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Introduction: Media representation of intimate partner violence (IPV) can influence public opinion and understanding of the phenomena and guide health policies. The current review has the aim to explore and discuss international, scientific literature focused on the portrayal of IPV in written forms of news media.

Method: Searching through EBSCO and PubMed, 2,435 studies were found and 41 were included in the current review.

Results: Bias in the portrayal of IPV was found within the studies included. While IPV-related news was mainly focused on male-perpetrated violence within heterosexual couples, little attention was paid to same-sex intimate partner violence (SSIPV). Newsworthy stories dominate IPV reporting within news media and a sensationalistic style was often employed. Furthermore, contextual information was often limited and the adoption of a thematic frame was rare, while news media were found to commonly employ an episodic frame. Official sources and family, friends and neighbours were the most quoted sources in news articles, while IPV experts were rarely drawn on for information. Regarding media representation of perpetrators, mainly regarding male abusers, news articles reported several reasons behind the violence with the consequence to justify and exonerate them from their responsibilities. Female perpetrators were found to be depicted, in some cases, as ‘mad’ or ‘bad’ people. Finally, victim-blaming content emerged within many of the articles included.

Conclusion: Bias in the media representation of IPV emerged in the current review, which needs to be addressed to positively influence public opinion and to promote an adequate understanding of the phenomena.

This chapter draws together some of the key sociological ideas presented in the book on women's football in a global, professional era. It is highlighted that professionalisation processes specific to women's football, as the most popular sport for women globally, include accelerated commercialisation, increased expectations on clubs for sponsorship and marketing, intense resource demand, and extreme competitive pressures. It is hoped the book holds the potential to shape future research agendas, and has aided our understanding of the fragmented and varied nature of professional women's football and why it should be considered in parallel to, but distinct from men's football. Whilst we recognise that the growth and development and increasing professional opportunities for women should celebrated, we also advocate to approach this celebration with caution as inclusion does not mean equality or equity and therefore the fight and struggle must continue.

As demand for access to colleges and universities prompts higher education systems for creative and efficient solutions, we examine technology-centric approaches to education delivery and their implications for policy, student outcomes, and resource allocation. Our work is framed by Kingdon’s adapted multiple streams theory of national policymaking. However, the real elephant in the room may be the skyrocketing costs of administration that may need wrangling before resources can be directed to the future potential savings obtained through developing infrastructure for, and delivery of, tech-centric teaching approaches. We provide examples and strategies, policy implications, and recommendations for research and practice.

Purpose – Exploring children's perspectives on participation in social research provides sociologists with new insight into how to include children's voices and perspectives effectively in sociological studies of childhood.

Design/methodology/approach – Child-centered interviews were conducted with 20 children between the ages of 5 and 12 as part of a larger research project.

Findings – Findings from interviews, artwork, and researcher field notes suggest that the children interviewed enjoyed the experience of participating in child-centered social research, maintained serious attitudes toward their inclusion in social research and wish to be active participants in future research involving kids.

Practical implications – Suggestions are offered for future research studies of this population and recommendations are made to encourage American sociologists to consider the UN Convention on the Rights of the Child in research endeavors.

After an overview of the literature on challenges facing library instructors and their coordinators, the chapter describes how the communities of practice model relates to professional development in librarianship, specifically in the area of instructional development. A case study of a community of practice fostered by an instruction coordinator at an academic library is detailed. Academic librarians may encounter several challenges when entering the classroom as library instructors, and instruction coordinators seek to address these and other challenges as they build library instruction programs. By developing a community of practice, instruction coordinators can enable library instructors to learn together. The case study describes how the Instruction Coordinator cultivates library instructor development for members of the Teaching and Learning Team at Loyola University New Orleans’ Monroe Library through a community of practice model. The practical implications for this chapter are that instruction coordinators can establish instructional development opportunities that allow library instructors to enhance their teaching abilities and ultimately further library instruction programs. Communities of practice are well known in several fields and have been discussed in the library literature. This chapter provides additional value to researchers and practitioners through the discussion and application of the concept in the context of library instruction at academic institutions. The case study provides specific examples of how instruction coordinators at other academic libraries can apply the community of practice model and instructional development opportunities to a library instruction program in order to build and sustain a learning culture that supports library instructor development.

Listening to and considering children's voices shows respectful regard for children's needs, interests and experiences, and helps discern what is meaningful for them in a particular subject or situation. Creating opportunities for the expression of children's voices implies child-centred practice: recognising children as active agents, with evolving competences and capacity to understand, think and choose with some degree of autonomy, thus being able to influence decision-making. Therefore, the commitment to listen to children's voices represents a fundamental step towards empowering children and supporting their participation rights. Importantly, children have the right to be heard and to have their voices considered from the earliest ages, in their significant relational contexts, such as early childhood education and care (ECEC). Listening to and valuing children's multiple voices in ECEC can be done in many ways, ensuring the context, children's background, characteristics and preferences are respected. In this chapter, we address the specificities of listening to children's voices and taking them into account in ECEC. We discuss common challenges that may prevent the full expression and consideration of children's voices, and ways to overcome them, to ensure children's meaningful participation in what matters to them and support them in becoming active citizens in society.