In this book, I examined how public authorities’ reliance on algorithmic regulation can affect the rule of law and erode its protective role. I conceptualised this threat as algorithmic rule by law and evaluated the EU legal framework’s safeguards to counter it. In this chapter, I summarise my findings, conclude that this threat is insufficiently addressed (Section 6.1) and provide a number of recommendations (Section 6.2). Finally, I offer some closing remarks (Section 6.3). Algorithmic regulation promises simplicity and a route to avoid the complex tensions of legal rules that are continuously open to multiple interpretations. Yet the same promise also threatens liberal democracy today, as illiberal and authoritarian tendencies seek to eliminate plurality in favour of simplicity. The threat of algorithmic rule by law is hence the same that also threatens liberal democracy: the elimination of normative tensions by essentialising a single view. The antidote is hence to accept not only the normative tensions that are inherent in law but also the tensions inherent in a pluralistic society. We should not essentialise the law’s interpretation, but embrace its normative complexity.

This chapter takes seriously the concerns of Eliot’s early reviewers with a tension in her fiction between the devoted depiction of life later associated with realism, and a didactic impulse to which they increasingly felt she succumbed. Asking why Eliot interrupted representation with theorisation, the chapter takes as a case study her alternating dramatisation and analysis of incongruous versions of history in Chapter 20 of Middlemarch. It traces the lineage of such alternation, via an allusion to her friend John Sibree’s translation of Hegel’s Lectures on the Philosophy of History, into one of the notebooks Eliot used as she developed Middlemarch, which is read less as a source for either the novel’s theories or its facts than as a laboratory for its experiments in moving between them. The chapter suggests that Eliot valued the dissonance her reviewers detected when dogma intruded upon depiction. It thereby elucidates her contribution to the dialectical novel of ideas this book explores.

This chapter provides an overview of foundational principles that guide CA research, offered both on the basis of our own experiences as researchers, and from our discussions with other conversation analysts as they authored contributions for the present volume. We begin by briefly sketching of some of the fundamentals of human social interaction, in order to underscore CA’s central focus, the study of social action, and describe some of the basic features of how interaction is procedurally organized. These basic features of interaction, which CA research has rigorously evidenced and which guide our examination of new data, are then shown directly to inform CA as a research methodology. Put another way, it is precisely due to the procedural infrastructure of action in interaction that conversation analysts use and work with interactional data in particular ways. We conclude with advice for readers as they continue to explore the volume’s contents.

In the preceding chapters we have covered the core principles and methods of epidemiology and have shown you some of the main areas where epidemiological evidence is crucial for policy and planning. You will also have gained a sense of the breadth and depth of the subject from the examples throughout the book. To finish, we take a broader look at the role of epidemiological practice and logic in improving health. There is a growing desire for public health and medical research to be ‘translational’; that is, directly applicable to a population or patient. The process, whereby research evidence is used to change practice or policy, is known as ‘translation’, and the research outputs from epidemiology are critical at all stages (see Box 16.2); indeed, epidemiology has been described as ‘the epicenter of translational science’ (Hiatt, 2010).

The introductory chapter provides an overview of the book’s focus as a whole and explores its relation to existing historiography, including its engagement with decolonial and postcolonial theory and scholarship in Indigenous Studies and Latin American Studies. In highlighting the book’s unique arguments, contributions, and perspectives, the Introduction explains the concept and double meaning of "troubling encounters" and provides the book’s thematic organization. Noting that some chapters adopt a local perspective, others a national one, and yet others draw attention to transnational and even global domains, the Introduction reflects upon the variety of scales for interpreting and troubling the history of encounters in the human sciences. For the authors, the legacies of those scales are read in the myriad interactions of expedition science, in the relationality implied in fieldwork or the logic of settler colonial custodial institutions, and finally in the resulting theories about human nature and behavior that circulated globally within scientific circles and beyond.

This chapter shows how human obedience is captured in an experimental setup, and how such research methodology can help us understand how people can comply with orders to hurt another person on a neurological level. By reviewing past experimental research, such as the rat decapitation study of Landis, the studies of Stanley Milgram on destructive obedience, and the Utrecht studies on obedience to non-ethical requests, this chapter shows that under certain circumstances, a majority of individuals could be coerced into inflicting physical or psychological harm on others at levels generally deemed unacceptable, even without any tangible social pressures such as military court or job loss. The chapter also describes a novel method where people can administer real painful electric shocks to someone else in exchange for a small monetary reward, and describes how such a method allows neuroscience investigations that would focus on the neural mechanisms associated with obedience.

To support experiential learning, HLVC data are available for research (by permission, and with protections for the participants). This chapter illustrates the integration of research and community-engaged learning, which is critical to the success of the project. It presents activities that support critical and creative thinking, enable theoretical knowledge to be empirically tested, and facilitate and enhance quantitative reasoning, information literacy, and the communication of research. It includes a section on how to best conduct and teach research methods to support the vitality of the languages being examined and one on ethical practices. Sociolinguistics trails other subfields in analyzing data outside the majority language (English). With these supports, students can change this situation. The exercises exemplify tasks that students have undertaken and can help others get started. Exercises provide prompts and show how to gain access to instruments and data. In addition, the course Exploring Heritage Languages, which has modules that can be (adapted and) used, is introduced. The HLVC corpus and these modules provide instructional infrastructure to scaffold undergraduate and graduate class assignments teaching relevant theory and research skills.

Forensic psychiatry, of all the specialties in medicine, needs its own strong academic core. Academic forensic psychiatry is founded in scientific research, with its systematic approach to making and recording observations, formulating hypotheses from them, testing those hypotheses with new observations and accumulating the most comprehensive picture possible in a way that is transparent and replicable. An academic approach supports application of scientific principles as strongly in the individual case as in developing relevant collective knowledge, is able to make links between them and can communicate all this effectively within and outside the specialty. This requires highly developed and defined specialist training. Academic forensic psychiatry in this sense is the business of all forensic psychiatrists. In order for forensic psychiatry to thrive, however, it is vital that some forensic psychiatrists further specialise in academic work in terms of additional training, time and immersion in skills that support accurate scientific questioning and testing and, ultimately, the capacity to innovate and keep this cycle active.