Can I co-author with my robot? The legal, ethical and economic dilemmas of doing academic research in times of artificial intelligence

The aim of the paper is to raise awareness around the legal and ethical issues involved in the enforcement of caesarean sections on non-consenting women. The paper considers the competing rights of mother and foetus in situations where a mother's wishes may result in harm or death to the foetus. In this light of various court decisions about enforcing caesarean sections, the paper examines the pertinent legal and ethical issues, recognising that health professionals need to operate within an explicit legal and ethical framework. Content. The arguments about a woman's right to autonomous decision-making and a foetus' absolute right to life are examined with the focus throughout being on the legal framework. The need for health professionals to work within this as well as to avoid the temptation to base individual clinical decisions or professional behaviour on subjective moral judgements is emphasized. The attitudes of the judiciary are considered along with recent legal developments. There is an analysis of the way in which established legal principle is sometimes circumvented to override a woman's right to autonomy. The part played by lawyers and health professionals in denying a woman's competence to consent in order to achieve an outcome of which they approve is critically appraised. The basis for the decisions in these cases is deconstructed, along with a discussion of the role of health professionals in contributing to the dilemmas highlighted. It is essential that nurses or midwives caring for pregnant women have a full understanding of the legal and ethical issues surrounding this complicated and emotive area and where they, as health professionals, fit within this. The subject matter is also a useful arena for debating such ethical and legal issues as capacity and competence to consent as well as the extent of the right of any patient to full autonomy.

Interface of Law and Psychiatric Problems in the Elderly.

Agenda 2030 on sustainable development promotes a holistic approach to development and emphasizes the need to leave no one behind. Regarding the rule of law, sustainable development goal (SDG) 16.3 focuses on (promoting the rule of law at the national and international levels and ensure equal access to justice for all by 2030) and the related goals and targets on justice. Changing economic conditions in recent decades have caused stagnating wages and widening economic gaps among individual citizens and regions within developed countries and this is reflected in pockets of poverty and inequality in high income countries and islands of excess wealth in developing or low-income countries, worsened by the COVID-19 pandemic. This paper examines the legal aspects of poverty and inequality in the education and health sectors in select high-income countries in sub-Saharan Africa and a Western industrialized country such as the UK, with emphasis on period poverty or poor menstrual health management (MHM) as a barrier to access to education and health due to inability to afford sanitary products. The analytical paper applies the institutionalist legislative theory and methodology (ILTAM) and the general theory of law and development, examines the role of the state in regulating the health and education sectors and concludes with key findings and recommendations on how the institutional and legal frameworks can be utilized to foster sustainable development in high-income countries in sub-Saharan Africa.

The outbreak of COVID-19 has drastically disrupted the socio-economic fabric of human society. Not a single sector has been left unscathed from its impact. The education sector has been severely impacted by the same, though the significance level is not the same throughout India. Varied nature of repercussion from the educational sector has been reported based on several factors. Based on the primary survey, the present research paper is an attempt to empirically understand the level of influence of COVID -19 on the academic sector of a part of Mizoram state of India. The survey encompasses both the student (100 respondents) and teacher fraternity (100 respondents) of HS school level, Colleges, technical colleges, and the Central University of Mizoram. Through its statistical analysis, the study finds out the effects of COVID-19 in the education sector and finds out the adaptive strategic measures to deal with this problem in the study area., five hypotheses have been taken, and data has been analyzed on SPSS software (V.22) to fulfill the objective. This study's results reveal that the pandemic has severely hit the academic sector due to the lack of proficiency in online teaching mode due to the technological and infrastructural lacuna in remote mountainous locations. However, the study also empirically proves that the pandemic has raised technological awareness levels among various levels of the academic sector, and with proper technological planning in the study area, the region and similar remote locations can access quality education through online-distant mode.

