This chapter concludes the volume as a whole; however, it amounts to much more than the mere sum of its parts. Its purpose is to draw together the salient points of the preceding chapters and present the professional learning of English language teachers as a sociocultural process. The chapter then situates professional teachers in communities of practice. However, because traditional communities of practice do not fully meet their needs, professional development communities for English language teaching (ELT) practitioners are proposed. A principled approach to building such communities is put forward, and exemplars of professional development communities in action in diverse ELT contexts are presented. At the very end, the chapter highlights avenues for the future exploration of teacher professionalism, both conceptual and empirical, and offers recommendations for teacher education and professional development, as well as educational research. Regarding ways forward, professional ELT should be viewed in terms of three meta-dimensions: lifelong learning, classroom ethnography, and educational leadership.

Clare’s declaration that he ‘found the poems in the fields, and only wrote them down’ is, to some extent, pretence; however quickly he might compose, he corrects and revises from very early on, before he gets any guidance from others. The more he writes, the more he confronts the inevitable problem of repetition: his solutions can be seen in the concentrated echoes and references back and forth between poems. The manuscripts in all their teeming detail demonstrate his determination to get things right. Once publication arrives he has to contend with the conflicting demands of editors, publishers, and supporters; there are vexed questions of taste and politics. As he moves towards The Shepherd’s Calendar, however keen his desire for independence, increasingly the process becomes collaborative. When his life is turned upside down with the move to Northborough in 1832, his deeply personal poems of loss are worked on with extraordinary intensity.

In this introduction to the Handbook of DOHaD and Society, we provide an overview of the biosocial research field of the Developmental Origins of Health and Disease (DOHaD). We first trace the evolution of this interdisciplinary field over the past two decades, charting the historical conditions that have brought DOHaD to a critical moment when the field is at a threshold of interdisciplinary innovation across both life and social sciences. We then discuss the biosocial perspective that DOHaD offers as its central premise and promise, allowing for questions of socio-environmental justice, discrimination, and equity to be centred in science and biomedicine. We explore the challenges that complicate this biosocial agenda in practice and attend to questions of research translation, interdisciplinary collaboration, and the socio-cultural dimensions of DOHaD-based health interventions. We end by highlighting the transformational potential of the DOHaD research paradigm and how this handbook offers a toolkit for robust interdisciplinary research in this field.

Human intervention studies are gaining traction and recognition in the Developmental Origins of Health and Disease (DOHaD) field. Since DOHaD intervention studies will most frequently use complex public health interventions, collaborations across science and social science disciplines are critical for obtaining and interpreting DOHaD evidence in ways that matter for policy recommendation. This chapter explores the application of biosocial collaboration in a DOHaD intervention trial, namely Bukhali, the Healthy Life Trajectories Initiative (HeLTI) South Africa randomised controlled trial. Bukhali evaluates a complex intervention initiated prior to conception, through pregnancy, and into early childhood, with the primary aim of addressing childhood obesity. As part of the first trials assessing the potential of preconception interventions to shape intergenerational health, the trial is significant to DOHaD science. Bukhali has adopted a pragmatic approach, allowing for ongoing adaptation to new knowledge as it arises and testing not only the primary hypothesis but also undertaking process evaluation analyses. This requires a multidisciplinary process that serves as a case study of how biosocial collaboration can enhance DOHaD-inspired intervention research.

Chapter Five examines the role of international law in State Department policymaking. It describes the formal and informal decision-making processes within the State Department, focusing on the influential role of the Legal Adviser and the Legal Adviser’s Office. The chapter then examines closely the weight given by policymakers to legal advice and the nature of the interaction between policymakers and lawyers. Policymakers, at least at higher levels, generally have final decision-making authority, but the views of the Legal Adviser’s Office can be determinative in the relatively rare instances when the lawyers deem a course of action conclusively illegal. Otherwise, the lawyers’ advice is influential, but its weight may vary depending on the circumstances, including the nature of the national interest involved. Many former officials indicated that the development of policy was often a collaborative and constructive process. The lawyers were usually willing to work with policymakers, and they were often willing to find alternative courses of action within the law, though they would not usually budge on an interpretation of the law. Some former officials indicated that their relationship involved greater contestation, resembling a negotiation. When international law conflicted with significant policy interests, policymakers could sometimes seek to overcome those obstacles.

This chapter discusses record keeping, like maintaining a lab notebook. Historically, lab notebooks were analog, pen-and-paper affairs. With so much work being performed on the computer and with most scientific instruments creating digital data directly, most record-keeping efforts are digital. Therefore, we focus on strategies for establishing and maintaining records of computer-based work. Keeping good records of your work is essential. These records inform your future thoughts as you reflect on the work you have already done, acting as reminders and inspiration. They also provide important details for collaborators, and scientists working in large groups often have predefined standards for group members to use when keeping lab notebooks and the like. Computational work differs from traditional bench science, and this chapter describes practices for good record-keeping habits in the more slippery world of computer work.

The image of Darwin as a lone thinker, a theoretician who worked largely in isolation rather than a hands-on scientist, has no single origin but is stubbornly persistent. Modern accounts that do feature him as a practical researcher tend to emphasize the domestic setting of his work, focusing on experiments that can be replicated in a modern house, garden, or school. But contemporary evidence, in particular from Darwin’s extensive correspondence, demonstrates that he was an ingenious and innovative experimenter, keenly aware of advances in science, and often at the cutting edge both in the nature of his investigations and in the technologies he employed. Far from working alone on gathering facts and grinding out his theories, Darwin was expert at cultivating and exploiting contacts. He actively sought collaboration with all sorts of people around the world, both asking for their help and encouraging their own investigations. Although he rarely travelled after settling in the village of Down in Kent as a young married man, Darwin’s version of ‘working from home’ was far from solitary: he was surrounded not only by a large and happy family but by governesses, gardeners, friends, neighbors, and visitors, who acted as critics, assistants, editors, and even as research subjects.

This chapter discusses the necessary components of second language acquisition, that is, input, interaction, and output. While all language learning theories support the importance of input (written and spoken), they diverge in ways which input is connected to second language acquisition. The chapter then examines some of the second language acquisition theories, such as the interaction hypothesis, the noticing hypothesis, the cognitive-interactionist approach, the output hypothesis, and sociocultural theory, all of which explains how interaction leads to second language acquisition. The chapter moves onto specific pedagogical frameworks that support interaction, including communicative language teaching and task-based language teaching. Finally, the chapter delves into the role that output plays by discussing its functions for second language acquisition.

This chapter examines ways of working as a composer for screen, explaining every step of the process – from reading through a script or treatment to the final recordings and edits – and offers advice on how to approach collaboration and networking in the film industry.

This brief introduction outlines some of the things that composers might do when they compose, examining how the way composers and think and work is tangled together with the conditions and procedures surrounding the, and how they work.

This chapter balances practical advice with aesthetic considerations to give an overview of a composer’s numerous roles in writing music for opera, dance, and theatre. The chapter begins with an overview of collaborative techniques and language, before understanding a bit more about how to shape musical ideas both by yourself and then through workshopping and rehearsal processes.