This chapter summarizes the findings of the book, indicates future directions, and provides a list of high-level considerations for reformist governments seeking to regulate automated decision-making.

This chapter summarizes the findings from our study, based on the meta-analysis averaging across the effects from the six experiments. We found that increases in locally appropriate community policing practices led to no improvements in citizen–police trust, no greater citizen cooperation with the police, and no reduction in crime. Despite a strong commitment from leadership in each context at the outset, the police implemented the interventions unevenly and incompletely. Although citizens reported more frequent and robust exposure to the police in places where community policing was implemented, we have limited evidence of police action in response to citizen reports.

Chapter 4 presents the results of a study by Palaganas, involving participants in an online continuing education course that used an emoji-capable, text-based platform, offered through the Center for Medical Simulation in Boston, Massachusetts. The chapter outlines the study, the compiled data, and the relevant findings. The study yields further insights into the potential for using the emoji code as an effective literacy and communication tool in a higher education context – namely, in a healthcare professional education program. Further, there is discussion of an interview with Dr. Shuhan He, a prominent proponent of emoji use in healthcare situations, wherein he goes over the impetus for his creation of the heart emoji.

The chapter discusses the theoretical merits of analyzing how distributive strategies are based on the outcomes of wage policy reforms. This final chapter also draws theoretical lessons and identifies possible challenges that may lie ahead for leftist governments and their distributive strategies.

The main focus of this chapter is to evaluate the relevance of the hypotheses specified at the end of Chapter 4. The results indicate that the influence of individual indicators/subscores on creative performance cannot be determined as a single general conclusion because it varies in relation to the opposition between and/or the role of (i) different age groups; (ii) the individual creativity indicators/subscores; (iii) word-formation versus word-interpretation; (iv) the individual word-formation criteria; (v) the individual word-interpretation criteria; (vi) the nature of the tasks included in the word-formation test; (vi) the nature of word-formation processes underlying the interpretation test. By implication, there are a number of factors that, in their mutual interaction, affect the influence of creative potential through its individual creativity indicators/subscores upon creative performance in forming and interpreting new/potential complex words. Therefore, the only way to determine this influence is to assess each aspect of word-formation and word-interpretation creativity independently of one another.

This chapter, the conclusions chapter, provides a capstone commentary on the edited volume as a whole, returning to the underpinning conceptual frameworks (i.e. Governance and Multi-level Governance (MLG)) and common research questions, summarising the findings of the eight case study chapters, reflecting on the key results and what they reveal about the ‘greening’ of the European economy, the limitations of the research conducted and presented, and outlining some ideas for further research.

In this concluding chapter I first summarize the key findings across the three case studies, and offer an overall conclusion to the research question posed in the introduction. I also discuss some hypotheses, generated from the case study findings, which may explain the variations between cases and the variations between different types of accountability mechanisms. Finally, I sketch out some aspects of a reform agenda.

The final chapter summarizes the book’s findings, evaluates its contributions to the study of post-conflict democracy as well as the limitations of the research, assesses policy implications, and suggests additional avenues for future research.

This chapter deals with the synthesis and discussion of findings with a view to answering the research questions. In the previous chapters we focused on designing and conducting the research project, so at this stage, we are assuming you have collected and analysed your data, and are ready to write about them. At the heart of many practitioner research projects is the goal of gathering data to promote or support evidence-based decision-making in classrooms or schools. Whatever your purpose, formulating the different aspects of the discussion is an important step in the research process. It is not a simple task to provide instructions on how to write a discussion – we believe this is best achieved by providing examples to illustrate the ideas and through your own writing practice. As this chapter proceeds, we will focus on the different aspects of the discussion, using case studies to illustrate each of them.