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The duality of online socialization can be examined by looking at the dynamic contrast between cyberbullying and online friendships. From the beginning of instant messaging to what we know now as direct messaging, the impact of rapid and continuous interactions in online spaces can have a widespread impact on youth. As the landscape of technology and technological access continues to evolve, the virtual interactions that arise in daily life also evolve. Therefore, understanding the impact of these interactions becomes an increasing concern. This chapter evaluates the unique characteristics, and related reciprocity, of online friendships and cyberbullying by assessing the impact of online socialization on school-aged youth. Overall, by juxtaposing both cyberbullying and online friendships, this chapter aims to provide a comprehensive understanding of the complexities that increased online socialization can have on youth in a digital age.

The concept of cyber-spirituality and digital security has recently emerged due to the increasing dependence on technology. Using technology in spiritual contexts presents opportunities for enhanced spiritual experiences and risks that can compromise one's digital security. It emphasizes how the intersection of spirituality and technology can potentially result in a more fulfilling spiritual practice while adding to the existing concerns about data security.

In contemporary times, the impact of technology on mental health has emerged as a critical concern that demands ethical conduct in cyberspace. People are increasingly invested in fostering interfaith dialogues, achieving social equity, and promoting fair play within online communities. This chapter highlights the imperative need to approach technology with mindfulness while prioritizing digital safety in the fast-paced world.

In today's interconnected world, internet users are constantly exposed to a host of risks, including cyberattacks, cyberbullying, cyber-victimizations, and privacy violations. This chapter critically examines these severe threats to personal safety as well as overall societal well-being caused by increasing digitization. Focusing on critical factors such as digital literacy, digital citizenship, cybersecurity practices, and the legal framework concerning data protection, it stresses responsible conduct in the virtual space through informed decision-making by individuals.

Overall, this chapter aims to investigate how cyber-spirituality intersects with digital security in the context of the workplace. Accordingly, it advocates for an introspective attitude toward technology usage that underscores responsible behavior while helping us strike a balanced relationship with digital tools. Through this approach, we can not only safeguard against potential threats but also enhance our emotional well-being.

In this chapter, we consider the complexity of issues associated with violence in schools and provide an overview of this 33rd volume of Advances in Learning and Behavioral Disabilities. We begin with a brief consideration of the nature and definitions of violence as it manifests in schools and then consider three broad areas addressed by the chapters in this volume. First, we consider bullying and the bullying dynamic, including cyberbullying, and the intersection of bullying and students with disabilities. Next, we address the extraordinarily difficult topic of school shootings, including whether and how we can predict, prevent, and respond to school shootings. Finally, we consider more broadly advances in building a more positive school climate and sense of community and creating safer schools generally. In all of these, we acknowledge the challenges of understanding the complexity and multiple causes of school violence, and the apparent rise in many forms of violence in schools, but conclude with thoughts on the positive avenues identified by authors in this volume for ways we might better support children and youth in both preventing violence and responding to it in appropriate, supportive ways.

This beginning chapter offers a comprehensive overview of community development, tracing its historical roots and societal implications. It underscores community development’s role in fostering social cohesion and positive change. Beginning with its foundational principles of collective action, participation, and empowerment, the chapter delves into its evolution in response to industrialization and urbanization. It explores diverse scales, contexts, tools, and strategies used in community development and its broader societal impact. The chapter advocates for inclusivity and active engagement of community members, emphasizing tailored solutions that address unique challenges. It acknowledges complexities like ethical dilemmas, power imbalances, and cultural sensitivities, underscoring the importance of integrity and local context understanding in community development.

This study delves into the factors that influence the practice of female genital mutilation in West Africa, as well as the health implications. An online cross-sectional study was conducted with the use of electronic questionnaire. The study was targeted at adult females who were between the age of 18 and 50 years old. The Uniform Resource Locator (URL) of the electronic questionnaire was administered on social media platforms (Facebook and WhatsApp) only through convenience and snowball sampling techniques. A sample size of 3,119 adult females participated in the study. Spearman rank correlation (r) was employed to test the hypotheses. Responses were gathered from adult females whom originates from nine West African countries which are Nigeria, Ghana, Mali, Liberia, Benin, Cameroon, Chad, Gambia and Guinea. The study found a strong and positive relationship between culture and the practice of female genital mutilation in West Africa, and there was a weak and positive relationship between religion and education, and the practice of female genital mutilation in West Africa. Despite the health risks, it was revealed that female genital mutilation remained uninterrupted in West Africa. The findings of this study imply that the culture of the people, religious belief system and education are critical factors in efforts to be considered when discouraging the practice of female genital mutilation. Therefore, for healthy living, the practice of female genital mutilation should be discouraged in the study area. Based on the study outcome, recommendations were suggested.

Northwest Nigeria is mostly populated by the Hausa and Fulani ethnic groups. Social inclusions and gender equality are listed among the fundamental rights. They are essential for human being to put up their best efforts in resolving all difficulties without restraint. Nonetheless, these rights are frequently withheld in many nations within the African continent, owing to ignorance, religion and custom fanaticism. In spite of these constraints, the northern Nigeria is faced with security issues such as persistent cattle rustling which ultimately evolved into armed banditry, which have exacerbated some lingering issues that revolves around children and women. This study attempts to examine the nature of the crisis that may relates to gender-based issues in Zamfara state. The article relied mostly on secondary literature. Evidences proved that security difficulties have worsened the living circumstances of women and girls in the understudied state, thereby espousing women and girls to dangerous attacks and hard living.

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.

In this chapter, we discuss menopause transition in the workplace and its implications for workplace well-being. This is an important work-life interface topic, given the increasing number of women who will work during transition. It is also a topic that we currently know relatively little about, particularly in relation to well-being. We present findings that demonstrate both that many women experience symptoms that are bothersome at work and that these frequently have negative effects for two elements of workplace well-being, job satisfaction and health well-being. We evidence that individual/job characteristics and workplace context can either improve or worsen experiences of transition symptoms and make recommendations on how organization and HR practice can be designed to support women in menopause transition. We argue that working with line managers to create a more supportive context is one of the most important strategies to implement. Our research is situated in the UK police service and has wider relevance across the Global North, where similar demographic patterns are experienced, and in other male-dominated organizations and sectors.

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.