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Historically, adverse events have reflected poorly on both the practice of dissection and the perception of the discipline of anatomy. The recent public dissection of a body donor is a regression to an unethical historical practice and was strongly denounced by anatomists around the world. The individual whose donated body was sourced from a 'for-profit" company in the United States had not given consent for a public dissection. This violates the ethics surrounding consent and body donation and potentially places the future of body donor programs in jeopardy as it compromises community frameworks around epistemic trust. Recent guiding frameworks by international anatomical associations on the ethical use of bodies have cemented the way in which body donor programs should operate. This viewpoint reflects on past and current events pertaining to public dissections and questions how these indignities may influence the public's interaction with human bodies. The authors argue that public dissection should be prohibited as it is against social mores. Social pressure should be applied to individuals or companies who wish to profit from unethical anatomical practice and legislation prohibiting public dissection should be introduced in those countries where it does not yet exist.

This paper presents a set of testimonies from three LGBTQ families about the advocacy work they took up in their schools. The stories they share are part of an interview study undertaken from 2014-2020. Each family responded to the cisheteronormative cultures of their schools by challenging ideas teachers and principals held about gender, sexuality, and families and some of their everyday practices. The advocacy work the families undertook is discussed through two analytic lenses, the Triangle Model (McCaskell, 2005; Thomas, 1987) and intersectionality (Crenshaw, 1989), demonstrating how middle-class economic resources and professional education were key to parents' success.

Historically, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women. This is exacerbated where there is an intersection between gender and race, culture, religion, or age. Women continue to be underrepresented in senior leadership positions across a range of disciplines, and this lack of representation of women within the professional structure of higher education itself acts as a barrier for more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes, and cultural barriers that hinder career progression. Research-based systemic solutions that work towards improved gender equity for women are discussed. The findings from this critical review highlight the need for global systemic change in higher education to create ethical equities in the employment, career, and leadership opportunities for women.

The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrant students in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students' narratives and how they affect their experiences of participation, normalization and marginalization in HE. The analysis includes two datasets: (i) national policy, laws and regulations and webpages of a selection of national universities and university colleges; and (ii) ethnographically generated data that builds upon a case-study design and consists of audio recordings of informal discussions and interviews with students. We are, in this study, interested in framing diversity in terms of a move beyond the naturalization of hegemonic stances where labelled "Others" (e.g. based on cultural/ethnic background, functionality, socio-economic status) are treated as essentialized or mutually exclusive categories. One of the central, frontline contributions of this study, lies in its attempts to analytically scrutinise processes of inclusion and marginalisation that include a broad analytical gaze. This allowed us to analyse the mismatch between the range of support provided, and the actual needs and challenges that migrant students meet in their transition and participation to higher education in two European countries.

Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.

This study assessed needs and outcomes for people with developmental disability (DD) to understand the socioeconomic status of this group prior to implementation of the Accessible Canada Act in June 2019. The 2017 Canadian Survey on Disability (CSD) was used to analyze data for a sample of individuals with self-reported disability. Data related to employment, education, income, housing, caregivers, and use of government benefits is reported. Compared to the general Canadian public, persons with DD are less likely to: finish high-school or post-secondary education; participate in the labor force or be employed; and earn on average less/year in total income. To align with recent accessibility legislation, significant progress is needed to address disparities for people with DD.

This paper offers an overview of the current status of individuals with autism spectrum disorders (ASD) and developmental disorders (DD) in Oman. A review of demographic and background information about Oman is first presented, followed by an overview of the current status of individuals with autism and developmental disorders, in terms of disability-related legislation, prevalence and diagnosis, as well as treatment and education. In the last section of the paper, major challenges faced in the field are addressed, including lack of autism awareness, lack of healthcare and educational programs or related services, lack of highly qualified professionals to implement evidence-based practices, issues regarding early identification and early intervention, as well as issues pertaining secondary transition, independent living and employment. Corresponding recommendation is proposed at the end of each challenge.

