The introduction of co-management is often associated with recognition and allocation of property rights. This chapter therefore provides definitions of the concepts of property, property rights and property regimes. Systems informed by economic theory to provide ‘user rights’ are reviewed in relation to collaborative governance, including Transferable Quota systems and Territorial User Rights for Fishing. Given that rights may be contested and not realised in practice, the chapter goes on to consider the pursuit and realisation of justice through co-management, differentiating between procedural, distribution and recognition justice. Insights from the application of a human rights based approach to natural resource governance and implications for co-management are then identified.

Chapter 3 explores children’s digital books as a powerful illustration of what well-designed EdTech can achieve when grounded in learning science. It begins by showcasing diverse examples of digital books and mapping their rapid global expansion, highlighting their growing role in early literacy. The chapter examines evidence demonstrating that digital books, when designed with research-based principles, can enhance vocabulary, comprehension, and engagement, sometimes outperforming print. Connecting this to the science of reading, it explains how features such as responsive narration, sensory supports, and adaptive scaffolding can strengthen foundational literacy skills. The chapter also emphasises the inclusive potential of digital books, offering accessible reading experiences for children with special needs and for families with limited access to print materials. It concludes by reviewing research on effective digital book design and emerging studies on children’s digital libraries, showing how carefully developed platforms can expand reading opportunities at scale.

Māori comprise 17.4 per cent of the total population of Aotearoa New Zealand. They are a relatively young population, with a median age of 25.5 years for males and 27.6 years for females, compared to the national median age of 37.0 years for males and 39.1 years for females. Contemporary Māori, like their pre-colonised counterparts, are diverse in their identity, with many having connections to iwi (tribal nations) or hapū (constellations of whānau, or extended family networks). Today, rather than being defined solely by iwi and hapū differences, Māori are also diverse regarding their histories of colonisation, their levels of disconnection from te ao Māori (Māori world) and their contemporary social experiences. Disconnection from te ao Māori means not all Māori know their whakapapa (genealogical) connections.

Chapter 7 begins with a discussion of how colonialism and the climate issue in the MENA are strongly linked, and how this relationship affects not only development trajectories, but also the status of the climate as a policy area and women’s representation. The second part of the chapter covers Othering, that is, the portrayal of women as vulnerable victims or saviours, focusing on the dangers of feminizing vulnerability and responsibility, whilst also showcasing how Othering of women in the Global South occurs among female parliamentarians in the MENA. In terms of the global climate crisis, this has led to a situation where the climate issue is not prioritized as much as it could be if the female parliamentarians were more accountable to the electorate and identified more strongly with a broader group of women, that is, beyond the narrow elite segment of the population from which they themselves were recruited. At present, those that are the most passionate about combatting the climate crisis are the youth, whereas those who stand to gain the most are marginalized women — two groups that are nothing like the female parliamentarians, who are supposed to act in their interest.

This chapter deals with the question of the sources of international law, that is, how one distinguishes between what is law and what is not. This is governed essentially by art. 38(1) of the Statute of the International Court of Justice. Historically, the first source is custom, which is composed of two elements: the actual conduct of states and the belief that such conduct is carried out in the belief that it is ‘law’. What is counted as state practice is examined, as is the critical belief requirement (opinio juris), which is often harder to ascertain. The process of change is discussed, as is the concept of local or regional custom. The second source, of increasing importance today, is international agreements or treaties, which are binding on all states parties to the particular agreement and is the focus of a later chapter. The third source is termed ‘general principles of law’, which seeks to cover gaps in the law by recourse to accepted principles of the system or of domestic law and includes the notion of equity. Finally, the chapter looks at subsidiary means for the determination of law, including judicial decisions and writings. Other possible sources of law are noted, and the work of the UN International Law Commission is referenced.

This chapter gives an overview of theories and empirical studies in the field of instructed second language acquisition (ISLA). After a scoping review of current ISLA research, the chapter proposes two future directions, by broadly defining ISLA as a discipline that investigates theoretical and practical language-related issues with the ultimate goal of improving second language education. First, ISLA research can be more inclusive in terms of research topics and methodologies. Second, ISLA research can be more equitable by r-conceptualizing the research-practice relationship and incorporating practitioners’ experiences, knowledge and voices. Given the ultimate goal of much of ISLA research as well as the complexity of classroom teaching whereby a variety of cognitive, social and psychological issues dynamically influence student learning, the chapter argues for the necessity for widening the current ISLA scope and striving to create equitable relationships among various stakeholders related to ISLA research and classroom teaching.

