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The historical artifacts that reveal the social, political, aesthetic, moral, architectural, etc. stages, through which the human beings have been; which transfer and reveal information from past to present and future; which have an artistic, historical or archaeological importance are very important physical elements that the present-day civilized societies protect or must protect as cultural values. Such works both strengthen the ties to the past due to the transfer of cultural heritage to existing and future generations and plays a very important role in the writing of the past through the data provided to the researchers. The protection of the historical artifacts was under sharia laws until 1858 in Ottoman Empire, since then, some regulations were done about this issue, in the end, The Permanent Council for the Protection of Ancient Artifacts was established on 21 May 1917 and they reported their one-year activities. In the report prepared by the Council, the first point that draws attention is the fact that they divide Istanbul into two parts as old and new. While the old Istanbul draws attention with the artifacts of Rome and Byzantium and is the region to which the archaeologists give great importance; the new Istanbul is the "eximious" Istanbul that started after the conquest, formed with the examples of beautiful lore artifacts and examples of the civilization. Another important detail of the report is the emphasis on the fact that the Ottoman Turks left the artifacts which demonstrate that "the lore of the Ottoman Turks and their ability in civilization cannot be rejected and denied". When both the Turkish presence in Istanbul and the similar proclamations of the right to life of the Turks here are brought together, the same emphasis is seen that as well as the protection of historical artifacts, the Permanent Council for the Protection of Ancient Artifacts tried to prove its reasonable and legal grounds of its presence in the Ottoman territories, particularly in Istanbul. Within the scope of this study, the point of view of the Ottoman State towards the historical artifacts before the establishment of the Permanent Council for the Protection of Ancient and the establishment, functioning, duties and activities of the before-said council are tried to be explained. [This study was presented at the International Congress of Culture and Science held on 3-5 May 2018 in Ankara.]

The issues of language policy and rights of younger generation are especially topical in the view of the 20-21th century international legislation concerning linguistic and ethnic diversity of a multinational state. The research aims to outline key stages of language policy development through federal and regional laws in Russia, to reveal contradictions between federal and local national laws on language, to look at positive experience and legal collisions entailing social disturbances in the country that communicates in 277 languages and dialects. The methodology integrates theoretical and analytical processing realized in search, investigation and analysis of the material, historical approach allowing to follow the development of cultural and language strategy, comparative and contrastive analysis contributing to identifying discrepancies between federal and national laws and case study techniques contributing to illustrate the challenges the state faces in this social sphere. The materials include core international legislation and major legal sources of the Russian Federation and its entities, academic review of publications on language policy in Russia, including linguistic, political, socio-cultural and legal, and attracts various factual, mass media and internet sources. The findings reveal pitfalls in designing and enforcing the state strategy on culture, language and education in the Russian Federation. The study shows that language and culture issues envisaged in laws of different levels and contradictions between them entail social and political collisions and are subject to further development and regulation. The critical situation with a number of national languages needs attention and regulation by the state, however the balance and harmony of language variety in a multinational country can only be reached through legal consolidation of the status of official languages with the Russian language as the bond of multicultural diversity.

Throughout the last decade in Malaysia, participation of students with disabilities in higher education has seen minimal growth. This paper investigates the policies and practices regulating disability in Malaysia's higher education. Three aspects -- legislation, funding, and governance -- are analysed. To reveal the gaps in policy and practice, comparison is carried out with the cases of England and Australia. The research involved examining government documents such as disability acts, action plans, and research and statistics reports, combined with interviewing university administrators. It was found that Malaysian legislation requires more supporting details and that disability funding for universities should be considered. For governance, systematic legislation review and specific university monitoring are recommended. Establishing an independent national entity to conciliate grievances is proposed to address the inadequate redress mechanism available for students with disabilities. Overall, the government and universities could ensure that disability information is available in the public domain, especially online. Such practice would enhance disability awareness and knowledge for all. Although this paper mainly takes on the perspective of a developing nation, it attains an international orientation as it also depicts the workings of the developed world in governing disability in higher education.