This paper explores whether children and young people (CYP) with additional learning needs (ALN) are at a systemic disadvantage regarding Welsh language opportunities. Justification pertaining to why this should be on the radar of educational psychologists (EPs) in Wales is provided. Congruent with critical realism, quantitative and qualitative research is reviewed, examining micro, eco and macrosystems. A systemic lens illuminates the context and process factors that CYP with ALN and their families may encounter regarding Welsh language opportunities. This paper is informed by the bioecological Person Process Context Time (PPCT) model, and the Constructionist Model of Informed and Reasoned Action (COMOIRA). Limitations demarcating interpretation of identified issues are highlighted, without negating their significance. Implications for EPs are offered, contemplating their role in facilitating inclusion through supporting the development of greater cohesion between Welsh Government (WG) legislation (macrosystem), and the systemic realities of CYP with ALN in Wales.

Growing evidence from multiple countries in Africa documents sexual violence in schools. However, when that violence is committed by teachers it is shrouded in secrecy. This article identifies disconnects between quantitative and qualitative research, policy and practice, which have contributed to these silences. We address some of these silences through a dialogical analysis of mixed methods data from the Contexts of Violence in Adolescence Cohort study (CoVAC) with young people in Uganda. The analysis illuminates girls' experiences of sexual violence by school staff, and patterns of discrimination and inequality that increase vulnerabilities. The data reveal how schools vary in their institutional responses and, in the absence of institutional support, girls develop strategies to resist sexual coercion. Overall, our analysis exposes significant disconnects between policies and practices of sexual exploitation in schools. We conclude that dialogical, mixed methods research approaches have strong potential to better understand and address silences in policy and practice on highly sensitive topics.

This paper compares the educational achievement and growth of Latinx third through eighth-grade students attending school along the U.S.-Mexico Border and in the interior of the four Border states. The theories of structural and legal violence predict that powerful Anglos have created systems of social reproduction, concentrated disadvantage, and immigration law that reduce Latinx education close to the U.S.-Mexico Border. We test these theories with data from the Stanford Education Data Archive (SEDA), which contains information on Latinx achievement and growth in all public school districts in the four Border states. We find that Latinx achievement and growth are similar along the Border and in the interior except in Texas, where concentrated disadvantage dramatically lowers Latinx achievement and growth. We also find that social reproduction is more beneficial for Latinx youth along the Border because, surprisingly, Latinx adults tend to be more educated near the border than in the interior. We find no evidence that immigration laws reduce education more near the Border than in the interior. We discuss the implications of our findings for theory and policy.

Interventions instated to disrupt the destructive effects of the school-to-prison pipeline on students of color were repealed as a result of the US Education Department's 2018 Federal Commission on School Safety report. Using a critical policy and critical discourse framework, this paper examines how the language used in the report facilitated the process of repeal while concealing the insidious effects that the repeal could have on students of color and especially black students. Based on this analysis, the paper argues that education policy discourse is influenced by and supports the covert operation of white supremacist ideological structures that hinder the struggle for equity and justice in education.

This paper presents a detailed analysis of how Welsh language training in the public sector workplace in north Wales is planned and delivered. Specific attention is given to the effectiveness of strategic management on both the macro level (Welsh Government, Welsh Language Board/Welsh Language Commissioner) and the micro level (individual public sector organisations) of language planning respectively. In doing so, key aspects of language training preparation, implementation and management are evaluated. This includes both qualitative and quantitative data collected from the language learners themselves. This data provides a unique picture -- never seen before in Wales -- of Welsh language training on an operational and strategic level in three different organisations in terms of size, sector, and geographical location. At a time when a new national body has been established by the Welsh Government to offer strategic guidance and management of Welsh language training for adults the findings throw new, and timely, light on the strategic planning and implementation of Welsh language training. Clear weaknesses are identified both within workplaces in the way in which language training is planned at a micro level, but also at a macro level in terms of how legislation and national policy is implemented and monitored.

