This chapter considers the close interrelationship between theatre and cinema during the First World War. As well as looking at key examples of plays which were adapted into films such as The Better ‘Ole (1917) it looks at the relationship between the two modes of popular entertainment, emphasising, for example, how film screenings often incorporated or were incorporated into live performance, and how the two industries shared business practices. The chapter examines the economics and practices of cinema exhibiting, drawing parallels to the regional theatre circuits. It argues for the role of government-endorsed films such as The Battle of the Somme (1916) in establishing the respectability of cinema and demonstrates how from 1917 cinema could shift to being more of a source of entertainment: a shift which threatened the theatre industry. It examines this competition through a focus on the growth of the ‘Super film’ and through attention to the dominance of American films on British screens. The chapter ends with a focus on post-war films. Through discussion the factual war films produced in the 1920s, as well as the fictional dramas, it highlights the ways in which post-war cinema became a means for mediating memory on the war.

In Australia, the gap between Indigenous and non-Indigenous mental health and well-being is a major human rights issue, and escalating suicide rates represent a national emergency. This chapter describes the Australian human rights context and developments within the discipline and profession of psychology to address these inequities, with the reconciliation action plan developed by the Australian Psychological Society (APS) as one commitment to change. The focus on respectful relationships, cultural safety, and promoting self-determination is part of the background leading to the APS apology to Aboriginal and Torres Strait Islander people. The apology highlighted the importance of a commitment by all psychologists to reconciliation and to modifying their attitudes and work practices to ensure a culturally appropriate, responsive, and safe workforce. The Australian Indigenous Psychology Education Project (AIPEP) represents a focus on the education and employment of the psychology workforce and illustrates collaboration with key stakeholders in psychology education to provide frameworks and guidelines for embedding cultural awareness, responsiveness, and competence throughout all psychology education.

This chapter explains functions and modules. Functions perform some operation. They can operate directly on data or indirectly via other functions. All the niceties of different kinds of functions are explained. In addition, the topic treats the concept of modules, bits of code that are available to you or other programmers. The chapter shows how you can use existing modules in your own code and how you can write your own modules for others. Finally, the chapter goes into the proper way to document your functions and modules.

This chapter reviews the basic control structures of the Python language. These are used to lay out the logic of a program so as to allow it to do an infinite amount of stuff with finite means. These structures include if, for, while, etc.