The future of the ACS Science & Human rights program

Human rights queryfalse are typically presented in terms of entitlements, correlative duties, claims, “trumps,” and remedies. 1 These framings, which draw principally on law and philosophy, emphasi...

This article examines the new terrain of religious freedom and human rights in Africa, with particular attention to the role of social hostilities in restricting religions. In the current environment of 'post-secularism' and the global resurgence of religion, the relationship between government restrictions and social hostilities is particularly complex in Africa, in light of the high degree of religiosity and the notably-intertwined relationship of religion, culture, politics and law, in marked contrast to the secularist and separationist paradigms that prevail in Europe and North America. Paradoxically, though the restrictions on religious freedom in many African nations stem from or have been exacerbated by social hostilities, including pernicious and inflammatory uses of social media, solutions to social hostilities may depend a great deal on empowering religious and civil society groups in the creative and constructive use of social media to change the normative perceptions, attitudes and values that underlie successful constitutional and democratic reform. Indeed, some of these creative uses of social media are already happening, but are threatened by crackdowns on freedom of expression and social media by the state. This article examines uses of social media both to inflame and to reduce social hostilities in recent elections and constitutional referenda in Kenya, Tanzania and Zambia and argues the need for a 'socio-legal' paradigm for understanding both perceptions of religious hostilities and religious human rights claims in their full social, political and cultural context.

In some respects, the recent and unprecedented election to the Bolivian presidency of Evo Morales (widely hailed as the first indigenous person to be elected president of a Latin American nation) can be attributed to his command of the transnational discourse of human rights. In the last several years Bolivia has seen the emergence of powerful social movements demanding greater political inclusion and representation for indigenous peoples, and against the privatization and/or expropriation of natural resources (particularly water and gas), all expressed, in various ways, using the transnational language of human rights. As leader of the Bolivian coca-growers' union and head of the Movimento al Socialismo MAS party (Movement Towards Socialism party), Morales articulated the protest against state and transnational programs of neoliberal political economy as struggles for human and citizens' rights in a context of centuries of indigenous exclusion and exploitation by foreign powers (Goodale, chapter 3 in this volume). Violent state repression of civil protest was critiqued in the same idiom. Like other indigenous activists around the hemisphere, Morales and other leaders and participants in Bolivian social movements have deployed the language of human rights (elaborating their own takes on “indigenous” and “cultural” rights in the process; see Albro 2005) to reframe their struggles for political recognition, social inclusion, and access to land and other natural resources in terms of democratic citizenship, and the right to participate in shaping the future of the Bolivian nation.

Are Human Rights Important In Bioethics?

Freedom of expression is one of the fundamental human rights guaranteed in various international legal instruments. The development of information and communication technology, especially social media, has opened up new spaces for people to express their opinions. This research aims to analyze the protection of the right to freedom of opinion through social media from a human rights perspective. This research uses normative legal research methods with a qualitative approach. Research data was obtained through literature studies of various statutory regulations, books, scientific journals and other legal sources. The data that has been collected is then analyzed in three stages, namely data reduction, data presentation and drawing conclusions. The research results show that the protection of freedom of expression on social media is regulated in various policies including the Universal Declaration of Human Rights (UDHR), the International Convention on Civil and Political Rights (ICCPR), and the European Convention for the Protection of Human Rights and Fundamental Freedoms (ECHR). Meanwhile, in Indonesia it is regulated in the 1945 Law, the Human Rights Law, and Law Number 19 of 2016. The right to freedom of opinion through social media is a fundamental human right that needs to be protected. This right is considered a fundamental right that cannot be reduced or limited by anyone or the state, this emphasizes the need for strong fulfillment and protection of this right. However, this right also needs to be balanced with the responsibility to use it wisely and responsibly.

