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AbstractHistorical contributions of Black youth voices and actions are overlooked from many of the narratives of youth civic engagement (YCE) literature. Specifically, the histories and stories of African American youth in the United States and Black Caribbean youth in the Anglophone Caribbean. The shared socio and political obstacles these particular groups have encountered throughout history shaped similar paths for their involvement in civic society to address many of these social and racial injustices. The article's premise centers on the need for the YCE literature to acknowledge the historical civic contributions African American and Black Caribbean youth have made throughout history. Fundamental historical civic movements that were designed, developed, and supported by Black youth set the tone of Black youth's civic engagement throughout history. These were shaped and contextualized by three specific macrosystem influences (political suppression, institutional racism, and cultural oppression). When YCE scholars begin to make greater meaning of the foundations and critical work developed by Black youth civic activists, a more comprehensive field emerges. With the acknowledgment and inclusion of civic contributions created and implemented during historical eras, more profound meaning is gained of civic engagement among communities and people who have generally been disenfranchised. Coming to terms with their civic legacies developed from racial injustices provides a more comprehensive depiction of civic engagement as a field and body of literature.

Several youth organizations, such as 4-H, are reaffirming their commitment to diversity and inclusion in the workplace due to social and political events in 2020. Despite the national reckoning around civil rights, the author argues that racial and ethnic minorities are still not fully integrated into the 4-H culture. Addressing inclusion presents challenges; however, these can be better addressed when individuals realize the difficult conversations and actions needed to evoke change. The article concludes with a set of action items for the 4-H system, which focuses on investments, accountability, recognition, and transparency.

Cover -- Half-Title -- Title -- Library of Congress Cataloging-in-Publication Data -- Contents -- Foreword -- Preface -- Part I: Expanding Frameworks -- Chapter 1: Creating Spaces for Service-Learning Research -- Chapter 2: Service-Learning as an Intellectual Movement -- Chapter 3: Opening Up Service-Learning Reflection By Turning Inward -- Part II: Complexities in Situating Service-Learning -- Chapter 4: Virtual Adoption of Service-Learning Through Controlled Discourse -- Chapter 5: Service-Learning: An Exportable Pedagogy? -- Chapter 6: Collegiate Service-Learning: Perspectives on Legal Liability -- Part III: Youth Development, Voices, and Perspectives -- Chapter 7: Youth Development in Traditional and Transformational Service-Learning Programs -- Chapter 8: Who's in Charge?: Examining the Complex Nature of Student Voice in Service-Learning Projects -- Chapter 9: Service-Learning: A Student's Perspective and Review -- Part IV: Otherness and Inclusiveness -- Chapter 10: Service-Learning and the Culture of Ableism -- Chapter 11: A Critical Connection Between Service-Learning and Urban Communities: Using Critical Pedagogy to Frame the Context -- Chapter 12: Discourse of Advocacy: Student Learners' Critical Reflections on Working with Spanish-Speaking Immigrant Students -- Chapter 13: Service Loitering: White Pre-Service Teachers Preparing for Diversity in an Underserved Community -- Part V: Challenges and Concluding Remarks -- Chapter 14: Reflections on Scholarship and Engaged Scholarship: A Call to the Field -- Chapter 15: Service-Learning Research: Returning to the Moral Questions -- About the Editors -- About the Contributing Authors.

As part of the national Offender Personality Disorder (OPD) pathway, Intensive Intervention Risk Management Services are commissioned to offer the opportunity for some eligible offenders to access individualised intervention to support their treatment needs, upon their transition from custody to the community (Skett and Lewis, 2019). However, it has previously been acknowledged that psychological services often fail to reach offenders due to a range of potential psycho-social reasons (Byng et al., 2012; NOMS, 2014; Skett et al., 2017). The current study aims to explore National Probation Service (NPS) and National Health Service (NHS) staff perceptions of the Intensive Intervention Risk Management Service (IIRMS), within the Cumbria, North and South Tyneside regions, including their perception of potential barriers to service delivery. Further, areas of improvement that may overcome potential barriers to engagement are discussed and comparisons are made to barriers identified to engagement within other NHS/NPS partnerships pathways; specifically the Mental Health Treatment Requirement (MHTR) (NOMS, 2014). Results indicate that the IIRMS is useful. However, a number of staff barriers, service user barriers and barriers within the method and delivery of the service were indicated. Results of the study offer the opportunity for shared learning across the pathway and with other services engaging with the most marginalised offenders within our society.

Bluefields, Nicaragua, is a diverse and complex city that has a panoply of cultures and languages. Youth face complex issues due to geographic, cultural, and linguistic differences from the broader Nicaraguan society. This theoretical analysis and literature review considers the marginalization of youth as a threat that encourages migration away from the community, further exposing youth to a future of isolation. Migration theories are reviewed and linked to the role that education can play in reducing these dangers and reinforcing cultural assets of the Bluefields community.