Increasingly, it is recognised that the opportunity to engage with one's own culture and language is beneficial for an individual's well-being. Research among indigenous communities in North America, Australia, Scandinavia, and New Zealand, have illustrated the importance of culturo-linguistic congruity. In Wales, the Well-being of Future Generations (Wales) Act 2015 has come to define the political and legal pursuance of well-being. A unique piece of legislation, this legally mandates all Welsh public bodies to demonstrate they are working to achieve all seven well-being goals established by the Act. Echoing the conclusions of existing research, one identified well-being objective is the promotion of Welsh culture and the Welsh language. Taking account of the current nature of Welsh language provision within the Welsh National Health Service (NHS), the purpose of this paper is to briefly assess the extent to which the Welsh NHS is in a position to facilitate the well-being objective of ensuring service users have an opportunity to utilise the Welsh language. Despite the ambitions of the legislation, it will be argued that the Welsh language is largely absent from the well-being objectives outlined by local health boards.

The aim of this paper is to account for a case study based on the Bergen Translation Corpus (BTC), a project launched to identify specific translation challenges in connection with the National Translator Accreditation Exam (NTAE) in Norway. The corpus is made up of translations by candidates entering the NTAE. The exam is held with no requirement to have previously attended a study programme in translation studies. The BTC is a parallel multilingual corpus, primarily compiled for research purposes, but subsequently used for training purposes of candidates in the context of the NTAE. This paper introduces a research-based and training-oriented application, with the aim to identify candidates' handling of two specific translation challenges in legal texts, viz. culturally bound concepts (cultural references) and modality. The small number of translations included in the BTC allows only for a qualitative analysis. Results of the case study support findings from previous studies on those issues.

This paper focuses on school choice and diversity in the UK (England, Wales, Scotland and Northern Ireland) in historical context. Drawing on primary and secondary documentary sources it assesses continuity, change and divergence, before addressing existing diversity and school choice, and academic outcomes. The 1944 Education Act and associated legislation established, in each country, a system of state-funded church and state schools, comprising, academically selective (grammar) and non-selective secondary schools, with test scores determining whether the child was allocated to a selective or non-selective school. The paper argues that there has been broad continuity in Northern Ireland, whilst from 1965 England, Wales and Scotland diverged when school systems were reorganized -- to a greater or lesser extent -- along comprehensive lines. From the 1980s, parental "choice" (and diversity) policies were implemented in all countries, albeit differently. It is argued that existing school diversity across the UK is associated with distinctive histories and political ideas, and with varying levels and types of school selectivity and social segregation. Furthermore, the institutional rules regarding who is prioritized for a school place in the event of oversubscription -- particularly in the case of selective and religious schools -- can constrain parental choice as they enable schools to "select in" and "select out" certain students. Whilst improving educational standards was a key goal for the Conservative government when it introduced market-oriented reforms in England, evidence points to improved academic outcomes being related to changes in assessment policy.

Transgender, non-binary, and gender-diverse (TGD) people face prejudice, which is associated with psychological distress. Guided by critical theory, in the present study we sought to identify arguments used to delegitimize TGD identities online and evaluate their contribution to TGD oppression in an American context. We conducted a thematic analysis of 495 transphobic comments on TGD-related articles obtained from Fox News, Buzzfeed, and The Hill websites. A commenter exhibited anti-TGD prejudice if they used language expressing negative affect (e.g., aversion) toward TGD people. Thematic analysis revealed 11 prejudicial themes: gender essentialism, psychological instability, put-downs, TGD as a social phenomenon, TGD as a social burden, other divergent themes, TGD as unscientific, transition as mutilation, equating TGD with other concepts, childhood transition as abuse, and TGD people are dangerous. We identify implications for the mental health of TGD people.

