Chapter 2 starts by analysing free and forced oscillations in a simple mechanical system, and the method of complex representation of sinusoidal oscillation is introduced, including phasor diagram in the complex plane. Moreover, the concepts of active and reactive power for such a system are introduced. Then the method of state-space analysis is introduced and applied to a linear system. Further, the delta 'function' and other related distributions, as well as Fourier analysis, are introduced and applied to linear systems. Moreover, causal and noncausal systems are considered, as well as Kramers–Kronig relations and the Hilbert transform.

Chapter 5 is mainly devoted to the interaction between waves and immersed bodies. In general, an immersed body may oscillate in six different modes, three translating modes (surge, sway, heave) and three rotating modes (roll, pitch, yaw). An oscillating body radiates waves, and an incident wave may induce a corresponding excitation force for each one of the six modes. When a body oscillates, it radiates waves. Such radiated waves and excitation forces are related by so-called reciprocity relationships. Such relations are derived not only for a single oscillating body but even for a group (or 'array') of immersed bodies. Axisymmeric bodies and two-dimensional bodies are discussed in separate sections of the chapter. Although most of this chapter discusses wave-body dynamics in the frequency domain, a final section treats an immersed body in the time domain.

Higher education touts critical thinking as both a key educational objective and a learning outcome. Yet, as we know, there is no single approach for defining or presenting critical thinking. In this chapter, we identify and discuss an additional problem: Ten paradoxes that surround the teaching, learning, and application of critical thinking skills. We believe by making educators and other readers of this chapter aware of these paradoxes, we can help them to overcome the associated pedagogical challenges resulting from them. Indeed, after explaining each paradox, we suggest ways for psychology educators to lead their students toward greater understanding of critical thinking. Such discussions promote these critical thinking experiences as the sort of desirable difficulty opportunities teachers should routinely build into their courses. In turn, teachers of critical thinking as process and outcome need to assess their practices in order to demonstrate their efficacy and, when needed, update their efforts.