In this introductory chapter we begin by discussing the importance of perspective taking both in real life and in the context of reading fictional narratives. We assume that reading fiction promotes perspective taking during and beyond the completion of the narrative. We argue that until we have a solid grasp of the cognitive mechanisms of perspective taking, we cannot make strong claims about how reading fiction can change society or behavior. We end by describing our anticipated goals and contributions.

This book is about primary science education. It presents the latest evidence-informed ideas, strategies, resources and information for your consideration as you build your knowledge and expertise as a teacher in this foundational learning area. Underpinned by the premise of building your own and your students’ science identity, there is a focus on learning through using local outdoor areas, socio-scientific issues and current events as stimuli for questions and investigations to better understand how science is practised in the real world, and that it is a ‘messy’ human endeavour – particularly when it comes to solving real-world issues. Each chapter and its sections respond to questions about why we teach science in primary school, how students can demonstrate their learning, how to plan effective lessons and learning sequences, the teacher’s role in a primary science classroom, how the integration of other learning areas and cross-curriculum priorities can be used to support the learning of science concepts when there are compelling synergistic links, and much more.

Especially as we age, laughter is good for the soul. For a good, long life have a sense of humor. It can take us through life’s turns and twists. Mastery and grit are important for all ages. Create art. Good for the brain is the endeavor to want to improve. Stay active in your passions. Make modifications. Do what is possible. Keep going. Keep moving! Older people too often lose their confidence. They quit trying. They grow discouraged. They just quit living. The important thing is to keep trying at something you care about. Be willing to work for something and keep at it. It is part of our human nature to want to be able to create something.

Chapter 4 explores mood systems and structures. It concentrates on paradigmatic relations – and the ways in which these can be motivated in the grammars of English, Spanish and Chinese. This chapter foregrounds questions about the nature of functional language typology, when confronted with the diverse structural realisations of mood in three different languages. It highlights the need to focus on system rather than structure, on higher ranks rather than lower ones and ultimately on discourse semantics rather than grammar by way of establishing comparable ground whenever languages are being contrasted and compared.

Learner engagement is the foundation for effective training. This chapter describes two design principles for creating engaging augmented reality-based recognition skills training. The Immersion Principle describes ways in which training designers can create a sense of learner presence in the training through cognitive and physical engagement. The Hot Seat Principle describes a strategy to increase engagement by making the learner feel a sense of responsibility for training outcomes. This is particularly useful for team and small group training. The discussions of both principles include examples, theoretical links, and implications for people designing augmented reality training.

The chapter is written by a PICU consultant following consultation with carers, patients and patient leaders. The purpose of the chapter calls for the principles of co-production and co-design to be truly embedded in service models, as opposed to dilution of the principle by terms such ‘inclusion’ or ‘participation’, which do not permit the same level of influence and respect for diverse experience. The chapter could have been titled ‘nothing about us without us’, a phrase adopted by the UN to describe the principle of full participation for persons with disabilities. The chapter points out that education and training of mental health professionals is lagging and research often does not include studies or data from the perspective of carers and patients. Levels of engagement are discussed, and engaging with patients and carers is acknowledged as an essential part of understanding and developing therapeutic approaches on service, community and individual levels to identify early warning signs, triggers and minimisation strategies with regards to violence and aggression. The chapter concludes with an important reminder that service users continue to experience violence at the hands of some staff and the psychiatric system.

Transforming our food systems will require changing our innovation systems, in which organisations on agricultural research and innovation can play a crucial role. Key success factors for change can be organised into three dimensions: designing and managing transformative innovations, culture and structures of innovation organisations, and their engagement with the wider innovation ecosystem. Failures are crucial elements of innovation processes. Rapidly testing, sharing, building on, and learning from successful, and failed, innovations are key. This connects to the paradigm ‘Open Innovation 2.0’, which is widely applied in the private sector but not yet applied and evaluated for research and innovation organisations in the public sector or tertiary education. Four key principles emerge, namely big-picture action-oriented thinking, entrepreneurial organisational culture, close attention to partnerships and contexts, and diverse investment portfolios, with different levels of risk. These also imply—and require—the upstream transformation of funding and incentive systems.

The agricultural research for development (AR4D) domain is becoming increasingly complex, and theory of change (ToC) approaches can provide critical guidance through the maze of transformation concerning engagement, partnership, and research. Most of the major benefits that accrue through the use of ToCs relate to internal learning within project teams. Finding the balance between applying a ToC that is both useful and time- and resource-smart is challenging and may need iteration to get right. Quantitative impact assessment methods must be blended with qualitative methods in ToC-based AR4D, so that evaluation becomes about both the process and numbers, while new methods require developing for blended evaluation. The evidence base concerning the efficiency, efficacy, and failings of ToC-based AR4D urgently requires further development and synthesis, and the lessons must be applied broadly.

This chapter reviews the types, use, production, accessibility and efficacy of data visuals contained in IPCC assessments and special reports, drawing upon available published literature. Visuals of different types are key to the communication of IPCC assessments. They have been subject to academic interest among social and cognitive scientists. Furthermore, wider societal interest in the IPCC has increased, especially since the publication of its Fifth Assessment Report. In response, the IPCC has revisited its approach to communication including visuals, which has resulted in a greater professionalisation of its visualisations — involving information designers and cognitive scientists — and in new forms of co-production between authors and users.

The decade of the 1960s provoked a specific interest in Latin America and its literature, largely owing to the impact of the Cuban Revolution and the attention it paid to the struggle in the cultural field. If until that point the continent’s great writers were perceived as isolated figures, the new context after 1959 created the conditions for them to be read as part of a group that was committed to the common duty of putting a new face on Latin American literature. In fact, the so-called Boom cannot be understood without considering the specific political context that acted as its sounding board. An intrinsic part of the atmosphere at the time, then, were heated debates that foregrounded the role of the intellectual in society, intense polemics regarding the limits of freedom of expression under socialism, and fiery conflicts about the status of literature in a revolutionary society. Paradoxically, the very same period was also seen by its protagonists as one of transition toward a new, as yet undefined, stage. If the decade of the 1960s was dominated by left-wing thought and by the idea of the continental revolution, the 1970s meant the withdrawal of the left, and a gradual rise for the right. In its own way – always and naturally tangentially – literature has narrated all those transitions.