This chapter focuses on rhythmic and periodic patterns (RPPs). These are common EEG patterns found in critically ill patients. The variety of different types of patterns and their standardized naming conventions are described here. These patterns span from serving as markers of encephalopathy, to markers of seizure risk (interictal), to status epilepticus itself (ictal), and everything in between. This broad potential of diagnostic significance is known as the ictal–interictal injury continuum (IIIC). This chapter describes strategies for differentiating between more benign and more malignant RPPs. Basic management strategies for these IIIC patterns are also described in this chapter.

This chapter addresses the questions of what public property is and why it matters. The key to defending public property lies in disambiguating the sense in which this system of rights with respect to external resources is public and, ultimately, about our property. Public property can be said to be ours in the sense that we can freely use it. On this view, held by lawyer economists, democratic egalitarians, and some Kantians, public property is akin to easement rights to enter and use a resource without the leave of its owner. The chapter criticizes proponents of the easement conception, arguing that they cannot but fail to explain why the “publicness” of the resource matters. It demonstrates that easement-like rights are fully consistent with a system of private property.

Instead, the chapter argues that public property’s distinctive value lies in control, rather than use, rights. Public property is ours in the sense that we are entitled to control it. That is, it extends autonomous agency to the construction of public spaces and resources. Public property places individuals in a position of collective self-government, manifested in the following two particular ways: First, expressing the ideas and commitments that the political community as a whole affirms; and second, exerting control over the construction and direction of the resources that make up the environment the individuals occupy.

The right to education is one of the most important rights for children, providing the foundation upon which the child’s future is built. The primary responsibility for ensuring that a child receives an education is that of the parents. That responsibility takes on particular significance in circumstances in which the convictions of the parents, or the child, are at variance with those held by the majority in society. The extent to which parents may insist that the child is educated in a way that conforms to parental values remains contentious. The law on the right to education has sought to find a balance between protecting pluralism and upholding the state’s right to run an efficient education system reflecting society’s shared values. The child’s own right to education has often been neglected in these debates. These concerns are considered with particular attention to home education, British values, religious worship and school uniform. A children’s rights approach would ensure that the children whose education is at stake are placed at the centre of a debate which is often dominated by tensions between parental freedoms and state interests.

Decisions made within the legal and criminal justice systems are often consequential, shaping the lives of individual people and providing a foundation by which people perceive, interpret, and understand justice. These decisions are made by individual people (e.g., judges, case workers, and attorneys) and collectives (e.g., juries, legislatures, and parole boards), and often have far-reaching implications. Together, they create a historical backdrop to how society views and comprehends current legal decision-making. This book provides a comprehensive understanding and detailed synthesis of legal decision-making research, examining theories and decision models and discussing applications to law, policy, and practice from a psychological perspective.

Introduction

‘The Sustainable Development Goals are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including poverty, inequality, climate change, environmental degradation, peace and justice’, points out the UN SDG website (United Nations, n.d.a). As discussed earlier in the book, and especially in Chapters 6 and 7, access to digital technologies and digital skills are the essential prerequisites for being part of, and making contributions to, the SDGs. SDG9.c sets a specific Target for access to ICT and the internet as follows:

Specific Indicators have also been set for measuring success in improving access to the internet and information. For example, Indicator 17.6.1 is designed to measure ‘fixed Internet broadband subscriptions per 100 inhabitants, by speed’, and Indicator 17.8.1 is designed to measure the ‘proportion of individuals using the Internet’ (UN Department of Economic and Social Affairs, n.d.d). Similarly, Indicator 16.10.2 is designed to measure the ‘number of countries that adopt and implement constitutional, statutory and/or policy guarantees for public access to information’ (UN Department of Economic and Social Affairs, n.d.c).

However, access to digital technologies, or introducing legislation for access to information, do not alone guarantee that everyone will be able to access and use information and data required for their everyday life, work, citizenship and contributions to the SDGs. An important set of literacy and skills set – known as information literacy or information skills – is required for this. Information literacy, or the UNESCO's concept of media and information literacy (MIL), enables people to discover, access and make optimum use of data and information required in the context of everyday living – learning, work, healthy living, citizenship, and so on.

This chapter discusses the importance of information literacy in general, and in the context of the SDGs in particular. Drawing on the definition and importance of information literacy, and analysis of some of the latest data on the information literacy and information skills of people in different parts of the world, this chapter demonstrates how concerted efforts are needed to improve these skills for achieving success in the SDGs.

This chapter charts the development of children’s rights in international human rights law. The centre piece of international children’s rights law is the United Nations Convention on the Rights of the Child (CRC). This chapter explores and assesses the content and principles of the CRC and its ability to remain effective in the modern law. Particular consideration is given to the implementation and enforceability of the CRC, including the development of the individual communications procedure. The chapter then turns to the European Convention on Human Rights (ECHR) and assesses the extent to which it has been able to respond to the development of international children’s rights. Through creative interpretation, the unpromising ECHR text has become a more effective means of protecting children’s rights. Nonetheless, the limitations of the text and the practical obstacles to litigation continue to hinder children who look to enforce its rights.