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"The story of the Polytechnic and of the legacy of Quintin Hogg is the third publication exploring the University of Westminster's long and diverse history. A fitting tribute to the life and legacy of Hogg, his holistic approach to education and the institute he created. This book is richly illustrated with images from the University's Archive.
A print paperback can be purchased direct from the University of Westminster for £25 following this link: www.westminster.ac.uk/historybooks
Staff, students and alumni can claim a 20% discount on this price."

"The story of the University of Westminster is the fifth volume in a series of titles exploring the University's long and diverse history. This book celebrates the twenty-fifth anniversary of the institution gaining university status, the right to award its own degrees and to participate in publicly funded research. Drawing on extensive research conducted in the University of Westminster Archive this volume investigates the evolution from Polytechnic to University within the broader context of the transformation of UK higher education in the late twentieth and early twenty-first centuries.
A print paperback can be purchased direct from the University of Westminster for £20 by following this link: http://www.westminster.ac.uk/historybooks.
Staff, students and alumni can claim a 20% discount on this price."

The aim of the research in this MA by Research thesis has been to shed light on the development of the notion of "management" and its associated "sociometrics" at UK universities. The research looked at the transformation of university operating strategies in England and Wales, with the objective of capturing the various managerial movements from a traditional collegial administrative operating system to a more diverse entrepreneurial model more aligned with contemporary corporate management beliefs. 8 diverse universities were selected for the case-study to provide "colour and contrast" – namely, Oxford and Cambridge as "Ancient" universities, Cardiff and Royal Holloway as "19th Century-Founded" universities, Birmingham to cover the "Red Brick" category, Lancaster to spotlight the so-called "Plate-Glass" universities, Hertfordshire to embrace the "Post-Polytechnic" universities and Open University to include the "E-University" category. The methodology utilized was a triangulated middle-ground approach to examine qualitatively and quantitatively the universities websites, strategic documents, government committee reports, regulations and financial performance information that reflected surplus/deficit results as outcomes for the targeted group. The lessons learned from this investigation showed that these universities modus operandi and performance reflected an ongoing trend of transformation imposed by continuous government regulatory change requirements on the one hand, and most likely also, the changing sector climate in the higher education community in England and Wales. The findings from the research indicate that scholastic writings and the literature have extensively chronicled the movement from 'collegial' administration to academic entrepreneurialism. However, it appears to be an open question as to whether a common corporate strategic wording language had emerged by 2002: though it had basically, by 2012. In both 2002 and 2012 a recognizable core of sociometric wording language was discernible. And finally some slender evidence was uncovered that indicates where substantial effort was put out by the universities in strategic planning, better financial results accrued. Significant contributions to overall knowledge have been uncovered as a result of this thesis research. The movement by UK universities from 'academic collegial administration' to academic entrepreneurialism' has been verified by multiple academic writings. UK universities have developed a measurable increase in the use of common 'strategic sociometric wording' and a greatly increased the use of strategic management and corporatised-wording in their published literature. And lastly, some modest evidence supports a finding that better financial results do appear to have emanated where considerable strategic planning effort was put out.

Technology has become an indispensable part of contemporary society. The new vision of upcoming generations is the internet of things (IoT), which has created new interaction among individuals and the environment. IoT has permeated into higher education institutions, advancing the quality of the teaching-learning experience and the ability to customize environmental parameters. In this research, the status of the Polytechnic University of Madrid, ETSIDI campus was explored based on the post-occupancy evaluation (POE) in order to assess the status of facilities and reveal the corresponding solutions for possible enhancements. The smart campus development approach is pursuant to the occupant-based framework as a way to represent and analyze occupant state, mobility, and movement in the campus through the IoT.

