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The roots of the present human rights regime vis-a-vis children go back to the aftermath of World War I, when Eglantyne Jebb – cofounder of the Save the Children Fund – drafted, as part of her work with refugee children in the Balkans, a Children's Charter. In this document, she argued that there were certain rights for children that should be claimed and universally recognized and indeed that it was the duty of the international community to put such rights to the very forefront of their planning decisions: ‘[i]t is our children’ Jebb argued ‘who pay the heaviest price for our shortsighted economic policies, our political blunders, our wars’ (Hammarberg, 1990, p. 98). What Jebb in fact created was a practical document later used as the basis for the Geneva Declaration of the Rights of the Child that was adopted by the League of Nations in September 1924 and that set out five precepts governing the ‘duties’ that mankind had, ‘beyond and above all considerations of race, nationality or creed’. These included allowing the child to be first in receiving relief in times of distress and providing all manner of support to the ‘needy’ child (defined at the time as being those suffering hunger and sickness, orphans and those who were ‘backward’ or ‘delinquent’). The language of the Declaration may have moved on, but it remains a landmark document in that it set the tone for many of the child's rights initiatives that followed, in particular, in terms of the ‘children first’ ethos that was to become a fundamental element in later child rights campaigns (Hammarberg, 1990, p. 98). Indeed, the 1924 Declaration has been widely depicted as a turning point for international political efforts relating to the child, and too for the advocacy movement that surrounds them, providing inspiration for many of the efforts on their behalf that were to follow. Like many of these subsequent efforts towards putting children first, however, political events overtook political will, and the attempt to improve children's lives at this time stalled as the world moved once again towards war. It would therefore be much later – in the aftermath of World War II, and following the 1948 approval by the UN General Assembly of the Universal Declaration – before the international community turned its attention once more to the welfare of the child, and it is in the work that was done during this time that the roots of the current international legal regime governing children can perhaps most clearly be recognised.

In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted.

Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems.

A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework?

Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40.

Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions and cooperation between diverse groups. The authors’ chapters are subject to a comparative analysis that took place at the European Conference for Educational Research Annual Conference in two large seminars (Taysum et al., 2017) in Denmark, further developed by the editors and committed to peer-review.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This study aimed to understand the effect of repeated exposure to personal threats on hospital security guards' well-being.

A single site, qualitative study using a convenience sampling approach to recruit hospital security guards who attend code black (staff, patient or visitor exposed to a personal threat) calls.

Five interviews were held with eight hospital security guards. Seven of the eight participants were male. Seven were Caucasian. All had extensive experience in the industry. Six consistent themes emerged from the data covering well-being, coping and support; concerns about physical safety; compassion and compassion fatigue; effective communication is crucial; role/s; and training and equipment.

This study used a convenient sampling approach to recruit security guards from one acute hospital in Australia, limiting the applicability of the findings to other contexts. Although the majority of hospital security guards were interviewed, the format of interviews varied between one-to-one interviews and focus groups, based on the availability of guards to participate and attend.

We recommend that the role of the hospital security guard in Code black situations is documented in policy and practice documents, and articulated in multidisciplinary aggression management training. There should be clear statements on the importance of strong communication and clinical leadership in code black situations. Hospital security guards should attend Mental Health First Aid training, which teaches on and off the job coping strategies. There is a need for debriefing and consideration should be given to supporting “time-out”. Hospital security guards require education on infection control and the risks associated with blood and body fluids.

Hospital security guards play an important role in the safety of patients and staff in code black situations. When they are well supported, they experience high levels of job satisfaction and are able to maintain their compassion towards people who are aggressive and violent towards them. However, repeated exposure to code black situations has the potential to erode the well-being of hospital security guards.

In this chapter, we consider music as a tool for emotional regulation in relation to disability, which can be employed to counter the dehumanisation of disabled people that arises from unregulated emotional responses to disability. Responding to Julia Kristeva's presentation of non-disabled encounters with disability as causing a physical or psychical death, Alison Duncan Kerr's arguments on the rationality of regulating emotions in encounters where unregulated emotions have negative effects on the self and others are brought together through Rebecca Jiggens' cultural model of understanding the significance of disability to illustrate the irrationality and moral paucity of ableism. We argue that music can play a role in regulating the emotions typically felt towards the disabled. Kristeva's idea that disability wounds or even kills the abled is insightful, but if we are right, then the tight connection between death and emotional reactions to disability could be overcome through the process of emotion regulation.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Country and cultural heritage are inextricably linked for First Nations peoples. This chapter explores those relationships in the context of repatriating cultural heritage materials back to Country and conceptualising a place for its ‘awakening’ for the Ngadjuri community of Mid-North South Australia. These materials in the context of this book ‘interpreted’ as a form of data curation, requiring potentially unique information systems designs to achieve accessibility, recoverability, and durability in remote communities with limited internet and mobile phone coverage. On the other hand, it is critically important to note, that the processes, challenges and repatriation of culturally sensitive materials and remains, are dependant here on the limitations of language. The reference to the notion of ‘data’ as a descriptor, and an inadequate term on some level, does not, and is not intended to, diminish any of their cultural significance and gravity. These are challenges that are worth the intellectual and technological investment to realise a return to Country for generationally displaced peoples and their cultural property that also needs to make it home.