The purpose of this chapter is to examine science and engineering practices in detail. The analysis of the practices makes connections with the practices’ disciplinary characteristics and decomposes the learning tasks that can be accomplished to master science and engineering practices. A better understanding of how science and engineering practices represent (or do not represent) disciplinary characteristics elevates the practices beyond the steps students follow to get an “answer” for their investigation. Similarly, this chapter will examine practices through the lens of process and outcomes goals so that teachers can use the decomposed learning tasks in each science and engineering practice to model disciplinary work to support students.

The penultimate chapter details a follow-up study in 2011, updating the now tween aged children’s political opinions regarding resolution of the conflict and inter-grouping attitudes. Importantly but perhaps not surprisingly, the Arab/Palestinian-Israeli children, the bicultural bilingual hybrid product of the conflict, alone, endorsed a single bi-national Israeli-Palestinian state. They are best poised for successfully negotiating it. Strategically, they see such a bi-national state as everyone’s, arguing for the need to work together to protect it. To that end, the book concludes by recommending PeaceComm practitioners not just target them, but encourage Arab/Palestinian Israeli media and conflict management practitioners to be the ones doing the targeting. Peacebuilding should be incorporated into existing child development practices to help leverage such outcomes, fostering this grouping’s identity, as state minority citizens-in-the-making, into peacebuilders-in-the-making. The success of PeaceComm, and more broadly, making and sustaining positive and holistic peace, the author concludes, are dependent on understanding, addressing and empowering such bicultural mediators-in-the-making to bring about change. The conflict is political not personal to them. Policy-relevant political beliefs must be addressed should media impacts restructuring social, political, economic and military structures be achieved.

This chapter describes the behavior change technique of goal setting. Goal setting is an established and ubiquitous technique that has been used successfully in varied and diverse contexts, for multiple behaviors, and in numerous populations. Goal setting encompasses many different perspectives from individual-level goal setting (e.g., making a new year’s resolution or reading one book a week) to goal setting by global organizations (e.g., the United Nations’ sustainable development goals). This chapter considers many different kinds of goal setting interventions, including those that have emerged in popular culture and those derived from specific theories. Given that goal setting is ubiquitous, numerous theories have emerged to explain how and why goals operate, with Locke and Latham’s (1990) goal setting theory, the focus of the current chapter, as the only theory that deals with goal setting as a behavior change technique in its own right. Goal setting theory is described in detail and used to illustrate how different types of goal setting interventions might operate. The final section includes a step-by-step guide of what to do, what not to do, and what can be left to personal preference when setting goals.