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The advent of Web 2.0 technologies invites educators to fundamentally rethink the systems we choose to manage our courses. Although many scholars have examined the democratizing functions of online and hybrid learning (Hall, 1999; Kibby, 2006; McCormick, 2006) and offered case studies of successful social media integration (Dunlap & Lowenthal, 2009), a need exists to theorize about how faculty and students actually envision the changing role of learning technologies, particularly the LMS and now social media, in their everyday education. Grounded in critical pedagogy and building from a brief history of the learning management system and new media learning technologies, we examine which features have been most beneficial to the shared learning experience between faculty and students. Through this discussion we provide a working model of a re-imagined learning technology platform that integrates the best tools of the LMS with the more shared, democratizing features of social media in common use among today's students and faculty. We envision a shift from that of a management system to a dynamic platform built from the ground-up to integrate traditional course technologies such as grade books and testing, with the open, collaborative nature of social media. Toward this end, the chapter includes examples of combining Wordpress, Buddypress, and Twitter into a tri-fold approach that reaches beyond the physical classroom walls to build a community of learning where students are the educators via content creation and critical analysis of cultural institutions.

Malik Aleem Ahmed is a Ph.D. candidate in the Values and Technology Department (Section of Philosophy) and Infrastructure Systems & Services Department (Section of Information and Communication) at Faculty of Technology, Policy, and Management at the Delft University of Technology in the Netherlands. He has earned a masters degree in Business Administration with specialization in Information Technology Management from Pakistan. His areas of research interests are ICT and Ethics, ICT for Governance in developing countries. His Ph.D. research concerns the usage of ICT for better Governance in developing countries. The main emphasis of the research is on the public sector institutional strengthening with the help of ICT in the developing countries and the effect of intercultural variations of values. He has worked in different capacities in the field of Information and Communication Technology for seven years in Pakistan. His last job was in the capacity of “IT Advisor” for a USAID sponsored project (Pakistan Legislative Strengthening Project) in Pakistan. He has also been involved in the field of teaching at University level. He is also serving as the webmaster of this 3TU.Centre for Ethics and Technology website.

This volume is aimed at instructors in schools of education and those who support them. It is meant to be a window by which the decisions, experiences, and evaluations of your colleagues’ use of social media in teaching can be examined. Rather than a recipe book with specific steps, it is meant to be a sauna that gets your creative juices flowing. Social media are used by people of all ages in the second decade of the 21st century, so having your learners get involved in using Facebook events for service learning projects in your town can be applicable for when they move onto teaching learners at other levels.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Gender representation in policing is an important but understudied topic. This study aimed to evaluate the relationship between female representation in police departments and the acquisition of body-worn cameras (BWCs). Further, it examined how female representation influenced the reasons for acquiring BWCs.

Data were gathered from the 2013 Law Enforcement Management and Administrative Statistics (LEMAS) survey and the 2016 Body-Worn Camera Supplement to the LEMAS.

Controlling for relevant organizational characteristics, findings highlight the importance of female representation in terms of the acquisition of BWCs. In addition, findings point to the effect that increased female representation has on the reasons for acquiring BWCs. Namely, agencies with a greater percentage of female patrol officers were more likely to acquire body cameras for reasons related to improving community relations, professionalism, training, reducing use of force and strengthening leadership.

This paper provides evidence of the positive influence of female representation in policing.

This paper fulfills the identified need to examine the influence of gender representation in police organizations. In addition, it advances the direction of recent research to merge large data sets in order to provide a unique look at the research questions.

The militarization of police has garnered great attention in recent decades. Bolstered by the wars on drugs and terrorism, police agencies have been receiving military weapons and equipment since the 1033 Program was authorized by the Department of Défense. A recent American Civil Liberties Union investigation on police raids found that militarization has occurred with almost no oversight. They studied more than 800 paramilitary raids and found that almost 80% were for ordinary law enforcement purposes like serving search warrants in people’s homes; only 7% were for genuine emergencies, such as barricade or hostage situations. Most compelling, the raids disproportionately targeted people of color. This chapter traces the history of police militarization in America, and how it has targeted and adversely affected minority communities.

The purpose of this paper is to examine whether the representativeness of police departments, i.e. the extent to which the demographics of sworn police officers mirror their local constituency’s demographic makeup, has an effect on communities. The study seeks to explain whether community complaints about police use of force are related to the representativeness of the police department.

The study examines the relationships between use of force complaints lodged against a police department and the representativeness of the police vis-à-vis their community using ordinary least squares regression and city fixed-effects models. The stratified sample of 100 large US cities uses data from the US Census Equal Employment Opportunity Survey and the Bureau of Justice Statistics Law Enforcement Management and Administration Statistics Survey from several points-in-time.

The analysis suggests that racial makeup and, to a lesser extent, local residency of police departments might matter in reducing community conflict with police, as represented by use of force complaints. However, the fixed-effects model suggests that unobserved community-level characteristics and context matter more than police departments’ representativeness.

This study seeks to provide a unique perspective and empirical evidence on community conflict with police by integrating the public administration theory of representative bureaucracy with criminal justice theories of policing legitimacy. The findings have implications for urban policing as well as law enforcement human capital and public management practices, which is essential to understand current crises in police-citizen relations in the US, especially in minority communities.