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Introduction: The ethical implications of deoxyribonucleic acid (DNA) profiling or DNA fingerprinting or forensic genetics in criminal investigations have gained significant attention worldwide. In India, DNA profiling in criminal investigations has increased over the years. However, the ethical considerations of DNA profiling in India have yet to be examined adequately.

Purpose: The study aimed to examine the ethical considerations of DNA profiling in India and compare them with international guidelines. By examining the ethical considerations of DNA profiling in India, this study seeks to contribute to the ongoing discourse on the responsible use of DNA profiling in forensic investigations.

Methodology: The study used a qualitative research design, and data were collected by reviewing relevant literature and laws.

Findings: The findings indicate that the Indian legal framework has gaps in addressing the ethical considerations raised by international guidelines, such as the admissibility of DNA evidence in court, oversight of DNA laboratories, safeguards against discrimination, and privacy and confidentiality protections.

The comparative analysis highlights the need for strengthening the legal framework in India, adopting best practices from international guidelines, and incorporating safeguards to protect against discrimination and ensure the privacy and confidentiality of individuals. By adopting these recommendations, India can ensure that DNA profiling is conducted ethically and responsibly, promoting public trust in the criminal justice system and upholding the rights of all individuals.

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is a widely accepted guideline for performing a systematic review (SR) in clinical journals. It not only helps an author to improve the reporting but also assists reviewers and editors in the critical appraisal of available SR. These tools help in achieving reproducibility in research, a major concern in contemporary academic research. But there is a lack of awareness about the approach among management researchers. This chapter attempts to fill this gap using a narrative review of reliable online resources and peer-reviewed articles to discuss the PRISMA guidelines and recent amendments. The chapter further points out the limitations of PRISMA in the review of management literature and suggests measures to overcome that. This piece of literature introduces a reader to the basics of a systematic review using PRISMA as an instrument. One of the significant contributions is to delineate a seven-step strategy to attain reproducibility in the systematic review. The chapter is useful for researchers and academicians in the field of social science and management.

The birth of a non-racial and democratic South Africa in 1994 created great anticipation that society and education operating under the Apartheid government would be transformed. Education policies and education guidelines based on the South African Constitution now acknowledge the rights of all students from diverse backgrounds and abilities to access quality regular education. Against the background of Goal 4 of the United Nations Sustainable Development Goals, this chapter analyses initial and more recent policies and implementation guidelines to develop an equitable inclusive education system to identify barriers to inclusive education and possible levers for change.

Faced with the existential threat of COVID-19, the College of Business Administration (CBA) at Princess Nourah Bint Abdulrahman University (PNU) decided to work toward the dual goals to achieve accreditation and an effective social and educational response to the pandemic. CBA’s quality improvement process was implemented synergistically with Seligman’s (2011) PERMA well-being model, namely positive emotions, engagement, relationship, meaning, and accomplishment/achievement. The case study methodology, which was based on direct observations, faculty and students’ interviews, surveys, feedback, documents, and archival data records, allowed to capture the context and lived reality of all the participants in QAA processes. Results showed that quality improvement was facilitated through three domains: (1) governance and academic leadership, (2) teaching and learning, and (3) digitalization and technology. Within each domain, specific programs, activities, human resources, and networks were enabled through a framework based on the PERMA well-being model. As a result of this hybrid QAA well-being implementation process, CBA achieved NCAAA accreditation for its offered programs, while experiencing high levels of well-being and commitment to teaching and learning by the staff members and students. The description of CBA’s accreditation journey might be insightful for other higher education institutions (HEIs).

