Chapter 11 summarises the arguments in the book. It concludes that, although the evidence is incomplete, there is little reason to believe that the severe disfigurement provision is inducing positive attitudinal or behavioural change, nor providing an effective remedy for people discriminated against because of the way they look. It concludes by noting that other social changes may bring this issue into sharper focus, and suggests some ways in which holes in the evidence could be filled.

Chapter 10 provides a conclusion and outlook. It summarizes how the three principles of competition, iconicity and economy of expression help to explain language change in the CPs. In addition, it asks how the findings obtained on the CPs and their morphologically and semantically related CPs can be transferred to other cases of competition (e.g. to phrasal verbs and their corresponding simple verbs). More than that, the present study adds to research on semantic–syntactic mismatches in cases of lexialization and provides new evidence on constructions which run counter to the trend of the English language to become ever more analytic. The latter findings tie in with such other cases of semantic competition as the gentive variation, the dative alternation or the comparative alternation.

Chapter 5 presents a comprehensive conclusion, revisiting the theory of vested interests in the context of education policy. It summarises the key findings of the analysis and examines the extent to which group politics can explain both change and stability in European education systems. The chapter highlights the growing tensions between interest groups – particularly the dominant teachers’ unions, which have a strong stake in maintaining the status quo – and governments striving to improve underperforming education systems, provide better support for the most vulnerable students, and raise academic standards for all. Ultimately, the chapter argues that for governments to achieve meaningful educational reform, they must first redefine their relationship with powerful interest groups, particularly the unions, to overcome entrenched resistance and drive lasting change.

This chapter summarizes the findings of the book, indicates future directions, and provides a list of high-level considerations for reformist governments seeking to regulate automated decision-making.

Chapter 10 provides an overview of some of the OT constraints introduced in the book and their rankings. It is shown here that groups of constraints are responsible for parts of the prosodic structure (e.g., the syllable). Some of the constraints introduced in the book play a role at several levels of the hierarchy, especially those regulating the syllable, the foot and the prosodic word.

The purpose of an inquest is to determine the four statutory questions: who, when, where and how. This chapter also looks at the difference between a traditional inquest (‘Jamieson Inquest’ or ‘Non-Article 2 Inquest’) and an Article 2 inquest (also known as a ‘Middleton Inquest’), the conclusions available to the coroner and when a jury is required.

This chapter will briefly describe the outcomes of a coroner’s inquest: the findings available to the coroner, and the types of concerns that they can express. It will also explain Regulation 28 (Prevention of Future Death) reports.

The conclusions close the manuscript and make four points. First, they review the macro-level observational expectations tested in Part II, and how my findings, obtained through a triangulation of different techniques, allow for a comprehensive picture of how war affected state formation throughout the entire region. Second, they bring together all case studies in Part III, noting how the historical evidence collected fits the expectations of the theory at a micro-level—e.g., considering the behavior of individual actors and the effects of narrow events like battles within wars—and does so with out-and-out consistency—i.e., case by case, almost without exception. Third, they reflect upon the scope of the theory, discussing many other cases that could be explained by the long-term effects of war outcomes. This discussion covers many regions and time periods, showing that classical bellicist theory not only can travel, but can also solves logical problems and empirical puzzles highlighted by previous scholarship. Finally, the conclusions suggest many lines of enquiry for future research that the book leaves open.

Portable infrared pupillometry is not complicated, and it is not dangerous. A summary of how it has been used in the author’s practice of anesthesiology is presented in this chapter. Portable pupillometry has been used in a variety of settings and it is likely that indications for its use will increase in the future.

This book aims to provide a systematic overview, analysis, framework, and strategic directions for studying public sector innovation for academics, practitioners, and those interested in public sector innovation. This book is probably the first comprehensive book analyzing public sector innovation at the individual, organizational, and national levels. Unfortunately, despite the importance and interest of public sector innovation, no such comprehensive book exists. Fortunately, this book can fill these academic, theoretical, and practical gaps.

Chapter 12 summarises the contents of the present book and proposes future areas of research.

Chapter 5 concludes that combining Construction Grammar with Relevance Theory is advantageous. Merging these two frameworks amplifies their respective strengths, resulting in more precise and accurate descriptions of language use as well as a deeper understanding of the cognitive processes involved in verbal communication. It is shown how English modals serve as an effective testing ground of the new theoretical model that arises from this integration (Leclercq, 2023), and future research prospects are suggested.

This chapter concluds the book and sketches some of the limits of what may be expected from international law

This concluding chapter summarizes this book’s main contributions to researchers’ understanding of this multifaceted response to rising inequality. It then highlights important take aways for policymakers and researchers and concludes with informed – if more speculative – insights regarding the future of redistributive politics in postindustrial democracies.

Concludes the volume and draws the essays together

The concept and practice of “Shanghai Tai Chi”

In this chapter, we look at the key written form through which undergraduate students in the Humanities practise participating in this scholarly dialogue: the academic essay. Even where different disciplines have unique requirements for how information is delivered in an essay, Humanities essays share broad features such as their overall structure, thesis-driven argument and evidence-based argumentation. If you can master these foundational aspects, you can readily adapt your writing to meet different disciplinary contexts. Moreover, these same skills can be used in other types of academic writing that are not essays but which foreground argument just like the essay. This chapter is organised into three parts. It begins by looking at the essay as a distinct genre with recognisable conventions that support participation in scholarly dialogue. Next, it reviews the important steps that precede essay writing: breaking down the question, planning your argument and structure, and project managing your essay. The chapter covers the essentials of essay writing: the introduction, body paragraphs and conclusions.

The final chapter concludes by first re-outlining the book’s central arguments. The chapter then revisits how the preceding chapters help shed new theoretical light on the source of regulatory barriers while also answering several empirical puzzles, including why similar risks frequently receive dissimilar regulatory treatment, why some nations impose more precautionary regulatory rules than others, and finally what is behind some of the most contentious agricultural trade barriers. Finally, the chapter explores the ethical implications of the book’s central findings and offers several concrete policy recommendations for addressing both the broader information asymmetry problems outlined in the book and the resulting biases that were identified.

The working life of educators ߝ whether in schools or universities ߝ has become dauntingly complex, with the relentless focus on standards and testing, pressure to ensure equitable outcomes, a managerialist working environments, ever-growing professional responsibilities and expectations, increasingly heterogeneous classrooms and fairly relentless media criticism, to name only a fewissues. The job requires continual self-reflection, a commitment to lifelong learning and an ongoing dedication to the profession in order to remain viable at all. Making sense of it all ߝ Making Sense of Mass Education ߝ is not an easy task. Hopefully this book can help a little.

The closing chapter briefly reflects on the future of historical orthography.