Group testing emerged as an area for research from the need for the US Government to screen recruits in the second world war for syphilis. Obviously rather than testing each recruit, a more efficient method involving the minimal number of tests was required. The central problem of group testing is thus: Given a number of items and a number of defectives, how many tests are required to accurately discover the defective items, and how can this be achieved? Group testing has since found applications in medical testing, biology, telecommunications, information technology, data science, and more. The focus of this survey is on the non-adaptive setting of group testing. In this setting, the test pools are designed in advance enabling them to be implemented in parallel. The survey gives a comprehensive and thorough treatment of the subject from an information theoretic perspective. It covers several related developments: efficient algorithms with practical storage and computation requirements, achievability bounds for optimal decoding methods, and algorithm-independent converse bounds. It assesses the theoretical guarantees not only in terms of scaling laws, but also in terms of the constant factors, leading to the notion of the rate of group testing, indicating the amount of information learned per test. Considering both noiseless and noisy settings, it identifies several regimes where existing algorithms are provably optimal or near-optimal, as well as regimes where there remains greater potential for improvement. This monograph is an accessible treatment of an important topic for researchers and students in Information Theory.

'This book provides an essential resource for educators of clinical skills who want to utilise simulation based education to provide optimal learning opportunities for their students.' Andrew Bland, University of Huddersfield 'In this book, a team of experienced authors have put together a much needed text that takes an evidence-based, practical approach to skills development.' Lauren Mawson, University of Cumbria 'A really exciting new text.' Sarah Burden, Leeds Metropolitan University Practice educators and mentors are now expected to have the skills and techniques needed to implement a 'learning skills through simulation' programme into established curricula, yet using simulation to teach - while of huge importance - requires careful and time-consuming planning. This valuable resource takes away some of that burden by providing clear, ready-made activities and guidance from leading practitioners in a range of fields, which healthcare and practice educators and mentors can use to enhance their teaching of all the essential and commonly-taught clinical and management skills and knowledge. Dedicated chapters, which all follow a defined step-by-step format, provide simulation scenarios, alongside facilitator guidance, which will help develop confidence in the teaching of key skills such as: - Drug administration - Conflict management - Infection control - Breaking bad news - Catheter and bowel care These scenarios and accompanying guidance can be used as a framework for teaching, promoting a greater understanding of the skill being taught, and providing a risk-free opportunity for the student to practice their clinical and managerial skills and judgement.