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This commentary is a reflective discussion of how to use simple social media tools in college-level writing courses, and contains research elements such as effective examples of what is attainable and possible when incorporating blogs (e.g., Posterous) and Twitter in the college classroom. In order to do this, it uses reflective writing with a focus on failures/successes in past courses, and also incorporates students' own comments on blogging and Twitter. The chapter's findings include the following: The overall ease of use and relative simplicity of certain social media tools make for low barriers of entry for a majority of students. The mobile accessibility of these online communicative technologies should also be of specific appeal. These characteristics should encourage student participation in ways that content management systems like Blackboard do not. The convenience of and allowance for quick and easy sharing of information via blogging and microblogging can also mean that each is often quicker than email for contacting someone. What makes both better than Blackboard concerns how they, when taken together, sustain class discussion, keeping it alive, present, and continuous. If proper affordances are made in terms of framing and timing, social media can make for successful additions to college-level courses. Simple tools allow and encourage students to document and reflect on their own learning in ways that are meaningful and unique as they are.

Universities are populated with a wide range of disciplines. The science disciplines and their instructors are stereotyped as tech-savvy while in the past humanities faculty have sometimes been seen as technophobic and traditional. As we advance through the second decade of the 21st century, we find instructors in all areas are embracing new technologies in their teaching. Our students have been born digital (Tapscott, 2009) and have not only experienced online games and social networking technologies such as Facebook but thrive in them. It should not be surprising that many of our colleagues are trying out the use of social media in their courses. This volume embodies a sharing of such experiences with the aim of moving you up the learning curve so that your thinking about how these new technologies might spark excitement, interaction, sharing, and enhanced work and learning by your students.

Robert Bodle received his Ph.D. in Critical Studies from the University of Southern California's School of Cinematic Arts. His research focuses on the social, political, and ethical implications of networked media (social media and networks, social reporting, alternative media, mobile and convergence culture, internet governance, information ethics, and new media literacies). As assistant professor of Communication Studies at the College of Mount St. Joseph, Bodle designs and teaches a digital media curriculum that includes Social Media and Social Change, New Media and Society, Human Rights in the Digital Age, New Media Ethics, and Visual Communication. His research appears in the Journal of International Communication, Information, Communication & Society, and the book collection The Ethics of Emerging Media: Information, Social Norms, and New Media Technology.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

We argue that voice – the sound that people produce when they speak – is an important resource for entrepreneurs, especially when they are pitching to potential investors. We integrate evidence from entrepreneurship, social psychology and linguistics to show that the voice can be regarded both as a tool for entrepreneurs to utilize and as a vital source of information allowing listeners to make judgements about the speaker and their message. To better understand how the voice may be used and interpreted in investment pitches, we develop a model of the relationship between the entrepreneurial voice and investor judgments. Voice depends on entrepreneurs’ characteristics including gender and communication goals but can be utilized to express emotions (purposefully or not) and signal qualities such as competence and trustworthiness. How potential investors interpret these displays depends on cultural expectations and stereotypes. Our review illustrates that female entrepreneurs may find it more difficult to persuade investors due to their naturally higher voice pitch and bias against speech patterns prevalent among young women. We highlight directions for future research exploring the voice as a unique cultural resource for entrepreneurs.

Purpose: The purpose of this study is to identify and understand the obstacles hindering social entrepreneurship as a business model. Methodology/Approach: We performed an exploratory analysis structured in three stages. First, we used the Delphi method to identify the main difficulties with the collaboration of 20 social entrepreneurship experts. We then analyzed how these experts and a group of 21 social entrepreneurs rated the importance of the difficulties that had been identified. Finally, we performed a comparative analysis of both groups' ratings and found significant differences between their perceptions. Findings: Experts and social entrepreneurs agree on identifying financial difficulties as the main obstacles. They all highlight the lack of financial resources and difficulties in the sustainability and independence of the venture in the long term. However, while the experts recognize that human resources' lack of skills is another important obstacle, the social entrepreneurs give more importance to external factors, such as resistance to social change or lack of knowledge and understanding of the social entrepreneurship concept. Practical Implications: The decision to seek the collaboration of two different groups is enriching, as the results show that their perceptions of the barriers facing social entrepreneurship do not always coincide. Originality/Value of Chapter: It is a chapter focused exclusively on deepening the knowledge of the obstacles to social entrepreneurship, which tries not only to identify them but also to offer the vision of experts in social entrepreneurship as well as of social entrepreneurs themselves.

The rapid growth of mass incarceration in the United States means that a historically unprecedented number of children are exposed to paternal incarceration. Despite a growing literature investigating the intergenerational consequences of incarceration, little research collects information from the children who experience paternal incarceration. In this chapter, we describe an ongoing data collection effort, the Jail & Family Life Study, a longitudinal in-depth interview study designed to understand the consequences of paternal incarceration for families and children. Part of this study involves conducting in-depth interviews with 8- to 17-year-old children of incarcerated fathers during and after the father’s incarceration. First, we document the challenges and strategies to gaining access to children of incarcerated fathers, paying particular attention to the role of children’s mothers and caregivers in facilitating this access. Second, we document the challenges and strategies to developing rapport with this group of vulnerable children. Third, we describe the opportunities that children can provide for researchers. Taken together, these findings suggest that it is both challenging and imperative to incorporate children into research on the collateral consequences of incarceration.

Extending existing research in a football context, this study explores how image and service quality influence spectator tribe satisfaction and loyalty and variations in behaviors depending on age, gender and emotional involvement.

Spectators aged 18 years and older who attended Barcelona Football Club home La Liga matches were sampled. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the model, and hybrid multigroup PLS-SEM was used to explore observed heterogeneity.

Image and service quality both influence spectator satisfaction and loyalty. Satisfaction and loyalty are associated differently with three tribes: a nonpassionate tribe characterized by low emotional involvement and younger and older passionate tribes composed of emotionally involved spectators aged <30 and >30 years old, respectively.

This study’s results contribute to strengthening the suitability of PLS-SEM and multigroup in sport management, in particular for analyzing the behavior of specific groups of football spectators.

The findings of this study underline image and service quality as crucial to football spectator satisfaction and loyalty, with emotional involvement and age defining different consumer tribes as potential targets for marketing purposes.

THE STAFFING SITUATION IF after the absence of a year or two we return to a familiar library, we are apt to find that most of the librarians known to us have gone, or so many of them that the familiarity seems to have departed. Indeed the turn‐over in the visible staffs is so great as to suggest that library service, fascinating as some think it to be, we amongst them, is not sufficiently so to hold its beginnners. The impression that this applies only to libraries should not be adopted until we know that most other occupations are not afflicted with the same transience in their servants. We have to assure ourselves that this is not a national condition that is itself transient, in which every professional, industrial, and commercial concern is fighting for a share in the limited supply of young workers and is offering wages or salaries against the others in a boom time which may pass. Are we able to tell juniors that the “never‐had‐it‐so‐good” age is unlikely to endure and that library service will and they should stay in it? If we could, would the immediate cash of the outside world prevail and the credit of the future be foregone?