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While the rest of the world focused on girls' issues around education, girls' victimization in the family, girls' problems with sexual assault and harassment, and girls forced into early marriage, the US seems curiously mired in a series of media-driven moral panics about girlhood. The last few decades have seen worries about girls: girls going bad, mean girls, and girls who are bullies, girls mimicking boys' violence, and girls getting sexually trafficked and engaging in prostitution. Given this, it is important to review several key themes: the current evidence about the actual dimensions of female delinquency and trends in juvenile arrests, particularly girls' arrests for non-traditional offences; the role of race in girls' delinquency will also be explored. This analysis will document the need to explore gendered consequences in the policing of girls' misbehaviour. Specifically, the chapter will explore the implication of girls' increasing presence in a largely male-oriented juvenile justice system and the feminisation of juvenile justice in the United States.

Labour emerged as a political party with an egalitarian mission, pledged to tackle the stark inequalities that disfigured British society. But since the advent of New Labour this mission has been radically redefined, signalled by a shift from egalitarianism to meritocracy. This chapter is divided into three sections, each exploring themes on the party’s orientation to inequality, dealing, respectively, with the New Labour government (1997–2010), the period of the Miliband leadership (2010–2015) and, finally Labour under the Corbyn leadership (2015 to the present). It investigates, during the first two phases, the conceptual and ideological shifts in attitudes to equality, what has prompted them and how they have been articulated in policy forms. In the third period – Labour under Corbyn – where progress on policy development has been slow, it changes focus to concentrate on one of the most formidable barriers to the egalitarian project, mounting popular resistance, and the party’s response to this.

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

The purpose of this chapter is to focus on increasing the participation of students with language-based learning disabilities (LLD) in postsecondary transition planning and how the interprofessional teams that include a speech-language pathologist may work together to integrate and apply language, literacy, and related self-determinism goals in the secondary school curriculum. As students with LLD enter secondary school, the provision of needed language-literacy intervention services drastically declines, although these students often require these services to facilitate their postsecondary success. Secondary students are expected to read, write, and think at more complex levels than ever before to meet postgraduation workforce demands. The inclusion of self-determination strategies is found to be related to positive post-school outcomes and can be readily integrated into transition planning. The integration of SLPs into the interprofessional team may ideally support secondary school student language-literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.