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Outlines the patchwork of federal law and self‐regulatory codes and guidelines which makes up the legislative system relating to advertising to Canadian children. Lists the former as the Broadcast Code of Advertising to Children, the Telecaster Services of the Television Bureau of Canada, and the CBC Advertising Standards, while self‐regulatory codes include the Canadian Code of Advertising Standards and the Code of Ethics and Standards of Practice of the Canadian Marketing Association. Focuses next on Quebec’s provincial laws for advertising to children; Quebec is the only province, and in fact the only jurisdiction in North America, in which commercial advertising to persons under 13 is generally prohibited. Discusses lastly the sensitive issue of collecting personal information from children.

This paper aims to focus on the process of critically evaluating Dublin Institute of Technology's Programme for Students Learning With Communities after its first year of operation. The programme supports and promotes community‐based learning/service‐learning across DIT.

The paper is presented in the form of a case study, wherein the context for the work is outlined, addressing both strengths and weaknesses of the practice to date, and comment briefly on wider implications.

After nine months an evaluation of the programme was carried out. It identified four main areas where it was felt there was potential for improvement: reflection on learning; the nature and quality of student, staff and community engagement on projects; project evaluations; student involvement in project planning and recruitment to community‐based research projects. Each area is addressed in turn and the actions taken to date to enhance the service delivery is described. Some initial thoughts on the implications of the work are given.

This paper will be of value to students, educators and community partners interested in the possibilities inherent in students learning with communities, and in the process of reflection on this work.

The purpose of this Editorial is to introduce key themes in the area of student‐community engagement (SCE) and the papers included in this special issue.

The paper discusses dominant trends in the current context.

The selection of papers in this issue represent the range of programmes that have been developed over the past five or so years and indicate what they have, and have not been able to achieve. However, the recent context indicates an acceleration of the expectations placed on higher education to develop socially responsible citizens and to create graduates who will be able to solve the complex problems of an increasingly complex world.

The paper provides a background to SCE and the changing role and context of higher education.

Employment law recognised the value of whistleblowing with the enactment of the Public Interest Disclosure Act 1998, protecting a ‘worker’ against dismissal and victimisation. Whistleblowers are particularly vulnerable in the gig economy as they may fall outside the statutory definition of ‘worker’ for the purposes of the whistleblowing legislation. This makes a study of whistleblowing in the gig economy pertinent. This chapter explores the statutory definition of ‘worker’ with regard to the current whistleblowing provisions and considers the barriers it presents for gig workers. Judicial interpretation of the definition is examined through an analysis of recent case law that shows much inconsistency and a conflict of judicial approach. The resulting blurred boundaries of the legal term leave a gig worker uncertain as to the level of their protection for blowing the whistle. The need for reform to protect individuals in a wide range of working relationships is clear. It is argued that the new EU Whistleblowing Directive, in protecting ‘work-related activity’, provides better protection for all whistleblowers. The role of human rights in extending the status of work is also advanced. Finally, the implications of developments in this area for key stakeholders in the gig economy are considered highlighting the importance of creative new approaches to give voice to all workers.

This chapter explores the topic of supporting young people to become innovators for societal change in terms of equity and renewal from the perspective of school principals in Northern Ireland, a post-conflict society. We examine how school principals can be empowered in their role in providing this support and the challenges and turbulence that they face in their work. The chapter provides contextual information about education in what is still largely a divided society in Northern Ireland. The principals who were interviewed as part of this research were working within school partnerships as part of ‘shared education’ projects. In Northern Ireland, the Shared Education Act (2016) provides a legislative basis for two or more local schools from different educational sectors to work in partnership to provide an opportunity for sustained shared learning activities with the aim of improving both educational and reconciliation outcomes for young people. The challenges for school leadership of working in partnership in societies emerging from conflict has not been given the attention it deserves in the literature, so this work is significant in that it brings together a focus on school leadership in a ‘shared education’ context, drawing on theories of collaboration and turbulence to examine how principals can best be empowered to be agents of change, so that pupils in Northern Ireland can also become empowered to make society there more equitable and peaceful. While the focus is on Northern Ireland, the learnings from this study will be of wider interest and significance as similar challenges are faced by school leaders internationally.

This monograph contains abstracts from the 2005 Employment Research Unit Annual Conference Cardiff Business School, Cardiff University, 6‐7th September 2005

Access to equity capital is critical for business success, especially for young companies which lack the cash flows necessary for debt repayment. The creation and growth of such companies is a means to economic opportunity and wealth for ethnic-minority entrepreneurs. Unfortunately, the traditional venture capital industry is extremely limited in its investments.¹ It also is significantly less likely to invest in businesses owned by ethnic-minority entrepreneurs than those owned by white entrepreneurs (Bates & Bradford, 1992).²