Protests highlight plight of Chile's Mapuche Indians

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. Mesa. 2009. “Citizenship Education as a Response to Colombia’s Social and Political Context.” Journal of Moral Education 38, no. 4 (December): 467–87.Kanako, Ide. 2009. “The Debate on Patriotic Education in Post–World War II Japan.” Educational Philosophy and Theory 41, no. 4 (August): 441–52.Keating, Avril. 2009. “Educating Europe’s Citizens: Moving from National to Post‐national Models of Educating for European Citizenship.” Citizenship Studies 13, no. 2 (May): 135–51.Keating, Avril, Hinderliter Deborah Ortloff, and Stavroula Philippou. 2009. “Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration.” Journal of Curriculum Studies 41, no. 2 (April): 145–58.Khong, Lana Yiu Lan. 2009. “Runaway Youths in Singapore: Exploring Demographics, Motivations, and Environments.” Children and Youth Services Review 31, no. 1 (January): 125–39.Kim, Chae‐Young. 2009. “Is Combining Child Labour and School Education the Right Approach? Investigating the Cambodian Case.” International Journal of Educational Development 29, no. 1 (February): 30–38.Li, Jun. 2009. “Fostering Citizenship in China’s Move from Elite to Mass Higher Education: An Analysis of Students’ Political Socialization and Civic Participation.” International Journal of Educational Development 29, no. 4 (July): 382–98.Macdonald, Catriona M. M. 2009. “‘To Form Citizens’: Scottish Students, Governance and Politics, 1884–1948.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 383–402.Macintyre, Stuart, and Noel Simpson. 2009. “Consensus and Division in Australian Citizenship Education.” Citizenship Studies 13, no. 2 (May): 121–34.Magendzo, Abraham, and Maria Isabel Toledo. 2009. “Moral Dilemmas in Teaching Recent History Related to the Violation of Human Rights in Chile.” Journal of Moral Education 38, no. 4 (December): 445–65.Mathur, Meena, Prachi Rathore, and Monika Mathur. 2009. “Incidence, Type, and Intensity of Abuse in Street Children in India.” Child Abuse and Neglect 33, no. 12 (December): 907–13.McLelland, Mark, and Katsuhiko Suganuma. 2009. “Sexual Minorities and Human Rights in Japan: An Historical Perspective.” International Journal of Human Rights 13, nos. 2–3 (July): 329–43.Milana, Marcella, and Tore Bernt Sørensen. 2009. “Promoting Democratic Citizenship through Non‐formal Adult Education: The Case of Denmark.” Scandinavian Journal of Educational Research 53, no. 4 (July): 347–62.Mirkova, Anna M. 2009. “Citizenship Formation in Bulgaria: Protected Minority or National Citizens?” Journal of Muslim Minority Affairs 29, no. 4 (December): 469–82.Munn, Pamela, and Margaret Arnott. 2009. “Citizenship in Scottish Schools: The Evolution of Education for Citizenship from the Late Twentieth Century to the Present.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 437–54.Nalkur, Priya G. 2009. “Achievement Orientations and Strategies: A Cultural Comparison of Tanzanian Street Children, Former Street Children, and School‐Going Children.” Journal of Cross‐Cultural Psychology 40, no. 6 (December): 1012–27.Ovens, Michelle. 2009. “A Criminological Perspective on the Prenatal Abuse of Substances during Pregnancy and the Link to Child Abuse in South Africa.” Early Child Development and Care 179, no. 4 (April): 503–16.Patiño‐González, Susana. 2009. “Promoting Ethical Competencies: Education for Democratic Citizenship in a Mexican Institution of Higher Education.” Journal of Moral Education 38, no. 4 (December): 533–51.Shalhoub‐Kevorkian, Nadera, and Sana Khsheiboun. 2009. “Palestinian Women’s Voices Challenging Human Rights Activism.” Women’s Studies International Forum 32, no. 5 (September–October): 354–62.Sim, Jasmine B.‐Y., and Murray Print. 2009. “Citizenship Education in Singapore: Controlling or Empowering Teacher Understanding and Practice?” Oxford Review of Education 35, no. 6 (December): 705–23.Sklair, Leslie. 2009. “The Globalization of Human Rights.” Journal of Global Ethics 5, no. 2 (September): 81–96.Suárez, David F., Francisco O. Ramirez, and Jeong‐Woo Koo. 2009. “UNESCO and the Associated Schools Project: Symbolic Affirmation of World Community, International Understanding, and Human Rights.” Sociology of Education 82, no. 3 (September): 197–216.Turner, Robert. 2009. “Workers’ Educational Association Tutorial Classes and Citizenship in Scotland, 1907–1939.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 367–81.Vakaoti, Patrick. 