"In the second half of the nineteenth century, middle-class liberal reformers attempted to ameliorate class tensions, prepare the working classes for citizenship, and improve British industry by reforming working-class secondary and adult education. One feature of their movement was the promotion of working-class travel in Europe and the Empire. In Education, Travel and the 'Civilisation' of the Victorian Working Classes, Michele Strong considers the experiences of working men and women, particularly artisans, but also young apprentices and clerks, who travelled abroad as participants in this reform movement, focusing particularly on the ways in which four overlapping institutions during the Victorian era drew workers into international travel: Thomas Cook and Son (a travel agency); The Working Men's Club and Institute Union (a national organization of clubs intended for rational recreation and cross-class interaction); the Society for the Encouragement of Arts, Commerce, and Manufacturers (a quasi-governmental organization); and the London Regent Street Polytechnic (a social and educational institute for young wage earners). Canvassing a broad array of working class and middle class voices culled from diaries, letters, autobiographies, and published reports, Strong argues that working-class educational travel became a battleground for competing notions of citizenship, class, gender, and national identities."--

"An intriguing and impressive account of corporate social responsibility-and neoliberalism writ large-on the ground, in action, in chemical plant communities in Louisiana…Ottinger effectively [illustrates] how, in complex, culturally saturated ways, corporate commitment to `responsible care' has created critical challenges for environmental activism and justice." -Kim Fortun, Rensselaer Polytechnic Institute Residents of a small Louisiana town were sure that the oil refinery next door was making them sick. As part of a campaign demanding relocation away from the refinery, they collected scientific data to prove it. Their campaign ended with a settlement agreement that addressed many of their grievances-but not concerns about their health. Yet, instead of continuing to collect data, residents began to let refinery scientists' assertions that their operations did not harm them stand without challenge. What makes a community move so suddenly from actively challenging to apparently accepting experts' authority? Refining Expertise argues that the answer rests in the way that refinery scientists and engineers defined themselves as experts. Rather than claiming to be infallible, they began to portray themselves as responsible. This work drives home the need for both activists and politically engaged scholars to reconfigure their own activities in response, in order to advance community health and robust scientific knowledge about it. Gwen Ottinger is Assistant Professor in Interdisciplinary Arts and Sciences at the University of Washington-Bothell, where she teaches in the Science, Technology, & Society and Environmental Studies majors. She is co-editor of Technoscience and Environmental Justice: Expert Cultures in a Grassroots Movement..

This study evaluates consideration to allow shipments of Argentine fresh lemons into the United States. Besides providing analysis of an on-going and still disputed systems approach, this case was viewed as a relevant test for feasibility of a prototype analytical tool that links economic and risk assessment for SPS measures. Political economy and empirical assessment shows that despite some apparent similarities among systems approach policies, the idiosyncratic nature of SPS issues limits application of a common quantitative method for such policies. Assessment within context of the lemon case reveals important lessons with respect to economic analysis. Scientific debate is likely to be more contentious and sustained in cases where the political stakes are greater, thus a priori economic evaluation is likely to be the most limited in those cases where it could prove the most valuable. Results highlight transitions in the political reality of WTO SPS agreement applications. Movement away from specificity in risk assessment limits common understanding and further assessment of regulatory policies. The dynamics of the lemon case shifted attention to credibility of domestic, as well as foreign, institutions. Confidence between regulatory agencies is important, but does not compensate for public trust. ; This report was prepared for USDA, Economics Research Service, Program of Research on the Economics of Invasive Species Management (PREISM) through a grant provided to Virginia Polytechnic Institute and State University (research grant 43-3AEM-3-80087) with subcontracts to Michigan State University and Pacific Institute for Research and Evaluation (PIRE). We thank ERS for financial support.

Abstract
The interest in ethical and bioethical topics in society is always present. However, the question arises as to how are ethical and bioethical problems of broad spectrum presented to the public, starting from issues related to health, medicine, technology, genetics, to issues about economy and politics. If ethical-bioethical issues will be addressed in different fields of social life without systematic methodological preparation, we could easily be trapped in ethics and bioethics speeches, which would be presented in a way that suits somebody at a certain point. When talking about educational institutions like College or Polytechnic with medical and health-related study programs, it would certainly be useful to make an analysis about the ethical-bioethical topics and subjects they are offering to students. Recently, there is a high interest of high school graduates in enrolling to professional study programs like Physiotherapy and Nursing. Bioethics is an obligatory subject within the framework of those study programs. However, lecturers of different profiles are chair professors of Bioethics at the aforementioned institutions, starting from physicians, through philosophers, theologians, sociologists, and lawyers. Of course, that is possible because a scientist can deal with various scientific challenges through his career, but it would certainly be important to at least equate syllabi, as well as plans and programs of Bioethics in Physiotherapy and Nursing study program. It is important to note that in Physiotherapy programs, besides subjects from the field of biomedicine, a significant part of the program is based on the science of movement and especially therapeutic exercises, which point out the need to include the field of kinesiology into the Bioethics plan and program.

