Econometricians develop and use methods and techniques to model economic behavior, create forecasts, to do policy evaluation, and to develop scenarios. Often, this ends up in advice. This advice can relate to a prediction for the future or for another sector or country, it can be a judgment on whether a policy measure was successful or not, or suggest a possible range of futures. Econometricians (must) make choices that can often only be understood by fellow econometricians. A key claim in this book is that it is important to be clear on those choices. This introductory chapter briefly describes the contents of all following chapters.

The victim of a tort can generally claim compensatory damages for any loss suffered as a result of the tort. The assessment of such damages and the attribution of responsibility for such loss are generally governed by the rules discussed in Chs 2 to 4 for civil wrongs in general. Specific rules for tort are discussed in this chapter: the assessment of damages and the attribution of responsibility. The assessment of compensatory damages for personal injury, which are usually claimed in tort, is discussed.

This chapter explores the consequences of the extensive influence campaign mounted by Russia and its proxies during the Russian–Ukrainian war. It focuses on the extent to which the media discourse that emanated from the Donbas ‘Republics’ and Russia about the Euromaidan revolution, the Donbas War, the ‘Kyiv regime’, and the 2022 invasion resulted in shifts in terms of how people in Donbas and Ukraine felt about themselves. Years of sustained effort to portray Ukraine as a pro-fascist country with a US-installed puppet government were at least somewhat successful at fostering stronger anti-Ukrainian sentiments within Russia, and to an extent among Ukrainians in the Donbas ‘Republics’. This success has expressed itself as continued and sustained support among Russians for the invasion of Ukraine. However, in Ukraine itself (and especially among Russian-speaking Ukrainians), this propaganda campaign backfired, and instead contributed to a consolidation of Ukrainian identity, which became stronger than ever before.

Exploring Consequences, the fourth Decision-Maker Move, is about understanding what will happen as the result of selecting any of the various options. Or rather, what is most likely to happen. Keep in mind, both uncertainty (about what occurs) and luck (either good or bad) often play a part in how things actually turn out. Study and do well on the exam, knowing that spending the evening studying won’t be much fun. Don’t study and probably do poorly on the exam but have a good time for a few hours the night before. It’s all about the consequences. Eat the fruit salad or soup special for lunch, feel great in the afternoon and get a lot done. Choose the huge burger and a double order of fries, feel sleepy and get less done the rest of the day. Consequences follow from the choices we make.

This personal chapter reflects the experience and observations of a clinical and forensic psychologist that has treated victims and worked in the legal system for decades. The chapter describes the myriad of decisions and barriers victims face when reporting and the unanticipated consequences of reporting.

Chapter 2 explores the potential positive and negative characteristics of dyslexia in adulthood. It will discuss a framework for understanding dyslexia in terms of the impact of biology and cognition, as well as the environment. This is linked to the key elements discussed in chapter 1, providing a basis for understanding the impact that dyslexia can have on learning and performance both in education and the workplace, and how these can interact: poor qualifications restricting access to employment. The aim is to provide an explanation for challenges that many with dyslexia faces and how these may impact on employment, as well as on confidence and self-esteem. It will also highlight the potential strengths that a dyslexic individual can bring to work performance and daily life. As part of this discussion, a profile of skills/abilities is also presented. This includes many of the tests that comprise a typical dyslexia diagnosis, which can form the basis for understanding such assessments. The aim is that, by the end of this chapter, the reader will have a good foundation in understanding adult dyslexia, its potential consequences and some possible solutions to those challenges.

The Comprehensive Behavioral (ComB) conceptual model is introduced in this chapter. Here, three phases of BFRB behaviors: Preparatory behaviors, pulling or picking behaviors, and post-removal behaviors are detailed. The functional assessment of individual BFRB practices is emphasized, in which antecedent variables, both internal and external to the individual are described, as are possible consequences of pulling, both of which impact on the performance and perpetuation of BFRB activity. Identification and description of antecedent and consequential variables (sensory, cognitive, affective, and motor) emphasize the complexity and heterogeneity of internally experienced BFRB experiences that impact on BFRB persistence. The ComB conceptual framework described here sets the stage for ComB-based clinical interventions introduced in later chapters.

Ishiguro’s protagonists are notable for their resolution. It is precisely this quality that leads characters such as Ono in An Artist of the Floating World, Stevens in Remains of the Day, Christopher Banks in When We Were Orphans, and Kathy H in Never Let Me Go to make life-defining but ethically dubious decisions. In this sense, irresolution can be seen, paradoxically and not unproblematically, as a key Ishigurian virtue. Indeed, irresolution inheres in Ishiguro’s novels in terms of narrative form as well as ethics and theme: rather than offering epiphany, consolation, redemption, or any final hermeneutic closure or disclosure, the novels are insistent, resolute in their tendency towards thematic, ethical, and structural irresolution. At the same time, however, the desire for resolution is shown to be an understandable one, and to underlie the characters’ efforts to make meaning from the worlds and situations in which they find themselves.

[27.1] A particular construction of a statutory provision may be tested by reference to its consequences. The principle directs attention to the likely operation of a statute if that construction were preferred. In practice, cases raising the principle are more concerned with adverse consequences.

Chapter 11 outlines some positive parenting strategies designed to be of practical use for parents of children and young people. We discuss using praise in preference to criticism, setting out clear expectations of behaviour and identifying ways to develop our children’s independence. We also discuss how our own behaviour directly influences children and young people, so modelling an approach where we can be calm and engaged in problem solving has a more powerful impact than anything we tell our children to do.

Effects that the pandemic will have can scarcely be predicted yet. Many will doubtless pass once the disease has been tamed. Others are likely to become permanent. It seems unlikely that air travel will remain entirely as it was before. Or that work will not have been affected. Will cities recover? Many of the pandemic’s effects will probably be ambiguous. The environment will be helped by the decline of travel but hurt by the shift of travel to private means from public. Deficit financing by governments will have been increased, perhaps permanently. Our toleration of statutory intervention may have increased; indeed, many are disappointed by its lacks, while others decry its excesses. Zoonotic diseases will finally have become recognized as a serious threat to humanity.

The epigraph draws attention to one of Dewey’s primary ethical principles: regard for self, others, social groups, and more. Along with other theoretical implications, the principle provides a glance on how one should examine different ethical problems and situations. In addition, the principle appears to suggest his “unifying thread” of ethical thinking: that is, “moral conceptions and processes grow naturally out of the very conditions of human life” or social interactions (LW 7, 308; emphasis original). Ethical interests are not unusual or strange; they are a typical feature of life. Likewise, the principle, when informed by moral science, suggests broader, more inclusive ethical dimensions, embracing both local and global concerns for “any possible neighbor” (MW 8, 82), the “social whole” (LW 7, 300), and national and international well-being (LW 7, 366–71). Consequentially, this principle is embedded in Dewey’s fourfold description of the good or moral self, including faithfulness or trustworthiness in recognizing the claims embedded in human relationships (LW 7, 285; see also Chapter 6).

Different principles guide how students are selected when there is competition in college admissions. A merit based approach is most common: If there is competition, the candidate with the best qualifications, or merits, "wins." The way merit is defined and measured is a complicated matter that has to do with validity and views of fairness.Systems where desirable positions are promoted based on merit are sometimes called meritocratic, but this term can be interpreted in both positive and negative sense. This chapter describes and discusses principles for allocation of study places where individuals are promoted or selected on the basis of their merits; challenges of such models; and consequences for individuals, higher education institutions, and society at large.