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.

This chapter considers how to care for patients who meet the criteria for a diagnosis of personality disorder. We reflect on the role of the psychiatrist in creating a resilient, honest and caring clinical environment, delivering interventions in a considered and coherent manner. Central to this is the relationship between doctor and patient, which includes not only direct clinical care but also the orchestration of work across the multi-disciplinary team and other agencies through clinical leadership.

We approach personality disorders as a relational problem in which the patient experiences their difficulties through their relationships with themselves and the world around them. These difficulties often, though not exclusively, are a developmental consequence of adverse childhood experiences, brought to life within the therapeutic relationship itself. This inevitably means the work is challenging, but it also means that the way we comport ourselves and lead becomes central to the therapeutic culture.

Much has been written on the challenges of working with people who are diagnosable with personality disorder, but perhaps less acknowledged is how these challenges represent not only the very material fundamental to our primary task but also the reason it is such rewarding work given the right circumstances.

Productive scholars rarely publish alone. They collaborate on about 90 percent of their works, and mostly with students. Students carry much of the collaborative workload, steer faculty toward new and interesting research paths, and bring energy to projects and professors. Productive scholars are talent scouts, mining diamond-in-the-rough student collaborators found among their advisees, research assistants, and floaters who join projects outside their advisor’s. Although student advising offers opportunity to train the next generation of scholars and to expand one’s own research interests and productivity, student advising can prove onerous and should be carefully limited. Scholars enculturate and direct student collaborators. Enculturate them to research rigors and mechanics and direct them through successful project completion, via weekly meetings and rounds of feedback. In addition to directing research teams moving in unison, scholars push mentees to develop and pursue personal research ideas, knowing that scholars are more productive when they work on something that interests them. Mentors also help students form academic networks, by encouraging conference attendance and introducing them to influential scholars there and elsewhere, and teach students the hidden curriculum success advice found throughout this book. It is through effective mentoring that one’s legacy lives on.

Leonard Bernstein and Jerome Robbins shared mutual desires to innovate and create in their individual fields and to create truly ‘American’ art of the twentieth century. Their collaborations for ballet (Fancy Free, On the Town, Facsimile, Age of Anxiety, Dybbuk) and musical theatre and film (West Side Story) propelled each into defining their specific style and artistic voices. Their aim to synthesize classical, symphonic aesthetics with rhythms and movements of Black and Latinx vernacular dance and music; their mutual interest in translating character, intention, emotion, mood, and narrative circumstances through non-textual mediums; and their active integration of music and movement in the creative process cinched their artistic connection. Even after the two went their separate ways, their legacies are forever entwined.

This chapter discusses the importance of collaborative relationships in civic life, and how the relationships that people would value do not always arise on their own. Instead, there can be an unmet desire to collaborate. It underscores why it’s important to distinguish between two types of goals for collaborative relationships: informal collaboration oriented toward knowledge exchange, and formal collaboration oriented toward projects with shared ownership, decision-making authority, and accountability. It also introduces the book’s main argument, which is that in addition to commonly cited factors such as resource constraints and a lack of organizational incentives, unmet desire arises because potential collaborators (who often begin as strangers) can be uncertain how to relate to each other. Uncertainty about relationality is a key barrier to new collaborative relationships. Last, the chapter also connects a rich understanding of the science of collaboration to several other topics: the nature of democratic agency, how to strengthen the link between science and society, the nature of discursive participation as a form of civic engagement, and how we conceptualize civic competence.

This chapter summarizes the main findings of the book, and then presents a tool called an unmet desire survey (designed based on those findings) that potential collaborators and organizational leaders can use in order to form new collaborative relationships. It also briefly discusses how the findings are helpful for forming new research partnerships, a type of formal collaboration discussed in greater detail in one of the appendices. Last, it includes several policy recommendations for how organizational leaders can put the results into practice, as well as science policy recommendations for valuable future research on the unmet desire to collaborate in civic life.