Education is internationally understood to be a fundamental human right that offers individuals the opportunity to live healthy and meaningful lives. Evidence from around the world also indicates that education is vital for economic and social development, as it contributes to economic growth and poverty reduction, sustains health and well-being, and lays the foundations for open and cohesive societies (UNESCO, 2o14). In recognition of the vital importance of education, governments across the globe have made a substantial effort to expand and improve their education systems, as they strive to meet the Education for All goals, adopted by the international community in 1990. These efforts have borne remarkable results; it is estimated that the number of out-of-school children has halved over the last decade (ibid, p. 53). However, there are still serious barriers to overcome, particularly in terms of access, completion and learning (Krishnaratne, White, & Carpenter, 2013). Access to education - particularly for girls, poor children and children in conflict-affected areas - remains a crucial issue. The 2013 Global Monitoring Reports claims that an estimated 57 million children are still out of school, over half of whom are in sub-Saharan Africa (UNESCO, 2014, p.53).1 Furthermore, despite increases in enrolment numbers, there has been almost no change since 1999 in the percentage of students dropping out before the end of the primary cycle. The evidence also indicates that many children enrolled in school are not learning. Recent estimates suggest that around 130 million children who have completed at least four years of school still cannot read, write or perform basic calculations (UNESCO, 2014, p. 191). Many governments have attempted to address this worrying situation, while also improving efficiency and reducing costs within the education sector, by decentralising decision-making processes. Decisions about curricula, finance, management, and teachers can all be taken at one or more of several administrative levels: centrally at the national or federal state level, by provinces/regions within a country, by districts or by schools. The devolution of decision-making authority to schools has been widely adopted as the preferred model by many international agencies, including the World Bank, the U.S. Agency for International Development (USAID) and the UK Department for International Development (DFID), as it is assumed that locating decision-making authority within schools will increase accountability, efficiency and responsiveness to local needs (Gertler, Patrinos, & Rubio-Codina, 2008). Often described as 'school-based' or 'community based' management, the devolution of decision-making authority to schools includes a wide variety of models and mechanisms. These differ in terms of which decisions are devolved (and how many), to whom decision-making authority is given, and how the decentralisation process is implemented (i.e., through 'top-down' or 'bottom-up' processes). School-based decision-making can be used to describe models in which decisions are taken by an individual principal or head teacher, by a professional management committee within a school, or by a management committee involving local community members. This last model may simply imply an increased role for parents in the management and activities of the school, or it may result in more active provision of training and materials to empower broader community involvement (Krishnaratne et al., 2013). The devolved decisions can be financial (e.g. decisions about how resources should be allocated within a school; decisions about raising funds for particular activities within a school; etc.), managerial (e.g. human resource decisions, such as the monitoring of teacher performance and the power to hire and fire teachers; decisions relating to the management of school buildings and other infrastructure; etc) or related to the curriculum and/or pedagogy (e.g. decisions related to the articulation of a school's curriculum; decisions about how elements of a national curriculum will be taught and assessed within a given school; etc.). In order to support the process of decision-making, many models involve some means of providing information to community members on the performance of an individual school (or school district) relative to other schools (Barrera-Osorio & Linden, 2009). All of these models and mechanisms are considered to potentially increase accountability and responsiveness to local needs by bringing local community members into more direct contact with schools, and to increase efficiency by making financial decisions more transparent to communities, thereby reducing corruption and incentivising investment in high quality teachers and materials. For the purposes of this review, 'school-based decision-making' includes any model in which at least some of the responsibility for making decisions about planning, management and/or the raising or allocation of resources is located within schools and their proximal institutions (e.g. community organisations), as opposed to government authorities at the central, regional or district level. The 'intervention' considered within this review, therefore, is any reform in which decision-making authority is devolved to the level of the school. Within this broad definition, we anticipate that the available evidence will relate to the three main mechanisms outlined above: (1) devolving decision-making around management to the school level; (2) devolving decision-making around funding to the school level; and (3) devolving decision-making around curriculum, pedagogy and other aspects of the classroom environment to the school level. School-based decision-making is widely promoted by donors in lower-income countries as a means for improving educational quality and is often taken up enthusiastically by national governments. Both generally articulate the ultimate outcome of school-based decision-making models as being a positive change in student outcomes (including but not restricted to learning outcomes). In addition to learning outcomes (most often measured through standardised tests of cognitive skills), there are many other possible student learning outcomes which may be valued by schools, donors and governments, such as improved student ability to demonstrate psychosocial and 'non-cognitive' skills. Changes in student aspirations, attitudes (such as increased appreciation of diverse perspectives) and behaviours (such as the adoption of safe sex practices) could also be considered important