Chapter 1.1 discusses the use of taxes and social health insurance contributions. A key objective of health financing is to redistribute financial resources from the healthy to the sick and from the well-off to the poor. This can be best achieved through compulsory prepayment mechanisms like taxes and social contributions. Key learning includes that

• A high reliance on public revenue raising instruments (taxes and/or social health insurance) is essential to progress towards universal health coverage.

• Large informal economies and poor governance can make collecting public revenues difficult.

• Health financing systems have to be able to adapt to

• – Offset challenges to the revenue base such as economic decline, low levels of economic development or a preponderance of informal employment or economic activity and

• – Meet increasing health care demands which grow with rising expectations and population.

• The traditional distinction between health systems that rely on general taxation (Beveridge or NHS systems) and social insurance contributions (Bismarck or SHI systems) has blurred with time.

• Health systems increasingly rely on a diverse mix of revenue raising instruments to finance health care.

• There is a growing focus on de-linking employment from entitlement to services in historically SHI-based systems and on emphasizing general taxation as a preferred source of revenues.

Health financing is a key component of any health system, but its role is more complex than simply raising and spending money on health. It is a crucial determinant of the overall performance of the health system, defining, among other things, how much money is available to be spent on health and who pays for it, who gets to benefit fromthose financial resources, what services that money can purchase and who ultimately receives resources from the health system as income. Without careful attention to the way health financing systems are designed, incentives for providers or patients can bemisaligned with policy goals, leading to poor health outcomes, financial hardship for users of health care, wasted resources, failure to address inequalities and disruption of countries’ progress towards universal health coverage (UHC) (Box 0.2.1).

Chapter 4 considers how duties of international cooperation safeguard sovereign equality by reconciling the territorial sovereignty of coastal states with landlocked states’ rights to access the oceans through negotiation or binding arbitration.

Chapter 5 demonstrates that states have accepted obligations of mandatory cooperation with respect to a variety of other transboundary harms, including piracy, terrorism, and at least some cyberattacks.

Chapter 1 draws on the history of Russia’s military interventions in Ukraine to distinguish two conceptions of sovereign equality under international law. It argues that that international law in the twentieth century embraced a constitutional and equitable conception of sovereign equality, generating state obligations to cooperate with one another to resolve disputes over matters of common concern in accordance with equitable principles.

Chapter 3 shows how the international law of the sea moved away from state unilateralism in favor of the equitable model of sovereignty by requiring states to resolve disputes over international fisheries and maritime boundaries through cooperation in accordance with equitable principles.

Chapter 2 explains how international law governing rivers has evolved to establish a requirement that upstream and downstream sovereigns must consult and negotiate in good faith to determine mutually satisfactory solutions for the shared use of rivers.

Chapter 7 examines climate change as a transnational and existential threat to humanity generally, and to certain smaller and vulnerable states most dramatically. Since it poses an existential threat to low-lying coastal states and raises the frequency and intensity of extreme weather events, Chapter 7 makes the case that climate change should be understood to trigger duties of international cooperation.

Under the extremes of Indian socialism, the financial system was a handmaiden for state control of the economy, directing resources according to the wishes of the government. State control was achieved through government ownership. A great deal has changed, with a first (1947–1992) and second (1992–2016) phase of central planning where there were conflicting themes of liberalization and enhanced state control. In many areas, private financial firms are now important. The full ecosystem of modern finance, with information processing and risk taking by private persons, blossomed in the equity market. For two decades there was a remarkable policy process that yielded gains in fields such as the equity market, pension reforms, bankruptcy code and so on. But alongside this there was the expansion of the ‘administrative state’ in the form of financial regulators. Regulators engage in micro-management of products and processes. While there is isomorphic mimicry with many things that look like a financial system, officials retain substantial control over how finance works. In a functional perspective, Indian finance today resembles the environment of the 1980s more than meets the eye.

This chapter explores the role of linguistics in language teacher preparation. Against a profound demographic shift currently underway in the US, it provides a rationale for preparing ESL and bilingual teachers who are well-equipped to work with diverse students in K-12 contexts. Crucially, the chapter explores two key points: the value of linguistic analysis and an equity-based approach to language teaching. Linguistic analysis allows teachers to recognize patterns in the language of their students; in doing so, teachers can isolate recurring errors, recognize where their students are in the learning process, and better target their teaching to address the errors and move students forward. The chapter also shows how linguistics training helps teachers understand language variation, dialects, and the role of society, especially for languages with less social power and prestige. It argues that teachers’ awareness of harmful language ideologies helps combat societal inequities that use language as a proxy for discrimination and subjugation. The chapter ends with suggestions for further reading and discussion questions for teachers and teacher educators.