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Humans have immense impact on our environment and open and ongoing conversations are needed to generate informed actions toward sustainability. A sustainable future must grow from a changed mindset, one of critical thinking, problem-solving, and continuous learning and active practice. In higher education we are uniquely placed to share with students a sustainability-infused curriculum toward such a changed mindset. At Brookhaven College faculty self-selected to participate in a Teaching Sustainability Mini-Pilot during Fall semester 2018. The innovation was initiated to encourage students to become mindful of sustainability, inspired to get involved in sustainability efforts, and to become immersed in satisfactory real-world learning.

With the outset of automatic detection of information, misinformation, and disinformation, the purpose of this paper is to examine and discuss various conceptions of information, misinformation, and disinformation within philosophy of information.

The examinations are conducted within a Gricean framework in order to account for the communicative aspects of information, misinformation, and disinformation as well as the detection enterprise.

While there often is an exclusive focus on truth and falsity as that which distinguish information from misinformation and disinformation, this paper finds that the distinguishing features are actually intention/intentionality and non-misleadingness/misleadingness – with non-misleadingness/misleadingness as the primary feature. Further, the paper rehearses the argument in favor of a true variety of disinformation and extends this argument to include true misinformation.

The findings are novel and pose a challenge to the possibility of automatic detection of misinformation and disinformation. Especially the notions of true disinformation and true misinformation, as varieties of disinformation and misinformation, which force the true/false dichotomy for information vs mis-/disinformation to collapse.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

This paper adds to the literature on societal grand challenges by shifting the focus away from business firms and other formal organizations as key actors in addressing such challenges toward the inherent organizing capacity that lies in the use of language itself. More specifically, we focus on the organizing capacities of metaphor-based communication, seeking to ascertain which qualities of metaphors enable them to co-orient collective action toward tackling grand challenges. In addressing this question, we develop an analytical framework based on two qualities of metaphorical communication that can provide such co-orientation: a metaphor’s (a) vividness and (b) responsible actionability. We illustrate the usefulness of this framework by assessing selected metaphors used in the public discourse to make sense of and organize collective responses to the Covid-19 pandemic, including the flu metaphor/analogy, the war metaphor, and the combined metaphor of “the hammer and the dance.” Our paper contributes to extant research by providing a means to assess the co-orienting potential of metaphors in bridging varied interpretations. In so doing, our framework can pave the way toward more responsible use of metaphorical communication in tackling society’s grand challenges.

This paper sets out to investigate the meaning, role and implications of contextual information associated with digital collections.

This paper is based on an extensive review and analysis of both the scholarly literature from many disciplines about the concept of context and the professional literature (including standards) related to the description of information artifacts. The paper provides an analysis of context, distinguishing three main ways in which that term has been used within the scholarly literature. It then discusses contextual information within digital collections, and presents a framework for contextual information. It goes on to discuss existing standards and guidance documents for encoding information related to the nine classes of contextual entities, concluding with a discussion of potential implications for descriptive practices through the lifecycle of digital objects.

The paper presents a framework for contextual information that is based on nine classes of contextual entities: object, agent, occurrence, purpose, time, place, form of expression, concept/abstraction, and relationship.

Research and development about and in support of digital collections will benefit from a clear articulation of the types, roles, importance and elements of contextual information.

Future users of digital objects will probably have numerous tools for discovering preserved digital objects relevant to their interests, but making meaningful use and sense of the digital objects will also require capture, collection and management of contextual information.

This paper synthesizes and extends a previously diffuse literature, in order to clarify and articulate core concepts in the management of digital collections.

THE BBC's television services have a longer history than is generally realised. Experiments were going on in 1925 and 1926, broadcasts were being put out as early as 1933 or 1934, and on 2nd November, 1936 the BBC gave Great Britain the world's first regular television service, operating on the 405‐line standard in the Very High Frequency channels.

Proposes a prescriptive model for political marketing based loosely on the Six Markets Model of relationship marketing. The rationale for this is to be found in an analysis of the historical treatment of political marketing, from within both disciplines. Argues that many of the conventional axioms of marketing are inappropriate in politics, and observes how in political science, as in marketing itself, there is a questioning ofthe fundamental rational foundations of anumber of key theoretical constructs. In proposing a multiple markets model for politics, cites as evidence the fact that many of the approaches advocated appear already to have been adopted during the 1997 general election campaign of the British Labour Party.

The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.