According to Article 12 of the UNCRC, children have a legal right to have their views heard and acted upon as appropriate. In Ireland, this applies to local planning processes concerning children's localities whereby legislation was specifically enacted to recognise children as a group who were entitled to participate in the local planning process. However, while provisions are being made at policy level, children's participation in practice is extremely limited. Furthermore, recent research into the teaching of primary school geography in Ireland has found that didactic and text-book approaches are significant with teachers neglecting to teach about the local area and to use experiential learning methods such as fieldwork. Through a qualitative analysis of current research in primary geography education and children's participation in the planning process, this research presents a conceptual framework which enables children to participate in the local area planning process in Ireland through primary school geography. This conceptual framework provides a systematic and coherent way of approaching children's participation and the teaching of primary school geography. The key findings from this research centre around the positioning of schools and particularly the primary geography curriculum (PGC) to be the "space" within which children's participation can and should occur. Enabling children's participation in planning processes to occur through the PGC serves to bridge the policy-practice gap pertaining to children's participation, building their capacity to participate, and ensuring the broadest possible sample of the population are included. It also addresses the policy-practice gap in the teaching of geography by ensuring the teaching of lessons involving experiential methods focused on the local area. This conceptual framework sets out a stepped, progressional approach to enabling children to participate in local area planning decisions by carrying out geographical investigations of their localities.

The staff shortages in the early childhood education and care (ECEC) sector in Germany are an important issue. They impact centres that are forced to close earlier, shut down entire groups or are unable to open at all due to the lack of pedagogical staff. However, the federal states have been making efforts to address this problem. This article discusses innovative ways of handling staff shortages based on qualitative analyses of current regulations regarding qualification requirements for the ECEC sector in Germany. Our analysis focused on the question concerning the degree to which a multi-professional orientation is already widespread in the 16 licensing laws of the federal states and what other conditions have to be met by individuals wishing to work in the ECEC sector who have no pedagogical qualifications. The second focus regarding the handling of staff shortages was on the formal recognition of migrant pedagogical staff with non-German qualifications. The results revealed first a tendency to open the labour market to individuals with non-pedagogical qualifications in the majority of the federal states. Second, most of the federal states have created ways of recognising non-German qualifications and of putting in place special regulations for Ukrainian pedagogues. In summary, it can be said that despite the relaxing of the licensing laws, no major changes in team composition could be observed. This is a positive sign given the unchanged division of tasks and positions in the teams, as there are currently no structures in place to adequately support team members with non-pedagogical qualifications.

This paper examines the potential impact of the Convention on the Rights of Persons with Disabilities (CRPD) upon national-level disability policy in Saudi Arabia. As an initial step, this study provides a document analysis of the provisions of the CRPD and its implementation into Saudi disability policy by highlighting the amendments made to meet its requirement. Furthermore, to understand how the government and the private sector are responding to the CRPD, a set of semi-structured interviews was conducted with various stakeholders. Participants were chosen based on specific criteria that established their trustworthiness for this study. The data were validated by experts who are legal professionals, and data from the participants were analysed using content analysis of themes and sub-themes. The results indicate paradigms and practices of disability formed in the light of the CRPD.

Drawing on Carol Bacchi's post-structural analytical approach, this study examines the nature of recent policy reforms in China in relation to vocational education (VE). The article reveals key problem representations that characterise the "Implementation Plan of National Vocational Education Reform" (IPNVER) issued by the State Council of the People's Republic of China (PRC) in 2019, and how these have arisen in light of previous reforms. These previous reforms relate to China's policies, laws and regulations with respect to the higher vocational education system since the 'opening up' in 1978. The study reveals that the VE policy in China is strongly governed by 'economic logics' in the context of neoliberal globalisation, even as it exhibits various 'Chinese characteristics', and that developing VE is seen as a solution to promoting Chinese economic and social development. However, at the same time, important issues are also 'silenced' as a result of the dominance of more economic logics in national VE policy. The article suggests policymakers need to pay more attention to developments in regional education, the social welfare issues of poorer working urban and rural peoples, and the mental health of citizens, while developing the national economy.

