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"Reports of Cases in the Court of Chancery in the Time of Queen Anne (1702–1714)" is a book edited by W.H. Bryson that provides valuable insights for legal scholars and researchers studying the early eighteenth century. The book fills a gap in the printed reports from the Court of Chancery during the tenure of Lord Harcourt. It covers cases that touch on various legal issues, such as property, wills, and the complexities of legal contracts. The volume is well-presented and includes introductory material, a table of contents, and indexes, making it useful for those interested in legal history and related fields. [Extracted from the article]

This article adds significantly to the literature on the value of Chancery court documents, depositions in particular, demonstrating their worth as a source of information about early modern community relations, and collective and individual identity. Through a detailed reading of one particular late seventeenth-century case, it argues that depositions should be viewed as collaborations between plaintiffs, defendants, legal counsel and deponents. These sources are framed as communally produced and as the results of collaborations between multiple members of various overlapping community circles. Using the concept of relationality, as it is defined and deployed by scholars of life writing who note that virtually all autobiographical acts involve biographies of others, the article casts new light on the ways in which subjectivities were formed by individuals' positions in relation to others. When applied to Chancery documents, close reading practices allow us to speculatively recreate the communities from which depositions and pleadings arose and to identify instances of contextualised self-construction within deponents' representations of themselves, others, and those communities. [ABSTRACT FROM AUTHOR]

Publishing the results of thoughtfully designed research projects allows contemporary investigators to revisit the findings years later. The willingness of academics to make specific predictions about the impact of introducing user-choice principles into a state vocational education and training market has enabled comparisons to be drawn using extensive statistical collections. These data sets do not cover each of the forecasts; for example, employer reactions to increased marketisation can only be inferred. However, extensive information has been recorded on the training provider and student responses. The jurisdiction under study has a long history of centralised government decision-making and bureaucratic regulatory control; which allows for a substantial level of confidence in the causal relationship between public policy implementation and outcomes observed in the vocational education and training market. By making data-driven comparisons between what was hypothesised and the results over a long period of time, it is re-affirmed that good research is relevant and can assist governments in achieving their intended public policy priorities. [ABSTRACT FROM AUTHOR]

An editorial is presented on democracy facing significant challenges in global and local contexts. Topics include addressing the challenges posed by climate change, a global pandemic, increasing political instability, social unrest, and rapidly widening economic inequality; and national values of democracy, equity and justice participating in Australia's civic life by connecting with the community.

Research has documented the complexity of parent decision-making within school choice marketplaces, including the ways in which individual preferences, social networks, and geography influence where parents choose to enroll their children in school. Yet, parent choices are constrained by the ways in which these dynamics intersect with existing school characteristics and locations. By constructing unique choice set 'landscapes' for 194 Detroit neighborhoods, taking into account where current neighbors attend school in the city, this paper contributes new evidence on the influence of peer enrollment on school choosing, and how peer choice sets differ from students' nearest schools. We find that parents are responsive to lower quality schools in their choice sets when choosing to exit and that choice set quality varies by race, with Black students having lower quality schools in their Detroit choice sets. [ABSTRACT FROM AUTHOR]

This article examined what U.S. college students who participated in a Ghana study abroad program learned about the history of racial oppression and the meaning-making that resulted from that knowledge. Based on inductive thematic analysis of a variety of qualitative data sources, four themes were identified: (1) the suffering and resilience of African and African descent people; (2) 'it's still happening today'; (3) 'you don't learn about that in school'; and (4) remembrance, equity, and healing. Students expressed frustration with the U.S. education system which 'breezes through' the topics of slavery and colonialism. As connections between the past and present racial oppression in the United States and globally were recognized, students yearned for a forthright education and dialogue about racism as a first step toward acknowledging historical trauma and creating a racially equitable society. More explicit education related to slavery and colonialism and their current repercussions is needed. [ABSTRACT FROM AUTHOR]

In this article, we present parallel narratives of an immigrant youth and her mother who have had to maneuver continual and abrupt interruptions in family cohesiveness and other daily experiences due to anti-immigrant policies and the materialization of being cast beyond love. We highlight how they created spaces of self-transformational love and coalitional love to resist measures of exclusion and redraw how they participated in a divided world. We also argue how educators must encourage these spaces of love and work against practices that contribute to the alienation and suppression of immigrant students and their families. Rather, educators must put a human face to these human struggles and break free from any pretense that this work should solely occur outside the bounds of a school's borders. [ABSTRACT FROM AUTHOR]

