This chapter first notes progress in finding ‘new’ sounds in languages and advances in (computer-related) instrumentation, which underpinned discoveries in phonetics and experimental phonology, 1950-2000, in three areas.

1. 1. speech production, e.g., control of air-streams, phonation, articulation, hidden articulation (underarticulation), ‘covert contrast’, and co-articulation.

2. 2. advances in speech acoustics, e.g., models of the relationship between articulation and the resulting sound (FFT, LPC, ‘Distinctive Regions and Modes Theory’).

3. 3. new findings in speech perception:

   1. a) context-sensitivity of perceptual cues;

   2. b) categorical perception;

   3. c) variability and the search for invariance, including the ‘quantal nature of speech’; the (connectionist) ‘Fuzzy Logical Model of Phoneme Identification’; models of speech recognition from acoustic data: LAFS (‘Lexical Access From Spectra’) and ‘TRACE’; exemplar-based approaches to phonology; the probabilistic turn in Laboratory Phonology; evidence of the importance of frequency effects and the lexical status of stimuli in perception; holistic models of speech perception, including the integration of multiple cues, which combine expectations with bottom-up acoustic processing; ‘the phoneme restoration effect’ with deleted phonemes; statistical, pattern-matching approach to speech perception; evidence that phonological representations may be rich in phonetic detail and memorized from experience.

Work of this sort might unite experimental/theoretical phonetics/phonology, in the 21st c.

This chapter engages the history of key literary prizes that have been awarded to black and Asian writers. What is the impact of awards which prize otherness, celebrate diversity, and demand BAME writers to engage a fixed range of topics, arguably in a limited number of forms? While literary awards create visibility, stimulate sales, and direct critical attention to selected writers and texts, the trade-off is the required negotiation of thematic, formal, and identitarian templates confronting potential recipients.

There are many ways of conceptualising the circumstances of those affected by child sexual exploitation. In this chapter consideration will be given to a theoretical framework – lifespan developmental theory – which will assist in shedding light on the processes underlying human development. In the context of this theory there will be a particular focus on adolescence as a developmental stage within the lifespan. The notion of transition will be explored, and this will include reference to puberty, brain development and the variety of social and emotional changes that impact on the young person during this period. The chapter will conclude by examining possible reasons why certain young people might be vulnerable in their early sexual relationships.

Lifespan development theory

Lifespan development theory is an approach that explores particular challenges associated with different life stages, and identifies factors affecting adjustment across the lifespan (see Coleman 2011; Hendry 2015). In this case I will concentrate on those factors associated with the adolescent life stage. Lifespan developmental theory emphasises four elements which affect human development. I will deal with each of these concepts in turn, showing how they assist us in grasping the nature of adolescent development while also contributing to a better understanding of both strengths and vulnerabilities (Coleman and Hagell 2007).

Continuity

The concept of continuity underlines the fact that human development can only be understood if we look at each stage in relation to previous stages. In the case of adolescence this is especially important since so much changes following puberty. As a result, there is sometimes the experience of the adolescent as a ‘new’ person arriving in the family. This means we cannot make sense of the behaviour and experiences of a young person without taking into account what has happened in childhood.

This is not necessarily a deterministic point of view. Much can change during the adolescent period. Nonetheless the young person does not arrive at the age of 13 without a history. If we are able to understand that history we will be better able to understand the young person as an adolescent. In recent years there has been much discussion (for example, Ogden and Hagen 2018) of what are known as ACEs (adverse childhood experiences). It is precisely through the lens of continuity that such a notion has been investigated. How do early experiences, especially if they involve trauma or disruption, affect later development?

The rocky shores of the north-east Atlantic have been long studied. Our focus is from Gibraltar to Norway plus the Azores and Iceland. Phylogeographic processes shape biogeographic patterns of biodiversity. Long-term and broadscale studies have shown the responses of biota to past climate fluctuations and more recent anthropogenic climate change. Inter- and intra-specific species interactions along sharp local environmental gradients shape distributions and community structure and hence ecosystem functioning. Shifts in domination by fucoids in shelter to barnacles/mussels in exposure are mediated by grazing by patellid limpets. Further south fucoids become increasingly rare, with species disappearing or restricted to estuarine refuges, caused by greater desiccation and grazing pressure. Mesoscale processes influence bottom-up nutrient forcing and larval supply, hence affecting species abundance and distribution, and can be proximate factors setting range edges (e.g., the English Channel, the Iberian Peninsula). Impacts of invasive non-native species are reviewed. Knowledge gaps such as the work on rockpools and host–parasite dynamics are also outlined.