In the epilogue, the editors reflect on the series of conversations. They revisit the definition of ‘legal innovation’ and what they have learned about it through the discussions. Their perspective on legal innovation is twofold. On the one hand, technology transforms the reality of law and fundamentally changes the way we access and experience law and justice. On the other hand, law evolves, adapts to changes in society, but can also facilitate and implement innovation. They conclude by considering what it takes to initiate legal innovation.

Paediatric patients differ significantly from adults in the way that drugs affect them, for a number of reasons, including differences in their size, physiology and comorbidities. Developmental changes affecting the absorption, distribution, metabolism and excretion of many anaesthetic drugs, particularly during the first few months of life, profoundly affect both their pharmacokinetics and pharmacodynamics. Drugs discussed are the intravenous induction agents propofol, thiopental and ketamine; the sedatives dexmetetomidine and midazolam; and the opioids morphine, fentanyl and remifentanil, as well as muscle relaxants such as suxamethonium and non-depolarising relaxants. Inhalational anaesthetics are assessed for their usefulness in paediatric practice. Appropriate drug dosages are included and important differences from adult values emphasised.

This chapter discusses some of the current trends and promising future directions in the field of cognitive neuroscience of aging. The chapter first discusses recent research investigating the contribution of individual difference factors related to identify, including race, culture, and sex differences. Next, the chapter reviews recent research on neuromodulation, including ways in which noninvasive brain stimulation (e.g., repetitive transcranial magnetic stimulation [rTMS], transcranial direct current stimulation [tDCS], and transcranial alternating current stimulation [tACS]) has been used in an attempt to enhance cognition with age as well as with age-related disorders. This section also considers other approaches to neuromodulation, including deep-brain stimulation and neurofeedback. Finally, discussion of emerging directions considers the importance of investigating aging across the lifespan, studying the intersection of physical health with cognition, exploring the distinction of socioemotional and cognitive domains, and emphasizing the contribution of context with age.

This chapter takes as its starting point the features identified as critical in understanding the process of educational reform, set out by McLaughlin and Ruby in their review of the case studies in Implementing Educational Reform: Cases and Challenges. These are: the historical and political context; models of implementation; timescale; internal and external actors; communication and discourse. It examines the relationship between structure and culture in promoting successful change in educational systems focusing particularly on the role of external actors in shaping the Scottish Government’s management of change and the tension between the broad curricular intentions and the narrow conception of assessment in upper secondary school. It also examines the extent to which governance reform is capable of enabling sustained cultural change; and the best means of encouraging teachers to develop a sense of agency, not simply the implementers of policy devised by external ‘experts’. It illustrates how educational reform in Scotland is complex, contested territory in which the policy intentions of government are interpreted and mediated through bureaucratic agencies, professional networks and an expanding field of interest and pressure groups.

Chapter 2 focuses on the nature of visual decorum both before and after the Council of Trent (1545–63). The shifting parameters of what was deemed appropriate for public display in devotional sites partly explains why certain images were censored, particularly with relation to nudity, yet it was also the case that some artistic creations tested the boundaries of acceptability as never before.

Trees and plants have been venerated for centuries in India as cosmic providers of life and energy. In the modern periods, these sentiments have dominated literary and cultural works. In Toru Dutt’s poetry, we see a heartrending call to trees as fabricating nostalgia for family histories. From Jagadish Chandra Bose’s epoch-defining scientific discovery that plants have life to Rabindranath Tagore’s philosophical and ecological meditations on preserving forested life-systems, Indian writers in the twentieth century have paid respect to trees as meaningful antidote to expansive agricultural and industrial-based deforestation. In the late colonial and post-colonial contexts of aggressive material development and prophetic resistance in literature, plant-based prose work by Bibhutibhushan Bandyopadhyay, Ismat Chughtai, or Bama, poetry of Gieve Patel or Mamang Dai, or experimental works by Sumana Roy or Kalpna Singh-Chitnis have variously offered significant imaginative mediums through which to reflect upon the complex and sacred dynamic of human–non-human relationship in India.

