Postural orthostatic tachycardia syndrome (POTS) is a form of dysautonomia generally characterized as a disproportionate tachycardia and orthostatic intolerance upon standing. Though the prevalence of POTS is unknown, there is a significant predominance in premenstrual Caucasian females with the highest rate of first presentation between 15 and 25 years of age. The pathophysiology of POTS is unknown; however, it is thought to be a combination of multiple dysfunctional comorbidities such as impaired intravascular volume regulation, cardiac deconditioning, peripheral autonomic neuropathy, and increased sympathetic tone, which in combination can create an exaggerated sympathetic response to standing.

Progressive multifocal leukoencephalopathy (PML) is a fatal neurodegenerative disease characterized by subacute CNS demyelination caused by the reactivation of the dormant human polyomavirus, JC virus (named after James Cunningham, the patient from whom the virus was first isolated). JC virus is considered ubiquitous, with ~70% of healthy individuals possessing JC virus antibodies; these antibodies are thought to remain dormant in the bone marrow or kidneys and get activated at the time of immunosuppression. Though only 1–4% of patients with HIV have PML, usually presenting with CD4 counts below 200 cells/𝜇L, ~80% of those with PML also have HIV. Additionally, those on immunosuppressive therapy, or with hematological malignancies or autoimmune diseases are at a higher risk of developing PML.

The most common form of Guillain–Barre syndrome (GBS), acute inflammatory demyelinating polyradiculoneurolopathy (AIDP) is an immune-mediated disorder that targets the peripheral nerves and accounts for up to 90% of all cases of GBS. Patients with AIDP present with subacute symmetrical progressive weakness and paresthesias, along with significantly decreased or absent tendon reflexes. Though patients commonly complain of an ascending pattern of lower extremity weakness and sensory changes, this is not always the case. In over half of these patients, neurological symptoms are preceded by a nonspecific febrile illness, or gastrointestinal or respiratory infections days to weeks prior to symptom onset. The most common preceding infectious cause is Campylobacter jejuni gastroenteritis. However, many other antecedent infections have been associated with the later development of AIDP, including Epstein–Barr virus, hepatitis virus, Mycoplasma pneumonia, cytomegalovirus, and HIV. Additionally, metabolically stressful events have been known to precede the onset of AIDP symptoms, such as pregnancy, surgery, extreme emotional and physical stress, vaccination, and development of another autoimmune disease.

The People’s Republic of China’s Belt and Road Initiative (BRI) was launched in 2013 and has officially involved 140 countries as of 2021. This paper reviews a total of 11 Chinese policies that can be considered part of the efforts to the ‘greening’ of the Belt and Road. It analyses how, among the wide variety of principles, targets and tasks to ‘green’ the BRI, the connotation of ‘green’ has evolved over time. In particular, priority has transitioned from ecological and environmental protection and pollution control in the early days of the BRI to climate change and conservation of biodiversity since 2020. The chapter shows a progression towards more concrete greening Belt and Road implementation measures, including guidance for key industries, life-cycle management of projects, and stopping building new coal-fired power stations since decarbonisation became a domestic policy priority in 2020.

Monoecious, evergreen, cone-bearing, small trees or shrubs with pale green to grey–green foliage, of specifically somewhat variable form. The typically much-branched slender foliage shoots give each shoot a grooved-triangular form with cylindrical joints and often rather casuarinoid appearance. The tree has a somewhat conical, tapering crown composed of multiple slender often ascending branchlets. It bears female cones of multiple generations, usually persisting conspicuously on many thicker parts of tree branchlet systems.

This chapter discusses the larger implications of Sanhe gods’ experiences. It analyzes the various forms of their resistance, from non-compliance to direct confrontation, and the state’s mechanisms of control, from gentrification to coercion. It ends with a discussion on Sanhe gods’ precarious future, as flexible employment becomes more widespread and the prospects for settling down in cities reduce even when the great gods have intentions to stay. It presents migrant workers’ experiences not only of factory hopping but also, and increasingly, of city hopping, as both livelihood strategies and coping strategies formed in response to state policies and repression.

While there are many different interpretations of critical pedagogy (Wink, 2011), at its heart is a genuine connection with learner lives and lifeworlds. In an era of increased standardisation, and calls for ‘back to basics’ education, critical pedagogy engages both learners and educators in working together as powerful creators of knowledge. In the process, the constructed nature of knowledge is made explicit (Lankshear, 1997). Learners whose ‘virtual schoolbags’ (Thomson, 2002), which are the rich knowledge and experience gained through social and cultural lifeworlds, are typically not invited into the classroom and therefore risk a life of disengagement from formal schooling. It is these learners who are most clearly poised to benefit from a critical pedagogic approach.

Known by many names including brachial plexitis, brachial plexus neuritis, brachial neuritis, and neuralgic amyotrophy, Parsonage–Turner syndrome (PTS) was first well described by British neurologists M.J. Parsonage and John Turner in The Lancet in 1948. They described “a syndrome of pain and flaccid paralysis of the muscles around the shoulder joint” in 136 patients and remarked on the high incidence of factors preceding the symptoms, of which most patients were found to have a precipitating infection (71), surgical procedure or medical treatment (17), or trauma (10). Though we know more about PTS today, these trends remain overall consistent.

Lennox–Gastaut syndrome (LGS) is a severe developmental epileptic encephalopathy, characterized by refractory epilepsy, developmental delay, and severe intellectual disability. The onset is usually before the age of 8 years. Various seizure semiologies are observed in LGS patients, including tonic, atonic, myoclonic, and dialeptic seizures. The most common seizure semiology is tonic seizure.

First described by seventeenth-century English anatomist and physician Thomas Willis, restless leg syndrome, a disorder he termed “unquietness,” is mainly characterized by the chronic symptoms of involuntary leg movements commonly caused by uncomfortable leg parasthesias (tingling, stretching, and crawling sensation on skin) and the uncontrollable urge to move, all of which are relieved with movement. This disorder was later more fully studied and described by twentieth-century Swedish neurologist Karl Axel Ekbom, who eventually coined the term “restless leg syndrome,” though some still refer to this disorder as “Willis–Ekbom Disease.”

First described by Canadian neurologist C. Miller Fisher in 1967, one and a half syndrome (OHS) is a specific pattern of ophthalmoplegia that localizes to the pons.

This chapter introduces you to a relational approach to citizenship education, one that is grounded in how educators can and do engage children in coming together to interact with and learn from others in their communities. In this chapter, we are interested in a broad understanding of citizenship education, one which might be better understood as education for citizenship. While commonly understood as either a ‘status’ or a ‘practice’, this chapter argues that citizenship, above all else, concerns relationships. Recognising this fact requires us as educators to consider how civic relationships have been and are (often problematically) framed and how relational pedagogies can recognise and draw upon learners’ existing civic dispositions, might develop those civic dispositions further, and can build civically responsive educational settings. The chapter will provide a critical overview of relevant existing research on citizenship education before developing key features, including key pedagogical features, of a relational approach to citizenship education.