Daily life in cities is often about balance and compromise. Urban densities facilitate things being in close proximity and provide convenience for residents, but they also create an opportunity for traffic congestion and increased social and environmental inequity, and the possibility of lower-density suburban sprawl. To promote urban sustainability, a careful balance of economic development, ecology, and equity is required. In this chapter, four examples of urban sustainability crises and the dramatic response to them are examined. The cases include Miami, US; Oslo, Norway; St. Georges, Grenada; and Shenzhen, China. In each situation, the sustainability crisis emerges from a deeply set awareness of diminishing environmental quality of life and a feeling that the residents’ sense of place is under threat. The drivers of this threat are deeply embedded in social and economic factors. In each city, the policy switch to enhanced sustainability results from an aggressive, multi-scalar effort to alter and redirect the pattern of urban spatial development.

Educators within contemporary Australian educational settings are increasingly being called on to enact their pedagogy in multicultural classrooms, yet pedagogies remain oriented towards a narrow learner cohort. Meaningful inclusion of culturally and religiously diverse learners not only focuses on what is being taught or what knowledge is privileged, but is concerned with how it is taught and from whose perspective. Importantly, it prioritises what learners bring to educational settings – their diverse knowledge(s), languages, values and beliefs; all of which are embedded in their ways of knowing, being and doing informed by their cultural and religious traditions. This chapter aims to support educators in enacting culturally responsive pedagogy, including consideration of learners’ world views, knowledge(s) and ways of knowing, as well as respect for identities and backgrounds as meaningful sources for optimal learning, while simultaneously holding high expectations of them all. Educators will be challenged to examine epistemological and pedagogical diversity in HASS teaching and learning, to further develop learners’ knowledge, values and beliefs towards engaged and informed citizenship.

The previous chapters have explored the teaching methodologies and concepts related to different forms of the Arts, as well as methodologies for integration and organisation. However, in addition to being able to teach the Arts, we need to have in place a system for evaluating the teaching process to ensure the outcomes and goals we wish to achieve are met for the learners. There has been a great deal of research to identify specific teaching practices that can improve children’s outcomes. This chapter does not intend to analyse the validity or otherwise of these outcomes, as these are mandated by the various examination and education boards. In part, this is because it is difficult to isolate any specific technique or learning skill that works for individuals because all children have unique and individual learning styles. For these reasons, the focus of recent research has been to isolate general characteristics. This chapter looks at the application of reflective learning tools to enhance teaching of the Arts, as well as inclusion and diversity in the classroom (specifically disability). Its focus, therefore, is to separate teaching from subjective assessment of teachers.

In this chapter, we explore the unique nature of the Arts along with what the Arts ‘do’ for people. The differences between Arts education policy and its provision in practice will be presented with particular reference to the need for broad access to, and equity in, Arts education in primary and early childhood settings. The importance of an approach to Arts education that encourages and embeds learner agency, cultural diversity and gender equity is discussed, and the benefits of sustained ‘quality’ Arts education are presented. Your role in the provision of the Arts in early childhood and primary education is discussed and a ‘praxial’ vision for the Arts in education is presented.

Chapter 13 on Common but Differentiated Responsibilities and Respective Capabilities provides a critical analysis of this cornerstone principle of international climate law and its implications for climate litigation. The principle recognises the differentiated responsibilities and capabilities of countries in addressing climate change, acknowledging the historical contribution of developed nations to global greenhouse gas emissions and the greater capacity these nations possess to mitigate climate change and adapt to its impacts. The author critically analyses key cases where the principle has been raised, and assesses the legal reasoning employed by courts and tribunals that have given it a specific meaning. The author then identifies instances of emerging best practice where the principle has been interpreted and applied in ways that enhance climate justice outcomes. She notes that such instances do not yet constitute a uniform trend but they nonetheless illustrate the potential of this principle in shaping the delineation of responsibilities in climate lawsuits, considering fairness, equity, and historical responsibility.

This chapter argues that the current revolution in international tax continued in the two pillars of BEPS 2.0 have roots in existing developments from older tax regimes. Therefore, it concludes that the current revolution is less revolutionary than many have argued. Specifically, the chapter discusses how Pillar One derives from efforts to redefine the source of active income considering the digital revolution, which builds on US states’ use of sales factors since the 1930s as a source of corporate income. For Pillar Two, the chapter argues that the single tax principle implemented by Pillar Two can be traced back to the first model treaty from 1927. However, there are new elements worth appreciating, which include the new dynamics in the trilemma (open economy, tax competition, and social safety net) due to the global minimum tax, digital taxation, the emergence of market jurisdictions in revenue competition, the strengthening of multilateral cooperation in international tax matters, the tension between multilateralism and unilateralism, and the emphasis on the equity and inclusiveness.

In this chapter of Complex Ethics Consultations: Cases that Haunt Us, the, the author reflects on change in practice in end-of-life care and ethics consultation since the publication of the first edition. As society becomes increasingly diverse, it is important that clinical ethicists recognize that principlism and Western concepts of ethics do not serve all of the needs of the diverse populations and communities that seek care. These cases encourage us and others to stop, pause, and be curious. More often than not, we have time to foster dialogue, thoughtfully explore the consequences of potential pathways of our actions and give respect to the weightiness of death.

In this chapter of Complex Ethics Consultations: Cases that Haunt Us, the author reviews four pediatrics cases, emphasizing the importance of honoring parental authority and encouraging greater investment in education to reduce bias and injustices in the clinical setting. Social and cultural identities and circumstances should be treated with more care and respect in the clinical realm, so that curiosity and empathy are front and center. The author specifies how equity and inclusion could have been enhanced in each case and provides a direction for future clinical ethics practice.

The series of cases discussed in Part III are humbling reminders of how intertwined our patients and their support systems are with healthcare practitioners. TJ, Jimmy, Mrs. Blue, and Mrs. Winthorpe all have unique experiences in different corners of the healthcare system. Each case touches on the familiar experience of a healthcare team identifying what they believe is in the best interest of patient, and there being a factor, often the patient themselves, complicating that coming to fruition. Their experiences, and different experiences of privilege and power, or disempowerment are salient elements of their stories. These “haunting” and morally distressing cases are revisited with an additional lens of diversity, equity, identity, and bias and considerations for how ethicists might more fully integrate these critical perspectives into ethics consultation.