Human rights violations often form part of a pattern or practice of violations, rather than being purely isolated incidents. This context is not consistently taken into account by UNTBs during individual case consideration, however. This chapter explores several ways in which awareness of human rights violations’ embeddedness in wider contexts of violations should inform UNTB practice. In particular, the chapter considers the impact, or potential impact, of patterns and practices of violations on the manner in which UNTBs receive information, and the sorts of sources they recognize in their decisions; on UNTBs approaches to the exhaustion of domestic remedies and the burden of proof; on case structuring; and on findings, recommendations and follow-up procedures. The chapter ends by observing that UNTBs are not only receivers but also key disseminators of information, and suggests ways in which their findings as to the patterns and practices of violations may be more effectively disseminated.

In this chapter, I develop and walk through a theory of the interaction between a legislator and an outsider proposing legislation to be introduced. This theory highlights the tradeoff that legislators face between introducing and securing the passage of a high-quality bill and obtaining a bill that is close to their ideal policy. I lay out the motivations and goals of legislators, bureaucrats, and interest groups and use these to develop a theoretical framework that sets up expectations about the conditions under which interest groups and bureaucrats will be most successful at influencing legislative outcomes. This theory reveals testable implications about which types of legislators and legislatures should use more outsider input in crafting their legislative agenda.

The arts are deeply entwined with a sense of self. This chapter examines the many ways in which artistic engagement allows us to discover, express, and explore who we are. While previous chapters focused on how the arts enhance our thinking, knowing, or understanding, this chapter turns toward the role of the arts in shaping who we become — and, in some cases, how we reclaim parts of ourselves. The chapter begins by exploring the concept of self-identity, and its relationship to aesthetic taste and sensibility. From there, it considers how the arts can be a catalyst for transformation — both personal and community-based — and what these shifts reveal about the dynamic relationship between identity and artistic experience.

The role of constituents has thus far been missing in the book. What does the public think about legislators' reliance on outsiders for information? This chapter brings a survey and survey experiment to bear on these fundamental questions of representation. A survey assesses descriptive questions about where constituents think legislators get their legislation. To explore the causal effect of information provision, the chapter next presents a survey experiment. Does reading a story about the source of legislation alter survey participants' beliefs about the bill's sponsor, legislative legitimacy, or the policy? I find that interest-group authorship reduces perceived legitimacy and evaluations of best interest. The expertise cue does not improve evaluations. While legislators frequently turn to outsiders for bills, the constituents that are charged with representing question this involvement.

This chapter examines the principal philosophical debates surrounding the nature, function, and justification of pain in state-imposed punishment. It begins by analyzing the relationship between hard treatment and pain, including longstanding disputes over whether hard treatment must be intended to cause suffering and whether it must, in fact, be experienced as painful by those subjected to it. The chapter then considers the role of penal pain within expressivist and communicative theories and examines its justification within the dominant deontological and consequentialist frameworks. A central theme of the chapter is that, despite the prominence of pain in punishment, its precise character remains undertheorized. Few accounts engage directly with the kind of pain that punishment does – or ought to – inflict. The chapter argues that this conceptual opacity stems, in part, from penal theory’s tendency to abstract from concrete practices, treating punishment as a uniform response to crime rather than as a practice embedded in social and institutional realities. One of the most significant – and contentious – of these realities is prison.

This chapter provides a critical reflection on past and current research on ethnic and racial discrimination and youth development with recommendations for future research directions. First and foremost, I emphasize the need for positionality, reflexivity, and representational ethics to avoid advancing false or problematic narratives and to advance research that is more transparent and accountable. It also is necessary to distinguish and better contextualize ethnic discrimination (rooted in ethnocentrism) and racial discrimination (rooted in modern imperialism and White supremacy) rather than conflate these two constructs and measure them in ahistorical ways. These considerations require researchers to select or develop critically appropriate measurement tools, moving beyond commonly used measures that may not be relevant or appropriate to all racialized groups. Ethnic and racial discrimination during youth development requires special considerations, as discrimination coincides with identity formation and pubertal development. Yet there remains limited research on the ways in which these developmental tasks and experiences interplay. Given the complexities of how ethnic and racial discrimination manifest during youth development, researchers may want to consider novel methods like storytelling to embody discriminatory experiences and strengthen ecological validity.

This chapter advances the premise that one way in which racism impacts health and developmental outcomes is through the experiences of the finite resource of time. Although all humans experience the same twenty-four hours in a given day, how those hours are allocated, how much agency over how those hours are spent, and the lived experiences of that time are stratified by structural systems such as racism. Taking a lifecourse perspective, we describe how human development is shaped as much by social factors as biological influences, using time as an example. Ultimately, stratified experiences of time set the stage for racism to shape even the most fundamental of human experiences. We call upon the field to deepen our study of the connections between time, racism, and health inequities, and offer a few recommendations for future research.

Agglomeration effects and an abundant supply of skilled workers were not the only reasons Britain industrialized first. Its political institutions also gave it a century’s lead over the rest of western Europe. By the early 1700s, it had a national representative body – Parliament – and something approaching a unified legal and fiscal system. Parliament could pass legislation valid anywhere in Britain, and it allowed Britain to raise more tax revenue and borrow at a lower cost. The revenue let Britain win wars and garner the lion’s share of intercontinental trade as spoils of victory, which spurred innovation. Parliament also facilitated lobbying by entrepreneurs, and it could pass acts that rearranged property rights to improve transportation and agriculture, with a credible promise of compensation for property owners. The legislation helped entrepreneurs build canals and toll roads, which greatly improved transportation. The rest of northwestern Europe had wait until at least the French Revolution to have similar institutional advantages. The delay took a significant economic toll on agriculture and on transportation in Continental Europe, as French evidence shows.

This final chapter, rather than rehearsing the argument made thus far, reframes the discussion in a practical light in an effort to more concretely articulate mechanisms by which engagement and connection to the arts can be deepened and enriched. The chapter does so by highlighting four key “habits of mind” to engage in during art-appreciating and art-making: slowing down, embracing uncertainty, self-reflecting, and engaging in shared meaning-making.