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The duality of online socialization can be examined by looking at the dynamic contrast between cyberbullying and online friendships. From the beginning of instant messaging to what we know now as direct messaging, the impact of rapid and continuous interactions in online spaces can have a widespread impact on youth. As the landscape of technology and technological access continues to evolve, the virtual interactions that arise in daily life also evolve. Therefore, understanding the impact of these interactions becomes an increasing concern. This chapter evaluates the unique characteristics, and related reciprocity, of online friendships and cyberbullying by assessing the impact of online socialization on school-aged youth. Overall, by juxtaposing both cyberbullying and online friendships, this chapter aims to provide a comprehensive understanding of the complexities that increased online socialization can have on youth in a digital age.

Although healthcare and healthy living are integral to the Sustainable Development Goals (SDGs) for 2030, the coronavirus epidemic has dealt a devastating blow to these efforts. As governments and policymakers were compelled to shift their focus to lockdowns, sustenance, procurement, and distribution of vaccines, the momentum for health initiatives slowed, and the already fragile health systems of emerging markets were subjected to additional shocks. However, in many underserved regions of the globe, the introduction of technology has greatly facilitated the distribution and adoption of healthcare services.

This chapter highlights mini-cases from four emerging nations: Bangladesh, Nigeria, Vietnam, and the Philippines. Although the countries are emerging, each one of them are in a distinct stage of development and face a unique set of healthcare-related challenges. The chapter showcases how four different organizations based in these countries leveraged the use of technology to take healthcare services to underserved populations. In doing so, they addressed the key challenges of imparting healthcare: geographic accessibility, availability, financial accessibility, and acceptability.

This chapter concludes with a discussion of the implications of expanding healthcare industries leading to increased healthcare waste. To prevent mass population exposure to hazardous substances, the emergence of intelligent healthcare waste collection and disposal systems will be an absolute necessity. Hence, with the development of healthcare services, governments and policymakers need to mechanize smart waste management systems to safeguard humans, animals, and the environment.

In this chapter, I uncover the jail diaries of a revolutionary woman of the 20th century Pakistan, Akhtar Baloch. Although feminism in Pakistan has oscillated between liberal and postcolonial camps, through reading Akhtar's diaries, compiled as Prison Narratives (2017), I center Akhtar's own struggles for Sindh, along with the resistance of the women she met in the prison convicted for the murders of their husbands, to better theorize Marxist Feminism in Pakistan that overturns the structures that commodify women through love and revolution. My article will show the commodification of women's bodies; the “sale” of women through marriage as the goal of this commodification; the lovelessness and alienation women experience in commodified marriages; the unexpected fall in love with someone whom it is subversive for the commodified wife to love; the subversion of this unexpected event that leads to the attempted resolution of this tension through murder; the separation of the lovers through the incarceration of the woman by the capitalist-patriarchal state; and finally, the unexpected outcome (albeit the most common one) that the male lover abandons his female lover once she's jailed, but the defiantly brave female lover finds platonic love in jail through close female friendships with other women who are similarly brave in both love and in revolution. Through this exposition, I show that Akhtar's diaries provide a way for us to build on Marxist Feminist theory through a theory of love and revolution from a Sindhi feminist perspective.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

Engaging with digital heritage requires understanding not only to comprehend what is simulated but also the reasons leading to its creation and curation, and how to ensure both the digital media and the significance of the cultural heritage it portrays are passed on effectively, meaningfully, and appropriately. The United Nations Educational, Scientific, and Cultural Organization defines ‘digital heritage’ to comprise of computer-based materials of enduring value some of which require active preservation strategies to maintain them for years to come.

With the proliferation of digital technologies and digital media, computer games have increasingly been seen as not only depicters of cultural heritage and platforms for virtual heritage scholarship and dissemination but also as digital cultural artefacts worthy of preservation. In this chapter, we examine how games (both digital and non-digital) can communicate cultural heritage in a galleries, libraries, archives, and museums [GLAM] setting. We also consider how they can and have been used to explore, communicate, and preserve heritage and, in particular, Indigenous heritage. Despite their apparently transient and ephemeral nature, especially compared to conventional media such as books, we argue computer games can be incorporated into active preservation approaches to digital heritage. Indeed, they may be of value to cultural heritage that needs to be not only viewed but also viscerally experienced or otherwise performed.

In 2008, the United States passed the Higher Education Opportunity ACT (Public Law 110-315). The goal of this legislation was to increase the participation of individuals with intellectual disabilities in post-secondary education (PSE) programmes and improve the abysmal (14%) employment rate among this population. To help start PSE programmes on college campuses, many universities waived their normal enrolment requirements and established unique entrance prerequisites for these specialised programmes to increase inclusive participation. Today, there are 318 PSE programmes located across 49 of the 50 United States. Utilising a qualitative design, researchers conducted semi-focused interviews with 13 recent PSE graduates to give voice to this marginalised group of students. Researchers examined graduates' perceptions of the benefits and shortcomings of their college experiences and how the programme prepared them for life after college. Using thematic and deductive analysis, 14 themes and 3 subthemes were identified. Implications of these findings for research and practice are discussed.

This chapter discusses the impact of the sociological imagination and ethnographic research methods on identifying the ‘real’ nature of conceptualized phenomena. The examination is done by comparing the researcher’s experience of work-related precarity in ethnographic methods and in the researcher’s personal circumstances immediately following the fieldwork. Such a juxtaposition shows what had been emphasized by ethnography and the effects of the researcher’s social context on the concepts under study. In the case of fieldwork, many of the practical difficulties of precarious work were encountered. However, the context of being an ethnographer altered how work precarity was felt. In the personal circumstances that followed the fieldwork, precariousness was strongly felt in a more general manner. This occurred in a discrete event that involved multiple factors of employment, housing, institutions relied on, and personal relationships. Such differences between fieldwork and personal circumstances illuminate on the tendency to isolate phenomena in fieldwork, which poses the risk of making ethnographic reality out of ideal types.