This article discusses the practices followed by the youngest open university of South Asia and the only open university of Nepal for access and equity through online teaching and learning. Key initiatives that the university has undertaken in this regard are explored to understand how practices and strategies are applied by this higher education institution to provide citizens with equity and access. The findings of this study may contribute to the development of higher education policies, especially in low-income countries such as Nepal. [ABSTRACT FROM AUTHOR]

This review of literature is an account of the US government initial response to the 2020 outbreak. The Affordable Care Act was, more so than ever, put to the test in the Covid-19 era with questions about its efficiency in healthcare delivery in this unforeseen state of emergency. This paper opted for a combination of historical and analytical reviews of literature about the American healthcare system to showcase the sociopolitical and economic implications of the COVID -19 pandemic in the earliest months of the outbreak. This study enunciates the weaknesses of federal actions in dealing with the health crisis and the dilemma of the millions of Americans who belong to minority ethnic groups who awaited equity and fast action to protect them from the severe consequences of the pandemic and the resulting recession. This investigation concluded that the ACA which was once an ambitious and very promising health care reform is struggling today to keep up with the alarming growing numbers of the uninsured or under-insured vulnerable sections of the population that it was originally designed enacted to protect. The pandemic was a very important reminder that healthcare in America is in dire need for an overarching reform. This study is a needed document that explains how healthcare in America proved once more to fail millions of Americans in a very important turning point in the recent history of healthcare delivery. [ABSTRACT FROM AUTHOR]

In the context of the equity/widening participation policy landscape in Australia, scholarly exploration of alternative pathways into higher education is becoming increasingly important to inform innovative pedagogies, answer complex questions, and improve outcomes and experiences for students. This article focuses on one alternative pathway, 'enabling' education, which has a 45-year history in Australia but has, for a variety of reasons, remained on the periphery of mainstream discourses about higher education. In this article, we offer a meta-scoping study of a selection of 88 journal articles and research reports focusing on Australian Enabling education. Through an analysis of who is writing, what is written and how it is written, we attempt to unite enabling education scholars in a conversation about our field and suggest ways forward to better connect with broader conversations about higher education in Australia and move enabling programs, practitioners and the students they serve into the centre stage of Australia's equity in higher education agenda. [ABSTRACT FROM AUTHOR]

The article discusses the corporate bodies need to be included in discussions of ethical issues related to name authority control. Topics include the Cooperative Online Serials (CONSER) Program of the Program for Cooperative Cataloging (PCC); strategic direction adopted by the PCC that emphasizes diversity, equity, and inclusion (DE), and major development in the history of cataloging codes.

Much of the scholarship to date on the phenomenally popular Kamala Khan focuses on ways this titular character of the Ms. Marvel comic series complicates constructions of gender, religion, and immigration. This article endorses such claims, but instead highlights Kamala's older brother, Aamir, arguing that his character constitutes a powerful counter narrative that refutes pervasive negative stereotypes about American Muslim men in both public and private realms. Over the first few years of the series, Aamir's character evolves from unworldly and typically irritating older brother to loving husband and father, in the process complicating one-dimensional negative stereotypes of Muslim men in the domestic arena. When he is targeted by supervillains in an attempt to radicalise him into terrorism, Aamir's refusal to accept a warped version of Islam not only reinforces the complexities of Muslim beliefs and practices but also challenges readers to acknowledge their own potential roles in accepting and perpetuating harmful misrepresentations. In the process, the comic's illustration of the political and social marginalisation and oppression experienced by Muslims in our theoretically pluralistic society implicitly positions Aamir, as well as Kamala, as an argument for equity and justice. [ABSTRACT FROM AUTHOR]

We present a transformative professional development project with a focus on equity, diversity and social justice (EDSJ) to raise cultural awareness among faculty, increase agency, and promote positive change through transformative projects. Twenty-three faculty members from nine different colleges located at a Research I university were provided with critical cultural awareness workshops and then supported to develop transformative projects related to EDSJ. Based on focus group interviews and pre-post surveys, we identified four themes and five categories: two outcome-related (Building Community and Transformative Actions) and two operational themes (Barriers and Facilitators). We conclude that faculty-centered and transformative professional development projects could significantly benefit all those interested in establishing a culturally inclusive, positive and responsive climate. Our study also contributes to the emerging research on scholar activism and provides a practical model for implementation. [ABSTRACT FROM AUTHOR]

