This chapter explores a number of researchers’ ideas about the ‘big ideas’ in primary science education. The most recent iteration (version 9.0) of the Australian Curriculum: Science, released in May 2022, is deconstructed to identify what is recommended, and how implementation in schools is enacted by states and territories. Key concepts linked to the three curriculum strands of Science Inquiry, Science Understandings and Science as a Human Endeavour are identified and mapped to conceptual learning progressions so developmental sequences can be clarified to enable planning. Many alternative science conceptions are held by students so you are invited to reflect on your own understandings of a range of key science concepts, to compare them with students’ alternative conceptions as found in the literature, and to consider where and how your own personal conceptions may have come about.

The meaning of the terms “left” and “right” in 1945-9 regarding Israel were quite different than what they came to mean in global politics during the Cold War. The conclusion recalls that “Israel’s Moment” was the brief two years of 1947-9 marked by a conjuncture of liberal and left-leaning sentiment in the United States and France, and Western Europe with support for the Zionist project by the Soviet Union and the communist regimes in Eastern Europe. In these two years and in the four years following World War II and the Holocaust, the United States State Department, Pentagon, and the CIA shared the views of the British government that a Jewish state in Palestine would endanger Western access to Arab oil, foster Arab antagonism to the Britain and the United States, and would facilitate expansion of Soviet and communist influence in the Jewish state and thus in the Middle East. By contrast, those who supported the Zionist project did so with the language of antiracism, anticolonialism, and antifascism. As important as President Harry Truman’s support for the new state of Israel was, the diplomatic and military support from the Soviet bloc for that goal was far more persistent and emphatic than was often thought to be the case during the decades of the Cold War.

This chapter offers an introduction to Routine Dynamics as a particular approach to studying organizational phenomena. We provide a brief description of the genealogy of research on routines; starting with the work of the management scholar Fredrick Taylor (1911) and the pragmatist philosopher John Dewey (1922) at the beginning of the last century, to the works of the Carnegie School on standard operating procedures around the middle of the last century, to the economics-based Capabilities approach and finally the practice-based approach of Routine Dynamics around the turn of the century. We also discuss the advantages of conceptualizing patterns of action as “routines”, as compared to “practices”, “processes”, “activities” or “institutions”. In particular, we highlight that the concept of routines directs the researcher’s attention to certain specificities of particular action patterns, such as task orientation, sequentiality of actions, recurrence and familiarity as well as attempts at reflexive regulation. We also introduce and explain the key concepts of the Routine Dynamics perspective and how they have developed over time.

This chapter, the conclusions chapter, provides a capstone commentary on the edited volume as a whole, returning to the underpinning conceptual frameworks (i.e. Governance and Multi-level Governance (MLG)) and common research questions, summarising the findings of the eight case study chapters, reflecting on the key results and what they reveal about the ‘greening’ of the European economy, the limitations of the research conducted and presented, and outlining some ideas for further research.