Medicine is an important component of the stability of any state, so the study of teaching the legal problems and state regulation of this sphere is useful from both theoretical and practical points of view. Currently, the health protection of the country is one of the priorities of the state policy in the social sphere, which is vividly demonstrated in the "May" decrees of the President of the Russian Federation from 2012 and 2018. Thus teaching the health care financing is the most important instrument of state regulation of this sphere of public life. The article analyzes the main tasks and directions of development of state support for the health care system in recent years. That also allowed to identify the most acute problems. This work may be useful for developing proposals for improving the relevant legislation in this area. In addition, this article will be useful for representatives of both medical and legal science. In the future, it is necessary to improve scientific cooperation between representatives of legal and medical Sciences.

The article outlines lingual features of the "evaluative judgement" construct, being new for the Ukrainian journalistic practices. By means of analysing the structural elements of this construct, the author defines its linguistic features as well as comes up with lexicogrammatical and stylistic means representing the "evaluative judgement" construct in journalistic materials. Considering the data from practical journalistic activities, the author presumes that evaluative judgements of a journalist are based on factual information and manifest themselves via vast linguistic means corpus, being much broader than the lawmaker has defined it. In the context of the problem, the paper suggests to view "the evaluative judgement of a journalist" as his/her subjective point of view, opinion on a certain subject, personal assessment of facts or events on the grounds of knowledge, experience, journalistic standards, and information obtained from open sources, based on factual information that can be introduced into media content with the help of linguostylistic means. As exemplified by media content, the author comes up with the conclusion that apart from using such linguistic means as hyperbole, allegory, satire, which are defined by the law, as well as patterns that express evaluation or uncertainty, emphasising information probability (for example, it seems to me, in my opinion, I think, etc.), the construct under analysis also manifests itself through the use of particular tense and voice forms, impersonal constructions, complex attributive groups, complex sentences, etc. The author suggests applying the obtained results to form professional competence of both students of journalism departments and creative mass media specialists in order to ensure secure implementation of their duty to inform.

As scientific knowledge grows and the planet's human population makes unprecedented changes, decision-making places more and more demands on the everyday democratic participant. Yet efforts to help the public acquire and make use of evidence-based information fall short. We present preliminary comparisons of three participatory design models of public engagement with science designed to encourage community action rather than just raise awareness in participants on local public health issues impacted by climate change. We collected survey data at two in-person community-based participatory dialogues and a museum exhibit and presented but received no surveys from televised versions of the participatory dialogues. Results indicated that behavior change was indeed salient to participants. Actions participants plan to take included sharing what they learned, contacting legislators, and direct conservation efforts. Future research should study whether participants undertake planned actions and do so in groups rather than as individuals.

The purpose of this article is to explore the possibilities of constructing performance indicators for the Faculty of Law (FL) at the University of São Paulo (USP), aiming to use them as instruments capable of institutional evaluation and as metrics capable of national and international comparisons, looking to strengthen their reputation. The construction of qualitative research indicators for law courses takes into account that objectives and results in graduate and postgraduate courses are diverse, and that there are different actors involved in these processes. Moreover, for intellectual production as well as articles and books, there are various extension activities expressed in sentences, decisions, judgments, and drafting of legislation--of huge social impact--which are not taken into account by performance analyses. Finally, it must be borne in mind that Faculties of Law were traditionally created to operate within national systems.