educational outcomes. However, it is clear that devolving decision-making to the level of the school does not lead directly to such outcomes. Rather, school-based decision-making is likely to impact on outcomes via a number of causal pathways. Reforms that increase accountability and responsiveness to local needs are assumed to lead to positive stakeholder perceptions of (and engagement in) educational provision, which, in turn, is expected to increase enrolment, attendance and retention and to reduce corruption within schools. It is also presumed that increased accountability will encourage schools to make recruitment decisions on the basis of teacher performance, rather than mechanically relying on qualifications or allowing for nepotism to interfere. Such personnel practices, in turn, are seen to lead to reduced teacher absenteeism, increased teacher motivation and, ultimately, improvements in the quality of teaching within schools. It is also assumed that local communities will encourage schools to adopt more locally relevant curricula, which can then have a positive impact on the quality of teaching and student opportunities to learn. At the same time, decentralised funding mechanisms and other reforms aimed at increasing efficiency within schools, particularly when combined with efforts to increase community participation, are presumed to result in more resources being available to schools, another important factor in improving educational quality (Krishnaratne et al., 2013). Increased efficiency is, in turn, assumed to affect the cost of educational provision, a proximal outcome highly valued by governments in less well-resourced settings. School-based decision-making mechanisms, therefore, result in a number of proximal (or intermediate) outcomes, in addition to the final outcomes mentioned above. These proximal outcomes include increased enrolment, improved equality of access, improved attendance, improved retention, improved progression, and higher quality educational provision. Furthermore, there is growing evidence that decentralisation reforms may actually have unintended and sometimes negative effects in certain political and economic circumstances (Banerjee et al., 2008; Bardhan & Mookherjee, 2000, 2005; Carr-Hill, Hopkins, Lintott, & Riddell, 1999; Condy, 1998; Glassman, Naidoo & Wood, 2007; Pherali, Smith & Vaux, 2011; Rocha Menocal & Sharma, 2008; Rose, 2003; Unterhalter, 2012). Decentralising decision-making may lead to elite capture at the local level and/or further corruption within school systems, for example, or may limit educational opportunity for marginalised ethnic groups. There is some consensus in this literature that decentralisation is only likely to have a positive impact on outcomes when (a) there is clear government policy and/or regulations about the powers and role played by different agencies and stakeholders; (b) there are sufficient financial resources available within the system; and (c) there is some form of democratic culture (see De Grauwe et al., 2005; Lugaz et al., 2010; Pherali et al., 2011). This body of evidence highlights the contingency of the effects of decentralisation, linked to important interactions between formal structures of decision-making and informal structures of power and authority within bureaucracies, communities and schools. In addition to the ways in which enabling or constraining conditions and circumstances can alter the outcomes of school-based decision-making reforms, it is clear that differences in implementation can also affect outcomes. Those vested with the authority to make decisions on behalf of the school must have the capacity and knowledge to make such decisions, or their decisions are unlikely to have a positive impact on outcomes (World Bank, 2004). Furthermore, each link in the causal chain rests on certain assumptions which must be met in order for a change in the location of decision-making to have the desired effect(s). For instance, the assertion that involving parents and community members in the hiring and firing of teachers (an 'accountability' mechanism employed in many contexts) will improve quality of teaching rests on the assumption that (a) parents and community members will be able to identify high quality teachers who should be retained and/or rewarded and (b) the incentives provided will positively impact student learning. This is not always achieved. In some contexts, teacher incentive schemes have been found to have a negative impact on overall student learning, if, for instance, they create perverse incentives for teachers to block the enrolment of low-performing students in order to maintain high average test scores within their classrooms (Glewwe, Ilias, & Kremer, 2003). The impact of school-based decision-making models is, therefore, likely to differ depending on a wide variety of implementation factors, relating to the objective of the reform, the particular decisions that are devolved, the individuals given decision-making authority and the nature of the decision-making process. Figure 1 (below) is a visual depiction of our understanding of the causal pathways, contributing factors and underlying processes that appear to affect the impact of school-based decision-making on educational outcomes. Our conceptual framework is not presented here as a definitive map of the existing evidence. Rather, it is proposed as a 'working hypothesis' to help guide the implementation of this review (Oliver, Dickson & Newman, 2012, p. 68). As such, we have used the framework to generate specific review questions and define our review methodology (as recommended by Anderson et al., 2011). We plan to significantly revise, modify and potentially simplify (or disaggregate) the framework during the review process, in order to more accurately reflect the current body of evidence related to school-based decision-making in lower-income contexts. This may include articulating separate theories of change for some of the individual mechanisms, depending on the evidence available. Conceptual Framework Source: Original Although the rhetoric around decentralisation suggests that school-based management has a positive effect on educational outcomes, there is limited evidence from low-income countries of this general relationship. In reality, much of the decentralisation literature focuses exclusively on the proximal outcomes of school-based decision-making (described above). This is likely due to the relative ease of measuring such outcomes, as well as the shorter time period generally required to identify impact on intermediate