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Building Bridges: Addressing the Conflict Between Law Enforcement and Black Americans for a Better Future
No full textAbstract
This document serves as a call to action, emphasizing the ongoing conflict between law enforcement and minority communities. For years, there have been persistent allegations of unfair treatment—such as racial profiling, excessive use of force, and discriminatory policing practices—by some law enforcement officers towards minority and economically disadvantaged communities. With recent escalations in tensions, there is an even greater need for immediate and effective action to address these conflicts. Statistics reveal that in the United States, law enforcement officers have shot and killed an equal number of unarmed Caucasian and unarmed Black individuals, with each group having a count of 50. However, since the Caucasian population is approximately five times larger than the Black population, unarmed Black Americans are five times more likely to be shot and killed by police officers. These statistics underscore that this issue is not merely a problem; it is a severe crisis that demands urgent attention. The purpose of this qualitative study is to provide empirically grounded recommendations for addressing this long-standing issue. The study will focus on law enforcement officers and community members, who will be interviewed using semi-structured and online methods. This document will investigate the sources of conflict by examining the historical disputes between these two groups. It will address issues of police brutality and racial disparities while proposing transformative solutions to reduce conflict and cultivate a more equitable relationship between law enforcement agencies and Black Americans. If implemented, these solutions have the potential to bring about significant positive change.
Keywords: Police brutality, law enforcement, peace and conflict studies, conflict resolution, peacebuilding, and social justice
Digital Equity for Positive Peace: A Feminist Policy Framework for Human Security in Nigeria’s Niger Delta
No full textSynthesizing Johan Galtung’s theory of structural violence with key principles from feminist peacebuilding literature, this proposal advances the Digital Equity for Peace Policy Framework (DEPPF). The DEPPF serves as a feminist tool for policy design, informing development and guiding policymakers through the process of digital transformation. The framework is centered on four pillars: 1) equitable access to digital infrastructure; 2) grassroots-led digital literacy; 3) the meaningful inclusion of women in decision-making; and 4) embedded accountability mechanisms. These pillars are designed to dismantle gender-based exclusions in digital spaces by promoting local ownership, responsive policy design, and long-term institutional reform.
Digital transformation is reshaping governance and economic opportunities in Nigeria’s Niger Delta. Despite significant state-led investments in technological infrastructure, women remain systemically excluded from digital spaces. This exclusion reflects a persistent form of structural violence that weakens community resilience and fosters conditions conducive to conflict. Yet, these digital inequalities remain largely absent from conventional peacebuilding initiatives, which target more visible symptoms of violence.
The analysis engages Nigeria’s National Digital Economy Policy and Strategy (NDEPS) alongside the Niger Delta\u27s unique, region-specific dynamics to demonstrate how digital transformation policies—when implemented without consideration of gender—can worsen existing inequalities and fuel instability. It highlights the limitations of top-down policy adoption and emphasizes the importance of localized implementation informed by precolonial feminist governance traditions, such as the Urhobo women’s eghweya councils. The proposal anticipates several barriers to implementation, namely infrastructure constraints and resistance from patriarchal institutions. It also identifies key opportunities for advancing gender-equitable digital transformation through leveraging existing policy momentum.
By reframing digital transformation as a peacebuilding tool, the DEPPF offers a practical framework for policymakers working at the intersection of gender, technology, and conflict. The adaptability of this framework positions it as a scalable model for integrating digital equity into broader human security agendas in local and global contexts.
Keywords: digital equity, feminist peacebuilding, structural violence, human security, Nigeria, Niger Delta, gender and technolog
Setting Our Priorities Right: (Human) Security as Defined from the Bottom-up
No full textOne of the most persisting challenges of the human security concept are to decide what issues should be prioritised, what resources should be used to solve them and by whom, and who bears responsibility for this process. In this discourse, it is crucial to involve voices from the bottom-up: UK residents whose lives are directly affected by the answers given to the above questions. Our research project, the Alternative Security Review, used a mixed-methods approach to find out what security means to individuals residing in the UK. We argue that their priorities should be taken into account in top-down decision-making processes.
The three main data collection methods we used were public opinion surveys (quantitative), photovoice (arts-based), and interviews (qualitative). The two surveys used a sample of 1,091 respondents of the age group 16-30 and a sample of 2,004 respondents of the age group 31-75, all living in the UK. Results show that the majority of respondents defined ‘security’ in human security terms rather than state security ones, implying that their concept of ‘security’ is embedded into their daily life experiences and struggles. For both age groups, prioritisation of strengthening of local communities, access to healthcare, access to food, and a well-functioning physical environment were listed among the most important issues for an individual to feel secure.
