This chapter gives an understanding of the court setting and proceedings, and practical tips on to prepare for the day and give evidence effectively.

There are enormous differences in functionality and capability between basic and advanced weather stations. This chapter outlines typical system specifications within broad capability and budget boundaries. When used with the prioritized assessments of functionality from the previous chapter, it will provide clearer guidance regarding the main brands, products and suppliers within the automatic weather station sectors.

The etchings of noble women working as non-professional artists outside the commercial spaces of the print trade have long been under-appreciated and even dismissed for their amateur status. During their lifetime, etchings by Isabella Byron, Lady Carlisle; Lady Louisa Augusta Greville; and Miss Amabel Yorke, later Lady Polworth and her younger cousin Miss Caroline York were valued and preserved in the private spaces of albums compiled by the prominent collectors Horace Walpole and Richard Bull. With this reassessment, the legacy of their work, its cultural and social currency, and its reception among contemporaries can be reinserted as a vital component in the broader story of women printmakers.

This chapter offers a reassessment of the life and work of the French professional printmaker Catherine Elisabeth Cousinet (born 1726), also known as Madame Lempereur through her marriage to fellow printmaker Louis Simon Lempereur. Over the course of three decades, Elisabeth Cousinet created a range of impressive, single-sheet engravings after landscape and genre paintings owned by important and well-appointed individuals in Paris, Europe’s cosmopolitan cultural center. Her connections to these collectors integrated her into networks in the French printmaking industry and, by extension, abroad. Despite the dearth of historical evidence, her biography provides a broad outline of, and a few tantalizing glimpses into, what the career of a successful women professional printmaker in eighteenth-century France might have looked like.

What kind(s) of thinking and doing should inform how teachers might lead (working) lives that are “ethical,” and how should this translate to preservice teacher education? Two broad schools of thought are identified: teaching as an inherently “‘moral” endeavor, driven by “values” and requiring an educational approach to teacher formation; and teaching as a “profession” requiring formation following models of executive education found in other vocations, particularly medicine. After reviewing these two perspectives, consideration is given to programs that might best address these aims, assuming this is needed beyond learning on the job. The chapter concludes by identifying promising practices, established and emerging practices, across both moral and professional understandings, arguing that in each case these need to be adapted and developed to meet the needs of teachers more equally across a diverse range of cultural contexts.

This chapter offers a short sketch of poetic output with special reference to the Roman provinces Achaea and Asia, and with an eye on how far we can differentiate ‘professional’ poets from virtuoso amateurs.

This chapter considers how facets of occupations and professions manifest in routine dynamics. Whilst the salience of occupations and professions on routines has been recognized in extant research on routine dynamics, it remains largely scattered. To illuminate the salience of occupations and professions in the literature on routine dynamics, which is multifaceted, we focus on three prominent research themes: skilful accomplishment (i.e., how actors perform tasks), interdependence (i.e., how actors collaborate to accomplish tasks) and truces (i.e., how actors compete to make exclusive claims to perform certain activities). We turn to the literature on professions and occupations to draw out theoretical and empirical intersections with research advocating routine dynamics. The analytical framework, comprised of a becoming lens, a doing lens and a relating lens corresponds with and provides the basis to advance research themes within routine dynamics. We suggest a stronger emphasis on occupations and professions holds promise for deepening knowledge about routine dynamics, which we articulate by proposing several avenues for future research, including the expansion of the concept of routines and a distinction between organizational and professional routines.

A strong professional network has many advantages for a beginning teacher. At a personal level, strong professional relationships both in the workplace and online can be an important source of advice and support. By drawing on ideas from outside your own department, staffroom or school through a robust professional learning network (PLN), you are then able to contribute to the exchange of ideas rather than merely benefiting from them. In addition to the benefits to your day-to-day practice, these networks also serve as a form of professional development. Finally, as you begin to establish yourself more firmly in the profession, they can provide connections and opportunities that lead to exciting new projects or employment/promotion opportunities. In this chapter, we look at the various ways in which you can establish yourself as an education professional and foster a strong PLN. The chapter also considers some of the cautionary tales and pitfalls of a poorly managed social media presence and the impact this can have on your teaching career.

Nineteenth-century literary realism develops alongside but is not identical to clinical medical realism. Recent scholarly work has focused, for good reason, on how literary and medical realisms overlapped during this period. However, it is useful also to consider some differences: dissimilarities in language (literary writers privileged spoken vernacular, while physicians developed a written rhetoric with a complex, specialized professional vocabulary), demography (literary realism largely chronicled the middle classes and respectable working people, while hospital-trained physicians wrote about poor urban patients), methodologies (medical men explored quantifiable data; literary realists continued to employ lengthy description), definitions of truth (medical reportage works to present a truthful portrayal of real events; literary rendering strives for a credible portrayal of fictional ones), and relation to the balance of detachment and sympathy (clinical physicians believed that detachment underwrites medical progress, although they did not always deny their sensibilities, often turning to literary realism or romance to manage such moments rhetorically). This chapter argues that medical and literary writers, attempting to negotiate, overcome, or uphold these key differences, defined what it meant for Victorians to tell the truth, well aware that all realism is a representation, and representation is only an approximation of the real.

The fifth chapter examines Forster’s ironic representations of musical scholarship in its institutional form, analysing his negative portrayals of two rarely discussed women characters, Vashti in ‘The Machine Stops’ and Dorothea in Arctic Summer, as his championing of musical amateurism and his criticism of the professionalization of musicology. The chapter analyses Forster’s satirizing of early twentieth-century academia’s antiquarian interest in folk revival. What problematizes his satire, the chapter argues, is Forster’s conception of gender: on the one hand, Forster exposes that professionalism is often constructed by gendered discourses that depend on the conventionalism mind–body dualism of patriarchal culture; but on the other, he casts professional women in roles against which his narratives rebel. Asking whether the portrayals of the two women hide his misogyny, the chapter explores how Forster’s advocacy of musical amateurism is at the same time an attempt to negotiate women’s place in his often homoerotically charged envisioning of companionship.

This final chapter focuses on professionalism and the contribution of research engagement to educators’ professional knowledge and identities. It briefly revisits the systemic positioning of practitioner research in other countries before elaborating on the current vision of professional standards for educators in Australia. While the standards relate to the broad and diverse aspects of professional practice for teachers, there are explicit references to research engagement in some standards and there is also scope for research to help educators to ensure they are addressing the others. Throughout this chapter we ask the reader to consider the potential of engagement with and in research for supporting educators’ professional growth, and promoting school improvement and collective leadership. The chapter also focuses on the attitudes, beliefs, and perceptions of pre-service and in-service teachers in relation to practitioner research as they seek to develop their own professional identities.

Just like everyone else, nurses sometimes make mistakes that can result in harm to others. The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct for Nurses (NMBA 2018) makes a number of statements in relation to the safe conduct of nursing practice. These statements reflect the expectation that nurses are aware of and committed to industry-wide standards of safety and quality in their practice. Consequently, one could infer that nurses have a moral obligation to deal with clinical errors and incidents in an open, honest and constructive fashion. Some clinical incidents will be the result of clinical error, which is a failure by a clinician to observe the appropriate standards of knowledge and practice. The causes of mistakes can vary greatly too, from the simple and obvious, to complex and systematic problems of workplace culture. How you, as a nurse, respond to your own clinical errors and incidents and those of others is a measure of your professional and moral character and competency.