outcomes. Evidence from the U.S. suggests that there can be a time lag of up to 8 years between the implementation of a school-based management model and any observable impact on student test scores, although intermediate effects may be more rapidly identifiable (World Bank, 2007, p. 13). This may explain why studies with different time scales have found mixed evidence around the impact of school-based management models on student learning outcomes (Barrera-Osorio & Linden, 2009; Jimenez & Sawada, 2003; Sawada & Ragatz, 2005). As a result of these trends within the empirical literature, existing reviews on school-based decision-making have also tended to focus on proximal outcomes (e.g. Guerrero, Leon, Zapata, Sugimaru, & Cueto, 2012, on teacher absenteeism; Petrosino, Morgan, Fronius, Tanner-Smith, & Boruch, 2012, on student enrolment). There are very few that consider the full range of relevant outcomes, including student learning. Those that do have tended to focus exclusively on one particular mechanism (e.g. Bruns, Filmer & Patrinos, 2012, on accountability reforms), rather than considering the full range of school-based decision-making models. The comprehensive reviews that do exist (e.g. Santibanez, 2007; World Bank, 2007) need updating, as they (a) rely on literature that is now nearly ten years out of date, (b) focus almost exclusively on Central America, referencing almost no evidence from other low- or middle-income countries, and (c) do not report the use of systematic searches, critical appraisal and statistical synthesis of study effect sizes. There is, therefore, a need for a current globally-comprehensive systematic review of the impact of school-based decision making on a wide range of educational outcomes. Furthermore, existing reviews on this topic tell us almost nothing about why school-based decision-making has positive or negative effects in different circumstances. The exclusive focus on evidence collected through impact evaluations and quasi-experimental designs has significantly limited the policy relevance of these reviews as this approach has (a) resulted in a very small (<60) number of studies and (b) prevented any analysis of the conditions and circumstances under which school-based decision-making models can have a positive impact. We anticipate that the outcomes of this review will be useful for a wide range of stakeholders. In particular, policy-makers, at both the national and supranational levels, will benefit from the evidence linking decentralised decision-making processes to a wide range of potential outcomes and the analysis of underlying conditions that affect impact. School-based management is a key component of education reform across the world, and it is a particular focus of education activities sponsored by many of the core development agencies, including the World Bank, USAID and DFID. It is, therefore, crucial that we gain deeper understanding of how school-based decision-making affects a broad range of educational outcomes in both positive and negative ways and how such models can be strengthened and improved. The timing of this review will help to increase the potential impact of the results, as it coincides with ongoing conversations within the development community around the most appropriate focus (and strategies) for the next round of international development goals post-2015 (see http://post2015.org/; http://www.beyond2015.org). This review aims to answer the following overarching review question: What is the evidence around how decentralising decision-making to the school level affects educational outcomes in low and middle income contexts (LMICs)? The primary objective of the study, therefore, is to gather, assess and synthesise the existing evidence around how the decentralisation of decision-making to schools affects a broad range of educational outcomes in LMICs (question 1 above). This objective will be accomplished by examining the results of causal studies (e.g. those with an appropriate counterfactual) that consider the impact of at least one model of school-based decision-making on any of the proximal or final outcomes depicted in the conceptual framework above. Such analysis will allow us to report on all relevant quantitative measures of educational outcomes. Although we recognise that focusing on quantitative studies may preclude our ability to discuss outcomes usually considered harder-to-measure, we anticipate that the results will be useful, both for illuminating the ways in which school-based decision-making models do impact outcomes and for highlighting the current gaps in the evidence base. We also aim to draw conclusions about why particular models of school-based management work in some lower-income country contexts (and not in others), in order to make determinations about the particular contextual and implementation factors which act as barriers to – or enablers of – effective outcomes (question 2 above). This objective will be accomplished by examining evidence collected through a broader range of studies, including but not limited to that obtained from the included studies referenced in response to question 1. Given the broader scope of this second review question, studies do not need to be causal in nature in order to be included. In addition to examining the overall (positive and negative) effects of decentralisation processes on outcomes, we aim within this review to examine how changes in decision-making processes might impact differentially on diverse groups within societies. We are particularly concerned with groups which have historically experienced poor service delivery and/or demonstrated poor educational outcomes (e.g. marginalised or low-performing students). This will be accomplished by examining: (1) whether the interventions outlined in the included studies specifically target particular populations and (2) whether the included studies report any sub-group analysis for such populations. These objectives will be accomplished through the implementation of a high quality systematic review, relying on existing methodological guidance from the Campbell Collaboration and the EPPI-Centre at the Institute of Education (e.g. Becker et al., undated; Gough, Oliver & Thomas, 2012; Hammerstrom, 2009; Shadish & Myers, 2004). As this review aims to both aggregate the demonstrated effects of school-based decision-making on educational outcomes and draw conclusions around the conditions and circumstances that can affect outcomes, we have elected to conduct a mixed methods review, following the guidelines developed by