Taking the hasty implementation of 'German support classes' in Austria in 2018 as a starting point, I will lay out recent political developments in Austria similarly marked by speed, i.e. I will focus on language "integration policies" in more detail, which form a central concern for studies on bilingualism and bilingual education with regard to compulsory language learning in the context of migration policies. In order to understand the role of speed in this contemporary development (i.e. introduction and revision) of language integration policies, I will introduce speed as a theoretical concept, before turning back to what I will call the Austrian case of "politics of speed," which goes hand in hand with executive decreeing and a disregard of parliamentary democracy. As I argue in the concluding discussion, this has serious effects on institutions and the population, in the form of "institutional lag" and "systemic confusion." It is my aim to tease out how this politics of speed results in a culture of confusion that, in the end, could serve a political purpose.

A strong link currently exists between entrepreneurship and use of technology and the Internet, primarily because young people increasingly use digital and online strategies to start and develop entrepreneurial initiatives. The goal of this document analysis is to propose a reference framework for digital rights in youth entrepreneurship based on selection and analysis of 20 documents with legislation, regulations, and reports that focus on guaranteeing safe, responsible digital environments. The study resulted in a framework for connecting digital rights and responsibilities with young entrepreneurs, based on three main points: rights to equality and participation; rights to freedom; and rights to development, creation, and sustainability. In addition to including concepts, practices, and applications in young people's initiatives, the framework is useful for educating young entrepreneurs, guiding future research, and helping public administrations to promote the guarantee of digital rights and responsibilities for all.

In which domains and for which language types does language legislation occur and how easy is it to identify it? The United Kingdom (UK) affords a good test bed to answer these questions since it is often considered to be lacking in strong public language policy due to, amongst other things, a lack of a coherent language policy across the UK and its devolved administrations and a perceived societal disinterest in languages. Through analysis of a corpus of primary and secondary legislation from the UK and its constituent jurisdictions that contain stipulations about language(s), this article shows that UK language legislation spans multiple domains, including public health and safety, law and crime, transport and the media. Whilst some of the legislation, such as the Welsh Language Acts, explicitly deals with language(s), the vast majority of the UK's legislation which contains provisions concerning language(s) is hidden in legislation which primarily concerns another domain. Although hidden, at times these language stipulations mark important landmarks in the status of languages. All this has consequences for the UK language policy landscape, potentially diminishing the perceived importance of languages in and to government and affecting policymakers' ability to collaborate across government in a coherent way.

The crisis during the pandemic restrained the livelihood of women and disrupted their economic opportunities. Specifically, during the height of the lockdown, when people were restricted from going out, the livelihood of women who sold and peddled seafood products was greatly affected. This paper unfolds women's socio-demographic profile and knowledge regarding the laws for protecting women's rights in the lexis of the Republic Act No. 9710, also known as the Magna Carta of Women, and their economic condition in the informal economy during the pandemic. This descriptive mixed method quantitatively surveyed 70 women and another 10 women for the Key Informant Interviews (KIIs). The findings have shown that women in the informal economy were predominantly in the middle and late adulthood stage, married, the majority had a low level of education (i.e., elementary & high school levels) and were the breadwinners in the family. Also, the average size of each family consisted of 7 members with an average family monthly income of 7,407 pesos. The themes unearthed that informants perceived the Magna Carta of Women as unfamiliar and vague concepts, inconsistent implementation, and responsive leadership. On the other note, informants highlighted that the imagery of women in society gained parity in gender roles. It was revealed that women struggled with delayed assistance, parental obligations, prejudice, and partial treatment.

This case provides an opportunity for classroom discussion of ethical issues addressed by computing technologists and the Association of Computing Machinery (ACM) Code of Ethics as the authors describe a recent lawsuit brought against Sutter Health. Security issues, data breaches and compliance with industry privacy rules are common concerns for all industry professionals, including computing technologists. However, employer work requests--of questionable moral position--place employees in ethical dilemmas that add another layer to job-related stress. This case may be used in a graduate level management information systems course or as part of a capstone class experience. Suggested assignments include discussion questions regarding the ACM Code of Ethics and the right to privacy, and situational ethics scenarios for programmers.

