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The purpose of this paper is to propose voyeurism as one possible lens to analyse the experiential nature of dark tourism in places of socio‐political danger, thus expanding psychoanalytic understandings of those who travel to a “dark” place.

Freud's and Lacan's theories on voyeurism are used to examine the desire to travel to and gaze upon something that is (socially constructed as) forbidden, such as a place that is portrayed as being hostile to international tourists. A qualitative and critical analysis approach is employed to examine one tourist's experience of travelling to Iran and being imprisoned as a result of taking a photograph of what he thought was a sunrise but also pictured pylons near an electrical plant.

The authors' analysis of the experiences of this tourist in Iran reveals that tourism, in its widest sense, can be experienced as “dark” through the consumption and performance of danger. This finding moves beyond the examination of dark tourism merely as “tourist products”, or that frame a particular moment in time, or are merely founded on one's connection to or perception of the site.

Whilst the authors recognise the limitations of the case study approach taken here, and as such, generalisations cannot be inferred from the findings, it is argued that there is merit in exploring critically the motivational and experiential nature of travel to places that may be considered forbidden, dangerous or hostile in an attempt to further understand the concept of dark tourism from a tourist's lived perspective.

As the authors bring voyeurism into the debate on dark tourism, the study analyses the voyeuristic experiences of a dark tourist. In short, the authors argue that the lived and “deviant” experiential nature of tourism itself can be included in the discussion of “dark tourism”.

The domain of service convenience remains relatively unexplored. However, as time pervades all aspects of consumption, the value placed on time is likely to influence the importance of convenience. Prior studies call for the investigation of convenience beyond the store context; and malls being a one-stop shopping destination, present an ideal environment for investigation.

A conceptual model delineating the relationships between service convenience, shopping trip value, customer satisfaction and several retail outcomes is developed. This model is empirically tested using survey data collected from 619 mall shoppers; and analyzed using structural equation modelling.

For shoppers who place high economic value on time, the effects of service convenience are greater on hedonic value. Conversely, those who place low economic value on time, effects of service convenience are greater on utilitarian value. Effects of shopping value on retail outcomes also vary according to value placed on time.

Further investigation utilizing full convenience scale and more elaborate time style measures encouraged.

Results signal the importance of enhancing the experiential aspects of the mall for high economic time value shoppers. Conversely, for low economic time value shoppers, findings suggest the importance of boosting the visual distinctiveness and ease of mall navigation.

This study sheds light on research gaps by examining the link between service convenience and its effects on retail evaluation in the mall. It also considers how the economic value placed on time impact perceptions of convenience and the shopping experience.

School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue.

The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey.

Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends.

The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.

The purpose of this paper is to explore how both producers and consumers of user-created music videos on YouTube communicate emotional information.

In total, 150 filmic documents containing fan-generated versions of U2’s “Song for Someone” were purposively collected. The author used discourse analysis to understand the types of videos created, the communication of emotional information from both the producers and the consumers, the social construction of emotion in the filmic documents, and elements of intertextuality that represented emotion.

Fans created videos containing cover versions, original versions of the song with new visual content, and tutorials about how to play the song. Producers of cover versions communicated emotional information, especially tenderness, through facial expression, their surroundings, and corresponding musical elements. Producers’ visual content expressed emotion through meaningful photographs and sad stories. Producers’ descriptions revealed emotion as well. Emotions were individually experienced and socially constructed. Consumers conveyed emotion through likes, dislikes, and expressive positive comments. Intertextuality communicated passion for U2 through tour references, paraphernalia displays, band photographs, imitating the band, and musical mashups.

Information science can work towards a new generation of multimedia information retrieval systems that incorporate emotion in order to help users discover documents in meaningful ways that move beyond keyword and bibliographic searches.

This is one of the earliest research papers in the area of emotional information retrieval (EmIR).