In the conclusion, I bring the components of the book together, arguing that the findings in each chapter relate to a broad framework that explains the social functions and meanings of public spaces. I discuss how perceptions of self and others, in both the economic and cultural senses, act as essential components of urban experience. Through these discussions, this concluding chapter lays out the opportunities and limits of studying public spaces as a means of understanding social relations in changing urban contexts, and it suggests potential paths for future research.

All the critical twiddle-twaddle about style and form, all this pseudo-scientific classifying and analysing of books in an imitation-botanical fashion, is mere impertinence and mostly dull jargon.’ The first thing to say is that Lawrence’s protest deserves honest respect. If one had to make an exclusive choice between that version of ’criticism’ which confines itself to the technical and the typical, and a kind that sees as its task assessment of particulars unfettered by reference, even, to types and to any sort of technical consideration: if one must choose, one must choose the latter. Comparative inarticulacy is preferable to a decreative sophistication. And the second thing to say is that we need not make such a choice. Our ability to confront literature fruitfully - to be creative - requires articulacy; and true articulacy requires the direction of the recreative mind. But must articulacy imply classification and analysis?

Sleep–wake disturbances belong to the most frequent non-motor symptoms in patients with Parkinson’s disease. They encompass insomnia, excessive daytime sleepiness, different forms of parasomnias, sleep-related breathing disorders, restless legs syndrome, and circadian sleep–wake disorders. All of these sleep–wake disorders have the potential to severely impact the quality of life of patients and their bedpartners, and some of them not only get more frequent with longer disease duration, but may even precede motor manifestations of Parkinson’s disease. Isolated REM sleep behavior disorder in particular is a specific biomarker heralding synuclein-related neurodegenerative disease. Although very common, both diagnostic and therapeutic approaches for Parkinson-related sleep–wake disorders are still under evaluation. This chapter discusses the current knowledge on the pathophysiology and clinical manifestations of Parkinson-related sleep–wake disorders, and contributes a clinical guide on how to diagnose and treat them.

Inasmuch as all imagery embodies the temporary displacement of the terminology ’at issue’ in favour of ’extraneous’ terminology, all imagery embodies a deviation from the terminological norm, albeit a familiar kind of deviation. Metaphor alone has the distinction of achieving this deviation through a simultaneous departure from the normal usage of the language as a whole. This, as is well known, is precisely what the so-called ’dead’ or ’faded’ or ’linguistic’ metaphor does not do. Tree in a family tree, for instance, is a ’dead metaphor’ and involves no departure from normal usage.

English Medium Instruction (EMI) is a burgeoning field of interest for researchers and practitioners; however, to date its sociocultural and political implications have not been widely considered. This book addresses that concern by situating EMI within wider sociopolitical contexts of knowledge and language. It foregrounds the notion of “Critical EMI,” bringing together applied linguists to revisit EMI in higher education from critical sociocultural perspectives. The notion of criticality is conceptualized as an attempt at addressing issues of ideology, policy, identity, social justice, and the politics of English. The chapters explore Critical EMI concerns in diverse settings across five continents, and present insights for the theory, research, policy, and practice of EMI. The book also problematizes the neocolonial spread and dominance of English through EMI. Calling for an explicit and inclusive EMI praxis, it is essential reading for researchers of applied linguistics and English language education, as well as teacher practitioners.

Although Parkinson’s disease (PD) is most associated with and diagnosed by the presence of motor symptoms, non-motor symptoms (NMS) can often be the most debilitating for patients. Highly prevalent among non-motor features are neuropsychiatric symptoms (NPS), including depression, anxiety, psychosis, impulse control disorders, apathy and cognitive impairment, the latter being particularly burdensome and occurring in the majority of PD patients long term. The neurobiological underpinnings of NPS are a mix of disease-related, other neurodegenerative disease processes, PD treatment effects and psychosocial factors. NPS can be difficult to recognize and diagnose in PD patients; therefore, PD-specific assessments have been developed to better identify and treat them. Treatment strategies are a mix of those used in the general population for these conditions and those specific to PD, and are a combination of pharmacologic and non-pharmacologic interventions. Although significant advances have been made in our understanding and management of NPS in PD, etiology or biologically informed management strategies are needed to further advance the field.

