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This paper aims to describe the benefits of the Brave web browser and its native cryptocurrency, the Basic Attention Token (BAT), for use by library patrons to preserve privacy and as a potential fundraising platform for libraries.

The Brave browser and BAT are introduced, an analysis of trends in adoption of these technologies is discussed and an argument for libraries to adopt/promote these technologies is presented.

Libraries could support the online privacy of their patrons if they encourage them to adopt the Brave browser, which is designed with privacy and security in mind. Libraries could also benefit from participating in the Brave Rewards program, which allows Brave users to donate BAT, a cryptotoken that they earn by viewing Brave ads, which can be traded for cash.

To the best of the author’s knowledge, this paper is the first to discuss the applications of the Brave browser in libraries and the potentials of cryptocurrency adoption by libraries.

The shift in undergraduate student demographic composition, particularly for the science, technology, engineering, and mathematics (STEM) disciplines, has been coupled with an ever increasing need for faculty to be more culturally aware and responsive. Traditionally, higher education has relied on the professional development programs of disciplinary societies and associations to meet such needs. However, designing professional development for STEM faculty in ways that awaken awarenesses about racial differences and their impact on academic success requires more than the conventional faculty development offerings, which, more often than not, only give cursory nods to difference or limit programming to “cookbook” protocols of do's and don'ts. Indeed, today's STEM faculty professional development must be met with more sophisticated paradigms that foreground personal reflection and development. Safe brave spaces represent an ideal mechanism for supporting not only personal reflection but also the grappling with and letting go of the destructive values and beliefs that negatively impact undergraduate STEM student success. The chapter offers the reader a view into our perspective as conveners of safe brave professional development spaces. In it, we also share the words of a safe brave space occupier, demonstrating how the power of reflection can influence the value of safe brave spaces. As a result, the reader is left with a different lens through which STEM faculty professional development programs can and should be considered – whether it is who is in them, who is missing from them, or what is required to facilitate more productive interactions within them. Admittedly, there is more work yet to be done. Understanding that this work requires safety and bravery is a necessary next step.

More than 10 years after its founding, the STEM Women of Color Conclave® has emerged as the largest safe brave space in the United States for women faculty of color in the academic science, technology, engineering, and mathematics (STEM) disciplines. Originally intended to be a national assembly, the Conclave® has evolved into a safe brave space that serves as a refuge for STEM women faculty of color who are regularly taxed with the struggle of having to navigate the unwelcoming, and often hostile, environments of the ivory tower in very unique ways. This chapter narrates how the Conclave's founding members journeyed toward creating and sustaining this safe brave space. The reader is awakened to deeper awareness of and sensitivities for the ways in which safe brave spaces must address both the complexities related to struggle – and liberation from that struggle – for both occupiers and observers of safe brave spaces. However, just as the quantum observer can disturb the system just by observing it and, ultimately, change or even nullify the results, we recognize that merely observing the Conclave® would nullify its intended purpose and, in the end, render it unsafe. Therefore, the reader can anticipate an absence of direct observations, reports of outcomes, or specific accounts of progress related to the occupiers of our safe brave space. Rather, the chapter offers an invitation to the reader to explore the authors' lived experiences as occupiers who designed a safe brave space. We invite the reader, particularly those who are also observers of safe brave spaces, to join us in protecting these valuable spaces.

Brands today operate in a dynamic business environment, which often requires them to take courageous actions, from taking a stand on controversial issues to responding to changing market needs. However, these actions are not merely strategic but also represent a unique aspect of the brands’ identity, which includes holding up to their core values and being resilient to social pressure. To better understand this positive virtue, the current study introduces the concept of brand bravery – a novel brand archetype that emulates the brand’s distinct identity. This study aims to conceptualize brand bravery and develop a psychometrically sound scale to measure it and investigate its relationship with positive brand relationship outcomes.

Two qualitative studies were conducted to identify the dimensions of perceived brand bravery. Three empirical studies develop and validate the proposed measurement scale and confirm the construct’s nomological validity by proposing a framework that explains the outcomes of perceived brand bravery.

Results from multiple studies support a seven-factor second-order reflective scale of perceived brand bravery, with dimensions altruism, bold, courageous, determined, enduring, fearless and gritty. The construct of brand bravery is found discriminant from other conceptually distinct but related brand attributes. Nomological validity tests further suggest that perceived brand bravery leads to positive consumer-related outcomes such as brand advocacy behaviors, positive attitude and consumer brand identification.

Brand bravery provides a vital roadmap to marketers who have sought to create a leading brand that can stay relevant in times of disruption. The multi-factor scale can help managers track, which dimension of the brand bravery scale is more relevant for shaping overall bravery perception.

The study introduces a novel brand attribute that has not been previously discussed beyond social and moral psychology literature. It conceptualizes brand bravery that will strengthen the understanding of this specific brand characteristic and provides a practical scale to measure brand bravery.

There has been virtually no explication of poetry-writing pedagogy in historical accounts of Australian distance education during the 1930s. The purpose of this paper is to satisfy this gap in scholarship.

The paper concerns a particular episode in the cultural history of education; an episode upon which print media of the 1930s sheds a distinctive light. The paper therefore draws extensively on 1930s press reports to: contextualise the key educational debates and prime-movers inspiring verse-writing pedagogy in Australian education, particularly distance education, in order to; concentrate specific attention on the creation and popular reception of Brave Young Singers (1938), the first and only anthology of children's poetry written entirely by students of the correspondence classes of Western Australia.

