The purpose of this chapter is to determine how the emergence of digtal delgates would affect the process of contract conclusion and how consumer law might need to be supplemented to strike an appropriate balance between utilising the potential for automation, where desired, with the ability of consumers to remain in control.

The formalization of modal notions as predicates is discussed and defended. While it is widely accepted that truth is a predicate, necessity, apriority, knowledge, and so on are standardly formalized as sentential modal operators of standard modal logic.

This chapter identifies three shortcomings in our preparedness for the governance of future worlds of consumers and AI. If our governance is to be smart, there must first be a systematic gathering of regulatory intelligence (to understand what does and does not work). AI givernance will require new institutions that are geared for the kind of conversations that humans will need to have in the future to adjust to a radically different approach to governance

The didactic poems of Niketas of Herakleia chiefly concern grammar and are written in various metres, all of them accentual, even including hymnographic metres. Rather than being mere reformulations of existing grammatical knowledge, the poems urge us to consider questions related to contemporary teaching practices. How does verse help to transmit knowledge, and which roles do accentual rhythm and musical heirmos play in this process? Issues of performance, audience and patronage are of undeniable importance for this question. The poems reflect a lively (sometimes unruly) classroom situation and an equally lively competition between teachers in Constantinople. Especially Niketas’ remarks on schedography reflect this competitive teaching field. Thus, the poems of this versatile author may explain why grammar became in the twelfth century an object to be reflected upon, reformulated, debated and even aestheticized. The chapter also situates Niketas in the literary tradition of didactic poetry. How does he, as a poet, at the same time represent himself as an able teacher and expert? And how does he combine poetic form and avowedly dry subject matter?

This chapter reviews the history, culture and politics of South Asian languages in the UK. South Asian migration to the UK dates back to the British colonial period. It expanded in the twentieth century, first with British Indian participation in the two World Wars and then with post-war British policies that initially encouraged South Asian immigration for low-skilled labour. South Asian communities in Britain share some characteristics but differ markedly in other respects. Overall, sustained migration, relatively large settlements, and a reduction in the early explicit hostility to migrants has meant that South Asian speech communities have tended to maintain their languages, though with inroads by English in each successive generation. South Asian languages initially struggled to be included in school curricula and university provision. Some languages, such as Urdu and Arabic, have wider religious or cultural appeal and see much higher uptake through education than other South Asian languages, even languages with more native speakers. Almost no research has been conducted on structural change within South Asian heritage languages, a rich area for future research on language contact and generational change.

Couched in socio-economic history, the first chapter provides an overview of the origins and development of the English language in Britain from Anglo-Saxon times to the present day. Both internal and external factors for language variation and change are considered when discussing the major orthographic, lexical, phonological and morphosyntactic developments. The English language and its development will therefore also be viewed in relation to other languages that were spoken, written or printed in the British Isles over the last 1,500 years. The creation and increasing availability of new data sources (access to hitherto un- or underexplored social layers, text types, regions) during the last decade (e.g. historical corpora like the Corpus of Early English Correspondence and databases like Eighteenth Century Collections Online) have led to many new studies on a range of different linguistic variables. Many of the new findings form the basis of the chapter, which aims to complement traditional histories of English.

This chapter describes professional issues within clinical psychology. It includes summaries of several national conferences on training, the development of the doctor of psychology (PsyD) degree, and the establishment of the clinical scientist model, the scientist-practitioner model, and the practitioner-scholar model of clinical training. It also outlines the contours of professional regulation including via certification and licensure by state clinical psychology boards, and the American Board of Professional Psychology. It also discusses the ethical standards of the American Psychological Association, and regulation of clinical psychologists’ behavior by the APA ethics committee and state licensing boards. The chapter tells the story of how clinical psychologists gained the right to practice psychotherapy independently and to receive insurance coverage for mental health services, summarizes the impact of changes in the economics of mental health service delivery, and provides the latest information on the controversy over clinicians’ right to prescribe medication. There is also a review of efforts being made to enhance clinicians’ multicultural competence and, based on historical and current forces in the field, a set of predictions about where clinical psychology is heading in the future.

Migration destabilized family life, gender, and sexuality. Whereas most Turkish guest workers traveled alone during the formal recruitment period (1961–1973), West Germany’s subsequent policy of family reunification sparked the increased migration of spouses and children. This chapter shows that, although migrants developed strategies to maintain connections to home, separation anxieties and fears of abandonment loomed. The departure of able-bodied young workers strained local economies, upended gender roles, and separated loved ones, sparking tensions at home: were guest workers sending enough money home, communicating enough, and remaining faithful to spouses? In Germany, reports about sex between male guest workers and German women fueled Orientalist tropes about “foreigners,” perpetuated stereotypes about Turkish men’s propensity toward violence, and stoked fears about the transgression of national and racial borders. Women left behind worried that their husbands would commit adultery while abroad. Guest workers’ children were viewed simultaneously as victims and threats: some stayed behind in Turkey, others were brought to Germany, and thousands of “suitcase children” (Kofferkinder) repeatedly moved back and forth between the two countries with their bags perpetually packed. As physical estrangement evolved into emotional estrangement, the perceived abandonment of the family came to represent the abandonment of the nation.

Although people may – as some psychologists argue -- be born with a tendency to become believers, specific religious traditions are cultural products that must be acquired through learning and socialization. In addition, religious beliefs and behaviors take on different meanings at different ages. This chapter starts with a discussion of religious socialization and the developmental psychology of religion. The chapter includes a detailed section on religious socialization in summer camps. Next, we examine the large body of research on the psychology of prayer. Psychologists of religion argue that even if prayer involves some matters beyond the reach of science, important aspects of the prayer experience can be addressed using good scientific practice. T. M. Luhrmann’s important work is considered in some detail; she argues that, ultimately, through prayer, religious believers start to experience part of their own minds as the presence of God. The chapter concludes with two comprehensive sections on: (1) religious and mystical experiences and (2) identity and religion. For some people, religious identity is closely tied to ethnic, racial, national, professional, and familial identities; indeed, religious identity may be derived from these other identities.