Bruce Curtis, PhD, FRHistS, FRSC, is Professor Emeritus of Sociology at Carleton University in Ottawa, Canada. Among his recent contributions to the field of educational historiography are "Priority, politics and pedagogical science. Part I: the mental steam-engine" and "Priority, politics and pedagogical science. Part II: the priority dispute and a standard model of pedagogy," both in Paedagogica Historica 52, no. 6 (2016), and Ruling by Schooling Quebec: Conquest to Liberal Governmentality. A Historical Sociology (Toronto: University of Toronto Press, 2012). Détentrice d'un doctorat en histoire, Andrée Dufour a enseigné au cégep et à l'université pendant plus de vingt ans. Outre de nombreux articles sur l'histoire de l'éducation au Québec, on lui doit les ouvrages, Tous à l'école, Histoire de l'éducation au Québec et avec M. Dumont, Brève histoire des institutrices au Québec de la Nouvelle-France à nos jours. Maintenant retraitée, elle assume la codirection de l'Atlas historique, l'École au Québec qui paraîtra prochainement aux Presses de l'Université Laval. James Miles is a PhD Candidate at the Ontario Institute for Studies in Education at the University of Toronto. His doctoral research examines the relationship between history education and campaigns to redress historical injustices in Canada, and is funded by the Social Sciences and Humanities Research Council of Canada. Gerald Thomson, PhD, now retired, has worked as a special education teacher (Surrey School District #36), sessional lecturer in history of education in British Columbia (UBC Educational Studies), and professor of history of British Columbia (Kwantlen Polytechnic University History Faculty). He worked several summers at Woodlands School for special needs children and several years in Crease Clinic at Riverview Mental Hospital (formerly Essondale) on the nursing staff. Dr. Thomson has published numerous articles on the history of special education, the testing movement and mental hygiene in British Columbia in HSE-RHÉ, BC Studies, and BC History Magazine. He welcomes feedback and can be contacted at: gerald.t@telus.net. ; Bruce Curtis, PhD, FRHistS, FRSC, is Professor Emeritus of Sociology at Carleton University in Ottawa, Canada. Among his recent contributions to the field of educational historiography are "Priority, politics and pedagogical science. Part I: the mental steam-engine" and "Priority, politics and pedagogical science. Part II: the priority dispute and a standard model of pedagogy," both in Paedagogica Historica 52, no. 6 (2016), and Ruling by Schooling Quebec: Conquest to Liberal Governmentality. A Historical Sociology (Toronto: University of Toronto Press, 2012). Détentrice d'un doctorat en histoire, Andrée Dufour a enseigné au cégep et à l'université pendant plus de vingt ans. Outre de nombreux articles sur l'histoire de l'éducation au Québec, on lui doit les ouvrages, Tous à l'école, Histoire de l'éducation au Québec et avec M. Dumont, Brève histoire des institutrices au Québec de la Nouvelle-France à nos jours. Maintenant retraitée, elle assume la codirection de l'Atlas historique, l'École au Québec qui paraîtra prochainement aux Presses de l'Université Laval. James Miles is a PhD Candidate at the Ontario Institute for Studies in Education at the University of Toronto. His doctoral research examines the relationship between history education and campaigns to redress historical injustices in Canada, and is funded by the Social Sciences and Humanities Research Council of Canada. Gerald Thomson, PhD, now retired, has worked as a special education teacher (Surrey School District #36), sessional lecturer in history of education in British Columbia (UBC Educational Studies), and professor of history of British Columbia (Kwantlen Polytechnic University History Faculty). He worked several summers at Woodlands School for special needs children and several years in Crease Clinic at Riverview Mental Hospital (formerly Essondale) on the nursing staff. Dr. Thomson has published numerous articles on the history of special education, the testing movement and mental hygiene in British Columbia in HSE-RHÉ, BC Studies, and BC History Magazine. He welcomes feedback and can be contacted at: gerald.t@telus.net.