This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services in 2014-2015, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.

This study aims to clarify the outcomes and problems of the Librarian's Licensure Examination and professional licensure system as a vocational qualification, which have been conducted in the Philippines since 1992. The author conducted expert interviews with related individuals and analyzed the content using Steps for Coding and Theorization (SCAT). The results show that the Licensure Examination for Librarians and librarian's licensure system have a great impact on society's recognition of the librarian position as a profession. However, this has also created a shortage of licensed librarians in the workplace. Concerned organizations should cooperate in managing the examination and licensure system.

This paper examined the concept of contributory pension scheme as it relates to lecturers' job commitment in the university system. It adopted the Social Exchange Theory by George Casper Homans in 1958 and a review of other scholars' findings on pension scheme implementation. It established a link between the CPS implementation procedures and the indices of university lecturers' job commitment. The paper recommended among others that it is important for employees to see clearly the reward process at work. Concrete acts must accompany statements of intent since lecturers have expectations for good pension package after many years of service to the university.

In this article authors suggest considering features of hybrid reality, both in psychology and in law. The authors investigate the opportunities and dangers of the virtual world. They reveal the main psychological aspects that provoke the person to plunge into Internet space. Also in the article, the authors show the main tendencies and the directions of transformation of the modern legislation connected with the need to provide a condition of information security for the individual, societies, and the states in general. Difficulties of implementation of legal regulation and administrative control in digital space are analyzed, and the appeal of the virtual world to inhabitants, including, and in connection with its weak accountability are shown.

This essay opens on the streets of Rome in 2019 among displays of fascist relics, architecture, and memorial sites. Each display speaks to Italy's violent colonial and fascist history, one that continues to be entangled with and to overdetermine Italy's contemporary restrictive citizenship laws and anti-immigrant policies. Here, Paula M. Salvio turns to a psychoanalytic understanding of omnipotence, and to Michael Rothberg's concept of multidirectional memory, in order to pursue the half-spoken history of Italian fascism that is hauntingly absent from Italy's public school curriculum, as well as from sites of public pedagogy such as museums, cinema, memorials, and social media platforms. This absence raises important questions about the ethical obligation education has to teach against omnipotence in conventional classroom settings and sites of public pedagogy. Salvio concludes with a reading of a socially engaged project, the Holocaust Memorial located in the Milan Central Railway Station on Platform 21, that is aimed at teaching against omnipotence. The memorial stands as a site of conscience that is committed to making visible what was hidden for years -- the deportation between 1943 and 1945 of Italian Jews from the Milan Central Railway Station to Auschwitz-Birkenau and Bergen-Belsen.

School psychologists play an essential role in the provision of school-based mental health services yet continue to spend the majority of their time conducting psychoeducational assessments. In California, changes in law regarding the provision of mental health services have increased the tension around the role of school psychologists and led to models for determining the need for mental health services that are inefficient and present a potential barrier to students receiving services in a timely manner. The paper proposes case conceptualization as a more useful and efficient approach, than traditional assessment processes for determining students' mental needs and writing goals.

Cyberbullying is a harmful practice to which schools must respond. Australia does not have a cyberbullying-specific law, so schools navigate their responses within a range of laws not created for the online world, nor for youth. In this study, the murky legal environment of youth cyberbullying was problematised from perspectives found within two Australian secondary school communities. School leaders, key staff, teachers, students, and parents participated in interviews or focus groups held to gather their views about whether a new cyberbullying-specific law was needed to help reduce youth cyberbullying. A thematic analysis found three themes: that an educational approach was favoured over a legal one; that current laws mediated a constrained discussion about the benefit a new cyberbullying-specific law would have for schools and that there were school-identified unmet spaces where the law should be contributing better solutions to youth cyberbullying. Legal responses with implications for reducing youth cyberbullying are discussed.

