Empirical evidence on the functioning of utility model (UM) systems is scarce compared to patent systems. This chapter applies the framework introduced by Heikkilä (2023a) to the empirical analysis of the Finnish UM system and its interaction with the Finnish patent system. The findings suggest that the UM system has promoted flexibility and inclusiveness of the Finnish patent system. There are systematic differences between Finnish UMs and patents: 1) UMs are members of smaller patent families, 2) UMs have smaller inventor teams, 3) grant lags of UMs are significantly shorter and 4) both Finnish patents and UMs receive few citations, but UMs receive systematically less. The aforementioned average differences between Finnish patents and UMs were much larger before Finland joined the European Patent Convention in 1996 which emphasizes the need to consider European integration and the evolution of European IPR institutions when evaluating UM systems.

Anaesthetic preoperative assessment is an essential part of the child’s admission. Standards of care dictate that this needs to be done in advance of the day of admission to ensure the patient is medically optimised and prepared for their anaesthetic. A detailed discussion about the side effects and risk of anaesthesia is essential, and families should be given written or electronic information as part of this process. All anaesthetists who are involved in the care of children should have a sound knowledge of common medical conditions in childhood. They should understand how these conditions can be affected by anaesthesia and surgery and what preoperative investigations and planning are required to deliver a safe anaesthetic. Those medical specialties that are regularly involved in the care of the child should be contacted to help guide the perioperative management and ensure a collaborative approach to the care of the child.

Autism spectrum disorder (ASD) is defined by the American Psychiatric Association as persistent deficits in social communication and interactions and restricted, repetitive patterns of behavior, interests, or activities. There are many potential etiological causes for ASD. In the United States, the combined prevalence of ASD per 1,000 children was 23 in 2018. The American Academy of Pediatrics (AAP) recommends screening specifically for ASD during regular doctor visits at 18 and 24 months to ensure systematic monitoring for early signs of ASD. Most reported concerns from parents relate to abnormal childhood developmental trajectory and history of unusual behaviors, with variability in ages when features suggestive of ASD are most noticeable. Behavioral interventions for ASD focus on minimizing the effects of developmental delays and maximizing speech/language, motor, social-emotional, and cognitive skills. Medications can be used to target comorbid conditions or problematic behaviors that interfere with progress or pose safety concerns. The financial burden on families of children with ASD is correlated with the existing societal financial safety net. Poorer outcomes are expected when the family carries a substantial share of the cost to support the development of children with ASD, especially in lower-income households.

Child and adolescent psychiatry (CAP) is a complex and challenging subspecialty in psychiatry that developed immensely in the last century. In this chapter, we present a brief overview of development and specific aspects of the assessment, diagnosis, and treatment of children and adolescents.

Early encounters with patients provide a valuable opportunity to understand their presenting complaints and needs. In order to do this effectively, it is important to have a structured approach to evaluating their symptoms. Using a step-by-step approach, this chapter instructs you how to understand a patient’s initial presenting complaints and assess their needs in an initial assessment. This includes setting the scene with the patient, evaluating their insomnia using a structured sleep interview, and using observation to obtain helpful and pertinent clinical information in collaboration with your patient.

The last two decades have been marked by excitement for measuring implicit attitudes and implicit biases, as well as optimism that new technologies have made this possible.  Despite considerable attention, this movement is marked by weak measures.  Current implicit measures do not have the psychometric properties needed to meet the standards required for psychological assessment or necessary for reliable criterion prediction. Some of the creativity that defines this approach has also introduced measures with unusual properties that constrain their applications and limit interpretations.  We illustrate these problems by summarizing our research using the Implicit Association Test (IAT) as a case study to reveal the challenges these measures face. We consider such issues as reliability, validity, model misspecification, sources of both random and systematic method variance, as well as unusual and arbitrary properties of the IAT’s metric and scoring algorithm. We then review and critique four new interpretations of the IAT that have been advanced to defend the measure and its properties. We conclude that the IAT is not a viable measure of individual differences in biases or attitudes. Efforts to prove otherwise have diverted resources and attention, limiting progress in the scientific study of racism and bias.

Chapter 9 on siting and installation considers some of the key steps leading to the successful installation of a wind energy project, whether a single machine or large array. A section on resource assessment considers site wind measurements, the IEC Wind Classification system, and the measure-correlate-predict (MCP) procedure for establishing long-term characteristics at a prospective site. Array interactions are described in terms of energy loss and increased turbulence: empirical models are given for predicting both effects and wake influence is illustrated with field measurements from large and small arrays. The civil engineering aspects of project construction are examined, with description of different foundation types; simple rules are given for conventional gravity base design, with illustrations. The construction and environmental advantages of rock anchor foundations are described, and some examples given. Transport, access, and crane operations are discussed. The use of winch erection is illustrated with the example of a 50kW machine. The chapter concludes with a short summary of the necessary electrical infrastructure between a wind turbine and the external grid network.

