Search results

Analyzes policies from 96 law enforcement agencies on their use of less‐than‐lethal force. Includes a review of several topics: policy purpose, definitions of lethal and less‐than‐lethal force, provisions for authorized and unauthorized weapons, training requirements, avoiding excessive force, medical aid and report requirements. Concludes that most policies are deficient in one or more topic areas. Provides recommendations on how to improve these policies.

Extends the notion of informality into the area of illegality, looking at how illegal crack vendors in New York use informality to reduce and pass risk to others. Focuses on the techniques used to avoid detection and arrest and the methods of placing risk of imprisonment on smaller, lower‐income dealers. Suggests that this process of exploitation only makes sense when seen in the broader context of inequality in US society where some have nothing to lose by going to jail.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Sport organizations increasingly emphasize their support for lesbian, gay, bisexual, transgender and queer (LGBTQ) inclusion by promoting a perfect score on the Athlete Ally Equality Index, partnering with nonprofits to increase awareness of LGBTQ individuals in sport (e.g. Rainbow Laces campaign), or hosting a pride night for LGBTQ fans. Despite these and similar efforts, LGBTQ fans historically have felt unwelcome in sport settings, thereby signaling the need for inclusive fan codes of conduct. The purpose of this study was to examine both the prevalence and antecedents of such policies.

Using publicly available data sources, the authors focused on 350 Division 1 college athletic departments in the USA.

Results illustrate factors at both the macro (i.e. institution) and meso- (i.e. athletic department) levels interact to explain whether a school will possess a fan code of conduct. Specifically, research-intensive institutions with strong gender equity are more likely to possess a code of conduct than schools that are not research oriented and have weak gender equity. This project extends the understanding of LBGTQ inclusion in the sports industry.

The current study is the first to examine the prevalence and predictors of LGBTQ-inclusive fan codes of conduct. Understanding these dynamics can help athletic programs that want to create safe and inclusive sport spaces for LGBTQ fans and spectators.

This chapter considers the reception of the poetry of Charles Baudelaire through the music of the Soviet metal band Chernyi Obelisk. It argues that Chernyi Obelisk's four Baudelaire settings, performed in Russian, as part of their early live sets in 1986/1987, offer an important part of the poet's reception history, within the Soviet Union. Taking as a starting point, Michael Robbins's claim that ‘metal and poetry are […] arts of accusation and instruction’, the chapter explores ideas of alienation and of the carnivalesque in Baudelaire's works, as presented through the medium of metal music. Focussing particular on settings of ‘Spleen’ and ‘Une Gravure fantastique’, the chapter contends that Chernyi Obelisk's intertextual and interlingual dialogue with Baudelaire can be read as an aesthetic response to social and political uncertainty during the era of glasnost and perestroika.

Organization theory and management studies rely on a representational idiom to account faithfully for empirical data, but such research ideals do not always apprehend what is essential in the case at hand. Comedy and the comical remain an underutilized resource within, e.g. the critique of power imbalances and imprudent or illicit behavior in corporations, providing an entirely different set of mechanisms that do not sketch the “broad picture” but target elementary and constitutive empirical data. The purpose of this paper is to explore the possibilities for using such resources in management studies writing.

This paper uses the literature addressing the Enron bankruptcy as an exemplary case wherein an analytical framework recognizing a comic outlook of life can be fruitfully applied. Additional cases are presented to substantiate the proposed model.

The paper advocates a broader repertoire of analytical practices in organization studies, including techniques and modes of representation used in comedy.

The paper proposes a minor literature within management studies, drawing on a performative idiom and the use of comedy techniques, including the debasing of social situations, to extend the repertoire of styles. In the end, such a minor literature may be able to grapple with the current situation, characterized by organizational absurdities that preclude the use of a representational idiom.

The late twentieth-century spread of interest in the notion of “reparations” cannot be understood apart from the semantic meanings of the word itself. The term is one of the “re-words” that Charles Maier has identified as the object of rising interest among various groups in recent years.⁶ The first thing that must be said is that the word came to be transformed, sometime after World War II, from its earlier connotation of “war reparations” into something much broader. Before the Second World War, the use of “war” as a modifier here would have been nearly redundant; in that era, it went without saying that “reparations” were an outgrowth of war. The paradigmatic case of reparations, perhaps, was that mandated by the Versailles Treaty that ended World War I and imposed heavy obligations on the Germans to compensate the Allies for their wartime losses. In cases such as this, the term was synonymous with “indemnities”; again, the use of “war” to modify the main term would have been largely superfluous. It went without saying – in English at least – that “reparations” was an exaction imposed by the winners of a war on the losers, who were said to have been responsible for the damage caused by the conflict.⁷

Across the Americas, public discussions of crime and penal practices have become increasingly punitive even as political struggles have resulted in a broad shift toward Constitutional democracy. In this chapter, we suggest that the spread of tough anti-crime talk and practice is, paradoxically, a response to efforts to expand and deepen democracy. Punitive crime talk is useful to political actors seeking to limit formal and social citizenship rights for several reasons. First, it ostensibly targets problematic behavior rather than particular social groups, and thus appears to be consistent with democratic norms. At the same time, crime talk often acquires coded meanings that enable those who mobilize it to tap into inter-group hostility, anxieties, and fear. In addition, the emphasis on the threat of crime and disorder offers those seeking to limit democratic expansion a way to legitimate truncated visions of the rights and entitlements of citizenship. Tough anti-crime rhetoric often resonates with those who have experienced or fear the loss of symbolic and/or material benefits as a result of democratic reform. In short, the broad shift toward hyper-penality is, at least in part, a consequence of struggles over political democracy, citizenship and governance across the Americas.

This chapter examines the influence of the Federalist Society for Law and Public Policy on some of the most important Supreme Court decisions of the past three decades. Mobilizing the epistemic community framework, it demonstrates how network members, acting as amici curiae, litigators, academics, and judges worked to transmit intellectual capital to Supreme Court decision makers in 12 federalism and separation of powers cases decided between 1983 and 2001. It finds that Federalist Society members were most successful in diffusing ideas into Supreme Court opinions in cases where doctrinal distance was greatest; that is, cases where the Supreme Court moved the farthest from its established constitutional framework.

This study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during the COVID-19 pandemic.

Paired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.

The results demonstrated positive effects of VTPs on intercultural sensitivity (ISS), computer self-efficacy, perceived ease of use of online learning and COVID-19 anxiety. ISS (“interaction confidence”) improved more for students in the global vs. domestic teams and technology-related outcomes (CSE, PEU and computer anxiety) and ISS (“respect for cultural differences”) improved more for students that participated in tech projects, whereas COVID-19 anxiety lessened more for those that participated in non-tech projects.

The study expands understanding of the Technology Acceptance Model and provides insight into the ISS literature showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption, but that project type can influence these changes.