This chapter critically examines various kinds of ‘hybrid’ regulatory instruments, including hybrid and private regulation. It discusses multiple sources of regulatory influence, including various non-state intermediaries, and various strategies that avoid relying exclusively on the regulatory capacities of the state. The chapter closes with a brief overview of various kinds of ‘experimental regulation’, including regulatory sandboxes.

The chapter provides a comparative account of cybersecurity public–private partnerships (PPPs). It argues that PPPs bring together the law-making powers of the states with the know-how of the private sector, that both are necessary to effectively deal with cybersecurity threats, and that the benefits of PPPs outweigh their limitations. It then empirically analyses the laws and regulations surrounding cybersecurity PPPs in eighteen different domestic jurisdictions to find a common denominator that could be transposed into international cybersecurity PPPs. Finally, it discusses the modalities that international cybersecurity PPPs could take and proposes a new international treaty incorporating PPPs, under which states undertake to establish domestic mechanisms for collaborating with the private sector in cybersecurity.

This chapter analyses how the American Petroleum Institute (API) adapted to the post-Deepwater Horizon (DWH) oil spill era despite the criticisms from investigation reports that brought into question its role as private standard-setter in the oil and gas industry and the reliance of federal regulations on the API’s standards. Grounded on the theory of regulation, investigation reports, and documents from the Bureau for Safety and Environmental Enforcement (BSEE) and the Center for Offshore Safety (COS), this chapter examines the organizational response of the API and how BSEE, as the federal regulator, endorsed it. It proposes a definition of what a regulatory crisis is, and argues that despite the regulatory crisis created by the DWH accident, the API increased its influence in offshore oil and gas regulations in the US not only as rule-maker but also as supervisor. The chapter identifies the gaps in transparency and regulatory practices that may undermine the effectiveness of the new regulatory scheme. By presenting a case from the oil and gas industry, this research aims to contribute to the broader scholarship on the responses of transnational private regulators in times of crisis.

Coping refers to the multitude of actions individuals use to manage stressful encounters. In this chapter, we first describe stressful peer events during childhood and adolescence (e.g., bullying, rejection, victimization), focusing on their impact on mental health but also how they can provide opportunities to apply coping skills. Second, we address how peer relationships, at the group and the dyadic level, are prime settings for the development of coping by considering 1) the soothing and distracting presence of peers, 2) the selection of peers, and 3) the socialization of emotion and coping that can occur within peer interactions and relationships via processes of support, communication, and disclosure. We end with brief notes on the important consideration of the quality of peer relationships and the usefulness of considering gender (and cultural) differences, especially focusing on moderation effects to uncover whether these processes differ across gender and cultural subgroups.

Describes the rationale for economic regulators and discusses the historical development of these institutions . Also discusses co-regulatory arrangements and the question of regulatory oversight

This chapter investigates the potential and limitations of corporate social responsibility (CSR) as an inventive interventionist tool for indirect regulation of transnational non-governmental organisations (NGOs). It proceeds on the basis that transnational CSR discourse has moved on from exclusively focusing on multinational enterprises to include other business, sport, cultural and entertainment organisations. The chapter shows that CSR can be used to plug regulatory and governance gaps in international law and overcome obstructive solidarity and relational signals which will, in turn, facilitate national regulation of transnational NGOs.

The EU Artificial Intelligence Act proposal is based on a risk-oriented approach. While AI systems that pose an unacceptable risk will be banned, high-risk AI systems will be subject to strict obligations before they can be put on the market. Most of the provisions deal with high-risk systems, setting out obligations on providers, users and other participants across the AI value chain. At the heart of the proposal is the notion of co-regulation through standardization based on the New Legislative Framework. Accordingly, this chapter provides a critical analysis of the proposal, with particular focus on how the co-regulation, standardization and certification system envisaged contributes to European governance of AI and addresses the manifold ethical and legal concerns of (high-risk) AI systems.

This chapter is both a retrospective, and also even a requiem, for the “unregulation” argument in Internet law, and a prospective on the next twenty-five years of computer (or cyber) law. The Internet is not a lawless, special unregulated zone; it never was. Now that broadband Internet is ubiquitous, mobile, and relatively reliable in urban and suburban areas, it is being regulated as all mass media before it. While American policymakers advocated a largely deregulatory approach to the internet over the past twenty-five years, the United Kingdom and Europe have emphasized the hybrid of governmental and private market oversight known as coregulation. This approach to making regulation more adaptive addresses key dilemmas that fast-moving, slippery technologies pose for the traditional regulator’s toolkit.

In Chapter 1, we present an overview of Vygotsky’s cultural-historical activity theory (CHAT), including an explanation of how regulatory processes arise from the routine practices of social life. As part of this overview, we provide an explicit definition of cultural practices. To elaborate how a practice perspective is beneficial for understanding behavioral regulation, we describe how basic elements of an activity theoretic framework capture defining elements of a social practice. This framework offers a useful model for conceptualizing and observing how social practices come into existence and bring/create contextual resources that influence behavioral regulation. These resources are contextually embedded and include such elements as cultural tools, sign systems and symbols, goal-directed activities, and tasks. To better understand how regulatory processes emerge from participation in a community’s valued activities, we offer definitions of self-, other-, and co-regulation from a practice perspective.

Interpersonally presented emotions help to calibrate people’s orientations to things happening in the shared environment. For example, social referencing involves one person seeking clarification of the appropriate appraisal of an object, event, or person, and another person responding with an emotional orientation that disambiguates things. However, this paradigmatic case represents only one of the possible ways in which emotions affect other people’s physical or mental attitudes. In other cases, emotion-related responses affect other people’s orientations independent of their explicit informational content. Further, emotional knowledge may be co-constructed dynamically rather than transmitted unidirectionally from one person to another. In these cases, affective social learning need not involve changes in the perceived meaning of emotional objects, but rather adjustments in interactants’ orientations to what is happening. This chapter suggests ways of extending and going beyond existing methodological and theoretical approaches to emotional influence and identifies some of the blindspots of previous research.

Interpersonally presented emotions help to calibrate people’s orientations to things happening in the shared environment. For example, social referencing involves one person seeking clarification of the appropriate appraisal of an object, event, or person, and another person responding with an emotional orientation that disambiguates things. However, this paradigmatic case represents only one of the possible ways in which emotions affect other people’s physical or mental attitudes. In other cases, emotion-related responses affect other people’s orientations independent of their explicit informational content. Further, emotional knowledge may be co-constructed dynamically rather than transmitted unidirectionally from one person to another. In these cases, affective social learning need not involve changes in the perceived meaning of emotional objects, but rather adjustments in interactants’ orientations to what is happening. This chapter suggests ways of extending and going beyond existing methodological and theoretical approaches to emotional influence and identifies some of the blindspots of previous research.