Using data from direct observations, experimental mesocosms, field experiments, and complex computer models, the IPCC has made a very strong case supporting the hypothesis that human behavior is leading to rapid and substantial climate change. One important anthropogenic effect is changes to the carbon cycle, primarily greater CO2 export into the atmosphere from industrial activity. In recent years, both oceans and terrestrial sources have taken up some of this excess CO2, but ocean uptake is particularly problematic, because it leads to acidification. There are many other important greenhouse gases that influence Earth’s surface temperatures, including methane, nitrous oxide, ozone, and a diverse group of halocarbons. Though less abundant, these gases have a much greater global warming potential than CO2, on a per molecule basis. Many effects of greenhouse gases on global climate are complex; for example, a particular halocarbon can increase and decrease surface temperatures via different mechanisms. There are many different types of climate models that use the movement of the atmosphere around Earth, and the interaction of the atmosphere with the oceans and with biological processes, to project future climate. Though there are quantitative differences between the projections of each model, these models all project a much warmer and wetter global climate over the next century, with northern latitudes experiencing the greatest impact of climate change.

This chapter looks at early interactions between parent and infant, from joint looking at faces, gaze following, and attention to hands and gestures, to later interactions where infants and adults readily capture each other’s attention. It examines the ways adults modify their speech to infants and young children, e.g., with short, grammatical utterances, formulaic routines, repetitions in variation sets, higher pitch, slower rate, and pausing at the ends of utterances. Adults adjust their speech to what their children understand and provide feedback on children’s errors, checking up to make sure they have understood them and so offering them a conventional way to say what they appear to intend. Adults establish joint attention and engage with infant and child activities, anchoring their conversational contributions to what is physically present and visible, and talking about the child’s current activities. And infants become adept at attracting adult attention and enlisting their help in different activities. In child-directed speech, adults focus on what is physically and conversationally present, and respond to the topics children introduce. They choose short, high-frequency words, with high neighborhood density, many with concrete referents present in the here and now. Conversational interactions provide the setting for acquisition.

Language use is a skill that requires exposure to language, feedback on usage, and practice. So children need exposure from expert speakers, feedback on the language being acquired, and on any errors children produce, and practice along the way. Languages differ, so the paths children follow within and across languages may vary, and some constructions may be harder to acquire in one language, easier in another. The goal is to learn to use language for communication. Language is essentially social, relying on common ground. Part I (Chapters 2-6) focusses on how adults talk with children; children’s analysis of the speech stream; their first production of words; and how they assign meanings to words. Part II (Chapters 7-11) focusses on children’s acquisition of structure: elaborations of information inside clauses, and combinations of clauses. They also rely on structure when coining new words. Part III (Chapters 12-14) looks at turn-taking, learning to be polite, persuasive, and informative, and how to tell stories. Children who hear two languages have two such systems to learn. Part IV (Chapters 15-16) summarizes evidence for biological specialization for language and considers how continuity and change are reflected in language processing.

How do children process language as they get older? Is there continuity in the functions assigned to specific structures? And what changes in their processing and their representations as they acquire more language? They appear to use bracketing (finding boundaries), reference (linking to meanings), and clustering (grouping units that belong together) as they analyze the speech stream and extract recurring units, word classes, and larger constructions. Comprehension precedes production. This allows children to monitor and repair production that doesn’t match the adult forms they have represented in memory. Children also track the frequency of types and tokens; they use types in setting up paradigms and identifying regular versus irregular forms. Amount of experience with language, (the diversity of settings) plus feedback and practice, also accounts for individual differences in the paths followed during acquisition. Ultimately, models of the process of acquisition need to incorporate all this to account for how acquisition takes place.

This chapter introduces structures and structural interconnections for LTI systems and then considers several examples of digital filters. Examples include moving average filters, difference operators, and ideal lowpass filters. It is then shown how to convert lowpass filters into other types, such as highpass, bandpass, and so on, by use of simple transformations. Phase distortion is explained, and linear-phase digital filters are introduced, which do not create phase distortion. The use of digital filters in noise removal (denoising) is also demonstrated for 1D signals and 2D images. The filtering of an image into low and high-frequency subbands is demonstrated, and the motivation for subband decomposition in audio and image compression is explained. Finally, it is shown that the convolution operation can be represented as a matrix vector multiplication, where the matrix has Toeplitz structure. The matrix representation also shows us how to undo a filtering operation through a process called deconvolution.

