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In: Ocean Yearbook Online
In: The Future of Ocean Governance and Capacity Development
In: The Future of Ocean Governance and Capacity Development
In: Ocean Yearbook Online

Article 12 of the un Convention on the Rights of the Child (uncrc) declares that young people have the right to express views and to have these taken into account when decisions are made that affect them. Yet, children’s voices are still not universally heard in policy and operational discourses. In many areas of service delivery in particular, young people remain disenfranchised, in spite of evidence which attests to their desire positively to engage with adult decision makers. Challenging the apparent discordance between the rhetoric relating to young people’s decision making and reality (as perceived by children), this article offers a new and innovative template for researching with young people as partners for change in the specific context of research dissemination. Seeking to enhance understanding and influence practice, the article sheds some much-needed light on how participation rights can be made “real” at a local level.

In: The International Journal of Children's Rights

Young people are frequently exhorted to participate ‘more’ in decision making, both formally and informally. Paradoxically, no standard or comprehensively used measurement tool through which young people’s right to participate in decision making exists. However, a range of participation scales have been developed and these mainly adult-generated tools feature prominently in literature, impacting upon, and informing policy and participative practice. Yet, despite the emphasis on young people’s right to participate in those things which affect them, including how their participation is measured, examples of young person-generated approaches to understanding the extent of their decision making are somewhat elusive. Drawing upon research undertaken in Swansea to explore how young people thought their participation in decision making should be measured, this article focuses and reflects upon the development of an appropriate, participative methodology, the views which young people offered through the enquiry, and the construction of a new participation measurement scale.

In: The International Journal of Children's Rights
The Eupithecia of China by Vladimir Mironov and Anthony Galsworthy offers a complete revision of the approximately 300 species occurring in China of this difficult genus of moths in the family Geometridae of the Lepidoptera. This fills a huge knowledge gap and clears up much taxonomic confusion resulting from limited earlier studies. All species are illustrated with colour photographs and the genitalia of both sexes, where known, are illustrated in excellent line drawings. The text gives full descriptions of all species, known distributions, hints on identification and, importantly, lists all known specimens in museum and private collections examined by the authors, thus providing a solid basis both for future researchers and collectors.
New Departures for Dialogues in Society and Schools
In Un-Democratic Acts: New Departures for Dialogues in Society and Schools, the focus is on ideals of democracy and democratic leadership to promote passionate debate, critical thinking, and change. Each chapter utilizes the unique voice and experiences of the author to tackle topics that are often taboo and/or politicized for ratings or votes but seldom for progress and change.
Rather than continuing the circular course of back and forth arguments whose beginning and end points are the same, the authors utilize their voice to invoke change and focus on solutions. While each chapter takes on a life of its own, the collective work embodies the purpose and challenge that today’s leadership faces from a variety of perspectives. Most importantly these concepts are intended to create dissonance and divergence, a moving away from the typical and usual ways of doing, to break down the status quo thinking that dominates the related fields of academia and schooling. Do we accept the status quo and work to find our niche within the system? Or, do we hold ourselves and others accountable to truly honor the founding principles of freedom and equality for all as professed in the United States Constitution? In Un-Democratic Acts: New Departures for Dialogues in Society and Schools, the editors create a space in which imagining the possibility of a democratic and just society where all individuals are truly respected and treated fairly is the American way.
In: Un-Democratic Acts