The arts are deeply entwined with a sense of self. This chapter examines the many ways in which artistic engagement allows us to discover, express, and explore who we are. While previous chapters focused on how the arts enhance our thinking, knowing, or understanding, this chapter turns toward the role of the arts in shaping who we become — and, in some cases, how we reclaim parts of ourselves. The chapter begins by exploring the concept of self-identity, and its relationship to aesthetic taste and sensibility. From there, it considers how the arts can be a catalyst for transformation — both personal and community-based — and what these shifts reveal about the dynamic relationship between identity and artistic experience.

Chapter 1 introduces the concept of primary research literature as the foundation of scientific knowledge, detailing its role in documenting discoveries, enabling transparency, and fostering reproducibility. It explains the structure of primary literature, particularly the IMRaD format (Introduction, Methods, Results, and Discussion), which organizes research into a logical and accessible framework. This chapter emphasizes the importance of critical reading of primary literature (CRPL) in scientific education. It highlights common challenges, such as dense jargon, assumed background knowledge, and the nonlinear structure of research articles. It also addresses the gap in formal instruction for CRPL, leaving many students unprepared to analyze essential elements such as claims, evidence, and reasoning. This chapter outlines various reading strategies, including structured frameworks like CERIC and collaborative annotation methods, such as social collaborative annotation (SCA), to enhance CRPL skills. These approaches aim to help students engage deeply with research articles, overcome comprehension barriers, and contribute effectively to scientific discourse.

The role of constituents has thus far been missing in the book. What does the public think about legislators' reliance on outsiders for information? This chapter brings a survey and survey experiment to bear on these fundamental questions of representation. A survey assesses descriptive questions about where constituents think legislators get their legislation. To explore the causal effect of information provision, the chapter next presents a survey experiment. Does reading a story about the source of legislation alter survey participants' beliefs about the bill's sponsor, legislative legitimacy, or the policy? I find that interest-group authorship reduces perceived legitimacy and evaluations of best interest. The expertise cue does not improve evaluations. While legislators frequently turn to outsiders for bills, the constituents that are charged with representing question this involvement.

Carl Craver begins his chapter by noting that in psychiatry, mechanistic models attempt to understand the causal factors that produce, underlie, or maintain disorders. Knowledge of mechanisms, therefore, would support the goals of preventing, ameliorating, and even curing psychiatric disorders and thus represent the discipline’s highest aspirations for psychiatric explanation. Some thinkers, however, are concerned that under the banner of mechanism resides a static view of phenomenon that does not bear in mind that things constantly change. Another perceived problem with a mechanistic approach is a reductionism that dismisses higher-level causal structures in favor of using new technologies designed primarily to study the smallest things. This chapter argues that such concerns are not applicable to the new mechanists in the philosophy of science.

This chapter examines the principal philosophical debates surrounding the nature, function, and justification of pain in state-imposed punishment. It begins by analyzing the relationship between hard treatment and pain, including longstanding disputes over whether hard treatment must be intended to cause suffering and whether it must, in fact, be experienced as painful by those subjected to it. The chapter then considers the role of penal pain within expressivist and communicative theories and examines its justification within the dominant deontological and consequentialist frameworks. A central theme of the chapter is that, despite the prominence of pain in punishment, its precise character remains undertheorized. Few accounts engage directly with the kind of pain that punishment does – or ought to – inflict. The chapter argues that this conceptual opacity stems, in part, from penal theory’s tendency to abstract from concrete practices, treating punishment as a uniform response to crime rather than as a practice embedded in social and institutional realities. One of the most significant – and contentious – of these realities is prison.

Chapter 14 explores the integration of CERIC with generative artificial intelligence (GenAI) tools, discussing both positive aspects of cognitive off-loading and reading/writing development and challenges in avoiding overreliance while ensuring comprehension and ethical practice. This chapter begins by defining GenAI and its relevance to academic research, then delves into how CERIC and GenAI interact, highlighting both benefits and limitations. It presents a case study comparing the outcomes of a GenAI (Humata.ai), and CERIC in identifying a paper’s central argument. This chapter further discusses the integration of GenAI into CERIC review exercises, examining the benefits of cognitive off-loading and the potential for enhancing learning while avoiding cheating. It also covers selecting and applying appropriate GenAI tools in CERIC reviews. Various case studies illustrate the practical application of CERIC and GenAI with the potential for improving critical reading skills.

This chapter presents a synthesis of results on the patterns of metaphor use in corpora of public discourse in Hong Kong. The corpora cover three critical periods: before and after the transfer of Hong Kong’s sovereignty from Great Britain to China in 1997, and during the COVID-19 crisis. We summarise and compare the use of metaphors over time in terms of two types of changes: fundamental changes involving the transformation of source domains and incremental changes involving the transformation of source-to-target domain mapping principles. We find that patterns of diachronic metaphor variations in Hong Kong English (HKE) reflect changes in target domains based on different social dynamics, especially shifting priorities in societal issues, such as a FREE ECONOMY and ELECTIONS. We also demonstrate that the shifts in focused target domains extend to mapping principles in frequently used source domains, such as WAR, JOURNEY and BUILDING. By examining metaphors and their associated mappings across different varieties of HKE, this study contributes to a framework for understanding cultural differences within the lexical-conceptual dimension of HKE.

This chapter provides a critical reflection on past and current research on ethnic and racial discrimination and youth development with recommendations for future research directions. First and foremost, I emphasize the need for positionality, reflexivity, and representational ethics to avoid advancing false or problematic narratives and to advance research that is more transparent and accountable. It also is necessary to distinguish and better contextualize ethnic discrimination (rooted in ethnocentrism) and racial discrimination (rooted in modern imperialism and White supremacy) rather than conflate these two constructs and measure them in ahistorical ways. These considerations require researchers to select or develop critically appropriate measurement tools, moving beyond commonly used measures that may not be relevant or appropriate to all racialized groups. Ethnic and racial discrimination during youth development requires special considerations, as discrimination coincides with identity formation and pubertal development. Yet there remains limited research on the ways in which these developmental tasks and experiences interplay. Given the complexities of how ethnic and racial discrimination manifest during youth development, researchers may want to consider novel methods like storytelling to embody discriminatory experiences and strengthen ecological validity.

In previous chapters the idea of racism permeating all of life including education, particularly social work education was discussed. These ideas are now traced in social work practice, focusing particularly on child welfare, one of the fields of practice employing social workers.