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Recognized as early as 1948, the right to benefit from progress in science and its applications (known more succinctly as'the right to science') has long confounded international legal scholars and practitioners. While it is key to properly framing the relationship between science, technology, and society, the right to science continues to be poorly understood and very rarely invoked by those who could benefit from it. The Human Right to Science: History, Development, and Normative Content offers a thorough and systematic analysis of this pivotal human right. After discussing the aims, methodology, and key definitions, the book examines the historical origins of the right to science, from the American Declaration of Human Rights to the Universal Declaration of Human Rights and the International Covenant on Economic, Social, and Cultural Rights. It then turns to mapping the development of the right within the United Nations system (including UNESCO) and its spread to regional regimes. Finally, the book breaks down the normative content of the right to science into twenty-two distinct rights, grouped in four clusters: the right to scientific progress, to responsible scientific progress, to participate in scientific progress, and to benefit from scientific progress. For each, the book describes in detail the legal basis, content, corresponding obligations, and indicators. The book closes by recommending the adoption of a Science Treaty to fully realize the potential that the human rights framework can offer to the regulation of science and technology. Authored by two leading experts in international law and science policy, The Human Right to Science meticulously explores the right's origins, development, and normative content. In doing so, it uncovers previously unarticulated entitlements and obligations, offering new insights on human rights interconnections.

How academics and researchers can influence education policy: putting research in a policy context, finding unexpected allies, interacting with politicians, and more.Scholarly books and journal articles routinely close with policy recommendations. Yet these recommendations rarely reach politicians. How can academics engage more effectively in the policy process? In Teach Truth to Power, David Garcia offers a how-to guide for scholars and researchers who want to influence education policy, explaining strategies for putting research in a policy context, getting “in the room” where policy happens, finding unexpected allies, interacting with politicians, and more. Countering conventional wisdom about research utilization (also referred to as knowledge mobilization), Garcia explains that engaging in education policy is not a science, it is a craft—a combination of acquired knowledge and intuition that must be learned through practice. Engaging in policy is an interpersonal process; academics who hope to influence policy have to get face-to-face with the politicians who create policy. Garcia's experience as trusted insider, researcher, and political candidate make him uniquely qualified to offer a roadmap that connects research to policy. He explains that academics can leverage their content expertise to build relationships with politicians (even before they are politicians); demonstrates the effectiveness of the research one-pager; and shows how academics can teach politicians to be champions of research.

IP accounts for an estimated $5trn of GDP in the US alone. It covers patents, trademarks, domain names, copyrights, designs and trade secrets. Unsurprisingly, companies zealously guard their own ideas and challenge the IP of others. Damages arising from infringements have fostered a sizeable claims industry. But IP law is complex, and the business, financial and legal issues around it are difficult to navigate. Court decisions and interpretation of IP laws can be unpredictable, and can dramatically change the fortunes of businesses that rely on their IP - as demonstrated in the pharmaceutical industry's battle with generic drugs.This comprehensive guide to intellectual property will help companies, investors, and creative thinkers understand the scope and nature of IP issues, pose the right questions to their advisers and maximize the value from this crucial intangible asset.

The principle of Access to Knowledge (A2K) has become a common reference point for a diverse set of agendas that all hope to realize technological and human potential by making knowledge more accessible. This book is a history of international copyright focused on principles of A2K and their proponents. Whilst debate and discussion so far has covered the perspectives of major western countries, the author's fresh approach to the topic considers emerging countries and NGOs, who have fought for the principles of A2K that are now fundamental to the system. Written in a clear and accessible style, the book connects copyright history to current problems, issues and events.

The mobility of people, objects, information, ideas, services, and capital has reached levels unprecedented in human history. Such forms of mobility are manifested in continued advances in communication and transportation capacities, in the growing use of digital and biometric technologies, in the movements of Indigenous, migrant, and women's groups, and in the expansion of global capitalism into remote parts of the world. Mobilities, Knowledge, and Social Justice demonstrates how knowledge is mobilized and how people shape, and are shaped by, matters of mobility. Richly detailed and illuminating essays reveal the ways in which issues of mobility are at the centre of debates, ranging from practices of belonging to war and border security measures, from gender, race, and class matters to governance and international trade, and from citizenship and immigration policies to human rights. Contributors analyze how particular forms of mobility generate specific types of knowledge and give rise to claims for social justice. This collection reconsiders mobility as a key term in the social sciences and humanities by delineating new ways of understanding how mobility informs and shapes lives as well as social, cultural, and political relations within, across, and beyond states. Contributors include Rob Aitken (Alberta), Tanya Basok (Windsor), Janine Brodie (Alberta), William Coleman (Waterloo), Ronjon Paul Datta (Alberta), Karl Froschauer (Simon Fraser), Daniel Gorman (Waterloo), Amanda Grzyb (Western), Suzan Ilcan (Waterloo), Eleonore Kofman (Middlesex), Anita Lacey (Auckland), Theresa McCarthy (Buffalo), Daniel J. Paré (Ottawa), Nicola Piper (Sydney), Parvati Raghuram (Open), Kim Rygiel (Wilfrid Laurier), Leslie Regan Shade (Toronto), Sandra Smeltzer (Western), Daiva Stasiulis (Carleton), Myra Tawfik (Windsor), and Lloyd Wong (Calgary).

How can educational research have more impact? What processes of knowledge exchange are most effective for increasing the uses of research results? How can research-produced knowledge be better ‘mobilized'among users such as practicing educators, policy makers, and the public communities?These sorts of questions are commanding urgent attention in educational discourses and research policies now circulating around the world. This attention has been translated into powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed. Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by ‘moving knowledge', remains unclear. What politics are at play in determining knowledge ‘impact'across radically different contexts? Who determines what counts as impact, and for what purposes? How are ‘results'of educational research separated from its participants and processes? In addition knowledge mobilization also invokes debates about the languages through which knowledge is constructed, policy processes are enacted, and research unfolds. This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations. Leading scholars in Canada, the US, the UK, and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education. Some speak from Anglo-‘Western'perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang (Chinese) and Dolores van der Wey (Haida/West Coat Salish First Nations) speak from Asian, Indigenous and diasporic locations.