Although mask wearing has been demonstrated to be an effective strategy to combat the COVID-19 pandemic, it has become a contentious issue. This is evident in the policy shift regarding mask wearing during the pandemic and the varying mask mandates across different states in the United States. This study investigates the relationship between mask wearing and COVID-19-associated discrimination (CAD) over the course of the pandemic (March 2020 through May 2021), and differences between states with and without mask mandates. This study utilized three-level longitudinal analyses to analyze a longitudinal panel data from a nationally representative sample of U.S. adults enrolled in the Understanding America Study (UAS). The experiences of CAD were much higher for those wearing a mask than those not wearing a mask before August 2020, but this pattern was reversed afterward. Another notable finding was that mask wearers reported greater CAD in states with no mask-wearing mandate than the ones in states with mask mandates. In contrast, the pattern was reversed for nonmask wearers. The findings highlight the importance of inclusiveness and openness when relatively new health practice is introduced during a public health crisis.

We discuss how the colonisation of the island of Ireland has marginalised and delegitimised Gaeilge, the Irish language, and the relationship of this colonial genealogy in place to local educational institutions and the practices therein. The hegemonic and homogenising processes of British colonialism continue to reverberate in modern discourses that frame the language as so politically charged that the 'Acht na Gaelige' (Irish Language Act) giving Gaeilge and English equal status contributed to a three-year (2017-2020) collapse of the power-sharing government in Northern Ireland. As with many minoritised languages worldwide, community members have turned to schools to reclaim language that can no longer be maintained in English-dominant homes, though these reclamation efforts are often segregated from educational policies and practices intended for the public. We explore these issues through a Bourdieusian analysis of symbolic power, linguistic capital and language reclamation to challenge the perceived 'neutrality' of the local university. We argue that by failing to recognise that Gaeilge could have parity with English, the university tacitly supports the hegemony of English.

During the last decade, there has been an unprecedented increase in the number of Syrian asylum seekers, including forced displaced academics (FDAs), in Turkey. Along with providing essentials, there is the issue of social integration for these people. To efficiently deal with this problem, Turkish authorities have developed both educational policies and some legal arrangements to accommodate the employment process for FDAs. This study aims to investigate Turkey's higher education policy for FDAs by examining the lived experiences of these academics based on political, social, and cultural dynamics. The findings illustrate major themes surrounding the academic identity of FDAs and what distinguishes them from other international academics, as well as their experiences in the Turkish higher education system, and the challenges they have faced. The study provides important implications for the purpose of generating effective policies and practices regarding the successful integration of FDAs into the higher education system both in Turkey and worldwide.

There are over 200, 000 children in the UK who are affected by parental imprisonment [Barnardo's, 2014. Children affected by parental imprisonment. http://www.barnardos.org.uk/what_we_do/our_work/children_of_prisoners.htm]. Children with a parent in prison are expected to engage in a great deal of physical and emotional caring to support their family, work which often has a negative impact on their own physical and emotional well-being as well as their academic achievement. In this paper, the caring experiences of children with a parent in prison are explored using Dani and De Haan's [2007. Structural inequalities and inclusive Institutions. In A. Dani, & A. De Haan (Eds.), "Inclusive states: Social policy and structural inequalities" (pp. 3-38). Washington, DC: The World Bank] model of structural inequality to argue that the stigma and isolation experienced by children with a parent in prison is the consequence of a lack of political will to acknowledge the needs of a highly vulnerable group of children. It is contended that extending the eligibility criteria for young carers to include this group of children would significantly help to raise awareness, reduce stigma and offer effective support, thereby creating a more inclusive state. Whilst there is recognition of substantial deficits in the support offered to young carers, nevertheless, as a community, young carers are perceived more positively by society, meaning they have more constructive regard and fewer barriers to services than currently experienced by children with a parent in prison.

Young people's unemployment and social exclusion -- the so-called 'youth problem' -- is one of the main focuses in Finnish youth policies. We examine youth policies and youth support systems by applying a framework of policy analysis developed by Carol Bacchi. We ask (1) what kind of problematisations in youth policies and their implementations produce this 'youth problem' in Finland, (2) what are the assumptions behind these problematisations, and (3) what are the similarities and differences of these problematisations in youth policies and their implementations? We analyse youth policy documents and ethnographic and interview data from two youth support systems: One-stop Guidance Centres and outreach youth work. We suggest that both the policies and their implementations produce two discourses: the lack of young people's participation in economic activities, and the immaturity of young people. We also conclude that these discourses are attached to two contradictory ways of governing: neoliberal and paternalistic governing.