These findings were further contextualised through our qualitative and arts-based research results. Smaller groups of UK residents used photovoice to visualise what security meant to them; their approach both confirmed and further deepened the issues raised by the survey, especially in the context of the well-functioning physical environment and the strengthening of local communities, but other human security issues were tackled as well. Finally, in-depth interviews were conducted with policymakers to find out how the bottom-up perspective can be brought to a common denominator
How to Find Peer Reviewed Articles
Full text linkThis video demonstrates how to find peer-reviewed articles in library databases. It also covers the peer review process and how to confirm a journal’s peer review status using Ulrichsweb.https://nsuworks.nova.edu/library_learn_all/1098/thumbnail.jp
Heart Lessons for Creative Scholars: A Review of Patricia Leavy’s The Artist Academic
No full textWith The Artist Academic, Dr. Patricia Leavy offers creative scholars an actionable primer on listening to our hearts. It provides guidance on balancing critical reasoning and gut intuition with raw candor—and thus exceptional credibility. Leavy offers readers pearl after pearl from her own experiences in writing and publishing, bravely laying her own heart bare to impart the lessons in its scars. She writes with fierce humility, something I have come to associate with this author above all others, in coaching creative scholars on the building blocks of wise decisions at the intersection of analysis and instinct. After reflecting thoughtfully on key milestones and turning points in her personal career journey, Leavy invites us to envision our own horizons as creative scholars in similar spirit through writing exercises and supplemental readings. Recommended with boundless enthusiasm; I consider The Artist Academic essential reading for scholars whose career paths involve creative work and vice versa
In Pursuit of Culturally and Socially Respectful Research: Relational Theory and Practice
No full textOur article supports researchers committed to culturally and socially respectful practices, irrespective of the setting. When involved in social research, we are challenged by differences in culture, society and individual experience. These differences impact directly on peoples we are seeking to support through research, on ourselves as researchers and the design and conduct of the research project. These can involve perplexing and demanding challenges to respectful practice. In recent decades social research methodologies have sought to respond to these challenges. We describe a framework of relational theory that supports research practices seeking to reflect the experiences, knowledges and priorities of peoples being supported through research. The framework draws on extensive literatures contributing to social construction theory and those of First Nations authors, consolidated into key themes. We document the application of the framework to a project involving a non-First Nations practitioner/researcher, a First Nations manager/practitioner, a community Elder and residents of a First Nations-controlled alcohol and other drug (AoD) rehabilitation facility. The approach seeks to liberate all peoples involved in research projects to contribute to changes in the broader community, and to developments in identities of all involved – including researchers
University Lecturers\u27 Narratives on Teaching ESL Online: An Ethnomethodological Study
No full textThe shift to remote teaching during the pandemic has influenced the way the lecturers teach English as a Second Language (ESL) at Asian universities. Studied through the lens of ethnomethodology which focuses on understanding what the lecturers do in the face of pandemic, this investigation was conducted to answer the following research questions: (1) What are the ESL teaching practices of the University lecturers during the pandemic? (2) How do these practices accomplish ESL learning among students? In this study, the teaching practices of the participants constitute the meaning that explains how learning takes place. Three lecturers from three Asian universities were interviewed online. The interview data were transcribed and a thematic analysis was employed. Our analysis surfaces four teaching practices that define the occurrence of ‘learning’. These practices include the 4Es: employing internet and technology for teaching, exercising flexibility and creativity, engaging students through online consultations, and establishing friendly relations with students. As a result, this qualitative study offers practical implications for how teaching and learning take place in the university classroom during a pandemic. In summary, this research endeavor is of international relevance as its findings reflect the lecturers’ practices that accomplish learning amidst restrictions on face-to-face instruction
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No full textBlue chromis & brown chromis. Location: Ocean Pierhttps://nsuworks.nova.edu/feingold_images/1333/thumbnail.jp
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No full textMarbeled grouper with coral. Location: Ocean Pierhttps://nsuworks.nova.edu/feingold_images/1339/thumbnail.jp
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No full textMarbeled grouper on seafloor . Location: Ocean Pierhttps://nsuworks.nova.edu/feingold_images/1341/thumbnail.jp