Putting things on public display is an ancient habit, which took off in the cities of the early modern world, not least Edo (today’s Tokyo), its largest. It was clear to Japanese observers of international exhibitions in the 1860s, however, that there was a categorical difference between them and the shows of Edo. This chapter uses their experience to specify the difference and to explain why they were able and eager to import the practice of exhibition to Japan. On the one hand, international exhibitions showed Japan to be at odds with the emerging world of industry and empire, not least given its sclerotic political constitution. On the other, by disaggregating its exhibits, they also revealed the archipelago to possess resources (e.g., silk) and abilities (especially craft), with value on the international market. The world of industry and empire, revealed at the exhibition, was a challenging, even threatening, one, but its more perceptive Japanese observers could see reasons for hope.

The concluding chapter offers a brief summary of the main arguments made in the course of the book.

‘The task of criticism', Johnson writes, ‘is to establish principles.’ One principle which forms the background to much of Johnson’s literary criticism is that of human fallibility. Writers and their works usually contain a mixture of great virtues and serious defects, and Johnson often takes a balancing-scales approach. He is also keenly aware of historical context, arguing that authors must be understood through the books the authors themselves read, and taking an interest in the details of book production. As for critical judgement, Johnson approves of works which reveal the universality of human nature – hence his love of Homer, and, conversely, his strictures on the Metaphysical poets. As well as being accountable to truth and nature, the writer is also accountable to the reader, and by extension the ‘public’ and ‘mankind’. Above all, literature must pay its due to religion – though this is precisely the area where literature is likely to fall short.

In this chapter, I introduce and explain my community commitment signaling framework and its inner workings. Despite the strong preference that scholarship explains Black voters have for politicians with roots in the Civil Rights Movement, those politicians are leaving office, making way for a newer crop of representatives. Does this mean the expectations of Black voters have shifted? If they have not, how do these younger politicians communicate that same commitment their predecessors did? I argue that they have to provide evidence of this commitment through the use of signals that convey their willingness to prioritize the group's interest above their own individual prestige. Those politicians who can provide strong, tangible evidence of this commitment are more likely to be viewed positively by Black voters.

The need to reform pedagogical practice in Peruvian schools has been on the country’s policy agenda at least since the mid-1990s. Since then, the country has undergone several attempts at reform through curriculum change and various in-service training attempts that relied on top-down implementation models and achieved only partial changes. In 2013, an innovative programme named Soporte Pedagogico (SP) devised a strategy to work on changes from within schools and intervening in several key areas at once. It combined teacher mentoring with training workshops, strategies to strengthen a school’s pedagogical leadership, remedial strategies for students lagging behind and parental involvement for improving learning. In sum, an integral approach to reform pedagogical practice. While implementation and impact evaluations showed great promise in the programme, the Ministry of Education introduced cuts and later dismantled the programme. The story of SP is illustrative of how the political economy of education policy making and reform operates in contexts described as Sysiphean states, whose weak institutions give rise to often erratic policy making processes. The case of SP also speaks about how competing visions of education – technocratic versus pedagogically minded – might clash and work against promising change strategies.

The 1958 and 1960 United Nations conferences were of a piece, with the second convened to settle the unresolved questions from the first: the breadth of the territorial sea and fishing limits. At the earlier conference, the maritime powers had been preoccupied with disputes among themselves, but by 1960 they were forced to meet the challenges presented by states from the global South. Delegates from the latter took the view that the old maritime system upheld a discredited imperialist order, and they sought to bend the law of the sea to their own ends. Their campaigns to regulate the passage of warships through the territorial sea and to claim exclusive fishing zones and preferential fishing rights gave rise to disagreements with the powers, who sought to maximise the scope of their own naval and fishing operations. These differences would lead to the breakdown of the conference.