The Legal Regulation Model of Open Banking in China

Although open banking has been developed rapidly in China since 2018 there is not a clear legal regulatory framework Open banking can stimulate competition provide better services to customers and reduce the traditional screen-scrapping risk However it causes concerns over data security customer privacy data abuse and challenges to current Chinese regulatory system Therefore it is necessary to establish a better regulatory system for open banking in China Through learning from regulation forms in other jurisdiction it is found that active guidance regulation is more appropriate for China which requires government to provide standards for open banking but not force banks to share data Under the Active Guidance model it is necessary to improve current Chinese regulatory and legal regime including establishing feasible rules for data portability implementation constructing a multi-level regulatory system for data sharing as well as changing data privacy protection mode from Notice- Consent to Data Autonom

Promoting Physical Activity Through the Shared Use of School and Community Recreational Resources

Summarizes research about the use of school sport and recreation facilities outside of school hours by community programs as a way to promote physical activity in areas with limited facilities. Describes challenges of shared use and policy considerations

Ecojusticia, equidad y ética: retos para la orientación educativa y profesional

In social and environmental terms we live in precarious and uncertain times, where not only the sustainability of the planet rests in the balance, but also that of human existence. Many nation-states around the world talk of the importance of social cohesion, and are aware of the threat of environmental degradation, climate change, and ecological well-being. However, the dominating global policy discourse, particularly championed in the West, is located within a delimiting neo/liberal political framework. With a few noticeable exceptions, the influence of neo/liberal thinking continues to flourish in the contemporary career literature where there has been little deep critical engagement with the discourse of capitalist economics and how these impact human and environmental well-being. Often caught up in market-led discourses, and captured by the notion that ‘work sets you free’, educational and career guidance has been located within an uncritical economic frame. Its energies tend to be directed towards the preparation of individuals to make ‘good’ educational and occupational choices, underpinned by the need for ‘clients’ to acquire the skills and competencies demanded by employers (and the economy) (Bengtsson, 2011; Irving, 2018). The disjuncture between educational and career guidance and social and environmental justice (i.e. ecojustice) has rarely been breached. In this article, we seek to disrupt dominant discourses of the market that currently permeates thinking in education by identifying how an ecojustice perspective provides a forward looking and equitable foundation for educational and career guidance.En términos sociales y ambientales, vivimos en tiempos precarios e inciertos, donde no solo la sostenibilidad del planeta está en juego, sino también la de la existencia humana. Muchos estados-nación de todo el mundo hablan de la importancia de la cohesión social y son conscientes de la degradación ambiental, el cambio climático y la amenaza al bienestar ecológico y social. Sin embargo, el discurso dominante de la política global, particularmente defendido en Occidente, se sitúa dentro de un marco político neoliberal. Con algunas notables excepciones, la influencia del pensamiento neoliberal continúa siendo hegemónico en el campo de la educación y de la orientación profesional, donde en términos generales ha habido poco compromiso crítico profundo con el discurso de la economía capitalista y cómo este impacta sobre el bienestar humano y ambiental. A menudo atrapada en discursos dirigidos por el mercado y por la noción de que "el trabajo nos hace libres", la orientación educativa y profesional se ha ubicado dentro de un marco económico acrítico. Se tiende a preparar a los individuos para tomar "buenas" decisiones educativas y ocupacionales, respaldadas por la necesidad de que adquieran las habilidades y competencias exigidas por los empleadores (y la economía) (Bengtsson, 2011; Irving, 2018). La disyuntiva entre la orientación educativa y profesional y la justicia social y ambiental (la ecojusticia) rara vez se ha abordado. En este artículo cuestionamos los discursos dominantes del mercado que actualmente impregnan el pensamiento en educación, y proponemos la adopción de una perspectiva de ecojusticia que proporciona una guía para el futuro y contribuye a promover la equidad desde la orientación educativa y profesional

Rhetoric in standard setting : the case of the going-concern audit

This paper seeks to explore in depth the ways in which the rhetoric of the standard setter responds to comments received during development of a standard. Previous research has explored the use of rhetorical strategies in accounting standards to construct and persuade as to what is 'good' and to silence potential criticisms and alternative proposals. The exploration is extended to the development of an auditing standard and is strengthened by relating the opinions of lobbyists to the rhetoric used in the response. The analysis shows that, in a situation where the standard setter's position changed significantly during the exposure of proposals to comment, rhetorical strategies in the exposure draft or standard were adapted to match the changing direction of persuasion, with silencing of potential counter-argument evidenced in the surrounding explanatory material. Research implications/limitations - The research demonstrates that those using standards should be aware of the normative nature of these documents and the subjectivity inherent in the nature of the text. The paper builds on Young's 2003 paper by exploring the dynamics of the ways in which the rhetoric of the standard setter responds to comment during the consultation process

A pathway of care for vulnerable families (0-3): guidance

"The Scottish Government asked NHS Quality Improvement Scotland (NHS QIS) to lead the development of a national multi-agency, multidisciplinary programme of work to support vulnerable children and families from conception to age 3 as part of the implementation of the Early Years Framework. The guidance has been developed as part of that work. It is intended primarily for service managers across all agencies to use with their teams to support the specific aims of the Early Years Framework implementation... The overall aim is to ensure that vulnerable children (from conception to age 3) and families in all parts of Scotland receive support that is equitable, proportionate, effective and timely." - Page 6

Children and the internet: An exploration of Year 5 pupils’ online experiences and perceptions of risk

The internet is becoming increasingly integral to children’s lives. Consequently, it is vital that children are educated in how to protect themselves online and how to become responsible online users. This action research study addresses significant gaps in existing research by exploring children’s online experiences, alongside their understandings of risk, from their own perspective, in order to inform a personalised and relevant internet safety curriculum within the research setting. The study utilises a mixed-methods approach, combining a comprehensive quantitative survey with a subsequent qualitative group interview with a sample of 14 participants. Findings suggest that, despite being proficient online users with an awareness of what constitutes online risk, many children largely fail to apply this knowledge to their own online practices. The study demonstrates the importance of educators and schools understanding children’s online activities in order to respond to their needs and concerns effectively. Based on the research findings, it is recommended that similar research is actioned across primary schools, and that schools appoint pupils as internet safety ambassadors to provide educators with insights into children’s current online activities, alongside providing peer guidance and support from a pupil perspective. These recommendations could be significant for the online safety education of children and young people in the wider context