The conclusion offers the opportunity to reconsider the book’s main themes and to rehearse its central argument for the importance of religion to seventeenth-century Ireland, especially in understanding patterns of tension and conflict that were fully manifested in the 1641 Irish Rebellion. It also offers reflection on several potential avenues of future research, including the role of religion in early modern imperialism, especially the nature and justifications for violence, and about the place of atrocity and atrocity literature in building histories of the nascent British Empire, in which Ireland played a crucial, but as yet not fully understood, role.

This chapter introduces losses on transmission lines by using an extended equivalent circuit. An attenuation constant is now needed to describe the decay of waves as they propagate. The chapter includes a new theory of how this attenuation is modified in the presence of standing waves. The discussion of the resistance in the conductors includes the skin effect. Using this concept, equations for the attenuation constants for many transmission lines are derived. In particular, the attenuation in rectangular metallic waveguide is examined both in the presence of standing waves and in the region of the cut-off frequency. After a description of the ‘Q’ factors of resonant lengths of transmission line, the phase and group velocity, pulse broadening and pulse distortion due to the skin effect are examined.

This chapter focuses on Thomas Percy’s multiple roles as antiquarian, archivist, translator, and literary historian in order to analyze the relationship between romantic periodization and world literature in translation. By placing Percy’s famous Reliques in the wider context of his published and unpublished “translations” from the Arabic, Chinese, Hebrew, Icelandic, Portuguese, and Spanish languages, this chapter argues that Percy’s protoromantic poetics is critically informed by his discovery of ancient world poetry. Percy’s romantic theory of primitive poetry as the most universal and therefore most translatable literature arguably grew out of his translation work; correlatively, his ambition to collect and popularize world literature conditioned and made possible his national poetics. Percy thus serves as a particularly rich case study of the complexities involved in using periodization in global contexts, and in defining national literary traditions in relation to a larger, imaginary archive of world literature.

Museums not only preserve memory but manufacture it. Today, there is a global process of constructing collective memories of twentieth-century wars and genocides. It can be considered global because of the geographic and temporal reach of the two world wars and their subsequent memorialization, because of a shared set of challenges in representing what cannot be shown in war violence, because the responses to those challenges have entailed the creation of networks of international experts (architects, academics, curators, etc.), who often use common tropes and stereotypes to produce museums and their exhibitions, and because of a worldwide circulation of visitors who, sometimes denounced as engaging in a type of “dark tourism,” discover intimate connections between their own lives, past and present, and the sufferings of others.

International environmental law was founded at the Stockholm Conference on the Human Environment on the idea of the different contributions of ‘Northern’ and ‘Southern’ states to environmental damage and their differentiated responsibilities to address those harms. Nevertheless, the history of development of international environmental law, and especially of international climate governance, has often reflected a Northern bias. The 2015 Paris Agreement arguably brought a more balanced perspective, while also introducing a new ‘hybrid’ architecture based on parties’ nationally determined contributions to the global climate response, that opened up space for the scrutiny of domestic climate policies including through climate litigation. While originally a ‘Northern’ phenomenon, climate litigation since the Paris Agreement negotiations has grown quickly in many Southern jurisdictions. This chapter reflects on this evolution in international climate governance – from the initial mentions of climate concerns in the Stockholm outcomes to modern-day climate litigation in the global South – as a way of understanding changing South-North dynamics in international environmental law.

This chapter reviews the historical development of the regulation of waste and chemicals in both international law and European Union (EU) law after the 1972 Stockholm Conference as well as some of the subsequent trends and themes. It also highlights the relevant interactions between EU and international law on these issues. The chapter ends with a discussion of how the regulatory frameworks related to waste, chemicals, and products must be coordinated – both in international law and EU law – if we are to realize the vision of a toxic-free circular economy.

This conclusion looks at cultural debate in the 1830s to consider the way in which the earlier decades of the nineteenth century were already being historicised by writers and intellectuals aware that they were entering a new literary age.

This chapter introduces and immerses readers in the ‘Brussels Bubble’, a term encapsulating both the geographic heart of the European Union’s political machinery and its distinctive social and professional ecosystem. Through the daily routine of Jack, a mid-level Irish diplomat, the chapter reveals the rhythms, rituals, and jargon that define life in the European Quarter – where EU institutions, diplomats, lobbyists, and journalists converge. The Bubble is a microcosm of multilingual, multinational exchange, shaped by its own language (‘Bubblespeak’), unwritten rules, and digital habits, from Politico’s influential newsletters to the relentless scroll of Twitter.

The chapter situates the Bubble within the EU’s evolution from a post-war coal and steel community to a unique polity, blending functionalist pragmatism with normative ideals. It introduces the book’s dual focus: first, to chronicle the everyday practices and lived experiences that make the Bubble a world unto itself; second, to explore how digital technologies – smartphones, social media, and virtual meetings – reshape diplomacy, governance, and social hierarchies within this space. By treating Brussels as an ethnographic ‘village’, the authors argue for a grounded, practice-based understanding of international politics, where the digital and the material are increasingly entangled, and where the EU’s future is negotiated not only in meeting rooms but also on screens and in real-time feeds.

During the last twenty-five years, the dominant educational reform initiatives in the US have operated under the partially misguided conventional wisdom that the educational system is loosely coupled. Decades of educational reform efforts have focused on tightening the system, including implementing curriculum standards, statewide student testing, and evaluation of the school, teachers, and principals. Based on empirical results, we argue that the educational system is neither loosely nor tightly coupled, but bifurcated in that (to borrow a metaphor from geoscience) it is comprised of two tectonic plates. The first plate consists of the state, district, and school levels, and the second is the classroom, with a fault line between them. The theory of the bifurcated system raises the key question of how to bridge the fault line. Two principles are proposed for school improvement in the bifurcated context. The first principle is to integrate principal and teacher leadership, effectively bridging the fault line in both directions. The second principle is the school renewal process, helping transform the school improvement practice by introducing the idea of implementation integrity.

This chapter explores the structural nature of the educational system and introduces the theory of the bifurcated educational system. It begins by examining the classic loose coupling theory and its dominant influence on education policy. Next, it delves into key topics related to loose coupling, including the intractability of the technical core, the impact of systemic change, and the varied responses to the loose coupling theory. This chapter also presents findings from two studies that use multilevel analyses based on national Schools and Staffing Survey data, leading to the introduction of the theory of the bifurcated educational system as a refinement of the traditional loose coupling perspective. Finally, this chapter discusses the broader implications of the bifurcation theory, shedding light on why educational reforms often fail to transform classroom practices, the need to focus school improvement efforts on bridging the fault line in the bifurcated system, the role of schools as a critical unit for change, and the importance of integrated school leadership in overcoming this divide.

As stated in the National Foreign Language Project 2020, English language teaching in Vietnam must be reformed in all aspects. Part of this project has been the training scheme for in-service teachers of English for language proficiency and pedagogical innovation in the school system. This chapter explores the emotions of the teacher educators (TEs) who have been engaged in training English language teachers in Vietnam. Six TEs were interviewed to find out their emotions arising from their participation in the teacher-training scheme. The findings show that the TEs were not emotionally prepared for training in-service teachers, and their emotional complexity arose during teacher training. More importantly, the emotional experiences assisted them in adapting their training practice. The findings offer implications for policy and practice of English language teachers in Vietnam regarding the introduction of emotionally supportive programs.