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This article seeks to explore the difference that adult support and protection legislation may have made to work with adults at risk of harm in Scotland.

The article is based upon findings of a joint academic and practitioner qualitative research project that interviewed 29 social service practitioners across three local authorities.

The legislation was seen as positive, giving greater attention to adults at risk. Views about the actual difference it made to the practitioners' practice varied, and were more likely in new rather than ongoing work. Three differences were noted: duties of investigation, protection orders and improved shared responsibility within the local authority and across other agencies, but to a lesser extent NHS staff. Overall it gave effective responses, more quickly for the adults at risk. Whilst the law brought greater clarity of role, there were tensions for practitioners in balancing an adult's right to autonomy with practitioners' safeguarding responsibilities.

The paper demonstrates that a dedicated law can improve safeguarding practice by clarifying the role of social work practitioners and the responsibilities of other agencies. The right to request access to records and banning orders were seen as valuable new measures in safeguarding adults at risk. As such the study from the first UK country to use dedicated adult safeguarding law offers a valuable insight for policy makers, professionals and campaign groups from other countries, which might be considering similar action.

Tuesday 13th December 1977 was a cold, damp day in London, but the staff of the registration desk at the Tara Hotel soon got warmed up as over 400 delegates from twenty‐four countries arrived to collect their preprints volumes and attendance lists.

This chapter theorizes academic libraries and library workers as partners in social justice work in higher education, linking the core concerns of critical librarianship (or Critlib) to library leadership practices that can enable and facilitate widening participation as a political project. ¹ Widening participation, as a policy imperative and higher education practice, attempts to improve access to higher education among underrepresented groups. However, rooted in the logic of marketized, neoliberal higher education, liberal approaches to widening participation are instrumentalist and contribute to a cultural discourse which reproduces inequity and unequal educational outcomes.

Drawing on Nancy Fraser's model of social justice and critical sociology of education, particularly the work of Penny Jane Burke and Diane Reay, this chapter develops a critical theory of library leadership which radically reframes widening participation practice as a project of recognition and inclusion. In connecting the rich scholarship of Critlib movement, particularly critical information literacy and library pedagogies, to shared commitments to social justice between library and other education workers, this chapter deepens our theoretical understanding of libraries' contributions to widening participation.

This study aims to describe and illuminate the ways in which Kwantlen Polytechnic University (KPU) – an urban, undergraduate institution with a strong focus on teaching, learning and related research and scholarship, and a substantial international student population – adapted to pandemic conditions in 2020 in an effort to meet community and pedagogical priorities, institutional/legal responsibilities and strategic goals.

Three institutional leaders at KPU draw together their respective insights and experiences, reflecting on how governance, pedagogy and operations were impacted by COVID-19.

After two years of continuous operation during the COVID-19 pandemic, and with the strong support of its learners and the faculty, KPU has undergone significant pedagogical and technological shifts to become a multi-modal university for study, teaching and administration.

This is a “practitioner paper” with a practical focus on institutional leadership and adaptation in a period of rapid adjustment. It is more of an accounting and reflection piece than a critical analysis.

It offers post-secondary leaders’ insights into ways in which institutional values and community needs inform policy-making, operations and innovation in education.

KPU’s domestic and international student constituencies are complex and required unconventional post-secondary strategies regarding faculty autonomy and growth, de-colonization and inclusion.

KPU has a distinctive mandate in British Columbia and its commitment to experiential learning – typically associated with hands-on education – presented unusual challenges for delivery. While research-and-teaching universities were tested by COVID-19, their tests were largely alike. KPU’s experience illustrates what practical- and teaching-focused institutions confronted.

Imprisonment has the potential to significantly impact mothering (Lockwood, 2017). For some women, imprisonment may present the opportunity to repair and rebuild fractured relationships with their children; however, for many, being separated from their children is constructed as the most difficult aspect of imprisonment (Crewe, Hulley, & Wright, 2017), with the potential to severely alter, disrupt or even terminate mothering (Lockwood, 2017; 2018). Available research highlights the importance of mothering in relation to women's adjustment to and experiences of imprisonment and upon their rehabilitation, resettlement and potential reunification (Baldwin, 2017; Lockwood, 2017, Lockwood, 2018). However, consistent with prison policy and practice, available research tends to rely on narrow definitions that often construct motherhood in relation to younger children, under the age of 18 (Caddle & Crisp, 1997). Consequently, the stories, experiences and needs of mothers in prison with older adult children often remain unheard.

