bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Challenge to Fairness
Authors: Clifford Damian 
Published: June 2024

Abstract
Data protection law is inherently intertwined with the notion of fairness. Determining what is ‘fair’ however is context-dependent. In addition, those processing personal data are not invested in compliance and, perhaps more fundamentally, the complexities of the framework require a level of commitment to ensuring fair processing given the vagueness of what is considered fair and/or unfair. The challenge then is that although data protection law aims to provide an environment in which data subjects can make subjective choices, it affords controllers significant latitude and arguably allows them scope not to comply in a meaningful manner. The purpose of this chapter is to explore this disconnect via the fairness and accountability mechanisms provided for in data protection law. To demonstrate this disconnect, the analysis in part explores the development of Emotional Artificial Intelligence as a case study through the lens of the EU’s General Data Protection Regulation.
Introduction
Authors: Baturo Alexander , Anceschi Luca , Cavatorta Francesco 
Published: June 2024

Abstract
A personalist regime is a type of dictatorship where its leader is unrivalled in terms of personal influence and control. In the post–Cold War period, personalist, as well as personalizing, regimes have become increasingly common. They include Russia, Belarus, Venezuela, Uganda, Sudan, and Kazakhstan, amongst others. Personalist regimes are no longer a niche subject, and this chapter argues that it remains conceptually and empirically useful to categorize such regimes as personalist first and foremost, not merely as civilian dictatorships with strong personal power of their leaders. The chapter outlines the most common challenges in the study of personalist regimes, and reviews existing scholarly arguments on the origins, development, characteristics, and demise of personalist regimes specifically, and personalist rule across all dictatorships more generally. With the assistance of several graphs, it also introduces the overall framework of the book. First, it offers an integrative approach that allows for the study of personalism across all dictatorships, as well as for the study of personalist regimes, a subtype of dictatorship, specifically. Second, it includes the full range of personalist rule, from regimes still in a personalistic situation, to personalist regimes, to regimes that can be described as sultanistic. Third, it systematizes the most important attributes of personalist rule. In the final section, the chapter explains the structure of the book and its common themes.
Personal Rule in Party Regimes
Authors: Gill Graeme 
Published: June 2024

Abstract
This chapter analyses personal rule in communist party regimes in the USSR, China, and North Korea. In these regimes most decision-making was collective in nature and the dictator rarely made decisions alone. Nevertheless, the decision-making process was shaped overwhelmingly by the personal nature of power and the position of the dictator. This does not mean that institutions played no role in politics, but shaped the role they did play. Dictators in all three countries were the focus of elaborate personality cults, and this was one basis of their personal authority, along with policy and transactional considerations. Finally, some consideration is given to the question of succession.
Chavismo in Venezuela
Authors: Araya Ignacio Arana 
Published: June 2024

Abstract
In 1999, Hugo Chávez became president of Venezuela—one of the wealthiest and oldest functioning Latin American democracies—under the promise of developing a participatory democracy. However, he slowly turned the country into a dictatorship. This chapter argues that Chávez’s project was authoritarian from inception because it consisted of placing himself indefinitely at the centre of Venezuelan politics by transferring power from state institutions and civil society organizations to himself and his inner circle. In doing so, Chávez’s political project became a living example of how personalism can become the main cause of regime change. Authoritarianism became radicalized once Maduro took power in 2013 and has contributed to turning Venezuela into a poor, quasi-failed state.
The Putin Regime in Russia
Authors: Petrov Nikolai 
Published: June 2024

Abstract
This chapter charts the development of the Putin regime in Russia from 1999. While the regime is clearly personalist, it is also characterized by important elements inherited from the Soviet nomenklatura system as well as those that belong to a newer category, namely that of a mafia state. The chapter describes the significant growth in power, capacity, and reach of institutions that make up the so-called big presidency, while other institutions have weakened considerably over time. The chapter provides details about the most important members of Putin’s inner circle and how Putin attempted to counter various governance problems that appeared as the regime got more personalized, and it also argues that the Putin regime reached its maturity around 2014–2015, when the transition occurred from legitimacy based on electoral and economic performance to one primarily based on his leadership.
The Lukashenko Regime in Belarus
Authors: Frear Matthew 
Published: June 2024