To address the aging farmer population in Trinidad, W.I., a situation common to the Caribbean region, a Youth Apprenticeship Program in Agriculture (YAPA) was initiated. An assessment of its effectiveness was conducted in 2007. Results indicated that present trainees went into agriculture to make "additional" income and for self employment, with "contributing to national food security" being ranked lower. They were generally satisfied with the extent of field work, the experience gained and trainers' knowledge and skills. However, they would leave agriculture if they received other employment opportunities or if they were not provided with key resources such as land and soft loans. Past YAPA trainees had significantly changed (p

The offender personality disorder (OPD) pathway was implemented in 2012 to help improve services for people with personality difficulties within the criminal justice system. The OPD pathway acknowledges the importance of supervision, training and reflective practice for staff working with this client group and such activities have therefore been embedded within this initiative. Despite the research from this pathway identifying benefits to both staff and service users, there is a gap in knowledge about the impact of reflective practice. This study aims, therefore, to increase this knowledge base by exploring staff's experience and perception of reflective practice as part of the OPD pathway programme. Focus groups and semi-structured interviews were completed with 32 members of National Health Service and National Probation Service staff within offender management teams and approved premises in the North East of England. Thematic analysis was used to analyse the data, resulting in the emergence of four key themes relating to the utility of reflective practice sessions. The findings suggest that reflective practice is useful, however, there are some barriers to attending sessions. The findings have implications for service delivery and workforce development within the OPD pathway programme and more widely within NPS.

Within many urban communities, there has been a steady decline in healthy living practices among minority families. This decline is often due to the lack of health services and health knowledge of youth and adults (Shirley, Roark, & Lewis, 2012). In order to better reach these particular audiences it has been suggested by scholars and practitioners to focus on community based programming. Partnerships formed through entities such as universities and community organizations have been shown to be quite successful in creating healthier families. This paper discusses one such program focused on increasing health knowledge of urban families. Activities offered included health screenings and healthy living programming for youth. Program results showed that nearly 95% of youth found the activities informative and gave them ways to think about their health and the health of their families.

Civic engagement research suggests that youths' involvement in their communities results in a number of positive personal and social attributes. However, among urban populations, there is still a dearth of research on their involvement and the impact of civic participation on their development. More importantly within these populations, there is limited understanding of how Black male youth engage within civic participatory spaces. Increasing but limited research on young Black male youth usually focuses on identity, participation in programs, and socioeconomic levels. Further understanding is needed as to the factors which influence and impact Black male youths' interests and actual participation in community and extracurricular activities. This paper explores data from urban African American high school male youth that include their perceptions and knowledge and attitudes toward being involved in their community through 4-H youth programs. The authors find that opportunities to learn a new skill and building professional portfolios assist these young Black males in their perception of being effective in their communities and making a difference for themselves.

Thomas, Torsten . et al.-- 12 pages, 10 figures, additional information https://dx.doi.org/10.1038/ncomms11870 ; Sponges (phylum Porifera) are early-diverging metazoa renowned for establishing complex microbial symbioses. Here we present a global Porifera microbiome survey, set out to establish the ecological and evolutionary drivers of these host–microbe interactions. We show that sponges are a reservoir of exceptional microbial diversity and major contributors to the total microbial diversity of the world's oceans. Little commonality in species composition or structure is evident across the phylum, although symbiont communities are characterized by specialists and generalists rather than opportunists. Core sponge microbiomes are stable and characterized by generalist symbionts exhibiting amensal and/or commensal interactions. Symbionts that are phylogenetically unique to sponges do not disproportionally contribute to the core microbiome, and host phylogeny impacts complexity rather than composition of the symbiont community. Our findings support a model of independent assembly and evolution in symbiont communities across the entire host phylum, with convergent forces resulting in analogous community organization and interactions ; T.T. and N.S.W. were funded through Australian Research Council Future Fellowships FT140100197 and FT120100480, respectively. S.L.L. and P.M.E. were funded by the Spanish Government project MARSYMBIOMICS CTM2013-43287-P. R.C. was funded by the Portuguese Foundation for Science and Technology through the Investigator Grant IF/01076/2014 and the project UID/Multi/04326/2013. C.G.E. and R.W.T. were supported by grants from the US National Science Foundation (DEB-0829986 and DEB-1208340). A.C.-F. was supported by the UNESCO L'Oréal Fellowship for Young Women in Science. U.H. and L.M.S. received funding from the EU- FP7 Program (KBBE.2012.3.2-01; grant no. 311932; SeaBioTech). J.M.M. was supported by the French Laboratory of Excellence Project 'TULIP' (ANR-10-LABX-41; ANR-11-IDEX-002-02) and by a Region Midi-Pyrénées Project (CNRS 121090) ; Peer Reviewed

"Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited volume examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and Global North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amidst increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The volume ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, well as international and comparative education and citizenship"--