2009. “Researching Street‐Frequenting Young People in Suva: Ethical Considerations and Their Impacts.” Children’s Geographies 7, no. 4 (December): 435–50.Williams, Christopher. 2009. “The Rehabilitation Paradox: Street‐Working Children in Afghanistan.” Diaspora, Indigenous, and Minority Education 3, no. 1 (February): 4–20.Community Colleges; Further Education; Occupational, Technical, and Vocational EducationAkoojee, Salim. 2009. “Scarce Skills and Public Technical and Vocational Education and Training in South Africa: Twin Challenges or Two Sides of the Same Coin?” Southern African Review of Education 15, no. 4 (September): 117–338.Alexandrou, Alex. 2009. “Development through Partnership: How Learning Representatives Are Helping to Meet the Challenge of Upskilling Scottish FE Lecturers.” Research in Post‐compulsory Education 14, no. 3 (August): 233–49.Avis, James. 2009. “Further Education in England: The New Localism, Systems Theory and Governance.” Journal of Education Policy 24, no. 5 (September): 633–48.Barabasch, Antje, Sui Huang, and Robert Lawson. 2009. “Planned Policy Transfer: The Impact of the German Model on Chinese Vocational Education.” Compare: Journal of Comparative and International Education 39, no. 1 (February): 5–20.Bathmaker, Ann‐Marie, and Will Thomas. 2009. “Positioning Themselves: An Exploration of the Nature and Meaning of Transitions in the Context of Dual Sector FE/HE Institutions in England.” Journal of Further and Higher Education 33, no. 2 (June): 119–30.Bell, Jacqueline, and James Donnelly. 2009. “Applied Science in the English School Curriculum: The Meaning and Significance of ‘Vocationalization.’” Journal of Curriculum Studies 41, no. 1 (February): 25–47.Best, Shaun. 2009. “‘Who Am I?’ and ‘Who Are We?’: Audit Consciousness and the Further Education Funding Council in the 1990s.” Education, Knowledge, and Economy 3, no. 3 (December): 163–76.Blaardingerbroek, Barent, Neil Taylor, and Tom Haig. 2009. “Student Transition to Vocational Education from Middle Secondary School in Australia and Lebanon: An Exploratory Study.” Mediterranean Journal of Education Studies 14, no. 1 (February): 91–107.Blair, Erik. 2009. “A Further Education College as a Heterotopia.” Research in Post‐compulsory Education 14, no. 1 (March): 93–101.Böckerman, Petri, Ulla Hämäläinen, and Roope Uusitalo. 2009. “Labour Market Effects of the Polytechnic Education Reform: The Finnish Experience.” Economics of Education Review 28, no. 6 (December): 672–81.Bouzakis, Siphis, and Gerasimos Koustourakis. 2009. “Historicity as a Legitimising Argument in the Case of the Greek Educational Reforms of 1985 and 1997–1998 in General and Technical‐Vocational Education.” History of Education: Journal of the History of Education Society 38, no. 2 (May): 283–302.Brockmann, Michaela, Linda Clarke, and Christopher Winch. 2009. “Difficulties in Recognising Vocational Skills and Qualifications across Europe.” Assessment in Education: Principles, Policy, and Practice 16, no. 1 (April): 97–109.Buiskool, Bert‐Jan, Jaap Van Lakerveld, and Simon Broek. 2009. “Educators at Work in Two Sectors of Adult and Vocational Education: An Overview of Two European Research Projects.” European Journal of Education 44, no. 2 (June): 145–62.Child, Sue. 2009. “Differing Relationships to Research in Higher and Further Education in the UK: A Reflective Account from a Practitioner Perspective.” Research in Post‐compulsory Education 14, no. 3 (August): 333–43.Comyn, Paul. 2009. “Vocational Qualification Frameworks in Asia‐Pacific: A Cresting Wave of Educational Reform?” Research in Post‐compulsory Education 14, no. 3 (August): 251–68.Darmanin, Mary. 2009. “Further and Higher Education Markets’ Cushions: Portability of Policy and Potential to Pay.” International Studies in Sociology of Education 19, nos. 3–4 (December): and 2009. “A College as a for in the A Case of the College of and Affairs 15, no. 1 (February): Robert A. 2009. An Case Study.” Community College Journal of Research and Practice 33, no. 12 (December): 2009. in Education and Globalization and Education 7, no. 2 (June): and 2009. “Lifelong Learning and Vocational Training in Northern and International Journal of Lifelong Education 28, no. 5 (September): 2009. the Transition from Education to Work as Vocational Lessons from the and Cultural British Educational Research Journal 35, no. 5 (October): and 2009. between Vocational and