Abstract
President Alexander Lukashenko is Europe’s longest-serving political leader; Belarus is often dubbed Europe’s ‘last dictatorship’. This chapter addresses Lukashenko’s rise to power and the consolidation of his non-democratic regime through circumvention, subordination, and commandeering. The political system adapted and changed to meet the challenges of the twenty-first century by drawing on a variety of elite groups and opportunistically appealing to a range of potential supporters in society. As the nationwide protests of 2020 demonstrated, the regime’s room for manoeuvre has narrowed and Lukashenko’s personalist rule increasingly depends on repression, the siloviki, and Russia’s willingness to support it for its survival.
Succession in Personalist Regimes in Africa
Authors: Brossier Marie 
Published: June 2024

Abstract
Drawing from the scholarship on autocratic and personalist regime survival, breakdowns, and leadership succession, this chapter examines the personalization of power and its succession outcomes in sub-Saharan Africa from 1960 to 2020. Through its focus on two cases of hereditary successions in Gabon and Togo, the chapter aims to explain why hereditary successions of power are rare by identifying three main mechanisms that constrain the succession of power to a designated family member. It also shows that hereditary succession might resolve succession crises instigated by the leader’s death in a personalist regime, but might also alter the nature of the autocratic rule as the balance of power between the incoming ruler and the ruling elite changes.
The Gaddafi Regime in Libya
Authors: Kamel Amir Magdy 
Published: June 2024

Abstract
The regime of Muammar al-Gaddafi has ruled Libya for more than four decades, since the 1969 Revolution. Fuelled by hydrocarbon rents, Gaddafi has designed the Jamahiriya political system that gave him direct power over public institutions, particularly those related to security issues; limited power over the functioning of the energy sector; and a more indirect role in day-to-day politics and policymaking processes. More broadly, Gaddafi’s rule was rooted in, and driven by, informal arrangements underpinned by local and tribal fidelities. This chapter explores how different pillars of personalism interacted within the Libyan context, evaluates the extent of regime personalization in Gaddafi’s regime, and discusses the consequences of the leader’s rule for Libya’s political trajectory.
Justifying and Challenging Territoriality in Private International Law
Authors: Mills Alex 
Published: June 2024

Abstract
Private international law (PIL) essentially deals with the question of how, in the field of private law, we should regulate relationships and resolve disputes which have connections with more than one legal system, distinguishing between the institutional aspects of regulation (jurisdiction) and the substantive aspects (applicable law). Traditionally, a decision is made about which legal system (or systems) should govern based on a range of connecting factors. Among these factors, territorial connections (the location of relevant acts, events, or things) have historically had the most significant influence, reflecting an approach to PIL which understands the subject as concerned with the division and allocation of state authority and adopts a ‘spatial’ conception of that authority. Private international law theory and practice has also, however, explored a range of alternative techniques, including the characteristics or wishes of the parties themselves, as well as other approaches which reject altogether the idea that PIL should focus on allocational questions. This chapter asks why territoriality plays such an important role in PIL, and considers whether it should. The chapter begins with an examination of the role of territoriality in PIL history and theory. It then considers various arguments which might be raised to justify territoriality in private international law, suggesting that they may also justify traditional PIL techniques. The chapter also, however, addresses the question of whether these justifications hold up against the challenges presented to territoriality by modern globalization, in particular whether territoriality can provide certainty, coherence, and effective regulatory constraint.
Plurality of Laws and Conflictof Laws: Reconciling through Recognition?
Authors: Roughan Nicole 
Published: June 2024

Abstract
The interactions of Indigenous and state legal orders present a limit case for the prospect of reimagining conflict of laws to respond to relations between state and non-state legal orders. The present chapter argues that interactions of state and Indigenous legal orders in common law settler states cannot legitimately be addressed through the doctrines and tools of conflict of laws. It responds to recent developments in conflicts theory, which seek to bridge traditional distinctions between the categories of domestic and foreign. It argues that claims based on Indigenous legalities contest the very public authority that the state also claims. Key cases reveal the significance of law’s connections with persons and places; law’s relations to political communities; and law’s roles in relations between communities. These suggest that a model for relating these legal orders needs to institutionally recognize the interdependence of state and Indigenous legal orders, not one’s recognition by another.
Court Proceedings
Authors: Cochrane Vivien , Hayes Will 
Published: June 2024

Abstract
This chapter considers the issues that can arise during court proceedings which may impact on the ability to rely on legal professional privilege. There are two potential issues at play: first, matters discussed in open court are no longer confidential, so there is a risk of privilege being lost as a result of confidentiality being lost; secondly, the defendant or their legal representative may disclose privileged material or information in circumstances which expressly or impliedly allow its use by the other party or the court, thereby waiving privilege over that material and potentially all other material relating to the same issue through collateral waiver. Much of the focus of this chapter is on the principles of loss and waiver of privilege, whether deliberate or inadvertent, at court during criminal proceedings and the practical implications of decisions which may be taken during the conduct of a trial, in particular during live evidence. It considers the position arising from disclosure by both the defence and the prosecution.
On the usage of the premodifier learning among scholars and practitioners
Authors: Örtenblad Anders 
Published: June 2024