Focussing on the individual stories of mothers in prison and those who have recently been released from prison, within this chapter, I consider the way in which women story motherhood in relation to older adult children. Presenting three interrelated narratives, ‘Mothering from a distance: stories of missing out on children's transitions to adulthood’; ‘“Motherwork”: stories of participating in mothering adult children’ and ‘“Role reversal”: stories of receiving support from adult children’, I consider the specific challenges and opportunities for mothers in prison with older adult children.

To gain a better and more comprehensive understanding, this study aims to investigate the literature to explore the two popular diets’ health benefits and concerns. Google Scholar and PubMed were used to search for available and relevant nutrition and health articles that pertain to the benefits and concerns of plantogenic and ketogenic diets. Search terms like low carbohydrate, diet, ketogenic, vegetarian and chronic diseases were used. Information was obtained from review articles and original research articles and checked for accuracy. Ketogenic diets have been used for a long time for convulsion in children and now reappeared for weight loss purposes.

Ketogenic and plantogenic (plant-based) diets have been adopted today by many professionals and the public.

Ketogenic diets have been used for a long time for convulsion in children and now reappeared for weight loss purposes. Plantogenic diets also have been practiced for many years for religious, health and environmental reasons. Compared to plantogenic diets, ketogenic diets lack long-term evidence of its potential benefits and harm.

Maybe Lacto-ovo vegetarian and pesco-vegetarian (eat fish but not meats) diets are OK. However, for strict plantogenic diets (total plantogenic/vegan diet), the risk of mineral or vitamin deficiency is present (Melina et al., 2016). Of particular concern is dietary vitamin B12, which is obtained mostly from animal sources (Melina et al., 2016). A long-term deficiency of vitamin B12 can lead to macrocytic anemia and cause neuro and psychological effects (Obeid et al., 2019). Also, omega-3 fatty acids may be deficient in such a diet and probably need to be supplemented on those who follow the total plantogenic diet (Melina et al., 2016). Other deficiencies of concern would be zinc, iron, calcium, vitamin D and iodine (Melina et al., 2016). Another disadvantage is that many junk foods could be easily classified within the plantogenic diet, such as sugar, cakes, French fries, white bread and rice, sugar-sweetened beverages and sweets in general. These items are related to higher weight gain and, consequently, to a higher incidence of diabetes and other chronic diseases (Schulze et al., 2004; Malik et al., 2006; Fung et al., 2009).

Plantogenic diets were concluded to have sustainable health benefits for humans and the environment over ketogenic diets, which could be used but under professional follow-up only.

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became increasingly politicized and less of a public good with which the American public did not tinker. These reforms have four different themes: (1) strengthening the clinical component of teacher education, (2) preparing educators with the tools needed for equity and social justice, (3) participating in heightened accountability demands, and (4) expanding alternative certification. This chapter explores these four strands of reform and concludes they are colliding forces in which the country pours time, resources, and energy. Ongoing collisions on the reform landscape produce increasingly negative consequences for teacher education, teacher recruitment, and retention and America's public schools.

In 1980, 8 per cent of women in the UK were classified as obese (body mass index over 30). By 1998, the prevalence of obesity had increased to 21 per cent and there is no sign that this upward trend is moderating. Many women retrospectively attribute the onset of their obesity to pregnancy, yet research in this area has yielded conflicting evidence. Unlike the USA, the UK does not have clinical guidelines for gestational weight gain. Health professionals such as GPs, midwives and obstetricians have a responsibility to monitor normal pregnancy, yet typically in the UK, women are weighed only once i.e. at the antenatal booking appointment, which is primarily undertaken for the interpretation of screening tests. This paper will review recent evidence relating gestational weight gain and maternal outcomes such as the burden of postpartum obesity and the risk of caesarean section. In addition, some practical advice is given for heath professionals to use when monitoring the weight gain of pregnant women in their care.

Wonders whether, owing to severely restricted access, China’s government policy towards digital communications will remain in a constant state of flux – or will it gain economic benefits without a social penalty? Concludes that China has to link the forces of change to channel and deflect domestic resistance.