This book explores the political, legal, medical, and social battles that led to the widespread institutionalization of Californians with disabilities from the gold rush to the 1970s. By the early twentieth century, most American states had specialized facilities dedicated to both the care and the control of individuals with disabilities. Institutions reflect the lived historical experience of many Americans with disabilities in this era. Yet we know relatively little about how such state institutions fit into specific regional, state, or local contexts west of the Mississippi River; how those contexts shaped how institutions evolved over time; or how regional institutions fit into the USAs contentious history of care and control of Americans with mental and developmental disabilities. This book examines how medical, social, and political arguments that individuals with disabilities needed to be institutionalized became enshrined in state law in California through the creation of a bureaucracy of disability. Using Los Angeles County as a case study, the book also considers how the friction between state and county policy in turn influenced the treatment of individuals within such facilities. Furthermore, the book tracks how the mission and methods of such institutions evolved over time, culminating in the 1960s with the birth of the disability rights movement and the complete rewriting of Californias laws on the treatment and rights of Californians with disabilities. This book is a must-read for those interested in the history of California and the American West and for anyone interested in how the intersections of disability, politics, and activism shaped our historical understanding of life for Americans with disabilities. Eileen V. Wallis is Professor of History at California Polytechnic State University, Pomona, in Pomona, California, USA. Her research focus is the late nineteenth- and early twentieth-century American West, with a focus on California. She is particularly interested in the intersections of race, gender, disability, and class, and the ways in which those variables interacted with structures of power during the Progressive era

This paper presents a new fitness to drive and driving ability assessment procedure developed by theUniversity Polytechnic of Valencia (Spain) for evaluating severely drivers with impairments whocannot drive a motor vehicle with standard car control adaptations. The objective of this newassessment approach was based on performing a series of practical tests divided into two main phases. The first phase of the assessment utilize a simulator that allows a safe measurement of all thenecessary parameters needed to determine the residual capacities (e.g. forces, torques, displacements,reaction time, etc.) of the driver that can be used for driving a joystick controlled vehicle. Furthermore,driving maneuvers are performed in a controlled way to determine required movement coordination,response times, etc. The SERCO simulator was designed and developed for this purpose as a modular,portable and adaptive experimental tool that allows assessing driver candidates with or without leavingtheir wheelchair using all types of technical aids including joystick controls. The result of this firstassessment phase determines the more appropriate joystick device and space location as a function ofthe driver needs. The second phase of the assessment procedure includes a series of driving ability tests on a closedcircuit. From the information obtained during the assessment in the simulator, the most suitable typeof joystick device is determined for driving safely and the restraint system needed both by the user andthe wheelchair. At this stage it will also be possible to assess the accessibility requirements needed forthe adapted vehicle. Moreover, at this stage a battery of practical tests is performed in a closed circuitwith the vehicle in motion, which follows the recommendations and requirements defined by the EUcurrent legislation for obtaining a driving license (EC, 2006), reproducing vehicle maneuvers as closeto reality as possible. As a result of the described procedure it is possible to ensure that the driver is able to fulfill theminimum requirements for obtaining a driving license. Furthermore, it is possible to determinerequired driving restrictions or limitations, corrective conditions and coding of adaptations accordingto EU legislation.