Abstract
This chapter offers some evidence on the popularity of, mainly, the learning premodifier. The evidence is presented both in the form of statistics and practitioners’ voices. The chapter is divided into two sections. The first section presents some quantitative print media indicator studies, measuring the yearly frequencies of a set of multiword terms, all with learning as the premodifier. These studies show that the frequency of texts containing such multiword terms in some cases seems to be stable, while in other cases it seems to be declining. The second section offers some accounts from people who work in organizations that, in some form or another, have come under the notion of a term where learning is the premodifier. The vast majority of these work in “learning cities.” These cities are members of the UNESCO Global Network of Learning Cities, organized by UNESCO Institute for Lifelong Learning. This section gives an idea of the use of terms among practitioners, as well as a glance at how term(s) have been put into practice. The chapter uses the information from both sections to consider whether any of these terms are in fact management fashions.
Learnification, premodifiers, and learning(s)
Authors: Papastephanou Marianna 
Published: June 2024

Abstract
As a premodifier of important nouns, “learning” has been extremely popular in academic and public contexts. This popularity has gone hand in hand with undesirable implications that are often theorized with the term “learnification.” This chapter registers political operations of learning as a premodifier and a premodified noun that promote learnification. It aims to reveal blocked possibilities of acknowledging normatively ambiguous, multiple learnings and the normativity of notions other than learning. To this end, a brief account of learnification and its connection to the normativization of learning is first offered. Then it is shown that learnification is promoted through the use of learning as a premodifier that specifies and qualifies a noun, as well as through the use of learning as a term premodified by other predicates. These operations (learning as premodifier and premodified) reproduce learnification at the expense of alternative and more complex outlooks on learning.
Recognition in a learning world—topics of global education
Authors: Redecker Anke 
Published: June 2024

Abstract
This chapter focuses on the learning challenges of our globalized world, like increasing transculturality, digitality, glocalization, and inhomogeneity. A pedagogical focus on recognition can concern asymmetries of power. Looking at diversity, transculturality, and glocality, the topos of “learning world” implies promises, challenges, and risks, suggesting that learning per se could be installed as a universal remedy to solve global problems like discrimination and exploitation. We can ask which discourses determine learning processes, and we can try to problematize and transform these discourses with the aim of establishing an inclusive climate of recognition and respect in a not merely learning, but educative world, which is focused on critical reflection. Even in digital scenarios learning can be ambiguous and ambivalent, both suppressing and empowering. Learning to deal sensefully and responsibly with others, the other, and oneself is based on irritation, uncertainty, and conflict, which can enable us to (re)think our attitudes and positions. In an educative world the critical subject questions the modes, aims, and limits of learning in global contexts.
What is learning that an organization (or anything else) can do it?
Authors: Holmes Leonard 
Published: June 2024

Abstract
This chapter locates the rise in the use of “learning” as a premodifier in the context of a wider learning turn in the discourse and practices of education, employee development, and other arenas of organizational management and public policy. Given the claims made for learning within the learning turn, the chapter subjects the use of the term to conceptual analysis, and identifies major problems which undermine the possibility of rational enquiry and debate. To overcome pessimism, it argues that an interdisciplinary approach is required, based on adequate and coherent meta-theorization. It then suggests that critical realism, the philosophy of natural and social science, affords a meta-theorization for and of learning, and presents an outline sketch of the key elements of such an approach.
Is learning viewed as a synonym of training?
Authors: Poell Rob F. 
Published: June 2024

Abstract
This chapter aims to investigate whether learning is viewed as a synonym of training, for a better understanding of terms with learning as a premodifier (and why “training” is not used in the same way). Based on trend analysis of learning and training literatures and content analysis of ten most-cited articles, it concludes there is no real evidence that learning is used as a synonym for training. Clearly, however, learning has overtaken training in attention given to both terms in the literature. The shift to learning fits in the now dominant discourse about self-responsibility (self-direction, self-management, self-reflection, autonomy). This could explain why “learning” has become more popular than “training” as a premodifier: focusing on what people can/should do for/by themselves rather than what experts organize for them. Unless one thinks of both terms as synonyms, which the learning-network theory shows is not a good idea, “learning” fits better than “training” with the self-responsibility focus in education and management.
The learning economy
Authors: Cotsomitis John A. 
Published: June 2024