BE2ST-In-Highways is a framework for assessing the social impact of reusing materials in pavement building, using the Pavement Life-Cycle Assessment Tool for Environmental and Economic Impacts (PaLATE) and life-cycle cost analysis (LCCA). ENVISION is a two-stage assessment method with four levels of certification: bronze award, silver award, gold award, and platinum award. Stantec published the Green Guide for Roads in 2008 as a marketing tool to highlight its commitment to sustainable development (SD), and the certification policy was created using the Leadership in Energy and Environmental Design (LEED) certification policy. As part of their first-year requirements, Stantec and a team of Worcester Polytechnic Institute students created another ‘Green Guide for Roads’ in 2009 to integrate previously missing components of the certification guidelines. GreenPave was developed by the Ontario Ministry of Transportation as an SD certification framework based on the Greenroads and GreenLITES SD certification frameworks. Specifications are classified into three types: repair activities, new development projects, and credit for evident and clear criteria. The Greenroads SD certification process reintroduces SD ideas into highway building by awarding points to projects that effectively integrate SD objectives. I-LAST is a tool developed by the Illinois Department of Transportation, American Consulting Engineers Council (ACEC), and Illinois Road and Transportation Builders Association (IRTBA) to analyse SD principles in road infrastructure building. INVEST (Infrastructure Voluntary Assessment Sustainability Tool) is designed to be simple to use and includes four stages of a project. Scorecards for pavement, basic rural, basic urban, extended rural, extended urban, and custom are included. CEEQUAL (Sustainability Assessment and Awards for Civil Engineering, Infrastructure, Landscaping, and the Public Realm) was established to improve infrastructure sustainability and award projects to organizations that address environmental concerns in a productive and effective manner. It is managed by CEEQUAL Ltd. and is based on three SD principles: environment, economics, and labelling the social component of SD with access. Customized scorecards may be used when a project does not fit into one of the pre-defined scorecards. The framework was initially created for the United Kingdom (UK) but has now been revised to be worldwide relevant and includes two categories of projects: domestic (UK and Ireland) projects and foreign initiatives. It also offers six project awards. This chapter reviewed frameworks, models, and guidelines for sustainable infrastructure projects, emphasizing the Be²st-In-Highway rating system, ENVISION certification policies, green guide for road rating systems, greenlights certification system or policy, Greenpaves rating system, Greenroads rating system, I-LAST certification tools, invest rating tools, CEEQUAL certification system, and stars rating tools.

This chapter examines the creation and development of trans inclusion policies in community sport in Australia. More specifically, it explores the impact of such policy, or lack thereof, on trans and gender diverse people who are currently engaged or wish to engage with community sport in the state of Victoria, Australia. This chapter evaluates the impact of Federal legislation and guidelines for the inclusion of trans and gender diverse people in Australian sport, and how sport organizations have responded in creating trans athlete policies for community sport participation. Next, we discuss the experiences and challenges for trans and gender diverse athletes playing and competing in community sport. We examine how these athletes work against institutional norms which typically reinforce a rigid gender binary. This chapter draws on a range of research projects in Australia by the first author and concludes with some recommendations for future research and both policy and practice.

The aim of the study is to determine the benefits of transforming a destination into smart destination (SD) to restart tourism after the COVID-19 outbreak, to match the dimensions of SD with restarting strategies, and to make conceptual inferences to serve this. For this purpose, two reports published by the World Tourism Organization (WTO) in 2020 were examined: Priorities for Tourism Recovery and Global Guidelines to Restart Tourism. Then, the contents of these reports and the dimensions of SDs were matched and a guiding model for tourism decision-makers was developed.

Behavioral threat assessment and intervention is a violence prevention strategy that has become widely used in US schools. Instead of relying on a zero tolerance disciplinary approach that often leads to school exclusion of students with disabilities, schools can use a multidisciplinary threat assessment team to assess the seriousness and context of a student's behavior and identify appropriate interventions and supports. This process is especially valuable for students with disabilities who are identified as threatening violence. This chapter describes an evidence-based model of threat assessment, the Comprehensive School Threat Assessment Guidelines (CSTAG), ¹ reviews some common misunderstandings of threat assessment, and presents a case example illustrating the value of threat assessment in preventing school exclusion, and provides services for a student with a disability.