The interest in ethical and bioethical topics in society is always present. However, the question arises as to how are ethical and bioethical problems of broad spectrum presented to the public, starting from issues related to health, medicine, technology, genetics, to issues about economy and politics. If ethicalbioethical issues will be addressed in different fields of social life without systematic methodological preparation, we could easily be trapped in ethics and bioethics speeches, which would be presented in a way that suits somebody at a certain point. When talking about educational institutions like College or Polytechnic with medical and health-related study programs, it would certainly be useful to make an analysis about the ethical-bioethical topics and subjects they are offering to students. Recently, there is a high interest of high school graduates in enrolling to professional study programs like Physiotherapy and Nursing. Bioethics is an obligatory subject within the framework of those study programs. However, lecturers of different profiles are chair professors of Bioethics at the aforementioned institutions, starting from physicians, through philosophers, theologians, sociologists, and lawyers. Of course, that is possible because a scientist can deal with various scientific challenges through his career, but it would certainly be important to at least equate syllabi, as well as plans and programs of Bioethics in Physiotherapy and Nursing study program. It is important to note that in Physiotherapy programs, besides subjects from the field of bio-medicine, a significant part of the program is based on the science of movement and especially therapeutic exercises, which point out the need to include the field of kinesiology into the Bioethics plan and program. ; Zanimanje za etičke teme kao i bioetičke teme u društvu uvijek je prisutno. Međutim, postavlja se pitanje na koji način se javnosti prezentiraju etičko i bioetički problemi širokoga spektra počevši od pitanja vezanih uz zdravlje, medicinu, tehniku i tehnologiju, genetiku, pa do pitanja vezanih uz ekonomiju i politiku. Ukoliko se u različitim poljima društvenog života bude o etičkobioetičkim temama govorilo bez sustavne metodološke pripreme, lako se može upasti u zamku govora o etikama i bioetikama, koje će biti prezentirane na način kako to nekom u određenom trenutku bude odgovaralo. Kad govorimo o obrazovnim ustanovama koje se svrstavaju u kategoriju Visoka škola ili Veleučilište, a koje u sebi nose i studijske programe vezane uz medicinu i zdravlje, svakako bi bilo dobro napraviti analizu etičko-bioetičke ponude na navedenim institucijama. U novije vrijeme poseban interes maturanata zaokupljaju studijski programi vezani uz fizioterapiju i sestrinstvo kao stručni studij. Bioetika je u okviru navedenih studijskih programa obavezan predmet. Međutim, bioetiku kao predmet na navedenim učilištima predaju različiti profili predavača, počevši od medicinske struke, preko, filozofa, teologa, sociologa, pa do pravnika. Naravno, da je navedeno moguće, jer se znanstvenik u svom znanstvenom radu može baviti različitim znanstvenim izazovima, ali svakako bi bilo važno barem ujednačiti syllabuse, te planove i programe izvođenja predmeta bioetika u okviru studijskog programa fizioterapija i sestrinstvo. Važno je napomenuti da se u okviru fizioterapije osim predmeta iz polja bio-medicine dosta nastave bazira i na polju kineziologije, te bi se u plan i program bioetike trebalo uvrstiti i navedeno polje.

Abstract: This Article examines the desirability of the universal recognition of the right of public access to legal information as a human right and therefore as part of a legal framework for improving national and global access to legal information. It discusses the right of public access to legal information as a legal right and the importance of its international human rights framework. The Article argues that every person has the right of public access to legal information, which casts a legal and moral duty on every government and every intergovernmental organization (IGO) with judicial and legislative functions to provide adequate and free access to its laws and law-related publications. It argues further that every government can afford the provision of adequate public access to its legal information and that the lack of political will to do so is the preeminent factor responsible for inadequate—and in some cases extremely poor—public access. Additionally, this Article advocates the universal recognition of the right of public access to legal information as a human right and makes a proposal for a UN Convention on the Right of Public Access to Legal Information. It provides the essential contents of the proposed UN Convention which incorporate The Hague Conference Guiding Principles to be Considered in Developing a Future Instrument. These contents provide valuable input for urgent interim national and regional laws and policies on public access to legal information, pending the Convention's entry into force. The proposed UN Convention will significantly enhance global access to official legal information that will promote widespread knowledge of the law. It will also facilitate national and transnational legal research and remedy the chronic injustice from liability under inaccessible laws under the doctrine of "ignorance of the law is no excuse"—which is similar to liability under ex post facto and nonexistent laws—and promote the proposed doctrine of "ignorance of inaccessible law is an excuse." Keywords: Human right of public access to legal information; Public access to law as a human right; United Nations Convention on the Right of Public Access to Legal Information; Ignorance of inaccessible law is an excuse; Huricompatisation: human rights-compliant public access to the customary law of indigenous communities; Ignorance of the law is no excuse; Public access to legislation; Public access to judicial decisions; Public Access to administrative memoranda; Public access to government legal documents;Public access to regional and international legal instruments; Free access to law; Free access to law movement; Legal information institutes Leesi Ebenezer Mitee , HND Town Planning and LLB (Rivers State University, Nigeria); BL (Nigerian Law School, Lagos); LLM (University of Huddersfield, United Kingdom); PhD Candidate, Tilburg University Law School, The Netherlands; Chief Lecturer in Law, Institute of Legal and Global Studies, Port Harcourt Polytechnic, Rivers State, Nigeria; former legal research consultant to the United Nations Development Programme (UNDP), 1998, on a project that provided the juridical foundations for the ECOWAS Declaration of a Moratorium on Importation, Exportation and Manufacture of Light Weapons in West Africa (31 October 1998) which culminated in the ECOWAS Convention on Small Arms and Light Weapons, their Ammunition and other Related Matters 2006. I thank, immensely, the following persons for their most valuable insightful comments on the draft of this Article: Prof. Dr. Ernst M. H. Hirsch Ballin, Tilburg University and University of Amsterdam / Asser Institute, The Netherlands; and Dr. Sofia Ranchordás, Assistant Professor of Constitutional and Administrative Law at Leiden Law School, The Netherlands, and Affiliated Fellow of the Yale Information Society Project, United States. Any error is mine. Email: leesimitee@gmail.com . The Human Right of Free Access to Public Legal Information Advocacy Website: https://publiclegalinformation.com