It is commonly assumed that the reason many young people do not participate in informal STEM education (ISE) is because they lack interest in STEM. This paper draws on survey (n = 1,624) and qualitative data (n = 36) with young people aged 11–14 to examine the ways in which science dispositions, demographic characteristics, 'consumption' of cultural practices and exclusion interact to produce unequal forms of STEM participation. Latent class analysis generated six groups within our quantitative dataset: three groups who infrequently participated in designed and community ISE practices (Underserved Tech Enthusiasts, Underserved Creatives and Underserved Scientists), one group who only participated in specific forms of ISE practices (Partly Served Generalists) and two groups who frequently participated across a broad range of ISE practices (Served Cultural Omnivores and Served STEMnivores). Participation in ISE did not necessarily reflect young people's STEM interests; many minoritised young people reported being interested in STEM, yet rarely took part in designed and community ISE, while others from more socially advantaged backgrounds regularly participated regardless of their STEM interest. We conclude that ISE settings are excluding and failing to serve young people from minoritised backgrounds and there is a need to support these young people better. [ABSTRACT FROM AUTHOR]

This article summarizes a round table on the state of hiring and labour in the field that was conducted at the 2021 Canadian Association for Theatre Research (CATR) conference. Prompted by the results of a survey conducted by CATR's Emerging Scholars Task Force, the round table addresses the difficult job prospects that emerging scholars in theatre and performance studies face, and opportunities that lie beyond the field and the academy. The round table panellists—Lisa Aikman, Susan Bennett, David Owen, Marlis Schweitzer, and Kim Solga—offer advice, suggestions, and provocations for graduate students as well as those recently graduated, their supervisors, and graduate departments, as well as departments conducting job searches. [ABSTRACT FROM AUTHOR]

Introduction: Sexual violence and relationship abuse are prevalent among adolescents and programs promoting gender equity, reproductive justice, and healthy relationships are key strategies for prevention. While such "gender transformative" approaches appear promising for boys, they have not been evaluated among girls. This study assessed the feasibility of this community-based program, called Sisterhood 2.0, among girls in socially disadvantaged urban neighborhoods in Pittsburgh, Pennsylvania.Methods: This quasi-experimental trial examined feasibility of Sisterhood 2.0 (n = 246), delivered through 8 weekly sessions, assessed through attendance, retention and satisfaction. Participants completed surveys at baseline and end of program assessing other relevant measures. Generalized linear mixed models estimated changes from baseline to follow up comparing intervention to control participants.Results: Eleven neighborhoods were assigned to Sisterhood 2.0 (n = 5 neighborhoods) or job-readiness training (n = 6 neighborhoods). Girls were between the ages of 13 and 19, 8-10th graders (59%), and self-identified as Black (69%). Participants most often attended because they thought the program would be interesting (74%) and returned because of the women teaching the program (71%). Girls reported experiences with physical adolescent relationship abuse (ARA) (30% in both arms), emotional ARA (66% intervention; 56% control), or sexual ARA (11% intervention; 12% control). Physical ARA perpetration was high in both arms (intervention: 47%; control: 46%). Significant intervention effects were observed in recognition of abuse (β = 0.41, 95% confidence interval 0.03-0.78). No other significant intervention effects were observed.Conclusions: Community-based gender-transformative programming for girls is feasible and may be a promising approach for addressing interpersonal violence and promoting sexual health. [ABSTRACT FROM AUTHOR]

This study examined the impact of the racial justice movement that emerged in the United States after the murder of George Floyd and during the first year of the covid-19 pandemic on the discussion around equity and diversity initiatives in a predominantly White school district. We conducted thematic analyses of public communications of school district officials and community members and applied an epistemologies of ignorance framework that explains White denials of structural racism. Floyd's murder and the pandemic appeared to shift the discussion toward greater acknowledgment of structural racism, yet White ignorance and denial persisted. We conclude that equity and diversity initiatives should include critical focus on White people's experiences and stronger emphasis on the historical antecedents of present-day racial inequity. [ABSTRACT FROM AUTHOR]