Snilstveit (2012) for 'effectiveness plus' systematic reviews in international development. As such, we will use our conceptual framework throughout the review to guide the search strategy, decisions regarding the inclusion and exclusion of studies, coding, and synthesis. In keeping with 'effectiveness plus' review methodology, we will also consider different kinds of evidence in relation to our two review sub-questions. As the first review question is an 'effectiveness' question, studies included for synthesis will need to have an appropriate comparator or control group (or to have employed an appropriate method of constructing a counterfactual or control for confounding during analysis). However, a broader range of evidence, including studies based on qualitative data, will be reviewed in response to the second sub-question, as other methods are likely to be particularly useful for clarifying which external conditions and/or implementation factors may substantially affect outcomes. Studies will be included in the review if they meet the following selection criteria. We will be looking exclusively at evidence related to primary and secondary schools in LMICS. Studies of both public and private sector provision will be included. In order to be included, studies must be based in at least one context classified the of a given as or to the World We will evidence collected in LMICs located within Central and or the We have 'school-based decision-making' for the purposes of this There two for this (1) As impact has been used only in the literature, we it important to use a broad in order to capture of literature to to the review and (2) constraining our search to only particular models of school-based decision-making, we it likely that we potentially across models which may be found to have a impact on particular outcomes. Given the need for we have elected to include any study that an at least one of the three school-based decision-making mechanisms outlined in the conceptual framework school management reforms, funding reforms, or This is likely to include a of particular such as school management school and school and of models has not been developed a as to allow for the broader possible range of potentially In to the first review question, we are likely to between groups in which no school-based decision-making reform has been attempted and groups in which some school-based decision-making reform has been We may also between groups in which different school-based decision-making reforms have been attempted (e.g. funding reforms school management Both will be included, although they will be from one another during synthesis. must be in between the interventions must have been implemented during the same time and, in between a reform group and a must reflect the same time groups are not a for inclusion in relation to the second review As school-based models of decision-making can a wide range of outcomes positive and we will not be studies on the basis of a of outcomes. However, for inclusion in to both review studies must the between school-based decision-making and at least one educational outcome equality of access, increased or student learning as by test scores, psychosocial and Studies are which at the level of the or at community or (e.g. district) level, as well as the level of the school. Studies based on these different methods and of will be in the synthesis (see Studies will be in relation to this question which do not quantitative information on proximal or final outcomes, or which groups at country level or Given the wide of studies likely to be included in the review, we will assess the of all included studies to synthesis of (see studies in to the second review question will need to meet the of and out in the to on the of in order to be included for synthesis. Studies of any and studies with will be included. However, during coding, the specific will be for each included study, that we can consider differences that are likely to affect synthesis. As members of our are in and we to include studies in any of these Studies in other will be are available. We will include and literature, including and process in the empirical evidence (such as and empirical studies and/or negative results and the will also be included. The first four search will be at the of the review process. systematic reviews will first be through the of the EPPI-Centre of Education and the Campbell Collaboration The for any potentially relevant reviews will be for potentially We will then conduct searches, with the support of our at the in the following and These resources have been they are likely to evidence that is relevant to the review questions while also a wide range of We have also made an effort to include resources that are likely to help us identify literature and literature within contexts. In we will search for potentially relevant in the following Education International of of Development of Education Education World World and World We will also out to a small of who are to have widely on school-based management, in order to if there might be potentially relevant studies that have been completed but are not systematic reviews (e.g. et al., have a of relevant studies on education decentralisation in countries to We will limit and to However, we will search of existing literature reviews (e.g. Santibanez, and World Bank, 2007) and systematic reviews (e.g. et al., to identify relevant literature, including studies before the search has been all potential and will be into and a will be We will then the process of and studies (described in more we have on our of studies for quality we will our final search by the of all included studies – and the of and to of our included studies – in order to identify any key that we might have during the any such are they will be included to quality on the of the we have a of terms which to be used in the main in to The of search terms in 1 has been developed through an process. members of the review proposed a of mechanisms and which have the literature on school-based management in test search then in and the decentralisation this of some terms for and LMICs and the since The test search in the and in search in the primary school of of these all of the by the first two searches, then by the review to generate further search terms for inclusion in the final search Our final search will be the following search In order to be by the studies must at least one from each in the or the In allowing for searches, terms will also be as terms in the search These terms by the

