This chapter introduces you to foundational knowledge regarding frameworks and models which is applied in later chapters. Theoretical models and frameworks serve as the ‘connective tissue that meshes theory and practice’. The chapter presents an overview of some of the most pertinent models and frameworks that can support you in designing lessons or learning experiences that incorporate digital technologies. It also highlights how you can reflect on the integration of technology into your teaching.

This chapter begins with models of educator knowledge, TPACK and the UNESCO ICT model, followed by the WHO workflow that helps you plan for using digital technologies in learning. The chapter also examines models and frameworks for considering the degree of integration of technology into teaching (SAMR and RAT/PICRAT) and concludes with educator acceptance models (TAM and CBAM).

Chapter 2 provides the reader with an overview of the policy landscape and the documents that are influential in EC science provision. Attention is focused on Australia’s national curriculum framework for early childhood professionals – Belonging, Being and Becoming: The Early Years Learning Framework for Australia (AGDE, 2022). The relevance of the EYLF in relation to teaching science in the early years is explained, concluding with the identification of science outcomes for children within the framework. The relevance of the EYLF in relation to teaching science in the early years is explained, concluding with the identification of science outcomes for children within the framework. The voices of EC professionals are highlighted to illustrate how those working in the field are engaging with the framework.

The chapter focuses on how the behavioural insights discussed in previous chapters affect policy, and how policy can use behavioural incentives to be more effective. It offers examples of policy interventions that have been successful in settings around the world. It provides some history and context for the proliferation of behavioural economics-related efforts in policy and in heath policy specifically. It describes four of the frameworks used to describe policymaking with behaviour in mind; MINDSPACE, COM-B, EAST and BASIC. It includes examples from international contexts where behavioural health policies have been enacted.

This concludes our brief initial overview of the main causes of high and low wellbeing – and of the huge variation in wellbeing in the world. All the findings are cross-sectional, with time series and experiments left to later chapters. The findings of this chapter provide the framework for the rest of Part III of the book – starting with personal factors and working outwards to those relating to whole communities.

Within a country (if it is advanced), the main factors explaining the variance of wellbeing (and the prevalence of misery) are in rough order of importance: mental illness; physical illness; having work and the quality of that work; having a partner; family income; and education.

The variation of wellbeing across countries is largely explained (in rough order of importance) by: income; health; social support; personal freedom; trusting social relations; and generosity.

Predicting whether a child will become a happy adult is not easy. But wellbeing in childhood is a better predictor of satisfaction in adult life than the child’s academic success is. And as the next chapter shows, both schools and parents have big effects on children’s wellbeing.

This chapter highlights how the evolving field of implementation research is being used to address problems of implementation of health policies, programs, practices, and technologies in low and middle-income countries (L&MICs). Implementation research offers a way to understand and address implementation challenges and contribute to building stronger health systems within the realities of specific and changing contexts. It is used to assess how and why interventions work, including the feasibility, adoption, and acceptance of interventions and their coverage, quality, equity, efficiency, scale, and sustainability. A well-designed research question is critical to successful implementation research, and provides the basis for choosing the research methods and how likely the research will influence policy and practice. In describing the theories, frameworks and tools used in implementation research, they are shown to be well suited to address inter-dependent and complex problems around improving people’s wellbeing – a critical mandate for achieving Universal Health Coverage and the Sustainable Development Goals.

This chapter sets out to unpack a number of assumptions and principles on which the mainstream transitional justice approach (normal model) is based. It gives particular attention to Pablo de Greiff’s ‘normative conception of transitional justice’, which provides an important backdrop against which my pluralist reading unfolds in the subsequent chapters. Moreover, this chapter places the book’s argument in relation to larger ongoing critical debates within the field.

Embryo donation is a unique and novel disposition option and family-building choice for patients. While there are an estimated one million surplus embryos cryopreserved around the world, embryo donation cases remain low. At the same time, interest in embryo donation is on the rise, as an increasing number of patients consider alternative methods of family creation. The heightened interest in embryo donation necessitates skilled fertility counselors to provide education and counseling to patients on both the donor and recipient side. Potential embryo donors often struggle with decision making around the disposition of their remaining embryos, while potential recipients may grapple with the notion of nongenetic parenting and their relationship to their donors and their donor-conceived children. The fertility counselor can play an integral role in helping patients navigate their decision making and their new relationships and family structure. This chapter explores the historical, logistical, psychosocial and relational considerations of embryo donation. The chapter highlights the important role of the fertility counselor throughout an embryo donation journey, and offers frameworks, best practices, and therapeutic tools that counselors can utilize as they work to support their patients.

