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Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.

Using data from in-depth interviews with women who have exited violent relationships, attorneys, and practitioners/policy specialists, this research note explores the continuation of control as women encounter "paper abuse." The barrage of men's frivolous lawsuits, false reports of child abuse, and other system-related manipulations exerts power, forces contact, and financially burdens their ex-partners. Although these acts are not new, the significance of this continuing abuse has not been fully explored by researchers. Yet attorneys and practitioners recognize the need for better documentation to strengthen protections for women still forced to contend with their former batterers.

Intersectionality scholarship has yet to systematically recognize the importance of citizenship status for the mutual shaping of inequalities. In this article, we bring attention to the combined structuring force of criminal law and citizenship status (and the related concepts of 'illegal' or 'irregular' status) in intersecting with other categories of social disadvantage, such as those created by racialization, class, gender and ethnicity. Drawing on ethnographic fieldwork and interviews with women in prisons for 'foreign nationals' and health clinics for 'undocumented' migrants in Norway and Denmark, this article shows how citizenship status has a central role in the co-constitution of gendered, classed and racialized social disadvantages. [ABSTRACT FROM AUTHOR]

This paper probes whether a formal college education is linked to the quality of policing. Citizens desire a higher level of professionalism with ever-increasing demands placed on their police departments. Annual on-the-job training for police is common with proposed reform initiatives, however, the difference between police training and requiring a college degree is in debate. Other professions require higher education, however, those who work in policing often do not agree there should be a requirement of a higher education degree for employment. Can police obtain all the necessary skills from the police academy and in-house training? Or in the pursuit of professionalizing the profession should police agencies require college degrees? Further, would a college degree enhance the quality of interactions between the police and the community? This inquiry adds some pieces to the puzzle of examining the value of requiring a college education for police officers and the relationship of experimental learning in training police academies within a college curriculum. Over a three-year period, criminal justice students (N=75) enrolled in an online bachelor's program were asked "do you think police departments should require a bachelor's degree?" The respondents included traditional and non-traditional male and female adult learners many current law enforcement officers. The assumption was since they were currently enrolled in a criminal justice degree program, they would see the value in a degree and indicate a college degree should be mandated.

The purpose of this paper is to examine the issues of plagiarism and academic integrity as they are covered by universities and to then identify the existence of legislation that would impose legal consequences. Accordingly, this paper adopts a legal approach to critical analysis and discourse in the examination of the issues and the appropriate legislation.