Education: Experiences and from Current in European Journal of Education 44, no. 3 (September): 2009. Further Education Teacher A Policy Communities and Policy Journal of Education for Teaching International Research and 35, no. 2 (June): 2009. for and in English Further Education Oxford Review of Education 35, no. 1 (February): and 2009. “Further Education of Their Teaching and Teacher Education no. 7 (October): and 2009. a Quality and of Education in Finnish Scandinavian Journal of Educational Research 53, no. 1 (March): 2009. the in the on in Teaching and Teacher Education no. 7 (October): and 2009. and of and in China.” Journal of Teaching in and nos. (February): P. and 2009. “The Development of National for Working in the UK.” Journal of Vocational Education and Training no. 4 (December): 2009. Development and Exploration and Their in A of Youths Adult Education in Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 4 (December): and 2009. “Vocational Education and Training for in South Africa: The of Public and International Journal of Educational Development 29, no. 2 (March): 2009. and Development: The between Policy and Practice in the English Further Education Research in Post‐compulsory Education 14, no. 4 (December): Robert. 2009. the National Journal of Vocational Education and Training no. 1 (March): and 2009. of Skills in a Post‐compulsory Vocational Teacher Education in Western Australia.” Research in Post‐compulsory Education 14, no. 2 (June): 2009. or to an South African Students’ Vocational International Journal of Educational Development 29, no. 4 (July): and 2009. from the An into of and the Work of for in Further Education.” British Educational Research Journal 35, no. 1 (February): 2009. “A and Analysis of Learning in Further and Higher Education.” Journal of Further and Higher Education 33, no. 1 (March): E. de M. and P. A. 2009. in Vocational Education: The of Knowledge through and Journal of Vocational Education and Training no. 4 (December): and 2009. “The Challenges of Learning in the Changing Context of the European Higher Education European Journal of Education 44, no. 3 (September): 2009. “The Development of Adult and Community Education Policy in New Zealand: from Journal of Education Policy 24, no. 6 (December): and 2009. “The of Educational in Evidence from and Economics of Education Review 28, no. 1 (February): and 2009. Progression for in Further Education in England.” Journal of Vocational Education and Training no. 4 (December): Irene and Lan. 2009. Vocational Qualifications in Care to the of Social Work Education: International Journal 28, no. 1 (January): Michael, and Robert 2009. “The of in Further Education Teacher Training in England.” Journal of Vocational Education and Training no. 4 (December): 2009. and Participation in Further Education: Evidence from the Youth of England and British Journal of Sociology of Education 30, no. 1 (February): and 2009. The of HE in FE Working in a College in England.” Research in Post‐compulsory Education 14, no. 4 (December): Lantana M. 2009. Street and Vocational Training in Northern Nigeria.” Diaspora, Indigenous, and Minority Education 3, no. 2 (June): 2009. of and Future in Higher Vocational Education in China.” Journal of Vocational Education and Training no. 1 (March): P. 2009. “The of at German Studies in Higher Education no. (December): and 2009. Are Vocational Training Analysis of Vocational Training in Vocational Education from a Learning Perspective.” Journal of Vocational Education and Training no. 3 (October): and David 2009. a for China’s Vocational Education English Journal of Vocational Education and Training no. 3 (October): and 2009. and and Technical in Australian and New Zealand Education Economics no. 1 (March): 2009. from Two Sides of the Women’s in and the United States.” International Perspectives on Education and Society no. 1 (October): and 2009. “The to and the New of Elite Schools in and England.” International Studies in Sociology of Education 19, nos. 3–4 (December): 2009. of the from and Journal of 32, no. 5 (October): and 2009. Civic Education in Africa: Experience in and the International Journal of Educational Development 29, no. 6 (December): 2009. in Countries: and African Perspectives.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 2009. Higher Education in Nordic Studies of in and Sweden.” Studies in Continuing Education 31, no. 1 (March): B., and 2009.