Trans-informed administrative guidance introduces concepts from trans studies to educational leaders, but researchers have relatively ignored these policy implementation tools. This content analysis describes the design of administrative guidance using a representative sample of 112 Illinois districts: the who, what, how, and why of supporting transgender students. The results substantiated evidence of trans-informed guidance that introduced complex gender "definitions" and legitimized students' identity. Many of these same texts also included barriers to supporting students with administrative gatekeeping, definitions reinforcing the gender binary, and mandates to involve parents in access decisions. All but one district (96%) highlighted existing state and local policies to motivate administrative actions around 13 issues. A minority of the texts provided specific directions to guide decision-making and reform efforts. This paper includes areas of concern and suggestions as policymakers initiate gender reforms.

In the aftermath of the Indian government's decision to change the status of Jammu and Kashmir on 5 August 2019, activism for the right to self-determination in Kashmir came under tremendous pressure. An intense crackdown in Kashmir, including a complete communication blackout and internet blockade, meant the only Kashmiri and dissenting voices left were located in diasporic spaces. As two Kashmiri scholar-activists involved in advocacy work on Kashmir, we examine the challenges of decolonial activism and transnational solidarity building, especially in Western academic spaces. For both of us, Kashmir has been a home and is a place where our scholarly ethos is entwined with intimate knowledge. While the diasporic/exilic location presents its own challenges of representation, the urgency imposed by the settler colonial logics that create existential questions for Kashmiris forces reconsiderations both of political alliance building as well as scholarly frameworks. In this article, we explore the emergent contours of a pedagogy of solidarity that centers Indigenous perspectives in relation to Kashmiri diasporic activism. We examine how our solidarity work takes shape in the neoliberal academy, grassroots progressive spaces, and transnational media.

Although translation may be considered the "sine qua non" of bilingual legislation, the perceived authenticity and equivalence of different language versions of the same law are contingent on the disavowal of translation. Yet precisely because of such disavowal, translated versions of law are paradoxically valorized as equal in meaning and status to their originals, notwithstanding possible infelicities in the translation, so as not to compromise the precepts of legal bilingualism. This paper theorizes such a situation in relation to Hong Kong's bilingual jurisdiction. On the basis of relevant legislation, official guidelines on statutory interpretation, and court cases in Hong Kong, the paper proposes the terms Translatophobia and Translatophilia to highlight the double bind that entraps translation in institutional discourses on legal bilingualism. More specifically, it reveals the language ideology generating anxieties over translation, and observes how such anxieties may be channelled into a fetishization of translation.

This paper locates the emergence of critical pedagogy (CP) as praxis in the protest movements in New Delhi, India, against the new citizenship amendment laws that were brought about by the Indian government. The ruling government in India brought amendments to the existing provisions for citizenship, such that persons from Hindu, Sikh, Buddhist, Jain, Parsi and Christian religious communities from neighbouring Afghanistan, Bangladesh or Pakistan were allowed Indian citizenship. Muslims, however, were excluded from this. This exclusion, coupled with the national project established for finding illegal immigrants in India -- called the National Citizenship Registry project -- affects the Muslim communities in South-Asia and has been widely resisted across India, by Muslims and other social and political organisations. This paper traces the development of such a struggle in Shaheen Bagh, New Delhi, and proposes that CP as a critique of the social, emerged from the specificity of the Shaheen Bagh movement. Shaheen Bagh gives critical insights into rethinking CP whenever its foundational tenets seem to have been lost or are merely subsumed by disciplinary compartments within academia. This struggle offers us insights toward returning to the insurrectionary character of CP, by locating CP within the context of such struggles. At the same time, this study of Shaheen Bagh and the specific form of CP that emerged in thatcontext, also shows us the limitations of contemporary social movements to take CP to its logical conclusion where oppressive class relations are undermined.

Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.

This study examines the legislative framework of the Ethiopian higher education sector in light of the corresponding roles and expectations it assigns to and the distinctions it draws between public and private institutions of higher learning. The findings reveal that public and private institutions are equally expected to deliver similar responsibilities that largely pertain to the three major missions of teaching, research and community services. However, despite ascribing similar missions and roles, government legislations provide greater leverage and privileges to the public and inadvertently marginalize the private sector. The manners in which public and private institutions exercise their broadly designated roles show significant divergences that can impinge on the proliferation of the private higher education sector that is expected to assist government policy goals of increasing access to higher education in Ethiopia. It is argued that unless mechanisms are sought to redress the existing dichotomy, the national goals of promoting economic and human resource development through the participation of private higher education institutions will continue to face challenges.

Since geographical indications are set out in the TRIPs Agreement, Indonesia, as a member of the WTO, has established a regulation on geographical indications in its national law. The geographical indications regulation was first stipulated in the Law of the Republic of Indonesia No. 14 of 1997 concerning Trademarks. After several changes, the Law of the Republic of Indonesia No. 20 of 2016 concerning Trademarks and Geographical Indications superseded the previous trademark law. The title of this statute separates the terms trademark and geographical indications; however, is this division correct? This paper examines the normative provisions on geographical indications in that statute and examines the practice of registering geographical indications products originating from Lampung Province. The results show the new Indonesian trademark law has few changes, geographical indications are still associated with trademark registrations and registering geographical indications is a long and complicated process.

The protection and recognition of customary rights of Customary Law Community is a constitutional imperative according to the implementation of Article 18B of the 1945 Constitution. In order to minimize the conflict between government, employers and the community, it is necessary to understand the characteristics of customary rights of each tribe in Papua, and legitimize them as local legal products in order to accelerate the development and welfare of the community. This research, conducted in Manokwari during 2008-2009, determined the existence of customary rights of the Arfak Customary Law Community. The purposive sampling technique was used to identify 52 respondents from Arfak Indigenous natives. This research adopted normative-empirical methods in order to review and analyze the descriptive data collected from the respondents. The results of the research indicate that: (1) Implementation of the protection and recognition of communal land rights in Tanah Papua has been accommodated in Law Number 21 Year 2001 and it is realized in Special District Regulation Number 23 Year 2008 namely: customary law community rights recognized and protected by the State, Government, Provincial Government, District / City, which is implemented through customary rights research on indigenous and tribal peoples committed by the committee, and accommodated in the decision of the Regent / Mayor. (2) Arfak Customary Law Community owns customary right of Arfak tribe, sub tribe that is Hatam, Moile, Sougb, Meyah., Mnu custom right, customary right of Kerek level and family, and arrangement and utilization customary right arranged by each-Mananir according to its level.

Formation and legal changes influenced by the social and political dynamics. Law understood as the rules are rigid and too much emphasis on the legal aspects of the legal system or emphasize aspects of the legitimacy of the rules themselves, without associated with social problems. A Responsive legal approach is an approach the legal establishment who consider that the law as a facilitator of various responses to social needs and aspirations so that the function of the law is not just to achieve procedural fairness, but to serve as a facilitator of the response to the needs and aspirations of the community. Therefore, whether the Act No. 21 of 2007 on the Eradication of Trafficking in Persons is responsive. Objective discussion of this problem is to explain and analyze the Law No. 21 of 2007 with responsive legal approach. The method used is the normative method with primary law material and secondary law. Law No. 21 of 2007 on the Eradication of Trafficking in Persons not purely responsive, because not yet meet all the characteristics of the type of responsive law. Procedural justice has been achieved but justice has not been achieved and necessary substance formulation objective of sentencing objective and authoritative for the trade laws that are adaptive.

