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Incidents of violence perpetrated through digital technology platforms or facilitated by these means have been reported, often in high-income countries. Very little scholarly attention has been given to the nature of technology-facilitated violence and abuse (TFVA) across sub-Saharan Africa (SSA) despite an explosion in the use of various technologies. We conducted a literature review to identify and harmonize available data relating to the types of TFVA taking place in SSA. This was followed by an online survey of young adults through the SHYad.NET forum to understand the nature of TFVA among young adults in SSA. Our literature review revealed various types of TFVA to be happening across SSA, including cyberbullying, cyberstalking, trolling, dating abuse, image-based sexual violence, sextortion, and revenge porn. The results of our online survey revealed that both young men and women experience TFVA, with the most commonly reported TFVA being receiving unwanted sexually explicit images, comments, emails, or text messages. Female respondents more often reported repeated and/or unwanted sexual requests online via email or text message while male respondents more often reported experiencing violent threats. Respondents used various means to cope with TFVA including blocking the abuser or deleting the abused profile on social media.

In the present chapter, we present the case study of the only woman film director who has ever won an Academy Award for Best Director, Kathryn Bigelow. We analyzed 43 written interviews of Kathryn Bigelow that have appeared in the popular press in the period 1988–2013 and outlined eight main themes emerging regarding her exercise of leadership in the cinematic context. We utilize three theoretical frameworks: (a) paradoxical leadership theory (Lewis, Andriopoulos, & Smith, 2014; Smith & Lewis, 2012); (b) ambidextrous leadership theory (Rosing, Frese, & Bausch, 2011), and (c) role congruity theory (Eagley & Karau, 2002) and show how Bigelow, as a woman artist/leader working in a complex organizational system that emphasizes radical innovation, exercised paradoxical and ambidextrous leadership and challenged existing conventions about genre, gender, and leadership. The case study implications for teaching and practice are discussed.

We examine the Stein-rule shrinkage estimator for possible improvements in estimation and forecasting when there are many predictors in a linear time series model. We consider the Stein-rule estimator of Hill and Judge (1987) that shrinks the unrestricted unbiased ordinary least squares (OLS) estimator toward a restricted biased principal component (PC) estimator. Since the Stein-rule estimator combines the OLS and PC estimators, it is a model-averaging estimator and produces a combined forecast. The conditions under which the improvement can be achieved depend on several unknown parameters that determine the degree of the Stein-rule shrinkage. We conduct Monte Carlo simulations to examine these parameter regions. The overall picture that emerges is that the Stein-rule shrinkage estimator can dominate both OLS and principal components estimators within an intermediate range of the signal-to-noise ratio. If the signal-to-noise ratio is low, the PC estimator is superior. If the signal-to-noise ratio is high, the OLS estimator is superior. In out-of-sample forecasting with AR(1) predictors, the Stein-rule shrinkage estimator can dominate both OLS and PC estimators when the predictors exhibit low persistence.

The first part of the bibliography lists the collections of private papers from which cited material comes. The second part contains relevant works in English relating to Henry George and the single tax, and includes graduate papers. The third part presents a selected list of books about Irish history, the Irish-American experience, Roman Catholic history, and related subjects. The fourth part contains a list of consulted newspapers. All cited works are included in their respective categories, except for newspaper articles, details of which are included in the notes.

In the “What’s Hot in 2019: Expanded and Interconnected Notions of Literacy” survey (Cassidy, Grote-Garcia, & Ortlieb, 2019), Early Literacy was identified as a “very hot” topic. This chapter addresses how literacy practices in homes and in schools contribute to early literacy achievement; neighborhood realities are acknowledged. A brief list of expectations for early literacy learners is discussed, and competencies not always found in standards lists are described. Examples of current community activism efforts are noted, and there is a call for literacy academics to speak out against inequities in literacy learning.