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Communities are critical sites for studying the politics of inequality within neoliberal capitalism. We illustrate this by providing regional case studies of the enactments and outcomes of three types of neoliberal policies in the United States: (1) cutbacks in family planning policies, (2) municipal underbounding and failures to provide public infrastructure within unincorporated communities, and (3) “tough on crime” policies leading to mass incarceration. Building on insights from intersectional feminist theory and using evidence from in-depth interviews from three Southwestern communities, we argue that neoliberal capitalism is compounding intersecting inequalities affecting women of color. In particular, we claim that neoliberal policies at the local and state levels are compromising the reproductive autonomy and public health of women of color and creating new challenges for their family care work.

Over the past 50 years, dark tourism has seen exponential growth in terms of both physical and digital contexts. Dark tourism is primarily a concentration around documented accounts of physical violence, and theorizations centered on dark tourism studies have generally fallen within either behavioral or interpretivist perspectives. Such perspectives are indicative of the continually evolving nature of dark tourism and its receptiveness to new definitions, conceptual frameworks, and theorizations. Taking this into consideration, this chapter seeks to develop and broaden the notion of “dark tourism” within the era of late capitalism by presenting fresh theoretical perspectives stemming from critical criminological frameworks. Specifically, in drawing upon critical notions of violence and the emerging deviant leisure framework, this chapter will aim to instigate fresh academic enquiry into the nature of dark tourism, expand its theoretical underpinnings, and subsequently provide a means in which to examine how banal forms of tourism play an integral part in the proliferation of some of the most serious harms that populate the contemporary neoliberal landscape.

This study aims to develop and test a new research model of consumer response to celebrity transgression. It examines the effects of celebrity past transgression and philanthropic histories in influencing consumer acceptance (i.e. forgiveness and blame) of a single celebrity transgression behavior and the subsequent endorsement potential of the transgressed celebrity. It also examines consumer acceptance of celebrity transgressions from the gender perspective.

By using real celebrities, this study conducted a 2 (transgression history: high vs low) × 2 (philanthropic history: high vs low) × 2 (celebrity gender: male vs female) between-subject online experiment with 823 US young adults.

Results showed that forgiving (blaming) the transgressed celebrity was positively (negatively) associated with the celebrity’s endorsement potential. Transgression history had a significantly negative indirect effect on endorsement potential via its negative effect on forgiveness and positive effect on blame. Philanthropic history mitigated the negative indirect effect of transgression history on endorsement potential only for male celebrities, not female celebrities.

This study contributes to the current human brand and celebrity transgression literature and fills the research gap by using real male and female celebrities to incorporate the real history of celebrities as determinants of consumer judgment of celebrity transgression. This study also makes its unique contributions by focusing on the celebrity-related outcomes and demonstrating the moderating roles of past philanthropic behaviors and celebrity gender for their potential to mitigate the negative effects of transgression history on consumer responses to a single transgression.

In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.

When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.

This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.

Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.

The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.

This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

This research examines how digital communication technology can act as an intervention tool to develop online social capital and resilience when normal bonding and support reduces during crisis.

Using 21 semi-structured interviews, the experiences of women are explored to understand how they strengthened their capabilities to acquire support and achieve resilience during crisis.

Findings demonstrate different ways women developed their bonding and bridging social capital at personal, family and community level to seek online support and empower themselves to achieve disaster resilience. While the context of this study is pandemic, findings are applicable to other crisis scenarios.

The research enhances the importance of online social capital in developing agency, capabilities and resilience during crisis. It enables to understand how practitioners should not limit technology use to disaster preparedness and prevention, but it could also be used in responding and recovering from crisis.

Research into the explanations of digital inclusion has moved from investigations of skills and usage to tangible outcomes, what we label here as the third-level digital divide. There is a lack of theoretical development about which types of people are most likely to benefit. Understanding how achieving outcomes of internet use is linked to other types of (dis)advantage is one of the most complex aspects of digital inclusion research because very few reliable and valid measures have been developed. In the current study we took a first step toward creating an operational framework for measuring tangible outcomes of internet use and linking these to the inequalities identified by digital divide research.

After having proposed a classification for internet outcomes, we assessed these outcomes in a representative sample of the Dutch population.

Our overall conclusion in relation to the more general relationship between offline resources and third-level digital divides is that the internet remains more beneficial for those with higher social status, not in terms of how extensively they use the technology but in what they achieve as a result of this use for several important domains.

When information and services are offered online, the number of potential outcomes the internet has to offer increases. If individuals with higher social status are taking greater offline advantage from digital engagement than their lower status counterparts, existing offline inequalities could potentially be acerbated.

Health information oriented toward the consumer has long been scarce. Online databases and health information directories have been geared to the health professional. Many libraries have responded to the consumer's desire for and right to health information, but most have not, except indirectly, as participants in consumer health information consortiums. As McClaskey states:

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.