The present research aims to analyze the Panamanian State Budget for Education according to the allocations approved by the government over the last 26 years. In the overall state budget, it is striking that the percentage allocated to education is far below the amount required. Education must be a priority for any state agenda if access is to be ensured to quality education that is equitable, inclusive, pertinent and comprehensive. The United Nations Educational Scientific and Cultural Organization (UNESCO) recommend that countries allocate 20% of overall state budgets to education. If a nation aims to develop, it must demonstrate a real and firm commitment to education by the political class and society as a whole; this commitment is embodied in the state budget designations for education.

This article will chart the history of the university in Britain as a site of border control. It will then describe the future of the university via narrative and dystopian sci-fi. Before numerous independence declarations, the borders of Britain's Empire were vast and fluid. The British Nationality Act of 1948 afforded hundreds of millions of subjects the right to live and work in the UK without a visa. Subsequent immigration acts (1968 and 1972) restricted access and eliminated the distinction between Commonwealth and non-Commonwealth citizens. The "studia generalia" of twelfth-century Europe was characterized by nomadic scholars who would travel extensively to form ad hoc communities around scholars and locations. Thus the Eurocentric tradition of university education is mobile across borders. The "international student" is a modern phenomenon. There is a history of state spying, recruitment and surveillance in universities. But the co-option of the university as a disciplinary apparatus of state border control occurred after mass migration. The university has morphed into a soft border. Thomas Docherty, in "For the University: Democracy and the Future of the Institution" (2011), suggests that the Conservative Government under Thatcher created a culture of mistrust in the academy in order to justify spending cuts and increase government control. The soft border has advanced into our classrooms; academics enact border control by taking attendance registers linked to T4 visa enforcement. The surveillance of student's speech, writing and thought is prescribed by "Prevent" legislation. The article will conclude by looking at futurist narrative accounts of the university as a disciplinary agent of state control, such as Roberto Bolaño's "2666," in which the university and the police force are unified. The article will outline the historical specificity of the British case, but the theoretical and literary analysis will involve comparative work, particularly in Britain's former settler colonies.

Purpose: Despite the formal political decolonization of much of the world, the colonial legacy continues to prevail around the globe, in particular in the Global South. This article explores the interface of language, education and citizenship in Mozambique, with special reference to the role of education and language ideologies in forging the ideal citizen in the postcolonial context. Method: Drawing on previous studies on education and citizenship in colonial and postcolonial contexts, I use the decolonial lenses of Linguistic Citizenship and other related frameworks to show how citizenship education in Mozambique has been inextricably bound up with political efforts towards the management of linguistic, cultural and political diversity. I argue that in spite of the progress made, there is still a mismatch between legislation and political discourses on language, education and citizenship education and actual practices of citizenship in Mozambique, which continue to be linguistically and politically constrained. Findings: This article may contribute to uncover language related social injustices, often associated with the persisting colonial matrix of power, and also to promote decolonial, more pluralist and inclusive forms of citizenship education in Mozambique and elsewhere.

This research aims at analyzing the correlation between parents' awareness of anti-domestic violence in China, attitude and frequency of beating children. According to the literature analysis, this paper sets children's parents' anti-domestic violence cognition and attitude of beating children as independent variable, and the frequency of beating children as dependent variables. It adopts self-edited Anti-family Violence Cognitive Scale and Sale of Attitude of Beating Children, investigates 2 to 6 years old children's parents (N = 957) in Jilin Province of China. After the hierarchical regression analysis, it shows that the anti-domestic violence cognition and attitude of beating children have the explanatory power on the frequency of beating children.

