This chapter examines how baker apprentices in Danish bakeries learn to become bakers. Learning is part of everyday practices shaped by conflictual issues involving, among other factors, economy, gender, power structures, and identities. In the first part of the chapter, I discuss why modern learning theories often fail to integrate contradictions and conflicts as important elements in understanding learning processes. In the second part, I present an ideology of critical relational thinking, drawing on Gramsci and the concept of situated learning (Lave and Wenger 1991), both of which link learning to processes of social change. This perspective foregrounds the role of contradictions and conflicts in shaping practice. In the final section, I apply these ideas empirically, analyzing how apprentices’ everyday activities both reflect and transform the social dynamics of their workplaces.

This chapter starts by defining the kind of behavioral data to which methods in this book apply: discrete ordinal variables with a finite number of categories (which includes dichotomous variables). It continues by describing the behavioral variables in the Teenage Friends and Lifestyle Study, the data set used in many examples, and how they change over time. Typical issues of data coding, re-coding, and description are illustrated. Some important descriptive statistics are presented that connect the behavior data with the network, with the focus on network autocorrelation coefficients.

Chapter 3 focuses on doing privacy by design for Clever Urban Computing systems, that is, interconnected physical sensors and AI-based data analytics embedded into buildings, streets, and wider-city infrastructures. Personal data is central to such systems, so accounting for privacy and data protection laws is critical. This chapter charts the emergence of Clever Urban Computing, from ‘smart cities’ towards AI urbanism. Examples show the problematic assumptions and problems underpinning many initiatives. ‘Smart buildings’ are analysed to foreground the longitudinal and infrastructural aspects of designing for privacy. Privacy by design and ‘data protection by design and default’ are analysed at length. Legal analysis concentrates on privacy as a value, alongside the EU General Data Protection Regulation (GDPR) and the EU Data Act 2023. New HCI-led approaches are proposed as examples of Accountable Design. This includes designing for consent through ‘consent trajectories’, developing a ‘privacy by participatory design’ approach, and user-centred data management. Empirical data from an expert interview presents why privacy is hard to design for.

This chapter examines Aquinas’s account of God as omnipotent and eternal. Aquinas distinguishes active from passive power, attributing only active power to God, who as pure actuality is wholly the source of effects. Divine omnipotence, he argues, does not mean God can do just anything, but that God can bring about all that is absolutely possible – that is, all that does not involve contradiction. Hence God cannot undo the past or contradict his own immutability, though he can work miracles, which Aquinas understands not as interventions but as events beyond the natural capacities of creatures. The chapter considers modern critiques, such as Geach’s challenges to defining omnipotence and Plantinga’s free-will defence, and contrasts them with Aquinas’s view that divine causality grounds rather than negates human freedom. Turning to eternity, the chapter explains Aquinas’s claim that God is utterly unchangeable and ‘altogether at once’ (tota simul) thereby transcending time without negating his causal presence in history.

This chapter provides a short introduction to the land system boundary in the planetary boundaries framework.

This chapter considers the relationship between tradition and change. Tradition and change are often thought to be antagonists, and there certainly is a tension between them. Nevertheless, both changes from within a tradition (endogenous change) and changes from outside it (exogenous change) depend upon adaptation in the tradition or selection of a new tradition in order to be effective. This chapter selects a few legal examples to illustrate these mechanics. As to exogenous change in particular, it chooses the issue of discrimination on the basis of race and the Supreme Court’s decision in Brown v. Board of Education, which is sometimes taken to be the paradigmatic challenge to tradition in constitutional law. It then explains the relationship between reason and tradition.

Brexit was an act of gross economic vandalism. Many leavers understood that at the time. Most were indifferent. When push came to shove, an economic hit seemed, to those who thought about it at all, to be a price worth paying for autonomy. ‘Take Back Control’ proved to be a winning formula. Ten years on, we are in a better position to decide how much control we have really gained, and how much it has been worth to us. Control and autonomy are legal and constitutional concepts, but their value depends on political realities. In a world of huge nations like the United States and China, it is in the interest of smaller nations to join together in powerful multinational blocs like the European Union. Its members have more control and more global power collectively than they can ever hope to have individually. Britain’s own ability to exercise ‘control’ over its own fate is inevitably more limited outside the European Union.

This chapter focuses on the history of English speaking in Wales and on the character of Welsh English and its varieties. After a short examination of the terms ‘English in Wales’ and ‘Welsh English’, the chapter proceeds with an outline historical account of anglicisation in Wales considered in relation to topography and geology, and charting the geographical spread of English speaking and the growth of speaker numbers. This is followed by a brief survey of academic research on dialects of Welsh English from the earliest work at the end of the seventeenth century to the present day, and from shorter works on specific localities and features to national surveys. The chapter ends with a descriptive synopsis containing overviews of the phonology, grammar and lexis of Welsh Englis with a concise discussion of a selection of features from each level. Also included are previously unpublished linguistic maps from the archives of the Survey of Anglo-Welsh Dialects, prepared by the Survey’s director, David Parry.

The final section reflects on the future of white supremacy, challenging the notion that it is an intractable, unchangeable force. While acknowledging its stubborn persistence over three centuries, the final reflection argues that describing racism as “timeless” or “complicated” often serves to justify inaction. It points to recent global protests following George Floyd’s murder as evidence of growing solidarity across different justice movements. These intersecting struggles against various forms of oppression – from police violence to denial of indigenous land rights – suggest increasing recognition of how different systems of power reinforce each other. The conclusion emphasizes that major social systems have fallen before, and encourages readers to imagine a future beyond white supremacy without limiting themselves to short-term or small-scale thinking.

This chapter examines the rather ambiguous notion of alternative education. To some, sending a child to a Catholic school constitutes an alternative education; to others, nothing short of a total rejection of the central parameters of the mass school deserves the label – such as the elimination of timetables, authority relations, organised curricula, fixed learning goals, even the notion that pupils are to be schooled in any way at all. It’s a subject that often engenders no little passion in those who embrace the categorisation, and no little ridicule among those who do not. Strange though some of the alternative education options might seem, they are all worthy of serious consideration – but what exactly are they?

This concluding chapter notes how changes in the strategic and intellectual environments have been reflected in the three editions of Understanding Modern Warfare. At the same time, it is noted that certain themes and principles have remained constant through all editions. This reflects warfare itself, which is characterised by continuity and change. To illustrate, the chapter identifies eleven constants and five areas of change. It is concluded that the art of war is, at least in part, concerned with finding an equilibrium between these two positions. The practitioner must adapt to change, while still respecting the enduring nature of war.

This chapter focuses on the core issues concerning the doctrine of creation that were debated by early scholastic theologians. These include the view that God brought the world into being from nothing; that God created everything, all at once; and that creation occurred at the beginning of time.