With the digital revolution of the turn of the century, fast internet, widespread digital and mobile devices such as tablets, smart watches, smartphones and the increasing functionality of the web-based tools that we use have combined to bring some amazing geographical technologies into our homes and classrooms. Tools such as Google Earth, handheld GPS units and mobile smartphones have changed the way geography teachers bring the world to our students, and the smartphone, tablet, virtual reality (VR) and whatever technology is coming next will continue to make the subject even more relevant and useful to students. The Australian Curriculum: Geography and all state syllabi require geography students to use geospatial technologies from early primary school onwards, so interest in geospatial tools is at its highest and these tools will only become more widespread in geography as these trends continue. All this background information brings us to you and your geography teaching. Through this chapter, we will explore the following questions: ● Why should you use geospatial tools in your classroom? ● What geospatial tools are appropriate? ● What will you do with your students to help them use these tools effectively to enhance their geographical learning?

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised.

In the second section of the chapter, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities.

Managing the classroom environment, particularly in relation to addressing diverse student behaviours, has been shown to be an area of major concern – often the greatest concern – for many preservice and beginning teachers (Mayer et al., 2015), and this has been the case for many years (see, for example, Veenman, 1984). Managing the classroom for diverse learners is the focus of the third section of this chapter.

In the fourth section, you will gain insight into classroom management frameworks and plans.

The General Framework requires case studies to progress its development. Case studies of HCI design knowledge can be successful or unsuccessful. Successful case-studies are considered to fall within the scope of the design knowledge being applied. Unsuccessful case studies are considered not to fall within its scope. Thus, successful and unsuccessful case studies together define the scope of the application of HCI design knowledge.Case studies are of two types: of the framework itself and of the HCI knowledge, acquired with its support by means of HCI research. In turn, these two types of case study can be divided into acquisition and validation case studies. The latter types of case study have yet to be carried out for the General Framework, comprising concepts of discipline, general as common, general problem, particular scope, general research, general knowledge and general practices. However, on the basis of case studies reported in the literature, and the validation proposal made here, suggestions are made as to the research needed to conduct such case studies.

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.

By way of conclusion, the final chapter brings together the lessons learned and the lessons remaining concerning approaches and frameworks for HCI research. The scope of the lessons learned and the lessons remaining include approaches and frameworks for HCI research, approaches to HCI research, frameworks for HCI research, specific frameworks for HCI research, general approach and General Framework for HCI research, validating the general approach and the General Framework for HCI research, assessing the General Framework against other HCI frameworks, assessing the General Framework against HCI theories, methodological components for the General Framework, and case studies for the General Framework. The conclusion takes the form of a proposal for an HCI research programme, which builds on the lessons learned to formulate the lessons remaining. Together they constitute the research programme.

This chapter traces the quality reform agenda in Australia, identifying key policy initiatives that currently influence educator/teacher practice in the early childhood sector. Attention is focused on Australia’s first national curriculum framework for early childhood educators/teachers – Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) (DEEWR, 2009). The EYLF is situated alongside existing national and international frameworks and curriculum documents with its rationale, underpinning philosophies, and implications for practice and children’s learning explored. The role of the National Quality Standard (NQS) in setting a national benchmark for quality early childhood education and care services is also noted. The chapter illustrates how both documents are significant in shaping the practice of educators/teachers. The relevance of these two policy initiatives in relation to teaching science in the early years is highlighted, concluding with the identification of the science outcomes for children within the EYLF.

That constructivism appears to be everywhere and nowhere in thinking about contemporary peacebuilding is a paradox attributable to the nature of constructivism itself.Ultimately, the essential contribution of constructivism to thinking aboutglobal politics and peacebuilding can be distilled to one simple idea: norms matter.Acknowledging there is no coherent constructivist peacebuilding paradigm, our aim in this chapter is to demonstrate the inherently constructivist nature of both the theory and the practice of peacebuilding and how they work iteratively to produce norms and reinforce practice. We examine the core assumptions of constructivism and the theoretical intersections between constructivism and peacebuilding. We then lay out generations of peacebuilding, reflecting on the normative theorizing that shaped them, and related policy and practice, illustrating how they iteratively shaped one another. We emphasize how a greater focus on a multidirectional process of norm contestation provides valuable insights into ways norms evolve and their impact on peacebuilding.We conclude by suggesting how peacebuilders and constructivists can advance the cause of peace.