In Ethiopia, there have been significant legislative frameworks in order to protect the rights of children and reduce their vulnerability. However, many of the relevant child right instruments have not yet been implemented to a satisfying degree. The aim of this article is to understand the challenges that impede the effectiveness of child rights system from children's perspective. The empirical data upon which the author draws was gathered through repeated periods of qualitative fieldwork carried out in 2014/2015 with 24 children in the town of Dilla in Gedeo, southern Ethiopia. Parents, legal experts, police officers, and social workers also participated in the study. The author used informal dialogue, in-depth interviews, and focus group discussions to obtain the empirical data. This study has also benefited from various secondary sources. As the study shows, negative social construct of children, culturally embedded decisions and practices, poverty and deprivation, gaps in legislative frameworks, lack of resources, coordination, and commitment among responsible actors are identified as major challenges that impede the enforcement of child rights system. Thus, it is necessary to adopt holistic approach and deal with the broader structural and social barriers that denied children what they deserve in so many ways.

Using the metaphors "body" and "voice" and drawing on critical contributions on biopolitics, this article interrogates children's participation rights in a knowledge culture of 'evidencing'. With child welfare and protection practice as an empirical example, I analyse written assessment reports from a Swedish child welfare agency, all exemplifying how social workers evidence needs for protection and reasons for removing children from the home. I discuss how 'evidencing' equals a knowledge culture of "seeing-believing" and "predicting-believing" and the search for visibly damaged bodies and underdeveloped minds. I furthermore problematise how such conceptualisation of evidencing foregrounds children's 'speaking' bodies while silencing their voices. By showing these manifestations of evidencing, this critical contribution discusses some wider epistemic concerns for fields influenced by the knowledge cultures of 'the evidence-based'.

This theoretical article focuses on reasonable accommodation in education by offering conceptual tools that could prove beneficial in resolving policy concerns for equity in music education. Providing reasonable accommodation entails making necessary and appropriate modifications that may include depending on the circumstances, physical or interaction-related changes. From the perspective of teacher autonomy, this article focuses on two aspects of reasonable accommodation: (a) its definition and (b) its implications for music education practice. Responsibility for reasonable accommodation is considered in the context of Finnish music education through three illustrations that address matters such as music notation and instrument selection. We conclude that the concept of reasonable accommodation offers students and teachers tools to prevent disadvantageous musical and pedagogical conventions from being enforced at the level of the local curriculum and through teachers' actions, potentially resulting in inequities and discrimination.

This paper considers the potential for the Mental Capacity Act (MCA) of England and Wales to incentivise the exclusion of people with dementia from research. The MCA is intended to standardise and safeguard the inclusion of people with cognitive impairments in research. This entails various procedural requirements, which in pressurised research contexts can lead researchers to exclude people with dementia as a means of simplifying bureaucratic constraints. I consider the risks of an 'unethical ethics', wherein procedural ethics indirectly causes the exclusion of people with dementia from research, undermining historic successes toward increased inclusivity. I suggest several solutions, including enhanced sensitivity to impairments and shifting the burden of proof from justifying inclusion to justifying exclusion. The paper responds to the 'ethics creep' tradition in procedural ethics, and critical appraisals of capacity legislation in dementia research. This approach recognises that institutional research ethics is itself a major ethical concern and can unwittingly beget unethical practices. Dementia researchers must be alert to such unethical ethics.

This study explored human rights for Qatari women with disabilities, challenges and means of empowerment as perceived by females and males both with and without disabilities. The Questionnaire of the Rights of Women with Disabilities (QRWD) was developed using the Articles of the Convention on the Rights of Persons with Disabilities (CRPD). Results indicated that participants without disabilities, especially men, less acknowledged the rights of women with disabilities. Furthermore, women with disabilities did not emphasize civil and political rights, but highly addressed the obstacles related to the society and legislative and political empowerment. Findings were discussed in the light of the previous literature and further recommendations were provided.

