This chapter presents the patterns of composition in Slavic languages. In Slavic, most compounds are nouns (like čel-o-věkъ) and adjectives (like *bos-o-nògъ). Verbal compounds (like blag-o-sloviti ‘to bless’) are less frequent and less productive (as is generally the case in Indo-European languages). The author reviews patterns and phenomena of nominal, adjectival, adverbial, verbal, pronominal, and numeral composition.

Chapter 11 focuses on EC STEM education. It describes what STEM looks like in EC settings and identifies ways in which STEM elements can be incorporated into children’s learning. The chapter describes how STEM-related play can enhance young children’s appreciation of the world and provides a range of examples that have potential for STEM learning. Digital tools and applications for STEM learning are featured in this chapter.

Welcome to the fifth edition of Science in Early Childhood. Who would have thought we would have come so far since the inception and publication of this book back in 2012? Or that science education in early childhood (EC) would have moved forward so much? This new edition retains the essential elements of science learning and teaching that inform and guide pre-service teachers and EC professionals, while addressing the latest version (Version 2) of Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) (AGDE, 2022) and Version 9 of the Australian Curriculum: Science (ACARA, 2023). Recognising the importance of shared knowledge, we have some new co-authors to bring fresh ideas and to mentor through the process of writing chapters.

In this chapter, the authors write about science, technology, engineering and mathematics (STEM) education and its relationship with ECEfS. They argue that these fields are connected through their common, underpinning inquiry-based approaches to learning and teaching. They illustrate these connections through two stories from the field. They take these connections even further, however, and show how STEM and ECEfS can be enriched by adding an ‘A’ into STEM, to become STEAM. The ‘A’ stands for the ‘arts’, which can broadly include the humanities and social sciences. By expanding STEM into STEAM, richer, fuller learning experiences can be generated that offer stronger interdisciplinary connections to the ways in which the world really works, where empathy, creativity and curiosity are fostered and given multiple opportunities to be expressed. They show how a STEAM approach focusing on the creative arts can be used to reflect on artworks, for example, and how it can enrich a study of frogs and frog habitats. The authors also introduce a practical guide to assist early childhood educators to choose appropriate pedagogies when using inquiry-based learning. This is the IKOPE planning model – interest, knowledge, organisation, practice, empower – a series of iterative steps that build on children’s interests, supporting the creativity, problem-solving and communication of their STEAM learning.

This chapter considers some practical applications of STEM in the primary classroom with a particular emphasis on STEM’s relationship to mathematics outcomes and the integrity of the mathematics as taught in the STEM context. This will extend to an exploration of Education for Sustainability (EfS) in the primary mathematics classroom, and opportunities for STEM tasks that are based on inquiry within the EfS space.

Abstract: Cultivating custodians of democracy requires a deep understanding of the environmental and cultural forces that impel change, as well as the skills to respond to unexpected events in ways that promote inclusive participation. While civics, history, and social studies have traditionally been assigned the task of citizenship education, I will argue that if democracy is to flourish, the education of the new patriot will require the reconstruction of the STEM and expressive (aesthetic) curricula as well. The aim is to create a body of citizens who are committed to maintaining a democratic culture, who are open to change, and can reassess their individual and collective responses to it. Thus, Educating for Democracy holds that today democracy requires a new form of patriotism, one where loyalty and commitment are informed by disciplined inquiry and broad participation. The book shows how different subject areas can contribute to this aim.

This chapter considers Swift’s scepticism of the written and printed word from the perspective of his fear of Dissenting Protestant scriptural exegesis and the putative transparency of print culture. Sola scriptura is the Protestant doctrine, embraced most by evangelical Christians like the Dissenters, that texts alone convey meaning without interpretation (what we call ‘textualism’ in legal interpretation and literary criticism). This essay examines his close personal and intellectual relationship with the Catholic poet Alexander Pope, who was also of the Church most sceptical of sola scriptura, and their joint attack with the rest of the Scriblerus Club against the Whig ideology of textualism and the cult of scientific empiricism (often referred to by critics as ‘naïve empiricism’). This chapter offers both a historical and contemporary perspective on literature and technology, examining Swift’s doubts concerning the printing press as the new information technology of the time and extending this vein of criticism to new digital humanities platforms for Swift’s texts.

In this chapter, we briefly discuss the higher education system in Israel, its various types, and the settings of undergraduate studies at its universities. We then explain why we focus on universities with strong emphasis on science, technology, engineering, and mathematics (STEM) teaching and learning of undergraduate students. Finally, we explore several large-scale undergraduate research studies conducted at the Technion, the Israel Institute of Technology.

The first part of the chapter provides an overview of assessment as an integral element of undergraduate research’s continued success and sustainability. Building from this introduction, the remainder of the chapter explains the EvaluateUR method, a proven approach to assessing the skills and competencies of undergraduate research students and for improving student learning. The EvaluateUR method documents student growth in academic and workplace-related knowledge and skills and fosters meaningful student–mentor dialog to strengthen students’ awareness of their academic strengths and weaknesses. The chapter includes a summary of the findings from an independent evaluation of the method and concludes with remarks about how the method is being adapted to support the assessment of course-based undergraduate research experiences and students competing in remotely operated underwater vehicle competitions.

Part III comprises views on undergraduate research in a broad disciplinary variety of disciplines. The section is structured within five subject clusters and a list of disciplines that do not match with the clustering. In general, we find examples of undergraduate research in any discipline. In some cases, as in psychology, undergraduate research had always been a (potential) component of the undergraduate curriculum. Therefore, undergraduate research doesn’t look new. In contrast, some university teachers, for instance in mathematics or law, are convinced that their discipline is too complicated to allow for undergraduate research. In the context of our handbook, by far the most common approach to undergraduate research is: just do research. When it comes to the implementation of undergraduate research, best practice arises with pioneering initiatives of engaged teachers or students and often results in organizational solutions, as in changed curricula, new research facilities, or a rethinking of research-based student–staff relationships.

This paper is set against the backdrop of a rapidly changing world that brings considerable challenges and possibility for UK higher education. While the world of work is transitioning to Industrial Digitalisation (I4.0) technologies, the widespread lack of relevant skills among academics in a number of non-STEM disciplines is a fundamental impediment to harnessing the power of I4.0 in learning and teaching. Furthermore, there is no clear direction for how to start the process of curriculum innovation. To guide academics in non-STEM subjects, a three-step heuristic model for embedding core digitalisation competencies in the non-STEM curriculum is introduced. This chapter - as well as seeking to bring curricular change by empowering academics to make the first steps in embedding disciplinary relevant digitalisation competencies – intends to stimulate discussion about how universities can best produce graduates with the skillset and mind-set to critique, understand and find spaces to thrive in digitalisation-informed workplaces.

Researchers on the vocabulary growth of native speakers of English, usually distinguish three main ways in which a learner’s vocabulary increases – through being taught or deliberately learning new words, through learning new words by meeting them in context, and through recognising and building new words by gaining control of the prefixes and suffixes and other word building devices. In this chapter we look at the extent to which word building affects vocabulary size, the psychological reality of the relationship between inflected and derived words and their stem form, and the teaching and learning options for gaining control of English word-building processes. There are two related but distinguishable reasons for focusing on word parts. First, prefixes and stems can work as mnemonic devices to help learners remember new words by relating them to the meanings of the known parts that they contain. Second, knowledge of prefixes and suffixes can help learners see the relationship between word family members where one or more of the members is already known. The chapter contains lists of useful word parts and describes a strategy for using word parts to help remember words.