A theoretical framework can offer an important means for understanding and delineating the complex issues of copyright law and its ramifications facing researchers and academic libraries. This study draws lessons from the literature on how copyright theories can inform practice in libraries. It describes strengths and weaknesses in each of the current theories, with none providing the needed philosophical clarity to address all stakeholder concerns. Promoting copyright literacy on campus and instituting such measures as classroom guidelines, a copyright compliance policy, a cross-departmental team to manage copyright, and library websites that address copyright issues may ease the frustrations in copyright practice.

Rationale: The rationale for this small-scale research project arose from discussions at a national youth offending special interest group for educational psychologists (EPs). The Education Health and Care Plan (EHCP) was introduced following revisions to the SEND Code of Practice based on the Children and Families Act (2014) to support children and young people with special educational needs and disabilities (SEND). The EPs in the special interest group outlined mixed views in relation to the usefulness of Education Health and Care Plans (EHCPs) when issued to young people who have offended (YPwO) and whether they promote educational inclusion, or in fact play a role in the exclusion of these young people from educational settings. To the authors knowledge, there is currently no published academic research which examines the educational inclusion of YPwO and the role of an Education Health and Care Plan (EHCP) in relation to this. The present research explored EP's perceptions of the EHCP for YPwO. The main interest of the research was to explore what EPs viewed as being the facilitating and hindering factors of an EHCP in providing educational provision and inclusion for YPwO. The study also explored what role EPs can play in promoting the inclusion of YPwO. Method: This research presents the views of seven EPs who took part in semi-structured interviews to explore their views. Participants volunteered to take part in this research based on their experiences of working with YPwO and have experienced the EHCP assessment process. Findings: The following factors were considered to facilitate educational inclusion--(a) The EHCP being used to reintegrate YPwO back into education; (b) Raising the profile of YPwO so SEND needs can be identified and addressed; and (c) Multi-agency working between EPs, the family, the young person, school, and other professionals. The following factors were considered to lead to educational exclusion: (a) The EHCP not conceptualising the needs of the young person effectively; (b) A lack of continuity and inclusion in provision available for YPwO which has been stated in the EHCP; (c) Failures in the review process of the EHCP; and (d) A lack of early identification and limited awareness of SEND and the EP role amongst professionals working with YPwO. Implications: The research has highlighted several implications for EP practice including a focus on more comprehensive resettlement planning, the need for greater awareness of SEN in the youth justice system, multiagency working, and inclusive and consistent provision available for YPwO.

Recent studies reveal that developing countries cannot achieve good governance in higher education by merely borrowing structures from advanced systems because the globally advocated "one-best-way" approach often ignores levels of institutional capacity in developing countries. This study suggests institutional capacity as a core dimension for practicing good governance in four South Asian countries (Bangladesh, India, Nepal, and Sri Lanka). Building on this, this study compiles data from each country's legislation and the UNESCO data to evaluate the autonomy and capacity of higher education institutions and compares those with Southeast and Northeast Asian countries as a reference. This study finds that these four South Asian countries are grouped into different environments based on the divergent paths to governance improvement suggested for each group. This study concludes that university autonomy is critical for good governance in the long run, whereas it is the capacity building that should be given priority to provide an optimal governance environment.

In "Rules for a Flat World", Hadfield delivers a paradigm-shifting wakeup call about law coming up short in today's world and proposes creating markets for legal rules to enable the development of broad-based legal infrastructure that can meet current and future demand. I am less confident that markets are the preferred pattern for the emperor's new wardrobe because law hearkens to non-market values. Aspirations to justice and equity lie at the heart of the enterprise of law, and they should be touchstones in transforming law for today's flat world. Moreover, governance today -- beyond the government-based governance generally acknowledged by lawyers -- is more flat-world-friendly than we may initially realize, and our quest to transform law should be grounded in the robust and vibrant network of deliberation, policy-development and policy-implementation arrangements, and conflict engagement and resolution that already exists.