A large fraction of South African consumers are highly leveraged, inadequately insured, and/or own little to no assets of value, which increases their exposure not only to idiosyncratic risk but also to severe indebtedness and/or default. This scenario can present negative ramifications that lead well beyond the confines of individual households. Thankfully, it can also be remedied by well-tailored legal debt relief mechanisms. This article reflects on the uncertainties surrounding the consumer debt relief framework of the National Credit Act in an attempt to show why it is not up to the challenge of providing meaningful relief to debt-distressed consumers. Ultimately, a comprehensive review of the current framework in favor of a discharge mechanism on simple, stated terms is proposed.

Although schools are thought to be safe environments for all students, sexual minority and gender expansive (i.e., LGBTQ) students often feel unsafe and unwelcome as a result of misconceptions about their identity. This paper explores eight commonly held myths and misconceptions about LGBTQ youth. The role of professional school counselors (PSCs) in debunking these myths and advocating for these students will be discussed. Implications for practice and future research will be addressed.

The focal point of the article is Irish language teaching in the Republic of Ireland. Firstly, we deal with the most significant documents where the status of the Irish language is being defined. In this respect, for the purposes of analysis, we have chosen the document titled "20 Year Strategy for the Irish language" which plays a crucial role in preservation and further cultivation of the Irish language given the fact that the Irish language is still regarded as an important element of Irish national and cultural identity. New didactic methods used in Irish language teaching are also included in the contribution. Specifically, we focused on CLIL methods used in Irish language classes. Last but not least, we also present new challenges that Irish language teachers must face in the 21st century as well as on the crucial issues concerning Irish language revitalization and protection.

This article describes the Brazilian juvenile justice system and the educational rights of incarcerated adolescents with learning disabilities, to discuss how and why they are "invisible" and deprived of adequate treatment for their specific needs. The main reasons reside (a) in the complex national legal structure of the juvenile justice system; (b) in the lack of specific legislation concerning the rights of students with learning disabilities in general and of incarcerated adolescents in particular, both groups not eligible for special education services; and (c) the general difficulty to diagnose learning disabilities, especially in correctional facilities. Paradoxically, despite the complexity of the juvenile justice system legal organization, nationally, there is no specific law on education for incarcerated adolescents; moreover, the lack of data collection on the prevalence of learning disabilities does not allow the federated states to create suitable laws and programs.

Dualist Hungary (1867-1918) was the linguistically most diverse would-be nation-state in the long nineteenth century, with less than half of its citizens speaking Hungarian as their home language and more than two-fifths being ignorant of it. The Nationalities Act of 1868 accommodated the language of court proceedings to that of the parties, but these provisions remained in effect for no more than a couple of years before a complete overhaul of the court system. Minority nationalist activists were vocal in their attacks against the sidelining of their languages, and the issue came to a head in much the same terms when policy-makers debated the introduction of the jury. In the 1890s, with jury trials introduced and oral proceedings expanded in civil litigation, the government could not postpone the appointment of court interpreters any longer. Interpreting fees were set too high for the average non-Magyar citizen, which, together with a few other predicaments, was likely to bring home to them their second-class status. At the same time, top officials were anxious about the concessions that lower courts, which were for the most part left to muddle through without translators, had to make to non-dominant languages.

Universities are under pressure to produce work-ready graduates. This study analyzed 130 job advertisements to identify skills required by environmental science employers in Australia. For degree-related criteria, the most frequently required were content knowledge, a tertiary qualification and experience. Other desired skills were an understanding of environmental legislation, and an ability to undertake Geographical Information Systems (GIS) analysis, fieldwork, ecological surveys and species identification. For generic skills, more than half of advertisements required strong interpersonal, communication, writing and project management skills. It was concluded that universities should prioritize skills that occur most frequently in advertisements, and students should be given opportunities to participate in work experience. This would involve nurturing oral and written communication and teamwork skills, while equipping students with the ability to undertake ecological surveys in the field, identify important plants and animals, and conduct data analysis using GIS approaches. Senior undergraduate and postgraduate programs should include content on environmental policy and legislation, and the opportunity for students to hone their project and time management skills.