Deep brain stimulation (DBS) is one of the most effective tools in the treatment of Parkinson’s disease. Being a last-resort therapy for many years, it recently advanced to a valuable option in moderate and even earlier stages. Different nuclei of the basal ganglia have been successfully targeted with various effects, risks and stimulation-induced side effects. Advances in implantation technique and accuracy, neuroimaging and implant technology helped make DBS a mostly safe and successful procedure, although the full potential of recent technical advantages such as directional stimulation, brain sensing or remote programming have yet to be fully explored.

Vascular parkinsonism (VP) is a clinical entity within the broader context of parkinsonian syndromes and usually manifests with an array of clinical features including a mainly lower body motor parkinsonism with a gait disorder, corticospinal and pseudobulbar signs and symptoms, urinary incontinence, dementia, and pyramidal and cerebellar signs. As the name suggests, etiologically VP may be defined as a secondary parkinsonian syndrome occurring in relation to ischemic cerebrovascular disease. Treatment for VP remains challenging as available data on the efficacy of current treatment options are contentious. VP is generally considered to be poorly responsive to levodopa, the most effective of the current treatment modalities for parkinsonism; however, there is evidence that some patients benefit from therapy with levodopa, especially in case of underlying ischemic or hemorrhagic lesions in the substantia nigra, globus pallidus pars externa, thalamic ventral lateral nuclei, or nigrostriatal pathway, leading to presynaptic dopamine transporter deficiency as measured by single photon emission computed tomography.

To most contributors in this volume, international organizations (IOs) act both as agents of, and inhibitors of peaceful change. This leaves the task of identifying exactly how and why they foster or inhibit peaceful change to empirical analysis and mid-level theorizing. Yet, as Ian Hurd points out in his chapter, understanding the deep power politics at play in institutionalized peaceful change requires a higher level of theorizing. This concluding chapter takes stock of the collective findings in light of Hurd’s cautionary tale and suggests future avenues of research engaging with postpositivist, relational, and critical theories. It identifies three main areas in need of further theorizing: the agents, the stakes, and the processes of peaceful change. It argues that such further theorizing would not only shed light on transformative processes of maximalist peaceful change which are yet to be fully explored in this volume, but it would also help develop a more pluralistic research agenda.

The introduction offers an overview of the book and discusses why studying first ladies matters.

This chapter unpacks the complex relationship between international organizations and peaceful change in the international system through various perspectives on international relations. We identify three types of peaceful change associated with international organizations: institutional change within IOs, interactional change among IOs, and transitional change involving IOs and power dynamics in the international system. The latter has the potential to bring about a “maximalist peaceful change,” resulting in profound positive changes in international relations and human life. However, it also carries significant risks. As great power rivalry intensifies and challenges to the existing liberal international order grow, understanding the role of international organizations in promoting or hindering peaceful change becomes crucial. This chapter serves as an introduction to the volume, providing an overview of its content and summarizing the major findings of other chapters. The book not only diagnoses the ability of international organizations to facilitate order transitions but also offers suggestions to address their current shortcomings in promoting peaceful change.

This chapter examines the ideologies of language use in the context of an EMI university in multilingual Hong Kong from the perspectives of a group of international students. Based on the findings of the study, the chapter shows that international students’ ideologies of language use in the EMI university classroom are much more complex and nuanced than what is written in the institution’s official language policy documents. The majority of international students are found to hold ideologies of English as the default language for university education and English monolingualism as the norm in the EMI classroom. However, there is also evidence of varying degrees of acceptability of multilingual language practices in the classroom. The chapter draws attention to the complex ways in which international students’ language ideologies intersect with their concerns about social exclusion, linguistic disadvantage and educational inequality in the EMI classroom. It also demonstrates how their language ideologies contribute to sustaining and reproducing linguistic hegemony and social injustice in EMI higher education.