BackgroundThe World Psychiatric Association recently emphasised that the protection of human rights in mental healthcare was a ‘central concern’. This paper examines recent literature on human rights and mental healthcare.AimsTo (a) outline how international human rights law distinguishes between the protection and promotion of human rights; and (b) explore the literature on promoting human rights in mental healthcare which avoids what has been termed the ‘Geneva impasse’ between those who argue that compulsory care and treatment can never comply with human rights law and those who argue that they can if certain conditions are met.MethodThe following doctrinal methodology was used: (a) identification and detailed analysis of international human rights conventions and commentaries; (b) identification of key literature on human rights and mental healthcare; and (c) critical analysis of key issues emerging from the literature.ResultsMuch of the literature on human rights and mental healthcare focuses on whether restrictions on compulsory care are required to meet the requirements of United Nations Conventions. There is an emerging literature identifying measures to promote the right to the enjoyment of the highest attainable standard of mental health.ConclusionsThere has been a focus on protecting the rights to liberty and equality before the law for mental health patients. The nascent literature on promoting human rights in mental healthcare could mark a way forward beyond the ‘Geneva impasse’ that has dominated public debate in recent years.

Social media has become a constant presence in the daily lives of young people. As a result, many educational procedures and processes have been influenced by the widespread use of social networks. The number of people using social media has continuously increased. Students’ perceptions on how social media affects their learning is a prominent subject of research. Students’ school achievement has been significantly impacted by their interaction with professors, peers, and online knowledge-sharing behaviors. Several aspects are involved in this review, which aims to shed light on how students use social media in higher education. Findings reveal that the usage of online social media for cooperative learning encourages students to be innovative, dynamic, and research oriented. In other words, it is a matter of academic competence. This study gathered and analyzed social media data in higher education for computing disciplines. Digital libraries from EBSCO, IEEE, and ACM were utilized for data gathering. All of the above traits were found to be positively influenced by social networks, which suggest that their usage in higher education should be broadened. Teachers and educational institutions have not taken full use of internet social networks. Keywords: social media; social networks; higher institutions education

Providing insight into a broad and expanding range of topics, The Meanings of Dress, Fifth Edition examines social, behavioral, and cultural aspects in fashion and dress based on current research and practices. This revised edition responds fully to the current social and fashion trends by including theoretical perspectives of intersectional identities in global landscapes, transnational fashion and dress, and efforts to decentralize and decolonize the normative Eurocentric approach to fashion and dress studies. This edition includes two brand new chapters: “Decentralizing and Decolonizing Fashion and Dress” and “Social Justice and Human Rights.” New emphasis has been placed on “Fashion, Dress and Communication,” allowing for a conversation on how both dress and fashion work as communication, not just “non-verbal” but also explicitly in social media and by influencers. Issues on ethics in fashion are incorporated now throughout the book as well. New to this Edition: · Theoretical perspectives of intersectional identities in global landscapes, transnational fashion and dress, and efforts to decentralize and decolonize the normative Eurocentric approach to fashion and dress studies. · New Chapters: "Decentralizing and Decolonizing Fashion and Dress” and “Social Justice and Human Rights.” · New material and perspectives on chapters about “Fashion, Dress and Communication” and “Agency and Appearance Management” · Issues on ethics in fashion are incorporated and central to the text. STUDIO Features Include · Study smarter with self-quizzes featuring scored results and personalized study tips · Review concepts with flashcards of terms and definitions Instructor Resources · Instructor’s Guide to help integrate the text into your classroom · PowerPoint Slides for every chapter

A Higher Calling: Toward a More Spacious Role for Academic Advisors

Clinician Perspectives on Ethics and COVID-19: Minding the Gap in Sexual and Reproductive Health.