This study discusses the effects of the Covid-19 pandemic on the HoReCa industry and how it has affected employee job satisfaction. Job satisfaction is a positive emotional state that consists of the employee's personal opinion on personal work or work climate, a state of equity that the individual reaches when he fully meets certain needs or expectations. In this study, we wanted to see exactly how the pandemic affected the employees and their job satisfaction by giving them questionnnaires that evaluate their satisfaction in the current situation. The study found that there was no significant difference between women and men in terms of job satisfaction, that there was no correlation between education level and job satisfaction and that there was no correlation between the position held in the hierarchy and job satisfaction. The current pandemic context has affected many HoReCa employees due to the fact that they can no longer operate due to the closure of restaurants, bars, limiting tourist access to hotels. Thus, job satisfaction is low because the quality of the job has also decreased. The Horeca sector is particularly fragile and vulnerable to economic cycles and shocks, as the current health pandemic has shown. The study also had a number of limitations imposed by the online evaluation method, the generalization of the results and the experience of the participants. [ABSTRACT FROM AUTHOR]

Background: It has been documented that income is a strong determinant of dental care use in Canada, mostly due to the lack of public coverage for dental care. We assess the contributions of food insecurity and home ownership to income-related equity in dental care use and access. We add to the literature by adding these two variables among other socio-economic determinants of equity in dental care use and access to dental care. Evidence on equity in access to and use of dental care in Canada can inform policymaking.Methods: We estimate income-related horizontal inequity indexes for the probability of 1) receiving at least one dental visit in the last 12 months; and 2) lack of dental visits during the 3 years before the interview. We conduct the analyses using data from the 2013-2014 Canadian Community Health Survey (CCHS) at the national and regional level.Results: There is pro-rich inequity in the probability of visiting a dentist or an orthodontist and in access to dental care in Ontario. Inequities vary across jurisdictions. Housing tenure and food insecurity contribute importantly to both use of and access to dental care, adding information not captured by standard socio-economic determinants.Conclusions: Redistributing income may not be enough to reduce inequities. Careful monitoring of equity in dental care is needed together with interventions targeting fragile groups not only in terms of income but also in improving house and food security. [ABSTRACT FROM AUTHOR]

Minoritized communities throughout the world engage in spaces of educational decision-making to advocate for equity-oriented policies. In this article, we explore such advocacy at the local level in school board meetings in the United States. Specifically, we examine school board meeting rules from meetings featuring the advocacy of mainly Black community members who aimed to address inequities in a suburban school district governed by a largely white school board. Informed by the theories of community cultural wealth and whiteness as property, we used qualitative case study methods to analyze board meeting videos to understand how rules facilitate opportunities for advancing or inhibiting equity-oriented policymaking at the district level. Illustrating the racialization of school board meeting rules, our findings emphasize how community advocates enacted resistance and navigational strategies to work around rules that board members used to maintain and reify whiteness as property. We conclude with implications for enhancing opportunities for equity-oriented policymaking via school board meetings and other local educational spaces of decisionmaking and for future research. [ABSTRACT FROM AUTHOR]

Status-seeking behavior, the pursuit of a higher position on an international social hierarchy as perceived and defined by members of a community, has received considerable attention in recent years. Yet, much of what this recent literature calls status-seeking is difficult to distinguish from something else: the pursuit of fairness. We disentangle status-seeking from fairness-seeking by identifying where a pure status-seeking and a fairness-seeking argument diverge—in the degree to which state actors demand exclusive rights and privileges. Survey experiments of the Russian public concerning the country's membership in the G8 as well as a case study of Germany's behavior in the first Moroccan crisis provide strong support for our "biased fairness" account. Derived from the behavioral economics and psychology literature, it maintains that leaders demand entitlements that match their status and find any such denial as less fair than an equivalent discrepancy for other countries. However, once assured of what they deserve, they do not demonstrate any tendency to exclude others, the hallmark of the status motivation. Convergent evidence at multiple levels of analysis, country contexts, and widely different time periods gives strong indications that fairness concerns are driving much of what is attributed to status-seeking. [ABSTRACT FROM AUTHOR]