The preliminary ruling procedure in Serbian civil litigation is initiated ex officio by the first-instance court during an ongoing proceeding. This process requires the Supreme Court to interpret legal rules or address legal gaps to ensure uniformity of case law. For such a ruling procedure to be justified, the specific legal issue must arise in a significant number of cases. However, the Supreme Court's case law regarding interpreting this legal standard is divergent. Therefore, one of the tasks of this paper is to determine that legal standard. The central focus of this paper is the subject matter of the procedure - the disputable or "unresolved" legal issue - and its characteristics. Various positions are taken in the doctrine regarding these issues, while the Supreme Court's case law remains inconsistent. As a result, the paper examines two theses: 1) the disputable legal issue is neither a preliminary nor a prejudicial question, and 2) it can be both substantive and procedural.

Guidelines for Adolescent Health Research*1, *2A position paper of the Society for Adolescent Medicine

In Malaysia, there has been an increasing interest in arts within the urban spaces. Urban art, also known as public art, street art, graffiti and murals is used as a form of creative expression. However, the legal frameworks and complexities surrounding urban art have been underexplored. This study examines the existing legal frameworks and issues governing urban art in Malaysia through qualitative and doctrinal researches that involves a literature review of primary and secondary sources. The findings reveal a fine line between artistic expression and potentially criminal acts, particularly in cases of unauthorised creation. This highlights the urgent need to strengthen legal protection and recognition for artists. The study also highlights the economic benefits of integrating art into urban planning and policies, such as increased tourism and community development. However, analysis of relevant legal frameworks, including the Copyright Act 1987 and the National Heritage Act 2005, reveals their inadequacy in comprehensively addressing legal issues intrinsic to urban art. Therefore, this study concludes that there is a need for improved legal frameworks that protect artists’ rights and support the growth of urban art within the country.

