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In this moment of ecological crisis, the consequences of crisis are unevenly distributed, with those with the least power impacted the most. The fashion industry's growth, spurred in the past decades by fast fashion and a reliance on growth of petroleum-based fibers, is a contributor to this uneven distribution of ecological consequences. This paper explores fashion and ecology as interconnected transnational systems. It does this with reference to two contexts: the UK and the Gulf state of Bahrain. By exploring positions on environmentalism in the UK and Bahrain, questions around fibers, clothing care and waste, this paper underscores the political urgency and the relational effects of change that span nation states within the fashion sector. Decarbonizing the fashion system requires both localized action and methodologies in addition to political will to work between and across such themes. Transnational perspectives are central to cumulative whole-systems effects. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Peace Research & Conflict Resolution / Baris Arastirmalari ve Çatisma Çözümleri Dergisi is the property of Yalova University, Research Center for International Conflict Resolution and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Online students use highly emotional language to describe their experiences, indicating that learners do feel a great deal online. This paper draws on Wetherell's exploration of affective practice to theorise learners' responses to the pedagogical and technological online environment. Findings of a research project that focused on two cohorts of online doctoral students are presented, including survey responses and interview data. Thematic analysis indicates that participants experienced positive and negative affects circulating around three sites of intensity: a sense of progression; community interaction and assignment feedback. However, narrative analysis of extracts from the interviews reveal a further level of complexity to the data, drawing attention to the unfinished and shifting character of these affects. The paper concludes by pointing to the implications of this research for designing the online environment in ways that will allow students to experience the full potential of online learning.

This paper provides an analysis of the literature on transnational education to identify the key challenges and success factors for the sustainable operation of transnational higher education (TNE) programmes as perceived by key stakeholders. Probing the stakeholders' perspectives and applying a systematic approach, this study analyses 227 English-written articles retrieved from the Web of Science database published from 2000 to 2021. Key challenges identified include difficulties in managing the TNE programmes, ensuring quality assurance, adapting the curricula to the local contexts, accommodating offshore students' learning styles, creating studying environments for TNE students equivalent to those in the home institutions, ensuring preparedness of the academic staff, and facilitating the knowledge transfer in the host countries. The analysis also highlights six factors for the sustainable development of TNE programmes, including the effectiveness of the operations, the internationalization of the curricula, the transnational experience of the students, the development of the transnational staff, the existence of a proper regulatory framework in the host countries, and the development of a global systematic data collection for quality assurance. In addition, the evidence collected suggests that while the transition from domestic into a foreign programme can be rewarding, it demands appropriate planning and implementation.

Citizenship serves different interests. It provides security and empowerment for the citizen. For the state, control of citizenship is an attribute of sovereignty which may treat citizenship as a privilege at its behest rather than an individual right claimed in defiance of its interests. This tension is situated within a tripartite relationship also involving international law. However, international law's insistence on a human right to citizenship is weak and affects the procedural, rather than the substantive, aspects of deprivation. The tension between sovereignty, human rights, and international law will be examined through the lens of citizenship deprivation within counterterrorism. The article will focus on laws and practices in Bahrain and the UK, both states at the forefront of reliance on citizenship deprivation for security purposes. As a result of the weakness of international law, the divergent polities of Bahrain and the UK are both enabled to promote citizenship deprivation. [ABSTRACT FROM AUTHOR]

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.