Learning is a process. It takes time and often involves a degree of challenge. But how do students know that their learning is progressing? How do they identify ways to improve their learning? How do educators know whether the strategies and activities that they are using are helping students? This is the role of assessment – it helps students and educators to gauge progress and identify opportunities for improvement.

In Chapters 5, 6 and 7 we explored how to use digital technologies in the learning and teaching of the three domains of knowledge. In this chapter, we will close the loop by focusing on assessment and how digital technologies can help. We will start by considering the important role of assessment in learning and teaching. Following this, we will explore how to capture evidence of learning, assess learning and provide feedback using digital technologies. The chapter will conclude by exploring how to store and analyse assessment data using digital technologies.

Historically, most intelligence theories include the personal intelligences that encompass apprehension of one’s own experience, the ability to understand and manage people, and insight into the states of other people. Intrapersonal intelligence enables an individual to cultivate self-awareness, which operates during transitions at three progressive levels. Self-knowledge is produced by reflective thinking and is the basis for growth and development. The capacity for self-assessment follows and evaluates strengths and weaknesses during a transition. This supports self-development, which turns awareness into action. Interpersonal intelligence enables an individual to empathize with others, manage relationships in mutually beneficial ways, give and receive feedback, and build collaborative relationships that develop and ultimately lead others. The personal intelligences are investigated through retrospective interviews with twenty-four elite performers in three domains (business, sports, and music) who successfully and repeatedly transitioned to higher positions within their field.

In Chapter 10 we discuss feedback and control as an advanced topic. We introduce how to use the measurement results to control the quantum system, via applying conditional unitary operator. A number of experimental systems are discussed, including active qubit phase stabilization, adaptive phase measurements, and continuous quantum error correction.

Chapter 3 presents a variety of feedback methods that practitioners and researchers alike use to support learners’ linguistic development. Building on the belief that errors are a normal and even beneficial part of language learning, this chapter shares how and why feedback is a critical component of language teaching. Examples of oral corrective feedback are provided, along with a description of when teachers may choose to use what type of feedback over another.

An important tool of the mind for analysing sustainability issues is systems thinking -- that is, interpreting observations in causal relationships between elements. I present some of the key features of system dynamics: stock-flow, feedbacks, inertia, delays, change processes, causal loop diagrams (CLDs) and archetypes. Systems modelling is an art: which problems are addressed, which elements and relationships are identified as relevant, which hypotheses about system behaviour are explored? Such acts of modelling tend to be worldview-biased by nature. The appearance of powerful IC-tools has broadened the domain of (formal) modelling. I present three novel approaches, with examples: Cellular Automat (CA), network analysis and agent-based modelling (ABM).

Drawing on my own background as an aspiring writer, I highlight the core difference between little-c (everyday creativity) and Big-C (genius) before talking about the creation (with Ron Beghetto) of the four Cs model of creativity. Mini-c is creativity that is personally meaningful to the creator, even if it does not resound with others. Indeed, there are many reasons why creative work may not reach an audience, which is the topic of the CASE (Capital Awareness Spark Exceptionality) model. How does mini-c advance to little-c? One key is getting, and responding to, good feedback and critiques of one’s work. Another is improving creative metacognition, which has two parts: understanding your own creative strengths and weaknesses and knowing when (or when not) to be creative.

Mental models are the internal representations that guide interactions with the world. Mental models are experience based and they inform an individual’s understanding of what is going on, how things work, and how a situation is likely to evolve. This chapter provides two principles for supporting the development of robust mental models in trainees. The Mental Model Articulation Principle emphasizes building training experiences that encourage learners to verbalize aspects of their mental models to identify flaws and gaps. The Many Variations Principle highlights the value of providing learners with a range of experiences with the intent of expanding their mental models to support performance in diverse conditions.