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Purpose: The study explores how educators use mass media to sensemake their experiences in relation to school shootings.

Methodology/approach: The present chapter uses content analysis to analyze educator tweets and results from an anonymous online survey.

Findings: Twitter is used by educators in the aftermath of school shootings to sensemake the impact these events have on teaching and learning outcomes. Moreover, educators turn to Twitter to debate larger issues related to gun control and arming teachers. Collectively, educators remain committed to their institutions and students; however, they may struggle to meet the ever-changing demands of what it means to be a teacher in the post-Columbine educational landscape.

Research limitations: While providing a starting point for understanding how educators sensemake their experiences with mass media, there are limitations. The sample size was limited to 55 tweets and 40 survey respondents. Furthermore, researcher bias is a concern. Both researchers work in higher education and have experienced the emotional “heaviness” that comes with discussions of school shootings.

Originality/value: This study provides insights into how educators use mass media to sensemake school shootings as both content producer and consumer. Findings indicate that through the identification of patterns within educators’ sensemaking processes, educational institutions can develop better systems for processing the effect of gun violence on the teaching experience and within the classroom.

While research on digital dangers has been growing, studies on their respective solutions and justice responses have not kept pace. The agathokakological nature of technology demands that we pay attention to not only harms associated with interconnectivity, but also the potential for technology to counter offenses and “do good.” This chapter discusses technology as both a weapon and a shield when it comes to violence against women and girls in public spaces and private places. First, we review the complex and varied manifestations of technological gender violence, ranging from the use of technology to exploit, harass, stalk, and otherwise harm women and girls in communal spaces, to offenses that occur behind closed doors. Second, we discuss justice-related responses, underscoring how women and girls have “flipped the script” when their needs are not met. By developing innovative ways to respond to the wrongs committed against them and creating alternate systems that offer a voice, victims/survivors have repurposed technology to redress harms and unite in solidarity with others in an ongoing quest for justice.

In this chapter, the author delves deeper into adaptive and sustainability challenges, specifically discussing the roles of management and leadership in addressing these problems. Both responsible leadership and management are essential for tackling sustainability challenges. Leadership focuses on establishing a vision and inspiring others to attain it, while management is concerned with devising and executing strategies to realize that vision. Addressing wicked problems necessitates collaboration, engagement and innovative solutions, involving both leadership and management. To effectively conquer sustainability challenges, organizations must embrace a more holistic and sustainable approach to management and leadership. This might include collaborating with stakeholders to discover innovative solutions that prioritize sustainability and social responsibility. Resolving wicked problems calls for a distinct management and leadership approach that is cooperative, systemic, and sustainable.

With growing interest in the penalties associated with straddling market categories, it is important to develop a stock of evidence about the relative importance of consideration and valuation penalties in different empirical settings. In this chapter, we isolate the possible adverse implications for currently kosher Israeli wine producers that were established as non-kosher producers. Our analysis suggests that crossing the kosher categorical boundary exposes these producers to experience-based penalties that are reflected in lower product quality ratings. However, we find no evidence of additional penalties associated either with consideration (i.e., market access) or with the possession of a convoluted organizational identity.

By the end of this chapter on minors, internet-enabled devices and online shopping behaviour, readers will be able to

• Identify fundamental benefits and harm engendered when minors have unlimited access to internet-enabled devices

• Locate the main catalysts of benefit and harm to minors due to internet usage

• Show how a priori studies have created a rich and balanced narrative in the field of benefits and harm of the internet to minors

• Argue how the benefits outweigh the harm (or vice versa) impacting on minors in unlimited use of the internet

• Develop strategies to enhance the benefits and limit the harm caused by unlimited access to the internet

Identify fundamental benefits and harm engendered when minors have unlimited access to internet-enabled devices

Locate the main catalysts of benefit and harm to minors due to internet usage

Show how a priori studies have created a rich and balanced narrative in the field of benefits and harm of the internet to minors

Argue how the benefits outweigh the harm (or vice versa) impacting on minors in unlimited use of the internet

Develop strategies to enhance the benefits and limit the harm caused by unlimited access to the internet

In this chapter, we first show how the concept of competency, and management of or by competency, can be a factor in helping more people find employment, improve employability and develop competency, thus contributing to increased diversity in the workforce at every level of an organisation. We then examine a different part of the literature, more closely related to organisational learning, which finds that deviance and diversity can potentially boost competency. Subsequently, we look at diversity management first as an organisational competency, then as an individual competency. Concerning the reasons for the spread of management by competency and diversity management, we shall see that their respective advocates employ the same rhetoric of economic rationality, with both types of practice being justified by an objective change in the environment and, for this reason, presented as unavoidable and to some extent as simply “moving with the times”. In opposition to this supposed rationality as seen by companies, we will show that, in France, the two concepts of competency and diversity interact closely with institutional processes of mimetism, normalisation and coercion. In the final section, we shall look more closely at critical views of management by competency and diversity, as the criticisms of the two concepts are very similar and question their (possible) claims to be propelling society towards a fairer society.