Welcome to this book. We welcome local and international readers in both rural and urban contexts. This book is about linguistic diversity in schools and how teachers can harness multilingual resources and diverse worldviews to promote the wellbeing and achievement of all students.

Throughout the book we present examples of effective practice in classrooms around Australia, ranging from Menindee (New South Wales) to Yarrabah State School (Queensland), from Kalgoorlie (Western Australia) to the Eyre Peninsula (South Australia) and from Mallacoota (Victoria) to Tennant Creek (Northern Territory). The principles and pedagogies promoted here will also apply to multilingual classrooms and communities globally. In Australia or elsewhere, you may be training to become a teacher, or may be a graduated teacher wishing to expand your skills. Our goal is that this book will shape new ideas and perspectives on teaching practice within all schools.

More and more research is being done that attempts to explain the characteristics, dynamics and consequences of ceasefires. However, in general, ceasefires still remain primarily seen as a way to stop or reduce the overt use of violence and as a preliminary and provisional step in a teleology from war towards peace. Based on the text of ceasefire agreements and the military and political power disparity between signatories at the time an agreement is signed, this chapter presents a broader way of defining and categorising ceasefires. In doing this, the assumption is the mirror image of Carl von Clausewitz’s famous dictum that war is politics by other means. Actors in civil wars do not only use violence as a way to annihilate their opponents but also use ceasefires to influence a range of other contested areas where actors (armed and other) hope to assert their authority i.e. “peace” or ceasefires are perhaps war by other means too.

[43.1] Most Acts include a section empowering the making of other instruments under the Act. Such instruments, when of a legislative character, are known as delegated legislation. A wide variety of terms is used across Australian jurisdictions to describe delegated legislation.

The chapter introduces human–computer Interaction (HCI) and HCI research and describes their current states. Challenges to HCI research are identified as the need to address the growth and diversification of HCI and of the associated research, while decreasing the fragmentation of fields and theories.The aims of the book are presented as support for researchers to build on and to validate each other’s work and so to increase consensus, leading to increased HCI discipline progress. The concepts of approach and framework are outlined, together with their relations. The chapter sets the scene for the following two chapters, which address respectively approaches and frameworks separately and in greater depth.

In this chapter we introduce the C(M) language, a new programming language. C(M) statements and expressions closely resemble the notation commonly used for the presentation of formal constructions in a Tarskian style set theoretical language. The usual set theoretic objects such as sets, functions, relations, tuples etc. are naturally integrated in the language. In contrast to imperative languages such as C or Java, C(M) is a functional declarative programming language. C(M) has many similarities with Haskell but makes use of the standard mathematical notation like SETL. The C(M) compiler translates a well-formed C(M) program into efficient C code, which can be executed after compilation. Since it is easy to read C(M) programs, a pseudo-code description becomes obsolete.