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Few thoughtful men or women will deny, as we enter the last two decades of the twentieth century, that ours is truly an Age of Anxiety. Even in an America still uniquely stable and prosperous relative to much of the rest of the world, the general mood is no longer an optimistic one. For many of us the future appears clouded at best, perhaps laden with catastrophes. Clearly all of us are witnesses to, and in some cases participants in, a great turning point in human affairs. We thus find ourselves living in the end of one epoch while at the same time the rough outlines of a new civilisation come into view. Such momentous transformations of the social structure, economy and political landscape are invariably accompanied by, and often preceded by, major shifts of intellectual commitment. In other words, as our world has changed drastically in the twentieth century, basic patterns of thought and philosophical orientation have either reflected, or in some cases even helped to initiate, these changes. In the brief space allotted to us, we will attempt to present a sketch of the most important of these shifts in thought, always keeping in mind that because of the fact that we find ourselves in media res, these observations can be little more than fragmentary perceptions of a reality that has itself not yet been finalised.

Bonds governed under German law would normally not contain collective action clauses, ie provisions dealing with majority decisions by bondholders by which certain bond terms may be altered or waived. This is because it is uncertain whether, in the absence of a statutory basis, a decision taken by a majority of bondholders would be binding upon a dissenting minority. For certain circumstances, however, a statutory basis exists in the form of a law enacted in 1899 which, during the last decades, has been very rarely used. This paper discusses in what cases the law may be invoked, what decisions can be made by bondholders and what procedural requirements must be observed for getting to a binding and unchallengeable decision.

The purpose of this notable trade book lesson plan is to utilize the novel, Ghost Boys, in an upper elementary/middle school education application. This lesson plan utilizes visual curriculum materials to engage students in a powerful exploration of “bearing witness.” Through the exploration of text, photographs, music and dance, students will be given opportunities to engage with the visual materials, think critically about relevant societal issues and participate in affective learning. The students will interpret visual historical evidence to develop “a sense of otherness” or empathy, and engage with the inquiry process (Barton and Levstik, 2004, pp. 210–211). Historical empathy proves an important aspect to students' historical thinking because affective learning allows students to connect with historical figures and gain new perspectives understanding difficult situations (Endacott, 2010, p. 6).

The approach of this notable trade book lesson plan is a multimodal analysis of art forms (photography, music and dance choreography) which culminates in the students taking informed action to create a personal mural to “bear witness” to an issue of their selection.

This is a National Council for the Social Studies (NCSS) notable trade book lesson plan. After engaging with this lesson, students will gain skills in visual decoding, empathy, critical thinking and collaboration. The students will use higher-order thinking to take informed action by creating a mural to “bear witness” to injustice.

The value of this lesson plan is the ability to integrate written themes from the text, visual learning and hands-on learning in a meaningful and authentic way to students. Allowing the students to take informed action using the knowledge gained about “bearing witness” proves crucial for young students learning how to actively participate in America's multi-cultural democracy.

In a technological era driven by coding, programming and artificial intelligence (AI), there is more need than ever to develop computing skills and knowledge for non-specialist students. Nonetheless, the literature on computer science teaching methods of non-scientific majors is not as comprehensive as that of scientific ones.

Pedagogically, the authors designed and implemented prototyping from John Dewey's pragmatic epistemological lens. Using a mixed methods approach, the authors tested the effectiveness and efficiency of this approach within the same course over four semesters across four academic years.

As an epistemological pedagogic device, prototyping facilitated learning by doing and experimenting and stimulated graduate students' self-directed learning, engagement and their overall ownership of the learning and teaching process, changing their role from being merely passive recipients of “strange, awkward and unfamiliar” knowledge to active constructors of “relevant and exciting” content knowledge. Such a change was reflected in the significant progress students made, driven by their commitment, motivation and enthusiasm, irrespective of their prior knowledge and age (Generations X, Y and Z). Prototyping also served as an avenue for a “Deweyian Reflection”, where graduate students, after internalizing the acquired computing skills and knowledge, started transferring such skills and knowledge to their professions (journalism and public relations (PR)) and daily practices.

Findings from this study will add to the literature review on this subject matter and will inform future case studies in computer science education for graduate students from non-scientific backgrounds.

This paper reveals that learning by doing/experimenting needs to be accompanied by in-depth reflection to enable students to transfer the acquired knowledge and skills to other settings and contexts beyond that of the lesson, task, or project in hand.