In today’s complex world, we know as educators that learning is most meaningful when established through experience – learning by doing rather than by simply listening or observing. Our learners need to be supported in nurturing their creativity, developing as critical thinkers and flexible problem solvers, to apply skills and understanding in new domains and different situations creating solutions to problems encountered. Education and life should not be isolated from each other. By providing opportunities for learners to engage and learn through authentic, real-life, relevant experiences, we are scaffolding their application of skills to learning including adapting and changing their ideas and forming habits of lifelong learners. This chapter provides educators with a guide for embedding cross-curricular exploratory learning experiences as an integral part of planning, teaching and assessment responsive to all learners; and inclusive of the theoretical foundations and instructional strategies that inform their approaches. Authentic studies will be utilised, and practical tools outlined, to demonstrate how to bring these concepts to life within a constructivist framework.

Part of a wider study of family interaction, this chapter focuses on the interactional competence of a person living with dementia and some ways in which her independence is facilitated, and personhood validated, by her interlocutors. Drawing on a corpus of 15 hours of naturally occurring conversation, the study investigates the interactional practices of a woman diagnosed with dementia (Dana) in conversation with a variety of interlocutors including family caregivers, teenage grandchildren and community service providers. This chapter examines sequences of advice-giving, shared reminiscence and occasions of confusion. Dana first draws on a lifetime of expertise as a waitress to advise her granddaughter who has recently begun her first job; second, in a sequence of reminiscence, conversational partners describe a shared experience that Dana is able to assess and engage with despite potentially being unable to remember the details for herself; finally, the analysis shows how the actions of probing and testing can lead to interactional breakdown and confusion, but then note how Dana is able to recover from the situation by moving to a familiar topic and claiming epistemic authority.

The chapter explores Hamas’s strategic analysis and study of Israel and the IDF. As part of its intelligence warfare, Hamas strove to increase its knowledge of the enemy. This chapter describes Hamas’s accumulation of intelligence about Israeli weaponry, IDF units, Israeli battlefield tactics, operational training, and so on. The organization particularly sought information about the capabilities of Israeli armored vehicles in order to inform its use of anti-tank weaponry. The chapter also illustrates how Hamas disseminated this knowledge in its ranks. This chapter goes on to analyze Hamas’s operational preparations for war after Israel’s withdrawal from the Gaza Strip. Further, it examines Hamas’s ongoing assessment of the possibility and characteristics of a large-scale Israeli attack, and in particular the analysis of the Israeli political and social situation used by Hamas in order to form such an assessment. In this manner, the chapter discusses the influence of Hamas’s “enemy image” of Israel – an image based on the organization’s Palestinian Islamic ideology as well as its interpretation of events and social processes in Israel – on the organization’s assessment of its enemy. The chapter also sheds light on the organization’s difficulties in strategic analysis of Israel.

An introduction and overview of the mental health conditions relevant to people with intellectual disability. The chapter focuses on the evidence base to support or refute whether they suffer greater rates of mental health problems, Psychiatric classification and prescribing; Comparison tables of international classification of diseases (ICD) versions 10 and 11; and the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM) 4 and 5 and DC-LD.

This chapter provides the tools to compute catastrophe (CAT) risk, which represents a compound measure of the likelihood and magnitude of adverse consequences affecting structures, individuals, and valuable assets. The process consists of first establishing an inventory of assets (here real or simulated) exposed to potential hazards (exposure module). Estimating the expected damage resulting from a given hazard load (according to Chapter 2) is the second crucial step in the assessment process (vulnerability module). The application of damage functions to exposure data forms the basis for calculating loss estimates (loss module). To ensure consistency across perils, the mean damage ratio is used as the main measure for damage footprints D(x,y), with the final loss footprints simply expressed as L(x,y) = D(x,y) × ν(x,y), where ν(x,y) represents the exposure footprint. Damage functions are provided for various hazard loads: blasts (explosions and asteroid impacts), earthquakes, floods, hail, landslides, volcanic eruptions, and wind.

Pronunciation teaching is often based on assumptions that learners are monolingual speakers, with the sound system of their native language determining the segmental and suprasegmental difficulties that mark learners’ foreign accents. However, many, if not a majority of speakers of other languages come to pronunciation with more than one language under their command. These bilingual/multilingual speakers are the norm in a globalized world, but how we teach pronunciation rarely accounts for the knowledge and skills these speakers bring to the learning of pronunciation. This chapter describes how the characteristics of bilingual speakers suggest how pronunciation teaching can be reimagined to take into account the range and flexibility of bilingual speakers in using multiple languages. Specifically, we argue that taking a nativeness viewpoint is inconsistent with taking a bilingual viewpoint and calls for pedagogical techniques that build on the kinds of needs bilingual speakers have in pronouncing additional languages.

This chapter explores in detail the professional challenges, criteria, and principles for selecting, creating, and preparing materials and tasks for language learning. Teachers must not only be able to utilise and evaluate the language learning materials available, including those in coursebooks but also engage in a profound professional reflection on the choice of texts and language learning exercises, activities, and tasks, and ways of working with them. Beyond such critical reflections, teachers also need to be able to develop materials and design tasks both independently and in collaboration with other teachers. Therefore, this chapter discusses typologies of tasks, a model of the complex task, and potential strategies for assessing outcomes of complex tasks.