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In this chapter, the author analyzes sentencing and incarceration practices in South Africa during the last 20 years, a period which saw the country transforming into a fully flexed democracy.

The concepts of sentencing, mandatory minimum sentencing, sentencing of children and incarceration are discussed. The past 20 years of democracy serve as a point of departure for this discussion. The retrospective nature of the adopted approach necessitates a heavy reliance on existing literature, but a statistical analysis is also relied upon. The author also reflects on research conducted during the last 20 years.

While it is almost impossible to duly consider all sentencing-related developments in democratic South Africa, important advances have been made but they were not always systematically followed through. Well-intended policies have at times been poorly executed. Specially, the correctional system destroyed all types of staff motivation through poor human resource practices.

Few scholars have considered the influence of sentencing practices on the South African inmate population, more particularly during the period of democracy that has been running for 20 years. This influence in the South African criminal justice system will be highlighted. The contribution of sentencing in the democratization of the country may be drawn from this discussion. The study may contribute to policy implementation for decades to come and through that, strengthen the South African democracy. At the same time, lessons from South Africa may serve as a roadmap for other young and established democracies.

To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

Purpose: Being the victim of sexual violence can lead to long-term health consequences. In response, rape crisis centers provide support to survivors of sexual violence including medical and mental health treatment or referrals to treatment. A history of exclusion and provision of service by cisgenderist binary categories limit the ability of rape crisis centers to serve transgender survivors of sexual violence. Can gender be a way to provide safe, inclusive healthcare or is it necessarily a way to enact gender oppression? How can rape crisis centers and other healthcare organizations become more inclusive of transgender people?

Methods: In addition to fieldwork at a rape crisis center that had a trans inclusion project, interviews were conducted with staff and volunteers at the rape crisis center.

Findings: I found that gender-based service provision is problematic, especially when based on an understanding of gender conflated with sex category. Even organizations aiming to challenge gender oppression can reproduce it.

Practical Implications: Options for health organizations to become more trans inclusive are presented.

Originality: Research on the transgender experience, particularly at rape crisis centers and other healthcare organizations that provide gender-segregated service, is limited That literature often presents those organizing women-only space as monolithic and struggles around the inclusion of trans people oversimplified. My research illuminates how gender inequality is reproduced in an organization aimed at challenging that inequality. My research shows the logics of those engaged within an organization reproducing oppression despite individuals' desires to challenge oppression.

Institutional economics at the societal level focuses on the examination of interpersonal and impersonal economic, political and social institutions within a given polity and how such institutions might change and evolve over time. Such examination is critical to both international business scholars and practitioners if they are to successfully navigate variations in the rules of the game in international trade and commerce. Whilst institutional economics offers an immense body of literature on institutions, it offers surprisingly few theoretical or conceptual tools for empirical analysis. This chapter discusses five extant frameworks and proposes an ontological theoretical framework developed from interdisciplinary sources to underpin extant frameworks and thereby guide international business researchers in designing more effective research instruments for examining institutional change across and between cultures.

Despite the relevance of firm size in the analysis of corporate social responsibility (CSR) engagement, there is still much to know about the specific impact of firm size on CSR formalisation. Moreover, in order to better understand such a relation, the interaction effects of development strategies on which companies may base its growth, namely diversification and internationalisation, will be also taken into account. Specifically, this work contributes to shed light on these issues by combining theories related to external and internal drivers of CSR. Using a sample of Spanish listed firms, the results show that firm size affects positively CSR formalisation, and that this effect is stronger in the case of adopting a diversification strategy, while no evidence was found for the moderating effect of internationalisation strategy.