Cybersecurity in the education sector is distinct from other sectors, as the primary participants are children and young people who may not fully comprehend cyber threats and risks. Therefore, it is crucial to devise a strategy to mitigate cyber threats and enhance the cybersecurity knowledge and skills of teachers and staff. The aim of the research is to pinpoint the key challenges, opportunities, and future trends in implementing cybersecurity policies and regulations in Mongolia's education sector. This is essential for minimizing risks. Mongolia's cybersecurity efforts are governed by the 2021 Law on Personal Data Protection and the 2021 Law on Cybersecurity, which establish a system, principles, and legal framework for cybersecurity operations. The legal environment has been in development for years. A study of the legal environment and implementation of cybersecurity in Mongolia's education sector would likely examine how these laws are applied within educational institutions, assess the effectiveness of the current legal framework in protecting data and systems, and identify any challenges in implementing cybersecurity measures in the education sector.

The higher education and academic research sectors of the Canadian education sector were victims of the 2008 global crisis. Those institutions that were relying on private funding suffered from crashing values of their endowments amidst a declining market. With shrinking government budget and the universities finding tough time in the higher education and research sector, the aboriginals of Canada would be at the most disadvantageous position with respective to their economic development, since education is a central pillar to what Amartya Sen calls “entitlements and capabilities” of a community, particularly when colonialism left aboriginal peoples among the poorest of Canadians. The higher education sector of India is cited as a similar case here. This chapter examines the impact of declining funding both from private and government sources and other adversaries to the access of the aboriginals to education and thus attempts to bring to light how many educational opportunities are available to the natives in the post-crisis period in a comparative tone with India.

The virtual technology industry is experiencing exponential growth on a global scale, particularly during and after the pandemic, due to the escalating demand for remote work, online education, digital entertainment, and other related sectors. Currently, virtual technology has made significant progress and breakthroughs across multiple fields and levels; however, it still faces certain technical difficulties and bottlenecks that need to be overcome. This paper focuses on the application of virtual technology in the field of education and its transformative impact on traditional education. From an educational perspective, this paper explores the influence of virtual technology on the current education landscape. Additionally, it analyzes the positive impact and benefits of virtual technology on the overall development of students in education. The paper further discusses and summarizes the transformative changes brought about by virtual technology in the realm of traditional education. For a comprehensive understanding, this paper meticulously categorizes and discusses various applications of virtual technology in the education sector, such as virtual reality experiences, distance learning, cross-cultural communication, art, and creation, as well as vocational and simulation training. The paper concludes with a summary and outlook.

The main goal of this article is to highlight the Lithuanian political party system of legal regulation of formation of traditions and the disclosure of the legal framework in 1919–1940. This article discusses examination of the development of Lithuanian party system and identifies common patterns.The research is focused on the analysis of the legal regulation of the system of Lithuanian political party. The author discusses legal and historical issues and takes no notice of the issue of political considerations. The author also discusses the historical and political circumstances, which prompted the current legal framework, examines the influence of party system evolution of the statehood of Lithuania and the development of constitutionalism.There are a few authors, who made some researches on a few legal issues, e.g., in the monograph by Professor M. Romeris (“Lietuvos konstitucinės teisės paskaitos”, 1937), the development of political regime and its influence on the political party system was discussed. His monograph “Reprezentacija ir mandatas” (1926) studied the legal regulation of election and its influence of representation of citizenships in the government of the country. One of the most relevant to the subject of the research studies was conducted by E. Šileikis (“Politinių partijų instucionalizavimas”, 1997), where he presented the historical development of regulation of political parties in Lithuania and outlined the significance of modern political parties more extensively. In J. Bulavas’ monograph (“Rinkimai ir ‘tautos atstovavimas’ buržuazinėje Lietuvoje”, 1956), the legal status of political parties, military and emergency and high-security conditions in Lithuania during the interwar period were analyzed. His monograph „Klasės ir politinės partijos Lietuvoje 1919-1926 metais“ (1978) studied the legal regulation of the political parties in the independent Lithuania.This article analyzes the normative legal acts of the independence period of Lithuania, which have regulated the formation of political parties, the legal framework of their activities and meetings. These normative legal acts’ influence on the formation of the political party system of Lithuania is discussed. The research is made on the legalization process of illegal organizations and political parties. It pays attention to the changes of legal regulation of political parties and its dependence on the regime. Moreover, the article compares legal regulation in different periods of development of the regime of the Republic of Lithuania in 1918–1940. Furthermore, the comparison of the changes of legal regulation within the periods of 1918–1926 (the period of the democratic regime) and 1926–1940 (the period of the undemocratic regime) is made.

