This concluding chapter reviews the core findings about psychiatric deinstitutionalization and mental health care and lays out the argument’s theoretical implications for social policy scholarship more generally. It highlights that the political logic of social services (e.g., health, education, and care) is distinct from that of cash transfers (e.g., pensions, unemployment, and disability benefits). The key difference: the welfare workforce. I also discuss the complex policy implications of this trend (especially as the contours of the welfare workforce become less clear) and close by considering how to harness the power of welfare workers in contemporary welfare capitalism.

This chapter concentrates on classroom structures that a teacher can employ, including how the room can be arranged, physically and structurally, to maximise engagement for all students. We will examine the research on learning space architecture, the role of desk configuration, group workspaces, chill-out zones and ideas for wall displays.

Structurally, we explore the use of routines in class for maintaining consistency and predictability. Examples include managing entry and exit to class, transition between learning activities and routines for what to do when students finish work, arrive late or need to use the toilet.

Insomnia disorder involves trouble falling asleep, trouble staying asleep, or both. A review using the new criteria for empirically supported treatments gave a strong recommendation for cognitive-behavioral therapy for insomnia. Credible components of treatment include stimulus control, sleep restriction, and relaxation therapies. A sidebar discusses components requiring further research.

It is very satisfying to teach in a classroom where students are actively participating in discussions, group projects and other activities. Learning spaces are complex – both teachers and students experience numerous pressures, wants and needs that accompany them into a classroom. For instance, both teachers and their students want to be heard, to learn, to be safe and to have positive relationships with their peers, just to name a few. However, the value and sources for satisfaction that you and they place on these needs and wants at any given time may be different from one another. You may want to get on with a brilliant geography lesson, while a sleep-deprived student may just want a bit of rest and believe the right place for it is the very same geography lesson. These possibilities remind us that your lesson is taking place in a social environment with multiple stakeholders actively reacting to each other. This is why it is very important to develop strategies that will help you manage both your and your students’ expectations in the classroom. This chapter focuses on how the use of rules and expectations lays the foundations for positive and engaging learning environments.

In 2014, Fabrice Brégier, then chief operating officer of Airbus, called for the European Central Bank to intervene as the strength of the euro was “crazy.” He wanted them to push it down against the dollar by 10% from an “excessive” $1.35 to between $1.20 and $1.25. We learned in Chapter 5 how a strong currency makes it harder for domestic manufacturers to export goods, so we can understand why a European executive trying to sell commercial airplanes might worry that a strong euro was making his job harder. And it is a fact that in 2014, Airbus was registering disappointing sales compared to its rival across the Atlantic, Boeing. But why would it be “crazy” for the euro to be worth $1.35, and yet normal and acceptable for the euro to be worth 10% less than that? And how did Fabrice Brégier expect the European Central Bank to adjust the euro’s value, when the euro is under a floating, rather than a fixed, exchange rate regime?

This chapter introduces the early modern East India Company and its modes of engaging with the sciences in the period before the mid eighteenth century. Two aspects of science and the early modern Company are emphasized. First, before 1757, the Company generally contracted out many of the navigational, historical, medical, mathematical and other areas of expertise that supported and were supported by overseas trade. As an institution, the Company did directly own and manage a vast amount of information related to logistics, regulations and accounting. However, although the Company also depended upon technical and scientific expertise, it did not directly fund, manage or organize the other branches of science upon which its operations depended. Thus, in this period, and following a general pattern of early modern “contractor states,” science generally grew and developed under the Company, if not at the Company. Second, science under the Company found space to grow by way of the peculiar structure and organization of Company trading that historians have called the “internal free trade.” The Company’s practice of allowing individuals to profit under the “private trade” would be especially important to the growth of the curiosity and manuscript trade between Britain and Asia in this period.

This chapter investigates the premise and potential benefits of green hydrogen (i.e. extracting hydrogen by using energy generated from renewable sources) for Gulf Cooperation Council (GCC) countries. These countries are currently researching and developing new technologies that will enable them to fulfil their international commitments to reducing carbon emissions and greenhouse gases. The aim of this chapter is to explain how green hydrogen – an energy source that produces environmentally friendly energy – works, the opportunities resulting from its application with regard to net zero emissions, as well as the challenges which may hinder its adoption in the GCC region. In addition to having favourable circumstances for producing green hydrogen, these countries’ vast oil reserves provide the hydrocarbons required to produce this innovative energy source. In this context, the green hydrogen industry’s prospects, constraints, as well as potential impacts on the GCC countries’ ability to meet net zero emissions goals and achieve carbon neutrality are studied.

This chapter focuses on cognitive loss related to neurocognitive disorders. Both behavioral and cognitive interventions are discussed, and caregiver support is also an important topic. Basic components include education and healthcare navigation, as well as reducing vascular risk factors and preventing excess disability. Other credible components include a problem-solving stance, systematic observations, stimulus control, reestablishing chains/sequences, access to meaningful events, differential reinforcement, intervening on social contingencies, cognitive reframing, and distress tolerance skills. A sidebar discusses format and duration of intervention.

The Green’s function method is among the most powerful and versatile formalisms in physics, and its nonequilibrium version has proved invaluable in many research fields. With entirely new chapters and updated example problems, the second edition of this popular text continues to provide an ideal introduction to nonequilibrium many-body quantum systems and ultrafast phenomena in modern science. Retaining the unique and self-contained style of the original, this new edition has been thoroughly revised to address interacting systems of fermions and bosons, simplified many-body approaches like the GKBA, the Bloch equations, and the Boltzmann equations, and the connection between Green’s functions and newly developed time-resolved spectroscopy techniques. Small gaps in the theory have been filled, and frequently overlooked subtleties have been systematically highlighted and clarified. With an abundance of illustrative examples, insightful discussions, and modern applications, this book remains the definitive guide for students and researchers alike.