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Police-reported incidents of cybercrime appear to vary dramatically across Canadian municipal police services. This paper explores cybercrime reporting by police services in eight of Canada's largest municipalities, assessing (1) variation over time; (2) variation across jurisdictions; and (3) correlates of reporting volumes.

Data was collected from a combination of national Uniform Crime Report statistics and annual reports by police services. Two repeated one-way ANOVA tests and a Pearson's r correlation matrix were used to assess variation and correlation.

Findings suggest that police-reported cybercrime varies significantly across jurisdictions but not over time. Moreover, negative relationships were observed between police-reported cybercrime incidents per 100,000 residents and calls for service per 100,000, as well as number of sworn officers per 100,000.

The study assessed a small sample of cities (N = 8) providing 32 data points, which inhibited robust multivariate analyses. Data also strictly represents calls to police services, therefore excluding alternative resolutions such as public–private interventions.

Canadian provincial and federal governments should consider engaging in high-level talks to harmonize cybercrime reporting strategies within frontline policing. This will mitigate disparity and provide more accurate representations of cybercrime for future policy development. Additionally, services should revisit internal policies and procedures, as it appears that cybercrime is deprioritized in high call volume situations.

This paper introduces previously unreported data about police-reported cybercrime incidents in Canada. Furthermore, it adds quantitative evidence to support previous qualitative studies on police responses to cybercrime.

The history of Catholic Teacher Education is linked to the growth and development of Catholic schools that began in the early nineteenth century. The Catholic Church struggled to recruit enough certificated teachers and relied heavily on pupil teachers. This began to be resolved with the opening of Notre Dame College, Glasgow, in 1895 and St Margaret's College, Craiglockhart, in 1920. The two Colleges would merge into the national St Andrew's College in 1981. This national college would undertake a further merger with the University of Glasgow in 1999 to become part of the newly formed Faculty of Education, later School of Education. The School of Education continues to discharge the mission to prepare teachers for Catholic schools.

This chapter focuses on the presence and accomplishments of Black women across the leadership spectrum within the context of historically Black colleges and universities.

This chapter connects Black women’s histories of educational leadership after emancipation to the need for creative leadership in academia now. This chapter focuses on ways in which nineteenth-century educator and activists Lucy Craft Laney and Frances Ellen Watkins Harper, among others, addressed challenges of race and gender and how their stories offer opportunities to consider current needs in higher education. Contrary to the freedom that academia is supposed to promote, topics in gender and ethnic studies may be challenged or restricted as part of liberal political agendas. Additionally, this chapter considers ways in which academia has been used to limit freedom for students and the need for innovative and creative ways to promote academic freedom in educational settings.

The history of the Episcopal Training Institution is an under researched area of teacher education in Scotland. The College was opened in Edinburgh in 1850 and initially trained male students. After 1867, the male students transferred to Durham and the College trained female students. The students were trained to teach in the Episcopal schools throughout Scotland. These schools were predominantly established for the children of the Episcopal denomination or they were mission schools that educated the poor. The College struggled to recruit sufficient numbers of students in the early twentieth century and the College closed in 1934. A very small number of Episcopal schools still exist in the twenty-first century Scotland.

Purpose: To identify the strengths, weaknesses, opportunities and threats of business incubator models and their potential use in worldwide. Methodology: We studied two international cases: (a) United States, (b) United Kingdom. Findings: The results highlight the similarities and differences between the countries. It adds knowledge for both academics and practitioners who are interested in business incubation. Value: This paper is the first to utilize the SWOT technique to analyze the business incubation field and provides recommendations to implement successful adoption of the incubator’s strengths. The potential of Business Incubators who act as models in worldwide and their contribution to the economy, the active role they play in the local, regional and national economic development are discussed. Implications: Adaptation of a Business Incubator Model leads to (1) the support of diverse economies, (2) the commercialization of new technologies, (3) job creation and (4) increases in wealth, given that weaknesses can be overcome.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

Filicide, the killing of a child by a parent, is one of the only crimes committed by women and men in roughly equal numbers. Women's violence against their children, however, more profoundly confounds common understandings of the links between gender and family violence, leading to its ambivalent treatment within the media. When men kill their children, they are usually characterised as either monsters or as sad, failed men. When women kill their children, they are usually represented as bad mothers or mad mothers suffering under the burdens of the pathological female body. In both cases, a mental illness/distress lens is common, though how it manifests is inflected by gender. This chapter examines recent Australian news representations of maternal filicide-suicide. Focussing on the mental illness/distress frame in news, it examines the ideological work this frame does in decontextualising and de-gendering maternal filicide, framing women's mental illness/distress in ‘psychocentric’ terms that strip it of political or social significance and subjecting it to an individualised lens that obscures the gendered aetiologies of women's use of violence.