The goal of this Note is to examine the moral and legal questions raised by scarcity of life-saving medical resources from a distributive justice perspective. This Note argues that the traditional antidiscrimination framework cannot resolve questions of resource allocation because antidiscrimination laws focus on eliminating barriers to access without addressing issues of substantive equity. Because a solution requires prioritizing across similarly legitimate claims to healthcare to ensure equitable access to health for all, resource allocation is a substantive concern better suited for analysis under a distributive equity framework. This Note identifies the proper space-or good-of distribution as the basic human capability of health and the appropriate metric for distribution within that space as a structured balance of utilitarian and prioritarian principles called the Principle of Proportionate Priority (PPP), a new principle of distributive justice developed by Professor Talha Syed of Berkeley Law. This Note contributes to its relevant field of scholarship by applying this novel principle in the context of medical-resource allocation and proposing it as a useful tool for states to improve resource-allocation protocols like the Crisis Standards of Care developed in response to COVID-19. Under the proper distributive equity framework, the Principle of Proportionate Priority appropriately affords priority as a matter of degree based on how much worse off a patient is relative to others and how much they stand to benefit from treatment. In practical terms, this means a patient's claim for priority is strongest when they have both the greatest need, because of their young age or poor lifetime levels of health, and the greatest potential for benefit, because of their chance of survival or the effectiveness of treatment. This comparative priority approach is preferable to a strictly utilitarian principle that ignores the plight of the worst off or a strictly need-based prioritarian principle that disregards the importance of efficiently stewarding resources, particularly in times of scarcity. When developing protocols for the allocation of scarce medical resources, states can fairly consider the rationing factors of age, severity of condition, probability of survival, and life expectancy after treatment to determine whether a patient suffers from greater need or stands to reap greater benefits from treatment. [ABSTRACT FROM AUTHOR]

Critical literacy-focused messaging is already propelling place-based meaning-making in communities and streets. Literacy researchers must be part of this public development and revelation. Authors share learning from two longitudinal, publicly-engaged ethnographic projects in different Midwestern United States communities to offer waypoints key to understanding communities' social and spatial processes in highly segregated (by social class and race) locales. Building on key understandings around precarity and responsibility, place in research, and community-based critical equity literacy, these studies reinforce relentlessly examining places people live, grow up, and attend schools bound by values-laden and material geographic touchpoints that mobilize and produce inequities. These acts of placemaking position literacy research and researchers' role as imperative in informing future policy decisions and advocacy for equity with a "precariat" public and offer the layered approaches and multiple perspectives necessary for justice-based work where findings produced will resonate and matter for the publics we serve. [ABSTRACT FROM AUTHOR]

This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and 'naturalistically' implemented, Sport Education (SE) seasons, while taking into account students' sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; Mage 12.9±1.3) were affiliated in three teams of eight players (five boys and three girls per team) to participate in two consecutive SE seasons (handball: 12×45-min lessons; football: 12×45-min lessons). Students' participation time in identical small-sided game forms was measured in team practice and competition contexts and analysed through four participation indicators (total, mean, structural, and intra-team participation). T-Test analysis examined differences between girls/boys and lower-skilled/higher-skilled students, in each season. Repeated measures T-Test analysed differences between the two seasons, for each variable and group and each participation context. Overall, although there was a relatively equitable participation of students in the game-play activities of the two seasons, the students' 'skill-level' was a more influential variable in their participation than the variable 'sex'. The higher-skilled students had higher total participation time than lower-skilled students in the second season (football). There was a more balanced interplay in girls' and boys' time of participation in the activities, although boys showed higher participation than girls (mean participation and intra-team participation) in the competition context of football. Teachers who seek equitable participation of students in learning activities should consider the social and cultural context of students and the situated effect of SE implementation, balancing team practice with competition activities. [ABSTRACT FROM AUTHOR]

The Seventh Amendment requires that the civil jury trial right be "preserved" in "Suits at common law." Those bits of constitutional text have long set the justices on a path of historical reconstruction. For roughly two centuries, the Supreme Court has determined the scope of the civil jury trial right in federal court by reference to historic English courts. But no one is happy with the current test. In one widely used variant, it requires an inquiry into analogous 1791 actions, followed by an inquiry into the legal or equitable provenance of the remedy sought, and then a weighing that favors the second of these two incommensurable inquiries. The test is anachronistic and internally incoherent, and it leads to anomalous results. This Article critiques the current approach and offers a new test for the scope of the Seventh Amendment civil jury trial right. This test would presume a civil jury trial right, but with three categorical exceptions. One exception is for areas of substantive law developed exclusively in equity, another is for remedies developed in equity, and the third is for case-aggregating devices developed in equity (e.g., the class action). The historical inquiry that is required would be somewhat stylized. But it is more manageable than the current approach, and it would allow judges to determine the scope of the civil jury trial right with greater predictability and accuracy. [ABSTRACT FROM AUTHOR]