The Politics of Human Rights

У статті доведено, що наразі питання освіти у ОБСЄ опрацьовуються у декількох вимірах: захист освітніх прав меншин, освіта й права людини та освіта в умо-вах конфлікту. Автором підтверджено, що Бюро з де-мократичних інститутів і прав людини ОБСЄ серед ін-шого має на меті забезпечення поваги різноманітності і взаєморозуміння під час освіти та забезпечення освіти у сфері прав людини. У статті відображено увагу по-льових операцій ОБСЄ до освітніх питань щодо реформ системи освіти, включаючи юридичну освіту, визна-чення результатів і стандартів навчання, усунення дис-кримінації та відчуження під час освіти. Автором досліджено Гаазькі рекомендації щодо прав національних меншин на освіту і Пояснювальну записку до них, методичні публікації ОБСЄ «Викла-дання тем голокосту і антисемітизму. Огляд і аналіз освітніх підходів» «Протидія нетерпимості та дискри-мінації щодо мусульман: керівні принципи для викла-дачів. Боротьба з ісламофобією через освіту», «Керівні принципи з освіти в сфері прав людини для співробіт-ників правоохоронних органів» та «Керівні принципи з освіти в сфері прав людини для працівників охорони здоров’я».
 Автором відзначено, що підходи ОБСЄ до форму-вання власного закладу вищої освіти мають певну спе-цифіку, відмінну від підходів до цього питання ООН та установ системи ООН. Європейські стандарти вищої освіти зазнають вагомого розвитку через діяльність ОБСЄ, що реалізує власні завдання, як керуючись по-требою забезпечення права на освіту, так й врахову-ючи значущість освіти для сталого співробітництва й безпеки. Недоговірний характер самої ОБСЄ та участь в організації не лише європейських, але й усіх постра-дянських та деяких інших держав зумовлює специфіку як охоплення, так і методів застосування спеціальних стандартів ОБСЄ у сфері освіти. Основна увага в цих стандартах приділена захисту права меншин на освіту, запровадженню в рамках осві-ти анти-дискримінаційних механізмів, ефективному навчанню правам людини, зокрема й у рамках формаль-ної вищої освіти різних кваліфікацій. Автором дослі-джено договірне, законодавче та статутне забезпечення діяльності власного навчального закладу організації – Академії ОБСЄ у Бішкеку. У статті доведено, що ця Академія слугує специфічним прикладом реалізації наднаціональних практик ОБСЄ у сфері вищої освіти для конкретної установи. Автор резюмує, що реалізація стандартів ОБСЄ у сфері вищої освіти в Україні може слугувати підґрунтям для нових наукових досліджень.

BackgroundAlthough attention to human rights in Indonesia has been improving over the past decade, the human rights situation of persons with mental disorders is still far from satisfactory. The purpose of this paper is to examine the legal framework for protection of human rights of persons with mental disorder and the extent to which Indonesia's international obligations concerning the right to health are being met.MethodsWe examined the Indonesian constitution, Indonesian laws relevant to the right to health, the structure and operation of the National Human Rights Commission, and what is known about violations of the human rights of persons with mental illness from research and the media.ResultsThe focus of the Indonesian Constitution on rights pre-dated the Universal Declaration, Indonesia has ratified relevant international covenants and domestic law provides an adequate legal framework for human rights protections. However, human rights abuses persist, are widespread, and go essentially unremarked and unchallenged. The National Human Rights Commission has only recently become engaged in the issue of protection of the rights of persons with mental illness.ConclusionMore than legislation is needed to protect the human rights of persons with mental illness. Improving the human rights situation for persons with mental illness in Indonesia will require action by governments at national, provincial and district levels, substantial increases in the level of investment in mental health services, coordinated action by mental health professionals and consumer and carer organisations, and a central role for the National Human Rights Commission in protecting the rights of persons with mental illness.