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Economists usually shy away from talking about power. They assume an economy comprised of many small and medium-sized firms, each competing for consumer dollars. This circumvents the problem of economic power. John Kenneth Galbraith, however, refused to ignore power. It stood at the center of his economics, and he saw it as a key reason the US economy thrived in the years following World War II (WWII). This chapter examines Galbraith’s changing views regarding economic power. American Capitalism explains how countervailing power, or power on the other side of the market, solves the problem of economic power. In The New Industrial State, scientists and educated managers within the firm (the technostructure) mitigate the negative consequences of economic power wielded by large firms. The Affluent Society and Economics and the Public Purpose look to the government as the main check on corporate power. It does this through labor legislation or programs such as the New Deal and Fair Deal. This chapter then evaluates the different solutions Galbraith proffered to the problem of economic power. It contends that Galbraith got three things right when analyzing economic power. First, we no longer live in a world of scarcity due to oligopolistic firms. Second, capitalism was different in the post-WWII era because the US economy thrived and gains were shared widely. Third, Galbraith understood that power was unequally distributed – both between the public and private sectors and within the private sector itself. On the other hand, Galbraith was overly optimistic in believing the market economy or the public sector could counter corporate power.

Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.

Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.

Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.

This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

This paper aims to discuss the positioning of international organisations (IOs) in the realm of international law. It proposes a more robust approach, arguing IOs have legal obligations akin to states to the extent which could be fulfilled by them. This paper suggests making IOs parties to international treaties like the International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic Social and Cultural Rights (ICESCR) and Geneva Convention 1949 to codify their international responsibilities. In addition, it proposes amending multilateral treaties to grant IOs membership and create binding legal obligations for them, thereby enhancing the overall legal framework for IOs.

The paper opted for qualitative analytical approach of research by referring to international treaties and scholarly papers.

The authors have evaluated the bindingness of international law on IOs. The authors argue that jus cogens and customary international law are equally binding on IOs. However, treaties could only be binding on IOs to the extent of their consent. The authors have assessed prior violations of IOs. The authors argue that, to prevent such violations by IOs, creating obligations is the first step. Second, amendments are required in the existing international treaties that reflect the foundations of international humanitarian and international human rights law like the Geneva Convention 1949, ICCPR, and ICESCR, to permit IOs to join these treaties, resulting in binding international legal obligations.

The most prominent assertion of this paper is that IOs as subjects of international law are bound by the principles of international law, including treaty law with consent, customary international laws, general principles of law and peremptory norms. To fulfil these obligations, a regime needs to be introduced wherein amendment is made in treaties to make IOs parties to them and structuring the law on responsibility for IOs. Considering the multifaceted nature of IO, the role it performs in contemporary times requires them to be bound by rules of international law just like states. There is a need to settle their position in global governance and give them more teeth to understand and fulfil their duties to ensure smooth functioning in the long run.

The paper fulfils an identified gap in the positioning of IOs under the international law.

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

The main purposes of this article are twofold: (1) to investigate the unexplored connections among destination gender personality, destination stereotypes, brand attachment and destination brand love and (2) to examine the moderating role of destination involvement in the association between destination stereotypes and destination brand attachment (DBA).

The conceptual model is evaluated using qualitative methods (i.e. three focus groups, six academic experts and a pilot study). In addition, using an empirical study with 610 international travelers who visited Egypt selected by systematic random sampling, 8 hypotheses were analyzed and tested using structural equation modeling (SEM) by AMOS 23, confirmatory factor analyses and exploratory factor analyses.

The study’s results suggest that destination gender plays a vital role in enhancing stereotypes, stereotypes positively affect attachment and DBA positively affects destination brand love. Finally, the results show that destination involvement moderates the dual influence of the warmth and competence of stereotypes on destination attachment.

The research supports the contention that social perception mechanisms are crucial in destination brand perception. It offers new understandings of the association between customers' destination brand perceptions and their responses to destinations.

This paper contributes to the travel literature by analyzing a novel model of destination gender personality, stereotypes, DBA and destination brand love using both social role (SR) theory and a stereotype content model (SCM). Besides attempting this task, it explores the moderating role of destination involvement in the association between stereotypes and destination attachment using the elaboration likelihood model.