Remarkably, the classification of science is only now being studied historically. The introduction specifies this book’s question: What made applied science seem such a potent economic, cultural, and political elixir in the United Kingdom for many decades and then saw it superseded? The book explores the meaning of the term that gave it such potency using five tools: institutions, narratives, sociotechnical imaginaries, concepts, and ideologies. The term has epistemic connotations; it has been promoted and blamed for its science policy implications, and cultural reality once weighed heavily. The book explores the relationship between ‘applied science’ and ‘technology’ with their different emphases to describe the space between pure science and the market. The argument has three parts: the nineteenth-century concern with pedagogy, the early twentieth century as attention shifted to research, and the period after World War Two in which the visibility of applied science first rose and then collapsed.

This chapter examines suitable statistics questions for investigation by children of different ages, using a cycle of problem, plan, data, analysis and conclusion (PPDAC) (Wild & Pfannkuch 1999). The importance of variation in data and different types of variables and the difference between a population and a sample are investigated. Readers will explore different ways of displaying data to ‘tell a story’. The importance of drawing inferences from data and the uncertainty associated with these inferences are discussed. Readers will engage in activities that use technology to support the development of statistical understanding.

The Innovation Pyramid segments the innovation's design from its execution. Focusing on the design first forces us to think about what we are creating before immersing ourselves into the details of how we are creating it. The design portion is further segmented into Problem Identification and Solution Formulation. The first level of The Innovation Pyramid, which is the first stage of the innovation's design, describes a procedure for identifying root causes of general situations. Like The Innovation Pyramid itself, this five-step procedure for Problem Identification is non-linear and iterative process of discovery. Steps may be skipped or repeated depending on where we start or how the process of discovery unfolds. The five-step procedure is therefore more of a guideline than a rigorous process. The guideline requires multiple changes in perspective (broadening or narrowing one's purview) and points-of-view (through who's eyes the situation is observed). Empathy is a key component necessary to remaining in the problem space long enough to uncover the situation's root cause. Given problems are associated with people, identifying the root problem also means identifying the group of people most directly impacted by the root problem.

In this chapter what I call the “backside” of habit is explored. I am interested in the philosophical implications of the physical and physiological processes that mediate, and which allow for what comes to appear as almost magic; namely the various sensorimotor associations and integrations that allow us to replay our past experiences, and to in a certain sense perceive potential futures, and to act and bring about anticipated outcomes – without quite knowing how. Thus, the term “backside” is meant to refer both the actual mediation and the epistemic opacity of these backstage intermediaries that allows for the front stage magic. The question is whether the epistemic complexities around sensorimotor mediation give us valuable insights into the nature of human agency and further how they might begin to show us new ways to think of the mind as truly embodied yet not reducible to any finite body-as-object.

Discusses why we make comparisons, the difference between close and complex comparisons, the role of the principle of equal treatment, in European Law and in the Equality Act 2010.

Inequities in children’s health and wellbeing represent a ‘wicked problem’ that is the focus of much international attention. These inequities are a ‘wicked problem’ because of the complexity of underlying causes and contributing factors identified in this chapter as the social determinants of health. Social determinants arise not only out of individual neurobiology/physiology differences, but from the world around children impacting not only directly on them, but on their parents (and even their grandparents). Attempts to address these issues to create a more socially just society need to be complex and sophisticated. Early childhood educators play a significant role in contributing to these initiatives.