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The history of Catholic Teacher Education is linked to the growth and development of Catholic schools that began in the early nineteenth century. The Catholic Church struggled to recruit enough certificated teachers and relied heavily on pupil teachers. This began to be resolved with the opening of Notre Dame College, Glasgow, in 1895 and St Margaret's College, Craiglockhart, in 1920. The two Colleges would merge into the national St Andrew's College in 1981. This national college would undertake a further merger with the University of Glasgow in 1999 to become part of the newly formed Faculty of Education, later School of Education. The School of Education continues to discharge the mission to prepare teachers for Catholic schools.

The history of the Episcopal Training Institution is an under researched area of teacher education in Scotland. The College was opened in Edinburgh in 1850 and initially trained male students. After 1867, the male students transferred to Durham and the College trained female students. The students were trained to teach in the Episcopal schools throughout Scotland. These schools were predominantly established for the children of the Episcopal denomination or they were mission schools that educated the poor. The College struggled to recruit sufficient numbers of students in the early twentieth century and the College closed in 1934. A very small number of Episcopal schools still exist in the twenty-first century Scotland.

This chapter examines the 1999 trial of Aaron McKinney for the murder of Matthew Shepard, a gay student at the University of Wyoming whose death propelled forward an incipient movement to legislate against hate crimes. It explores the competing ways in which Aaron McKinney was conjured as a legal persona, defined through the opposing lenses of gay panic and of homophobic hate. It situates those personae in conflicting narratives of criminal culpability emerging out of indeterminate legal doctrines and definitions (the unwritten law; the meaning of ‘malice’), and argues that in conjuring them, adversarial criminal trials necessarily destabilise the ‘default legal person’. In doing so, trials performatively reconstruct the past in ways that both mark and mask a past events. In the McKinney case, contests over his culpability emerged against a backdrop of loss, both epistemological and affective, generating a projective reckoning with Shepard’s death in ways that enabled a politically transformational mourning process.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Given their history of preparing African Americans, ethnic minorities, and first-generation college students for careers in education, the culture and traditions of Historically Black Colleges and Universities (HBCU) can provide insight into the preparation of diverse physical educators for the cultural, linguistic, and ethnic diversity in today’s American K-12 schools. As such, this chapter will present practical findings from an ethnographic study of a historically Black urban Physical Education Teacher Education (PETE) program with a large native Spanish-speaking population. Specifically, we focus on the concepts of cultural sustainment and code-switching as strategies used by teacher educators to promote bilingualism and biculturalism. To achieve this, we highlight the relationship among institutional, programmatic, and classroom cultures for the cultural ­sustainment and development of preservice physical educators. According to Paris (2012), culturally sustaining pedagogy seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling. We conclude with strategies on how to successfully work with culturally diverse college students, promoting bilingual and biculturalism through cultural sustainment and code-switching.

The purpose of the empirical study was to examine whether strategies shown to work well in one model of network development for library and information science (LIS) practitioners and researchers could be applied successfully in the development of a new network and contribute to the narrowing of the research–practice gap in LIS.

Overall, 32 members of a new professional network were surveyed by a questionnaire following the completion of a programme of four network events held between 2019 and 2021.

The analysis demonstrates the transferability of the existing model of network development to a new network and that it can be successfully adapted for online delivery of network events and activities.

The criteria deployed for the evaluation of the new network could be used in other similar settings. Funding bodies can also use these findings as demonstration of the value of their investment in network grants.

This contribution on means of growing collaborative networks to narrow the LIS research–practice gap stands out in contrast with prior research that tends to focus the support of research productivity of academic librarians in North American universities for the purposes of career development. Here wider aspects of research engagement are considered of value for LIS practitioners from a range of sectors and institutions, beyond North America, for purposes that are broader than personal advancement.