How do concerns about fairness shape foreign policy preferences? In this article, we show that fairness has two faces—one concerning equity, the other concerning equality—and that taking both into account can shed light on the structure of important foreign policy debates. Fielding an original survey on a national sample of Americans, we show that different types of Americans think about fairness in different ways, and that these fairness concerns shape foreign policy preferences: individuals who emphasize equity are far more sensitive to concerns about burden sharing, are far less likely to support US involvement abroad when other countries aren't paying their fair share, and often support systematically different foreign policies than individuals who emphasize equality. As long as IR scholars focus only on the equality dimension of fairness, we miss much about how fairness concerns matter in world politics. [ABSTRACT FROM AUTHOR]

Gender inequity remains a critical issue in higher education. We explored the proposition that engaging students as partners (SaP), an increasingly adopted approach to student engagement, may present one approach to improving gender equity by fostering agency and leadership for women. First, we analyzed the gender distribution of authors of SaP scholarship spanning 202 articles published in six academic journals over the past five years. Women were more likely to author (70%) and lead (76%) SaP publications. Second, we used collaborative autoethnography to explore our experiences as three women SaP practitioners. Affirmative partnerships built our agency to assert our voices and empowered us to advocate for gender equity. These data indicate that SaP may present one approach to promoting gender equity by creating 'brave spaces' and 'sites of resistance' against gendered norms in academia. [ABSTRACT FROM AUTHOR]

This essay addresses the use of diversity as a proxy for goodness in qualitative research. I argue that this presumption of goodness, operating through claims regarding participant group diversity, operates as a technology of neoliberal identity politics. Through framing diversity as a proxy for goodness, such research is performed as politically transformative, yet fails to maneuver research closer to revolution. Situated in a critical genealogy, I disrupt this use of diversity in qualitative research by considering the ways diversity works and is put in motion as containment, protection, and priority. In these ways, diversity is treated as fungible with liberation, has material effects, and reflects power over minoritized communities. These ramifications are further explored while providing 10 approaches that center equity and justice in qualitative research methods. [ABSTRACT FROM AUTHOR]

This study uses the recently released Cataloguing Code of Ethics to evaluate a project which explored how to ethically, efficiently, and accurately add demographic terms for African-American authors to catalog records. By reviewing the project through the lens of these principles the authors were able to examine how their practice was ethical in some ways but could have been improved in others. This helped them identify areas of potential improvement in their current and future research and practice and explore ethical difficulties in cataloging resources with records that are used globally, especially in a linked data environment. [ABSTRACT FROM AUTHOR]

Diversity is a socially constructed idea where differences are assigned values that are in turn shaped by local socio-political exigencies and narratives. Interpretations of diversity in Anglo-Saxon contexts tend to revolve around identity markers, such as race, gender, (dis)abilities and nationalities. Looking beyond Anglo-Saxon contexts, this paper examines how teachers in Singapore understand student diversity through their practices of differentiated instruction and, consequently, how these perceptions and practices engage with issues of equity. Teachers in our study interpreted student diversity primarily as academic readiness – shaped by students' abilities, attitudes and families. These teachers' experiences illuminate how analysing practices addressing diversity yields critical insights around dominant narratives and ideologies. In particular, findings point to a contextually situated construction of diversity and understandings of equity that are attuned to the national narratives of meritocracy, multiculturalism and academic excellence in Singapore. [ABSTRACT FROM AUTHOR]

: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms. : To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries. : The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway. : This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers' practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team. : The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as 'equity not equality', (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE. : Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to take action on social inequities and also to teach about social injustice to prepare students to become agents for change and act on social inequities themselves, beyond HPE. [ABSTRACT FROM AUTHOR]

