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The coronavirus (COVID-19) pandemic in early 2020 prompted widespread global lockdowns as the world looked to contain and reduce the impact of the virus, including a pause on most sporting competitions (Parnell et al., 2020). COVID-19 has greatly affected the world, exposing stark inequalities, especially across gendered lines, in areas of society such as the labour market, domestic responsibility and economic hardship (Alon et al., 2020). Sport is a crucial, interwoven aspect of society and like wider societal trends, elite women's sport has been adversely affected by the pandemic, facing an existential threat (Bowes et al., 2020; Clarkson et al., 2020; Rowe, 2020). The aim of this chapter is to provide an overview of how the pandemic is negatively impacting a wide variety of elite women's sports. Specifically, we cover sports where women have traditionally existed on the margins of the sport and could be considered as male-dominated labour industries. Centring primarily on the United Kingdom, we present a brief chronology of the impact of the crisis on elite women's sport, across football, rugby, cricket and golf – in many ways different from the men's versions – spanning the eight months since the start of the pandemic in March 2020 until the time of writing in November 2020. Throughout, the chapter utilises qualitative data from elite sportswomen encouraged to share their experiences during the pandemic (see Bowes et al., 2020). Subsequently, this chapter concludes with a summary of the challenges for women operating in (semi-)professional sports environments.

This chapter addresses the shortcomings of current self-efficacy models describing the health information practices of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) communities. Informed by semi-structured interviews with 30 LGBTQIA+ community leaders from South Carolina, findings demonstrate how their self-efficacy operates beyond HIV/AIDS research while complicating traditional models that isolate an individual’s health information practices from their abundant communal experiences. Findings also suggest that participants engage with health information and resources in ways deemed unhealthy or harmful by healthcare providers. However, such practices are nuanced, and participants carefully navigate them, balancing concerns for community safety and well-being over traditional engagements with healthcare infrastructures. These findings have implications for public and health librarianship when providing LGBTQIA+ communities with health information. Practitioners must comprehend how the collective meanings, values, and lived experiences of LGBTQIA+ communities inform how they create, seek, share, and use health information to engage in successful informational interventions for community health promotion. Otherwise, practitioners risk embracing approaches that apply decontextualized, deficit-based understandings of these health information practices, and lack community relevance.

University and college students are fully immersed in a participatory, interactive, digital culture that permeates every aspect of their lives. Today’s educators must find ways to integrate educational technology into their curriculum to fully engage their students in the learning process. The difficulty for educators is vetting educational technologies for pedagogical effectiveness and devoting time to work with them prior to classroom integration. Those responsible for creating faculty professional development training opportunities will find self-directed online learning modules coupled with a virtual learning community an effective training tool. Structured inquiry-based learning, which relies on self-direction, curiosity, and knowledge creation, serves as the framework for such professional development efforts. Faculty and staff from 10, public institutions in New York State created an inquiry-based, self-directed, learning community called Tools of Engagement Project (TOEP). The goal was to help faculty and staff identify and master Web 2.0 tools relevant to their teaching needs for integration into their skill set. Approximately 300 faculty and staff from across these 10 institutions met in a virtual environment during a four-month period to actively engage in a collegial, online community where they were encouraged by mentors and fellow participants to learn about Web 2.0 tools. Results of pre- and post-surveys and participants’ comments have shown this self-directed format to be an effective professional development training tool. The pace of TOEP and the differential teaching and learning aspect of the modules have helped faculty and staff who struggle to find the time to integrate these pervasive technologies into their teaching practice.

The Department of Homeland Security (DHS) states in 2018 that safeguarding “civil liberties is critical” to their official duties. The Office for Civil Rights and Civil Liberties within DHS, as its website explains,

reviews and assesses complaints from the public in areas such as: physical or other abuse; discrimination based on race, ethnicity, national origin, religion, gender, sexual orientation, or disability; inappropriate conditions of confinement; infringements of free speech; violation of right to due process … and any other civil rights or civil liberties violation related to a Department program or activity.

My chapter tracks the centrality of deportability in shaping the civil liberties and rights that DHS is tasked with enforcing. Over the course of the twentieth century, people on US soil saw an expanding list of civil liberties and civil rights. Important scholarship concentrates on the role of the courts, state and federal governments, advocacy groups, social movements, and foreign policy driving these constitutional and cultural changes. For instance, the scholarship illustrates that coming out of World War I, the US Supreme Court ruled that the First Amendment did not protect something the Justices labeled “irresponsible speech.” The Supreme Court soon changed course, opening up an era ever since of more robust First Amendment rights. What has not been undertaken in the literature is an examination of the relationship of deportability to the sweep of civil liberties and civil rights. Starting in the second decade of the twentieth century, federal immigration policymakers began multiplying types of immigration statuses. A century later, among many others, there is the H2A status for temporary low-wage workers, the H2B for skilled labor, and permanent residents with green cards. The deportability of each status constrains access to certain liberties and rights. Thus, in 2016, when people from the Office for Civil Rights and Civil Liberties within DHS act, they are not enforcing a uniform body of rights and liberties that applies equally to citizens and immigrants, or even within the large category of immigrants. Instead, they do so within a complicated matrix of liberties and rights attenuated by deportability, which has been shaped by the history of the twentieth century.

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the construction of professional identity. Much has been written to describe the “self-concepts” of those practicing and researching in the field, but there have been no investigations that have explored how these “self-concepts” form. In addition, although women have contributed to defining the “self” in the field, men have held the dominant perspective on the subject. Thus, in this chapter, we address a disparity in the research by exploring the construction of professional identity in the field of organizational development and change, and we give voice to the renowned women who helped to build the field. Using the profiles of 17 American women included in The Palgrave Handbook of Organizational Change Thinkers, we perform a narrative analysis based upon the concepts and models prevalent in the literature on identity formation. By disentangling professional identity formation of the notable women in the field, we can begin to see the nuance and particularities involved in its construction and gain deeper understandings about effective ways to prepare individuals to work in and advance the field.

Most of the chapters in this book depict local attempts to transform practices in early childhood education. They represent endeavors to problematize the complexities and challenges facing the field and the ways in which moves are being made in everyday classroom practice, policy, teacher education, and professional development to build a knowledge base that is grounded in empirical data and that reflects the diversity characteristic of a globalized society.

How can I not be overwhelmed with excitement, pleasure, delight? To be feted by NCA-SSSI is wonderful enough by itself, but to be hear the stories, poems, performances, analyses of these creative-analytical people is a total treat. Their skills, talents, and generous spirits created wonderful pieces – pieces whose structures, metaphors, and topics resonate deeply with the work I’ve been working on. My faith in what some call “synchronicity” aboundeth.