There is little research published on introductory programming courses offered to non-specialized students (i.e. students from non-scientific backgrounds). This study contributes to the body of research on how to effectively engage these students in programming courses informed by John Dewey's pragmatic lens/epistemological lens.

Little is known about what emotionally un(intelligent) CEOs really say to their close collaborators within the boardroom. Would the rhetoric content differ between an emotionally intelligent and an emotionally unintelligent CEO, especially during a crisis? This chapter aims to answer this question.

40 CEOs of large corporations were asked to deliver a verbal address to their board members in reaction to a vignette describing a critical situation for the company. Participants were provided with the Schutte self-report emotional intelligence (EI) test. The verbal content of CEOs' closed-door discourses was analyzed using Cognitive-Discursive Analysis (CDA) and, subsequently, Geometric Data Analysis (GDA).

The results revealed that CEOs with low EI tend to evoke unpleasant emotions, talk about competition, and often blame some – or all – of the board members for their (poor) actions in comparison to CEOs with high or medium EI. In contrast, CEOs with high EI tend to use terms in relation to decision or realization and appear to be more cooperative than those with lower EI and were also ready to make decisions on behalf of team.

Previous research has mainly focused on CEOs' public speeches. But the content of CEOs' speeches within the boardroom might noticeably differ from what they would say in a public address. The results of our exploratory study can serve CEOs as a basis toward improving their closed-door rhetoric during a crisis.

It would be interesting to enlarge the size of our population in order to strengthen our statistical analyses as well as explore other cultural and linguistic environments and other channels through which emotions can be expressed (e.g., human face, gesture, vocal tone).

The impact of stress on personal and work-related outcomes has been studied in the information systems (IS) literature across several professions. However, the cybersecurity profession has received little attention despite numerous reports suggesting stress is a leading cause of various adverse professional outcomes. Cybersecurity professionals work in a constantly changing adversarial threat landscape, are focused on enforcement rather than compliance, and are required to adhere to ever-changing industry mandates – a work environment that is stressful and has been likened to a war zone. Hence, this literature review aims to reveal gaps and trends in the current extant general workplace and IS-specific stress literature and illuminate potentially fruitful paths for future research focused on stress among cybersecurity professionals.

Using the systematic literature review process (Okoli and Schabram, 2010), the authors examined the current IS research that studies stress in organizations. A disciplinary corpus was generated from IS journals and conferences encompassing 30 years. The authors analyzed 293 articles from 21 journals and six conferences to retain 77 articles and four conference proceedings for literature review.

The findings reveal four key research opportunities. First, the demands experienced by cybersecurity professionals are distinct from the demands experienced by regular information technology (IT) professionals. Second, it is crucial to identify the appraisal process that cybersecurity professionals follow in assessing security demands. Third, there are many stress responses from cybersecurity professionals, not just negative responses. Fourth, future research should focus on stress-related outcomes such as employee productivity, job satisfaction, job turnover, etc., and not only security compliance among cybersecurity professionals.

This study is the first to provide a systematic synthesis of the IS stress literature to reveal gaps, trends and opportunities for future research focused on stress among cybersecurity professionals. The study presents several novel trends and research opportunities. It contends that the demands experienced by cybersecurity professionals are distinct from those experienced by regular IT professionals and scholars should seek to identify the key characteristics of these demands that influence their appraisal process. Also, there are many stress responses, not just negative responses, deserving increased attention and future research should focus on unexplored stress-related outcomes for cybersecurity professionals.

Focuses on how to fit on‐the‐job training activities into the organization of work, a problem area which will be gaining importance over the next few years when the training load may become an important bottleneck when training policy is implemented. Investigates what reactions actually are to this fitting‐in problem, using an ITS study as a starting‐point which shows that a whole range of instruments are employed at management level to prevent or meet capacity problems: regulation of training moments, planning of training periods, spreading or limiting study leave, enlarging individual and departmental flexibility, limitation of the output (quality) and, if none of these things help, employing outside staff. The choice of instrument is mainly determined by: nature and organization of the work done in the department; the size of the workload; and the extent to which leave cumulates. If these instruments are applied adequately, the “burdens” of training do not necessarily have to slow down further growth in training.

In a very real sense, the title of this article is overwhelming. The volume of writing both scholarly and otherwise on this subject would deter anyone who seriously sought to assimilate it all. Despite the repeated Biblical appeal for unity among the Church members, there is perhaps no issue which more deeply divides the Christian Church today than economic policies which are advocated as being consistent with the teachings of both the New and the Old Testament.