Chief Justice Ralph D. Gants was more than just a lauded member of the Massachusetts state judiciary. He was a mentor, a confidant, a friend. Gavin Alexander, one of Chief Justice Gants's former Law Clerks, writes in deeply personal terms about the incredible kindness, empathy, and pure humanity that defined the late Chief Justice. Alexander, through the narrative of his journey coping with depression and eventually becoming a public advocate for mental health and diversity, equity, and inclusion in the legal profession, emphasizes the marked impact Chief Justice Gants had on his life and the lives of so many other lawyers experiencing similar struggles. Beyond his individual story, Alexander describes how, under Chief Justice Gants's leadership, the Supreme Judicial Court created its initial Steering Committee on Lawyer Well-Being in 2018 and its more permanent Standing Committee on Lawyer Well-Being in January 2020. As the Committee's first Fellow, Alexander describes how the Committee strives to improve lawyer well-being in Massachusetts by breaking down the stigma against discussing mental health issues and seeking help, by educating the Massachusetts legal profession about topics and resources relating to well-being, and by advocating for systemic change to make the Massachusetts legal profession more rewarding, sustainable, and inclusive. This critical work, which continues today, carries on Chief Justice Gants's legacy, and challenges Massachusetts lawyers to embody and advocate for the kindness, empathy, and desire for equitable justice that Chief Justice Gants exhibited his entire life. [ABSTRACT FROM AUTHOR]

Chief Justice Ralph D. Gants dedicated his life and much of his work on the bench of the Massachusetts Supreme Judicial Court to racial equity and justice. Sheriece Perry credits the late Chief Justice with his support of the Supreme Judicial Court's Standing Committee on Lawyer Well-Being, and discusses the work this committee has done since his passing. Principally, the committee issued a Town Hall Report in February 2021 that revealed a disappointing underrepresentation of women and people of color among Massachusetts attorneys. Diversity, equity, and inclusion, Perry explains, have become buzzwords in society and the workplace, but the Town Hall Report proves that these slogans do not guarantee meaningful change. Perry uses her own story to illustrate the particular challenges women of color face as attorneys. She tethers her personal narrative and the current crisis of racial inequity to the ongoing legacy of Chief Justice Gants, who believed in real, practicable reform to attack injustice--not just lip service. [ABSTRACT FROM AUTHOR]

Energy hardship is caused by the interaction of factors including housing quality, appliance efficiency, energy source and price, and occupant needs and income. Multiple policy approaches are needed to address these varied causes of energy hardship, and the lack of an official definition and a measurement strategy in Aotearoa should not preclude policy action to address this critical social determinant of health. Here we outline six ways to help fix energy hardship in New Zealand. [ABSTRACT FROM AUTHOR]

In‐person, introverted students fade into the background. Online they disappear. Typically, introverts are expected to conform, but it's valuable to allow them to participate on their terms. Thoughtful introverts synthesise information and share feedback based on deep reflection, which is valuable to the design process. This article discusses how to support introverted students in the virtual design classroom. It addresses the challenges of the digital environment and presents strategies to engage students in activities and collaboration. Considering the needs of the full spectrum of learners in the virtual space offers faculty the opportunity to create an inclusive and equitable learning environment. [ABSTRACT FROM AUTHOR]

The constant modification of land use, economic instability, environmental factors, and social behaviour changes among the inhabitants of big cities characterize current urbanism. In Colombia, land-use planning processes supported by geographical information systems are a recent phenomenon and the legal instruments of spatial planning are inadequate in most municipalities. Moreover, socio-spatial equity represents a challenge for Latin American cities in which there is increasing awareness of the role that spatial planning plays. Consequently, the question arises as to how the urban spatial structure and organization contribute to an inclusive and equitable socio-spatial evolution, considering climate change impacts. The case study analysed in this article focuses upon the northern limits of the city of Bogotá. Therefore, this research aims to define the ideal balance of urban land-use distribution between social stratum classification and the vulnerability of the communities seeking to better adapt to climate change. We propose a methodological approach of analysing spatial syntax and the (social) intensity of activities and infrastructure, which enables us to characterize the urban structure itself and identify vulnerable urban instances. As a result, we find that the urban network with low values presents spatial unpredictability in its pattern, constraining equitable development based on the urban morphology of the city. This research allows us to conclude that the degree of vulnerability encountered by the social urban spatial structure is higher in expansion areas than in central areas of the city. [ABSTRACT FROM AUTHOR]