Published under the auspices of the Australian Council for Educational Research (ACER) with funds originating from the Carnegie Corporation, two men in particular proved crucial to the development and culmination of Brave Young Singers. As the end result of a longitudinal study conducted by James Albert Miles with the particular support of Frank Tate, the publication attracted acclaim as a research document promoting ACER's success in educational research investigating the “experiment” of poetry-writing instruction through correspondence schooling.

The paper pays due critical attention to a previously overlooked anthology of Australian children's poetry while simultaneously presenting an original account of the emergence and implementation of verse-writing instruction within the Australian correspondence class curriculum of the 1930s.

Organizations will need HR departments that take bold new approaches if they are to weather the uncertainty and changes on the horizon. This paper aims to discuss what makes an organization or a leader BRAVE, and examples of HR professionals and organizations leading the way are provided to help readers bravely shape their own organizations.

This paper draws upon various real-life examples of organizations whose HR departments are leading the way.

Organizations need BRAVE HR professionals and leaders to create, implement and communicate key initiatives to ensure companies make decisions that support workplace cultures that people choose to join and remain a part of.

No amount of technology can replace the forward-thinking thought, communication and action that being BRAVE requires. This paper will help HR professionals gain a braver perspective.

The ability to act in a purposeful and effective way amid institutional tensions and paradoxes is, right now, a highly prized quality in public leadership. The purpose of this chapter is to qualify moderately brave acts as a learning format that combines the analytical and performative skills implied in this kind of agency.

The chapter explores the engagement with paradoxes as a narrative praxis. From existing literature, it sums up an understanding of agency as a social process of mediating paradoxes in order to make action possible. Drawing on Northrop Frye’s theory of modes, the chapter explains this praxis as a narrative endeavour balancing the dynamics of tragedy (disintegration) and comedy (integration). Moderately brave acts are formed as a kind of low-mimetic synthesis – very much akin to comedy and realistic fiction. The narrative dynamics of low-mimetic synthesis are pursued in the case story of Christian, a Master of Public Administration (MPA) student from Copenhagen.

Moderately brave acts appear as a learning format that can inspire a less idealised, but not entirely ironic approach to the paradoxes of management. In this way, they can foster a nuanced and pragmatic agency that combines analytical reflexivity with the ability to take practical action in problematic situations.

The chapter may inspire teachers to use narrative techniques to allow students to deal with real problems of daily praxis in a way that embraces the tension between idealisation and deconstructive irony.

Through scholarly personal narrative (Nash, 2004), this chapter outlines a multifaceted approach to creating safer brave spaces for queer and trans students within a predominantly Hispanic-serving, public research university with a mainly commuter student population in South Florida. All spaces require courageous acts of authenticity on the part of its occupants. Thus, the creation of safer brave spaces is acknowledged as a practice since safety is an ideal to be worked toward especially for those with less power and privilege, such as queer and trans people as opposed to straight and cisgender people. Experiences of heterosexism and cisgenderism are positively associated with psychological distress among queer and trans college students (Goldberg, Kuvalanka, & Black, 2019; Sue, 2010; Woodford, Kulick, Sinco, & Hong, 2014). Research suggests empowerment and the acquisition of power is a positive coping mechanism for resisting and overcoming experiences of heterosexism and cisgenderism (Mizock, 2017; Nadal, Davidoff, Davis, & Wong, 2014; Todoroff, 1995). Administrators are called upon to mindfully create spaces that empower queer and trans students. Quick tips throughout the chapter highlight that queer and trans students should be given opportunities to determine their own risks, choose their own mentors, create their own spaces, have their own voices centered, realize their own solutions, fail and learn from setbacks, and deconstruct systems of power. At the University level, administrators should work to educate and change policies that further support students' opportunities to courageously exist and persist authentically in spaces across the university as a whole and not just in designated centers.

This paper aims to depict how the state of inverted totalitarianism is emerging in post-postnormal times and illustrate how it shares many of the same features of the totalitarianism depicted in the novels Brave New World (A. Huxley) and 1984 (G. Orwell). It also shows how a “way forward” is possible through a paradigmatic reorientation of “well-being” and “happiness”.

The research is based on literature within the field of futures studies, as well as relevant sources outside the futures field. It applies R Slaughter’s critical futures and F Polak’s method of social critique and reconstruction in its analysis of the state of inverted totalitarianism in post postmodern times.

It finds that the technological society and the US empire (with its attendant corporatocracy, Panopticon and PAC man values) in post-postnormal times is drifting toward a state of inverted totalitarianism, which is remarkably beginning to resemble Aldous Huxley’s Brave New World and G. Orwell’s 1984.

The research is an essay and conceptual paper, so it is limited by its conceptual, philosophical nature and the author’s interpretation of social phenomena. It could also include the latest research on the role that the manipulation of internet algorithms plays in the state of inverted totalitarianism. It could also include more reconstructive details.

Sheer consciousness of the state of inverted totalitarianism and the need for social reconstruction should lead to a reevaluation of the meaning of the good society and how to realize it.

Social critique and reconstruction are essential to the survival of any given society or civilization, as the groundwork for the emergence of wise foresight. The creative minority of a civilization must understand its predicament, the nature of its civilizational crisis, before it can even begin to understand and meet the challenge of the future.

The paper presents post-postnormal times as the back drop through which a state of inverted totalitarianism is emerging – a social dystopia that resembles the dystopias depicted in the novels, Brave New World and 1984. Inverted totalitarianism is shown to be an outgrowth of the technological society and the American empire (a corporatocracy and Panopticon increasingly global in nature). Freedom from this emerging totalitarianism begins with the realization of its existence and its given assumptions about the meaning of life and the pursuit of happiness. The paper also posits social critique and reconstruction (as well as critical futures) as a fundamental method to deconstruct and reconstruct the paradigm that supports inverted totalitarianism.