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In the “What’s Hot in 2019: Expanded and Interconnected Notions of Literacy” survey (Cassidy, Grote-Garcia, & Ortlieb, 2019), Early Literacy was identified as a “very hot” topic. This chapter addresses how literacy practices in homes and in schools contribute to early literacy achievement; neighborhood realities are acknowledged. A brief list of expectations for early literacy learners is discussed, and competencies not always found in standards lists are described. Examples of current community activism efforts are noted, and there is a call for literacy academics to speak out against inequities in literacy learning.

This chapter focuses on restorative/rehabilitative faith-based programs, in particular, a youth mentoring program conducted by the Florida Department of Juvenile Justice. We begin with a brief description of a faith- and community-based juvenile mentoring program of the Florida Department of Juvenile Justice (which we are in the process of evaluating) intended to provide community reintegration and restoration of adjudicated delinquents released from state juvenile correctional facilities. Then we move to the overlapping theoretical, philosophical, and empirical backgrounds of restorative justice, faith-based rehabilitative/restorative, and mentoring programs. We conclude with a review of programmatic and empirical issues in faith-based mentoring programs.

With social media use on the rise and little indication that sport team hazing ceremonies are declining, the amount and types of exposure and awareness of hazing and its potentially detrimental impacts are shifting for athletes, the public and school administrators alike. This chapter describes relationships between hazing in sport and social media use in university athletics. These two areas of research have been investigated separately but warrant a closer examination to understand how they are intertwined. In this analysis, we include findings from our larger national-scale sport hazing study that produced a second stream of data specific to social media use. Data are derived from interviews with university athletic directors, coaches and athletes to spotlight: (1) uses of social media in the context of athletics, (2) their understanding of social media's relationship to hazing and (3) experiences with social media and hazing education. We also present recommendations provided by the researchers, and athletes, coaches and athletic directors, for athletic administration use in developing educational and informational resources that address the interconnections between social media use and hazing. This chapter describes how athletic departments and coaches perceived and (dis)engaged from discussions around social media, the ways that university athletes and teams engaged in hazing practices, the diversified and multiple uses of social media on teams differing by gender, highlighting a (lack) of educational programming provided for athletes by their university athletic departments centred around social media use and sport hazing as both separate and interconnected topics.

The reality of policing in the twenty-first century is that most officers identify as white, heterosexual and cisgender (or identifying with the sex assigned to them at birth) and outnumber officers from diverse groups. Whilst many diverse officers are employed by police organisations, there is a lack of evidence to suggest transgender people seek employment in policing or (following strategic recruitment drives) are actively recruited by police organisations. This raises questions regarding the factors which constrain or facilitate employment of transgender people into policing and whether strategic recruitment drives targeting transgender people work. The paper aims to discuss these issues.

Following a recruitment drive targeting diverse community members, an online survey was administered to police recruits in one of Australia’s smaller state based police organisations (n=742) to determine if recruits self-identity as transgender or cisgender, and whether or not self-identified cisgender or transgender recruits would be willing to work alongside one another.

The results indicated that all the recruits in this study identified as cisgender. Whilst transgender recruits may have participated in the research, none of the recruits identified openly as transgender in the survey. Consequently, there was a significant association between the recruit’s gender and sexuality, and their perceptions of working alongside transgender officers, with almost all recruits stating that they would prefer to work with cisgender officers.

The findings of this research contribute original knowledge to the extant body of policing literature regarding police recruit perceptions of working alongside transgender officers.

This type of research has not been conducted in an Australian context before.

As the today's world is leading toward the digital dependency and after the world pandemic of COVID-19, the dependency of students and the university is completely through a digital medium, in context with that the higher education according to the demand of the generation is leading towards digital transformation. The digital transformation in the sector of education is the road map for the sustainable management and development of education. The digital transformation is the new pillar of education in which the students are mostly reliable. The digitalization in the field of education will lead to simple and clarified as well as multiple way for acquiring the knowledge. As the integration of the new model of education system is applied and implemented throughout the globe, the digital medium plays a significant role for the smooth and the systemic development of the model. In this chapter, the pathway for the development of the well-stable and well-developed strategies is considered in which the integration of the essential requirements, proper guidance, and advantages of the model is dependent for the transformation to digital medium of the higher education that will be leading to the development of the management and the education system. The foundation of that transformation model is detailed in the paper for the digitalization of higher education.