Nunavik's residents experience significant social and environmental disruptions due to climate change. These disruptions add to the widespread changes that the Inuit have encountered over the last century--changes that have left this community totally dependent on fossil fuels for heat and power. Over time, Nunavik's residents have taken control of petroleum resources and their distribution, transforming this energy source into a major regional economic asset. Recently, there has been a transition towards renewable energy technologies (RETs) in Nunavik. However, are these alternative sources of energy appealing to local residents? This article explores the potential of RETs through the lens of procedural and substantive equity in the context of Inuit interests and integrated sustainability. Based on informal discussions with Inuit residents, interviews with stakeholders of the energy transition in Nunavik, and a literature analysis, this article presents two main results: (1) The level of substantive equity depends mainly on the type of RET and on idiosyncrasies between communities, and (2) local governance and procedural equity need to be asserted so that RETs can become true catalysts for equity. [ABSTRACT FROM AUTHOR]

People who reside in informal settlements in the Global South are most vulnerable to extreme weather events and their consequences, such as flooding, landslides, and fires. Those located in coastal areas face severe challenges from seasonal and typhoon-induced flooding. Research shows that uncertain land rights exacerbate community vulnerability because residents are under constant threat of eviction by private sector actors or the state. Individual and community upgrading is rarely possible in such a situation. This article focuses on the efforts to secure tenure and upgrade their community by the residents of Sitio Libis, located in Canumay East, City of Valenzuela, Philippines. The study demonstrates that while community-based approaches require skills and capacities of community members, enabling conditions created by government and/or NGOs are required for transformational outcomes. While the people of Sitio Libis did not conceptualize their efforts in terms of climate change adaptation, their success suggests the possibility for smart partnerships among state-civil society/private sector actors to emerge in support of small-scale climate action. [ABSTRACT FROM AUTHOR]

The articles in this thematic issue represent a variety of perspectives on the challenges for equity that are attributable to climate change. Contributions explore an emerging and important issue for communities in the Global North and Global South: the implications for urban social equity associated with the impacts caused by climate change. While much is known about the technical, policy, and financial tools and strategies that can be applied to mitigate or adapt to climate change in communities, we are only now thinking about who is affected by climate change, and how. Is it too little, too late? Or better now than never? The articles in this thematic issue demonstrate that the local impacts of climate change are experienced differently by socio-economic groups in communities. This is especially the case for the disadvantaged and marginalized--i.e., the poor, the very young, the aged, the disabled, and women. Ideally, climate action planning interventions should enhance quality of life, health and well-being, and sustainability, rather than exacerbate existing problems experienced by the disadvantaged. This is the challenge for planners and anyone working to adapt to climate change in our communities. [ABSTRACT FROM AUTHOR]

A growing number of cities are preparing for climate change by developing adaptation plans, but little is known about how these plans and their implementation affect the vulnerability of groups experiencing various forms of underlying social inequity. This review synthesizes research exploring the justice and equity issues inherent in climate change adaptation planning to lay the foundation for critical assessment of climate action plans from an equity perspective. The findings presented illuminate the ways in which inequity in adaptation planning favours certain privileged groups while simultaneously denying representation and resources to marginalized communities. The review reveals the specific ways inequity is experienced by disadvantaged groups in the context of climate change and begins to unpack the relationship between social inequity, vulnerability, and adaptation planning. This information provides the necessary background for future research that examines whether, and to what extent, urban adaptation plans prioritize social vulnerability relative to economic and environmental imperatives. [ABSTRACT FROM AUTHOR]

Although educational researchers will acknowledge that they have a moral imperative to avoid harming their participants whilst carrying out research, it does not necessarily mean that they can describe the nature of what this harm might be or how it can be recognised and so avoided. This is particularly important for those working with vulnerable participants, yet there is limited specificity within the educational literature as to what constitutes harm in such a setting. The article addresses this by de-constructing ethical dilemmas that arose during a research study that was carried out among adult students who had mental health problems, in England. The article outlines how these dilemmas were resolved safely due to preparation before the interviews; the 'ethical triage' employed in the interviews; and the reflexivity practised after the interviews. The article proposes that the issue of defining harm and how to recognise and avoid it, needs to be discussed more among educational researchers and those writing ethical guidelines, especially in relation to interviewing vulnerable participants. Not only will this help to better prepare researchers for when ethical dilemmas arise, but will also promote equity and access to participating in research, for those considered to be vulnerable. [ABSTRACT FROM AUTHOR]