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The rites and practices of folk religion in Nigeria cut across virtually all conventional and emerging social institutions in the country. The inability of the State to perform many of its functions has encouraged this trend, with many turning to folk religion and associated practices in attempts to control uncertain situations. Unemployed/underemployed young gamblers have begun to incorporate and normalise the combination of spiritual elements with sports betting activities in a bid to translate games of uncertainty into games of certainty. This study attempts to conceptualise how and why young people adopt, practice and make sense of folk religion in relation to sports betting.

Semi-structured, in-depth interviews were used to interrogate and analyse the lived experiences of key actors living in the capital city of Ilorin, Kwara State, a place renowned for the widespread practice of folk religious rites: 20 unemployed/underemployed young sports bettors and 10 folk doctors. Collected data were transcribed manually and subjected to inductive content analysis, using grounded theory. The combination of folk religion with sports betting is fast becoming normalised as young Nigerians seek to survive harsh economic conditions. Adoption is also linked with belief in traditions, in-group conflicts, gambling adverts, lack of luck and greed. Folk religious practices combine elements from the natural and spiritual worlds. This study formulates concepts for understanding the complexity of such practices concerning gambling among young sports bettors in Nigeria.

The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice.

Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning.

Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development.

Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals’ autonomy and decisions, which consequently impact on employees’ practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters.

Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals’ voices and objectives in forming communities.

This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

Background: The COVID-19 pandemic has impacted global food systems and consumer eating habits. The current study explores how country of origin and ethical status information impacts attitudes toward food.

Methods: A within-subjects survey design explored how perceptions of food safety/risk, animal welfare, deliciousness, purchase intention, energy density, carbon footprint of three foods (chicken, pasta, apples) are influenced by country of origin and ethical status information (UK, EU, China, USA, Fairtrade, Organic). Data were collected from 701 UK-based participants using an online survey from the 25-30th March, following the UK lockdown (23 March 2020).

Results: Perceptions of food safety, animal welfare, purchase intention, deliciousness and carbon footprint are influenced by origin and ethical status information. Chicken from the USA and China is perceived to be higher risk and have lower animal welfare standards. Apples from the USA and China are perceived to be higher risk. Pasta from China is perceived to be higher risk. Energy density estimations are not influenced by origin and ethical status information.

Conclusions: Consumer perceptions are influenced by country of origin and ethical information; foods from China are perceived least favourably, followed by foods from the USA; foods from the UK, EU, Organic or Fairtrade are perceived more favourably. The impact of origin and ethical information varies by food type with the perception of some foods appearing less susceptible to influence. These findings have implications for post COVID-19 (and post Brexit) food system, trade policy and public trust, and highlight the need for communication of food safety.

Increasing evidence from high-income countries has revealed the positive impacts of creative entrepreneurship on the local economy, and these have attracted substantial attention in recent years. Creative industries are considered as the seedbeds for innovation; they are highly innovative and productive and are seen as drivers of economic development and social change. Creative industries are distinctive in that they have several transaction networks and income streams. Although creative industries are generating increasing interest in the minds of researchers and policy-makers in developed countries, the institutional and economic settings in Cameroon and other developing nations may not be so conducive to creative industries. The available evidence is insufficient to understand their performance and sustainability, let alone to estimate their contribution to the rest of the economy. This chapter demonstrates how the creative industries could contribute to the economic and social development of a nation. The chapter further explores the current situation of creative industries in Cameroon, with a focus on the artists of popular and folk music, the challenges they are facing, and provides ways forward.

Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aims to explore subject-matter experts’ insights and perceptions of the knowledge components, coping behaviors and pedagogical considerations to aid faculty in teaching algorithmic literacy to postsecondary students.

Eleven semistructured interviews and one focus group were conducted with scholars and teachers of critical algorithm studies and related fields. A content analysis was manually performed on the transcripts using a mixture of deductive and inductive coding. Data analysis was aided by the coding software program Dedoose (2021) to determine frequency totals for occurrences of a code across all participants along with how many times specific participants mentioned a code. Then, findings were organized around the three themes of knowledge components, coping behaviors and pedagogy.

The findings suggested a set of 10 knowledge components that would contribute to students’ algorithmic literacy along with seven behaviors that students could use to help them better cope with algorithmic systems. A set of five teaching strategies also surfaced to help improve students’ algorithmic literacy.

This study contributes to improved pedagogy surrounding algorithmic literacy and validates existing multi-faceted conceptualizations and measurements of algorithmic literacy.