This chapter examines how to manage a dictionary project, beginning with the vital preparatory tasks needed before the project proper can commence: budget approval, headword selection, entry structure and style guide preparation, staff recruitment and more. It then looks at the main phases in a typical dictionary project – entry compilation, translation if applicable, editing and publication – and at how these phases can be translated into a work plan. The latter involves categorizing and grouping the entries, creating work batches, accurately estimating the work effort involved, setting target dates and building the team. The chapter then looks at how the project progress can be monitored, in terms of both quantitative output and quality. An important aspect of this is maximizing efficiency through the use of software tools, statistical analysis, and entry layouts. Finally the chapter looks at select other tasks in a dictionary project: testing the apps, adapting to changing technologies and user behavior, and planning dictionary maintenance.

In this chapter, we highlight key approaches to building strong therapeutic relationships with Black female clients. We also review the challenges that therapists may face in building strong therapeutic relationships with Black women and provide strategies to overcome these challenges. We discuss the occurrence of microaggressions in therapy and provide specific strategies for how to frame conversations about micro-aggressions to validate historical and present client experiences both in and outside of therapy.

This chapter outlines the EU’s seven official main institutions (the European Council, Council of the European Union, European Parliament, Commission, Court of Justice, Court of Auditors and European Central Bank) and the different executive, legislative and judicial powers that are allocated to them. It describes their tasks and the way they have organized their work. The EU’s combination of institutions is unique and can be characterized as ‘mixed government’ or as ‘a polity with many principals’. It is nevertheless based upon a common model for organizing democratic systems, namely that of consensualism, and aims to disperse power and constrain the use of it.

This chapter focuses on three dimensions of tasks we consider essential to task-based language learning. First is their meaningful dimension, which brings learners into contact with patterns and functional uses of a wide range of language features. It also provides them the context for interpreting grammatical features and unlocking relationships between them, and for investing new language with their own shared socio-cultural meanings. Second, the accessibility of new language is promoted by a combination of implicit task-based processes and explicit classroom processes. Thirdly, we adopt Spada and Lightbown’s concept of integration to bring together the meaningful and accessibility principles, with tasks providing the context for both.

This chapter describes tools that have been used to measure the effectiveness of corrective feedback ranging from classic instruments such as interactive tasks, to innovative methods recently adopted from related fields like psychology and educational measurement. As part of describing these measurement tools, we also discuss how factors in their use, such as the instructions, the participants, and their roles, need to be considered when assessing the efficacy of feedback. We describe tools used in classrooms and laboratory settings, including introspective methods such as think-alouds, immediate recalls, stimulated recall, interviews, journals, blogs, and uptake sheets, as well as external measurements. We outline the use of tasks in both face-to-face and computer-mediated contexts. We conclude our chapter with a discussion of future directions in measuring the effectiveness of corrective feedback on linguistic development and pedagogical implications.

In Chapter 2, we offer a theoretical frame referred to as the relational habitus (RH), which can be used to conceptualize, observe, and document how meaning-making processes are co-constructed over interactional and historical time. The RH is an ecological ensemble of relations including self, tools, tasks, and others that is intersubjectively constructed and sustained over time in formal and informal learning communities. The RH helps explain how variances in the social organization of regulatory processes are related to the structure of activities in learning arenas, the interactional processes in activities, and movement in the social and psychological spaces of these arenas. The RH encompasses three interrelated aspects of intersubjectivity: (1) an orientation to others in cultural contexts, (2) mutual perspective-taking accomplished through communication, and (3) perspective-making during learning. These aspects explain how regulatory processes emerge from and change through meaning-making by the agential actions of individuals and the situational structuring of these actions.