This dissertation is an ethnographic investigation of experimental forms of political practice among Nigerian university students. With limited avenues for participation in Nigeria's turbulent democracy, students imagine the campus and its urban environs as "political training grounds" which offer opportunities for political leadership—and aspirations to this effect—that are only newly available in the post-military era after the civilian transition in 1999. I analyze the ways in which this notion of higher education as a political training ground was experienced during a critical turning point in Nigerian politics when both constitutional democracy and student unionism activities were experiencing revitalization after many years' absence. I argue that the emergence of the "politician" as a professional identity among university students is specific to the post-military era, when politics became a legitimate and particularly lucrative "profession," after students had for generations acted as agitators against the state through student activism. The reinterpretation of the purposes of higher education indexes the ways in which "precariousness" has come to define the experiences of young Nigerians: students view schooling as a time for gaining non-academic experience because earning educational credentials no longer guarantees economic mobility or full social participation. Based on over three years of ethnographic fieldwork, over one hundred interviews, and focus group discussions between 2006-2012 in Ibadan, Nigeria's third largest city and a key site for educational development, political administration, and urban mobility, the dissertation is organized into five thematic chapters that capture the most significant elements of campus political activity, as well as the different domains in which students attempt to acquire political experience and influence. I describe the historical relationship between the University of Ibadan and the city of Ibadan, arguing that the evolving relationship between the university and the city points to important transformations in how students understand their roles on campus and as citizens of Nigeria (Chapter One). I analyze important differences in student political cultures across different kinds of educational institutions by broadening my focus to three Ibadan campuses: a private university, a federal university, and a state polytechnic, which signal the ways institutional factors influence the professionalization activities students participate in to develop political identities (Chapter Two). Shifting to the relationships between campus and national politics, I analyze the most critical event of Nigerian politics—elections—with a focus on student and national elections in 2011 (Chapter Three). These events reveal the significant role of apprenticeship within the political system students are trying to gain access to, and the ways students move beyond the campuses to participate in wider political networks, many of which are defined by illicit economic relationships with political "godfathers," who are important power brokers and elders in national politics. I highlight the emerging role of new media technologies in the political activities of young people, which offer spaces free from the authority of elders that dominate other political domains. In particular, I focus on the strategic use of the Facebook social media platform in the formation of political community and a public sphere, which offers students alternative ways of engaging in political discourse and ensuring the transparency of elected student leaders (Chapter Four). The dissertation also analyzes the role of campus and urban protests in student political expression with a discussion of the social movements, Occupy Nigeria and Occupy University of Ibadan in 2012, moments in which student politics transcended the campus to mobilize around broader urban and national questions and which also made deliberate connections to global social movements under the rubric of "occupation" (Chapter Five). In contrast to the focus of much of the existing literature on African universities as sites merely for reproducing privilege, or failed institutions that no longer guarantee social mobility, this work shows that higher educational institutions in Nigeria are more than institutional enclaves: they are key nodes within urban landscapes and the national political arena, in which students develop ideas about, and modes of practicing, future citizenship and political engagements. This move pushes scholars of politics and youth in Africa, and elsewhere, to consider the critical role of universities in the politicization of youth and nascent processes of democratization and other forms of political transformation in countries like Nigeria, whose post-colonial identity has been defined by the existence of military rule.