1. A huge shift in the economic system came about with the industrial revolution. The use of machinery powered by sources other than human labor allowed a huge leap in productivity, but the investment required was largely beyond any one investor. The most efficient means of raising large sums of money was to lessen the burden by pooling resources, so that many people share in the funding and the profits of the enterprise. This is typically known as share ownership, and the financial vehicle for this type of ownership is a corporation. Shareholders may be paid a dividend out of profits and, if the shares are publicly tradable, may trade their stock as it changes value. The central feature of a for-profit corporation, though, is its ability to shield individual owners-the shareholders-from personal liability. Debts accumulated by the corporation belong to the corporation and not the individual owners. Furthermore, corporations are perpetual, in that they survive the coming and going of individuals, and thus projects and assets can be maintained over time.

2. Before the advent of electronic publishing and of the Web, researchers had never criticized the business model of scientific publishing, where journals were paid by subscription, since there were no other ways for their articles to be disseminated and read. In those years, researchers were sending handwritten manuscripts to be peer-reviewed by researchers who were experts of the scientific domain covered by the journal. Publishers were printing houses in charge of typesetting, printing and selling the journals to libraries. Today, the era of paper publishing is over and replaced by the era of electronic publishing. Indeed, recent articles, as well as older ones that have been digitalized, are exchanged electronically via the Web. Even for journals that are still printed on paper, their production is made electronically. Moreover, most readers download articles from the Web and print them only if needed. This technological revolution has allowed publishers to drastically reduce their costs, and researchers to typeset their articles themselves, while both peer-reviewing and publishing are made online via electronic platforms.

3. People base their identities on various things such as values, goals, actions, and roles, which might be thought of as identity contents. Further, it is possible that the relevance of morality to one's identity fluctuates over time and across situations. Moral identity is a relatively new research area, so we still know little about what it entails and how it functions. So, a person has a moral identity to the extent that his or her identity is based on identity contents that might be considered moral. For example, someone for whom moral values (e.g., fairness, honesty, and kindness are more central and important to his or her identity, in comparison to other values, might be said to have a moral identity. Similarly, an individual might be described as having a moral identity if moral roles (e.g., helping at a soup kitchen or donating blood) are central to his or her identity. It is doubtful that people either have or do not have a moral identity; rather, all people probably differ on a continuum regarding the extent to which their identity is morally based.

4. You cannot establish what was already established in advance. To establish a country is to create one that did not exist before. Analogously, to establish a conclusion is presumably also to bring the audience to believe what they did not believe firmly before. However, we often argue for conclusions that everybody already strongly believed in advance. Just imagine that one mathematician had already proven the Pythagorean theorem (the square of the hypotenuse in a right triangle is equal to the sum of the squares of the other two sides). Then another mathematician comes up with a new proof that is shorter and makes fewer assumptions. Both proofs are arguments, but the purpose of proving the theorem the second time is not to convince people who did not believe the theorem. Everyone already believed it. Yet mathematicians still might want to prove it in fewer steps with fewer assumptions in order to determine why it is true and which axioms or premises its truth depends on. Their proof aims to explain the theorem but not to establish it.

5. The dynamics of games usually vary with the availability of play spaces and equipment. For example, when a large group uses the only basketball court in a neighborhood, the games exclude many children who want to play. The team that wins takes on challengers, rather than giving up the court to others, and those with less developed skills are not given concessions when it comes to participation. Taking turns is rare when there are more players than spaces. However, when there are many courts and only a few players, the goal is often to accommodate everyone's interests so that nobody leaves and forces the game to end. This is a major reason that the informal games of children in low-income areas with few facilities and resources are often different from the games played by children in higher-income areas where facilities are more plentiful and there is little or no competition for space.

6. In democratic societies, we tend to believe that we hold the power to impose our preferences on product manufacturers and service providers. We are convinced that we vote with our wallets and that our votes count. The apparent impact of social media and consumers' outrage on the marketing decisions of large corporations increases this sense of agency. When we are unhappy with any aspect of what we eat, where we buy our food, and how much we pay, we focus on personal choices and their impact on the market. We all have a stake in food, but we are often wrapped in illusions about what we can do as individual consumers to achieve a better, healthier, more sustainable, more just food system. Moreover, not all consumers are in a position to assert their choices through the market. As a matter of fact, millions are victims of global dynamics in which they have no say. Understanding how food is produced, processed, distributed, consumed, and wasted has never been more important. Thinking critically about the present inevitably leads us to question the status quo and to imagine different scenarios.

7. In a recent study mice were given free access to a nutritionally balanced diet or a diet that was high (61% of calories!) in fat. Some mice were allowed total access to the food at all times; others were only allowed access for an 8-hour window during the early phase of their normal active period. Mice given total all-day access to a high-fat diet (the standard American diet) developed obesity, diabetes, and metabolic syndrome and poor sleep-wake rhythms. Now for the good news! The mice that had time-restricted access to the high-fat diet were significantly healthier than the mice given all-day access to the same diet. These lucky mice lost body fat and had normal glucose tolerance, reduced serum cholesterol, improved motor function, and normal sleep cycles. Most surprising, the daily caloric intake of all groups did not differ, regardless of their diet or feeding schedule. Therefore, it truly does matter when you eat. The take-home message is eat early, skip dinner, and never have late-night snacks. Skipping breakfast and then overeating in the evening play a significant role in weight gain and obesity.

8. Redefining music in terms of musical activity rather than musical works affects how we think of the musical experiences from which students will learn. In particular, it changes the way in which we think about creativity and different creativities. Rather than attributing the ability to create music solely to the composer of a 'work' that is realized in performance and listened to by an audience, we can recognize different forms of creativity in different musical traditions. The ways that DJs remix existing tracks and that jazz musicians listen to and respond to one another in improvisation, for example, represent different musical creativities. This means that experiencing creativity in music is not limited to experiencing the role of the individual composer, who creates a musical work in an act of personal expression. It can embrace more collaborative, collective and communal creative practices. Conversely, it also means that if students are to understand the range of activities that music involves, then they must experience the different musical creativities that coexist within the diverse culture that they inhabit.