame, and fault to moral responsibility is evaluated. It is noted that people may adopt institutional values when working in a role, and whether that approach remains valid even when someone else takes responsibility. The nature of company and institutional codes and compliance issues are discussed, and positive acts are contrasted to deliberate avoidance. The doctrine of double effect is evaluated, where an outcome is foreseeable but unintended. The concluding case deals with the tragic loss of Boeing 737 MAX airplanes and the attempt to shift blame from the company to individuals, especially foreign pilots.

Whereas the previous chapters dealt with the influence of Hellenistic philosophy on Roman law in terms of method, this chapter deals with the influence with regard to a substantive issue, the notion of person. The Roman jurists became interested in the abstract use of the notion of person in the slipstream of the philosophers, who combined the Greek understanding of person with a more indigenous, that is Etruscan, understanding thereof. ‘Person’ thus understood would become one of the central notions in Roman law and beyond.

This chapter examines some of the trends that emerge in roles written for child actors in Shakespeare’s early plays. It considers some similarities in types of roles and asks how we might weigh this evidence in complementing recent research on how child actors develop in the period. In surveying the range of smaller child roles in the early plays it raises interesting possibilities for the nature of in-troup pedagogy and/or training. It further raises questions about the relationship between text and performance, and between one text and another, and between Shakespeare and the various companies that he is associated with and the collaborators that he works alongside. It argues that we can learn something about how child actors develop in the period by re-examining the roles that were written for them in this early period of Shakespeare’s career.

Addresses the role of government in Australia through the life cycle of its automotive industry, from its success in attracting manufacturers, promoting the development of the industry, protecting and supporting, encouraging rationalization – and then being conflicted between that purpose and opening the market to imports, losing its grip on the industry, and finally succumbing to the temptation simply to subsidize it.

By June 1964, Unficyp had done much to contain military action and prevent a recurrence of open fighting. In addition to its traditional military functions, which were meant to deter a resumption of hostilities, it had also performed non-traditional roles: helping to restore public services, including the courts, and assisting trade and commerce by reopening factories and enabling agricultural work to continue. Moreover, it escorted the transportation of food, essential material, and people on the island’s roads, constructed shelters at refugee camps and reduced fortifications across Cyprus. In spite of this good work, however, its presence had not yet stopped communal violence between Greek and Turkish Cypriots, nor had it made any progress towards disarming civilians.