ABSTRACT: The current article analyzes the inextricable and instrumental link between intangible religious heritage and tangible religious heritage. More specifically, UNESCO’s nomination processes are examined in order to investigate the evolution and the approach of national and global institutions to intangible religious heritage. Rituals, architectural techniques of constructions and several UNESCO’s nomination dossiers of religious towns are used to shed a light on problematic aspects. Among them, we should wonder if intangible religious heritage underwent a process of political “instrumentalization”, “scientificization” and “objectivization”: which are the consequences of this institutional activity?&#x0D; SUMMARY: 1. Introduction - 2. Intangible Heritage and Legal Framework - 3. The National Dimension of UNESCO’s Nomination Processes - 4. The Global Dimension of UNESCO’s Nomination Processes - 5. Intangible Religious Heritage and Criticalities: Is There a Political Instrumentality? - 6. Architectural Techniques of Construction: Uncharted Aspects and Legal Issues - 7. Architectural Techniques of Construction and UNESCO - 8. Rituals: Uncharted Aspects and Legal Issues - 9. Rituals and UNESCO - 10. Conclusions.

In this paper, we challenge the commonly held assumption that actors in the education sector are largely ethical, and that there is therefore little need to scrutinize leader behaviors in this sector. We also overcome past scholars’ tendencies to either focus selectively on positive leader behaviors, or to stay content with categorizing leader behaviors into effective and ineffective (if at all they do focus on negative leader behaviors). Using data (Critical Incidents) from three case studies previously conducted in eight British and French academic establishments, we show that not only do negative leader behaviors abound in the education sector, but they can also be differentiated into three types: (1) behaviors emanating from leaders’ lack of functional skills i.e., ineffective behaviors, (2) behaviors emanating from leaders’ insouciance toward harming the organization and its members i.e., dysfunctional behaviors, and (3) behaviors emanating from leaders’ lack of honesty, integrity, ethicality, and transparency i.e., unauthentic behaviors. We enrich current understanding on ineffective, dysfunctional, and unauthentic leader behaviors, and offer a unified (yet differentiated) framework of negative leader behaviors in the academic sector. Since each type of negative behavior emanates from different motivational drivers, different measures are required to curb them. These are also discussed. A comparison of our findings with those from leadership studies in other sectors reveals that negative leader behaviors in the education sector are quite similar to those in other sectors.

This study delves into information technology's (ICT) effects on educational curriculum development, specifically focusing on the Pakistani context. The effects of information and communication technology (ICT) on various nations’ educational curricula are global. Integrating ICT into the academic sector is crucial to advancing educational planning in today's technology-driven era. The research aims to scrutinize the utilization and influence of ICT in Pakistan's educational landscape. A straightforward sampling procedure systematically gathered data from 385 Lahore city respondents spanning five public universities. The outcomes elucidate a substantial positive correlation between the availability and utilization of ICT and the enhancement of students' knowledge and learning skills. The study accentuates the pivotal role of ICT in amplifying educational efficiency and underscores its significance in shaping policies within the education sector. The ramifications of the research extend to educators, policymakers, and stakeholders, emphasizing the imperative need to integrate ICT into educational practices to achieve optimal outcomes effectively. By acknowledging the affirmative impact of ICT on academic development, this study contributes valuable insights that can guide strategies for elevating educational quality and planning in the digital age, ensuring a more robust and technology-enabled educational system. This suggests that integrating ICT positively impacts educational effectiveness and is essential for informing policies within the education sector.