Although technology has transformed the landscape of pedagogy, some language teachers are still reluctant to use educational technology, and this is referred to as “resistance to change.” This resistance is complex, and as a result, the biggest challenge in language pedagogy is to prepare teachers to integrate technology into their classrooms. This chapter provides an overview of historical and current explanations for teacher resistance to computer-assisted language learning (CALL), discusses factors influencing teachers’ technology use, and critically examines challenges for CALL teacher education in specific sociocultural contexts. Additionally, suggestions for breaking down resistance are provided for educational institutions, teacher educators, in-service and pre-service teachers. Finally, this chapter concludes with recommendations for future research and classroom practice to guide professional development.

Neuromuscular disorders cause respiratory failure when they significantly impair the respiratory muscle pump. This is a complex system involving the diaphragm, intercostal, neck, shoulder girdle, abdominal wall and possibly paraspinal muscles. The dilator muscles of the palate, pharynx and larynx maintain a patent airway and air conduit. The diaphragm is the main muscle of inspiration, but is aided by the parasternal intercostals, and additionally by the accessory respiratory muscles in forceful inspiration, diaphragmatic weakness or compromised diaphragmatic function as is the case in lung emphysema. Exhalation is passive, but forceful expiration and cough require the abdominal wall and a portion of the intercostals. This chapter focuses on the physiology of the muscles involved in respiration, and the recognition of developing neuromuscular respiratory failure, its clinical evaluation and assessment, and basic principles of management.

No one needs a tracheostomy tube only for being too weak to breathe, that is, for people with ventilatory pump failure. Noninvasive ventilatory support is safer, better tolerated and better maintains quality of life than does ventilatory support via tracheostomy. People at any age can become continuously dependent on (noninvasive) ventilatory support (CNVS) without ever going to a hospital or developing acute respiratory failure. People who depend on CNVS are more safely managed in their homes by trained care providers than in institutions or hospitals where supplemental oxygen therapy can result in acute respiratory failure. Here we discuss the management with respect to noninvasive ventilation or noninvasive ventilatory support for patients with ventilatory pump failure and discuss mechanical insufflation-exsufflation, intubation and extubation criteria for these patients.

Continuing professional development (CPD) is examined, emphasising the importance of maintaining skills and keeping abreast of current research and curriculum developments in the teaching of modern languages. Examples of professional learning are given, as well as advice on how collaborative working with colleagues locally, nationally and internationally can enhance learning and teaching. In addition, links are given to sources of further information and advice on a range of opportunities available to teachers to help them with their career-long professional learning (CLPL). Finally, the chapter discusses the important area of teacher well-being and gives guidance and advice on how student teachers can build emotional resilience that prepares them for a career in the classroom, noting sources of support for their own mental health and well-being.

In this chapter participants reflect on the steps that senior academics and academic institutions could do to better support early career autistic academics. They also reflect candidly on the things that non-autistic colleagues and friends could do to make them feel more comfortable in both work and social settings.

Talking to your child about psychoactive drugs is crucial, preferably before they are exposed to drugs or people who use them.

• As a parent, what you say matters.

• Check with the school to see what your child is being taught about drugs.

• Having the drug conversation can be difficult, but using the checklist provided will make it easier and more successful.

I begin with those categories that involve neutral terminology. The inherent connection of neutral terms with the ground, the likeness of an image, has been indicated already. Interaction of other kinds does not have this characteristic. It is worth stressing that, in many ways, the more apparent the connection with the ground, the less interesting the interaction. This applies especially to explicit imagery, where, of course, the ground, or part of it, is usually made explicit as a matter of predictable organisation.

Preparation is key and hopefully this book will have provided useful information to allow you to link with key people and develop a strategy. The emotional and practical impact on the professional and personal lives of those involved cannot be underestimated. This chapter considers the psychological and practical impact and provides some advice on managing often conflicting emotions.

Many nurses will be asked to give evidence at a coroner’s inquest during their nursing career. Being asked to give evidence can feel incredibly daunting and generate complex feelings. It’s important to remember that the coroner is looking for your help with the inquiry. The coroner can also seek an expert opinion by a nursing professional on the care of the person who has died. This chapter provides advice on how best to fulfil your duty.

Convex polytopes, or simply polytopes, are geometric objects in some space $\R^{d}$; in fact, they are bounded intersections of finitely many closed halfspaces in $\R^{d}$.The space $\R^{d}$ can be regarded as a linear space or an affine space, and its linear or affine subspaces can be described by linear or affine equations. We introduce the basic concepts and results from linear algebra that allow the description and analysis of these subspaces. A polytope can alternatively be described as the convex hull of a finite set of points in $\R^{d}$, and so it is a convex set. Convex sets are therefore introduced, as well as their topological properties, with emphasis on relative notions as these are based on a more natural setting, the affine hull of the set. We then review the separation and support of convex sets by hyperplanes. A convex set is formed by fitting together other polytopes of smaller dimensions, its faces; Section 1.7 discusses them.Finally, the chapter studies convex cones and lineality spaces of convex sets; these sets are closely connected to the structure of unbounded convex sets.