Abstract
The goal of this chapter is to explore the use of learning as a modifier in contemporary economic discourse. Specifically, it focuses on the use of learning as a modifier in the framework of the learning economy as articulated by Bengt-Åke Lundvall in the early 1990s. Despite its perceived importance, there is a lack of focus in the existing literature on how learning takes place in the learning economy. The chapter attempts to fill this gap by linking the concept of the learning economy to the considerable literature on learning in cognitive science, and exploring the meaning and function of learning as a modifier to economic performance at the individual, organizational, and macroeconomic levels of society. A heuristic of interactive learning is introduced in which people construct cognitive structures to build meaning through a process of assimilation and accommodation in context-specific interaction with their social, cultural and physical environment.
The global learning economy
Authors: Hertel Frederik , Wicmandy Michelle 
Published: June 2024

Abstract
This chapter presents a critical review of the global learning economy (GLE). It aims to show the reader how “learning” as a concept is applied as a modifier in the field of economics. Modifiers serve as adjectives to adjust the meaning of another concept or expression, often as a premodifier or postmodifier. However, the chapter shows that when learning is applied as a modifier of economics, learning will itself require modification to suit the context of economics. Consequently, it argues that modifiers in research will consist of a dialectical interplay between an adjective and the following concept or expression. So the concept or expression (research in economics) is not only being modified by, but also modifying the adjective (learning) that is functioning as a modifier. Developing this analysis of the GLE entails introducing a much broader discussion of the connections between research and rhetoric. A pragmatic language approach will be applied as the analytic method in the following chapter.
Being alone together
Authors: Reynolds Michael , Vince Russ 
Published: June 2024

Abstract
This chapter considers the meaning of “learning” in the terms learning group and learning community, and critiques the assumptions of individual learning that are common in learning groups/communities. The terms learning group and learning community convey an underlying assumption of mutuality, togetherness, and belonging. However, the chapter argues that this togetherness is more about personal learning within a group/community than it is about understanding the social and organizational grouping in which learning is both encouraged and restricted. While reflection on personal learning in a group/community is common, reflection on social structures, oppressive relations, and the consequences of emotional contagion are rare. The “learning” in learning groups/communities reinforces learning alone and ignores how the complex politics of communities affects people’s social and emotional experience of learning together. Using examples from the literature and from the authors’ own practice, the chapter shows how power, conformity, and control—as well as prescribed and/or expected emotions surrounding learning—undermine and seek to individualize communities and groups. It speculates on what a critical notion of “learning” as a prefix would mean for groups and communities.
Equality and Moral Status
Authors: Jaworska Agnieszka , Tannenbaum Julie 
Published: June 2024

Abstract
There are three key questions about moral status as it relates to moral equality: (Q1) Is there a sufficient basis B of moral status that could justify the extension of equal moral status among humans beyond cognitively unimpaired adults, to include babies and those with severe, permanent cognitive impairments? (Q2) Is there a necessary basis B of moral status, possessed by most humans but not most animals, that justifies the moral inequality between individuals from these two groups? (Q3) Do different degrees to which beings exhibit B engender different degrees of moral status? We first distinguish types of moral status and describe challenges in finding affirmative answers to (Q1) and (Q2), including for our own proposal. We then object to the possible principles underlying the Continuity View, which answers (Q3) in the affirmative. We thereby resuscitate the Discrete Interval (aka, Threshold) View, which answers (Q3) in the negative.
The Basis of Children’s Moral Equality
Authors: Floris Giacomo 
Published: June 2024

Abstract
Much of the literature on basic equality has focused on the question of what grounds the equal moral status of persons, typically understood as fully competent adults. However, less has been said about what justifies the equal moral status of those human beings who do not hold a wide range of sophisticated cognitive capacities, such as severely cognitively disabled human beings and children. This chapter contributes to filling this gap by developing a novel theory of the basis of children’s moral equality. Specifically, I argue that children’s moral equality is entailed by a commitment to a kind of respect which requires providing children with those social conditions that foster their development into well-adjusted adults who hold a proper and stable capacity for moral personality. This is because unequal consideration and treatment precludes, or at least is a significant obstacle to, the provision of some goods that are crucial to the cultivation of a proper and stable capacity for moral personality. Children’s moral equality, then, is a constitutive requirement of what is owed to them qua moral status-holders.