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Purpose: One of the objectives of this research was to identify whether “mad”, “bad” and “sad” frames, identified in modern news reporting in other Western nations, are also evident in historical newspapers in New Zealand, a nation geographically distant. Methodology/approach: Qualitative content analysis was used to analyze reporting of multiple-child murders in New Zealand between 1870 and 1930. Content was sourced from a digitized newspaper database and identified media frames were analyzed under the categories of “mad”, “bad” and “sad”. Findings: Historical New Zealand media constructed “mad,” “bad,” and “sad” frames for the killers, however, instead of being classified with a single frame many killers were portrayed using a combination of two or even three. In some cases, media ignored facts which could have provided an alternative portrayal of the killers. In other cases, no obvious frames were employed. Research limitations: This research does not include analysis of media frame building in modern news reporting. Originality/value: Media construction of frames for multiple-child killers in historical New Zealand news reporting has not been explored before.

Commentators have claimed that business schools encourage unethical behavior by using economic theory as a basis for education. We examine claims that exposure to agency theory acts as a self-fulfilling prophecy, reducing ethical behavior among business students. We experimentally test whether economics coursework or a manipulated competitive vs. cooperative frame affects measured ethical behavior in simulated decision settings. We measure ethical behavior using established tasks. We also measure ethical recognition to test whether agency theory reduces recognition of ethical issues. Exposure to agency theory in either prior classwork or the experiment increased wealth-increasing unethical behavior. We found no effect on unethical behavior that does not affect wealth. We found no effect of exposure to agency theory on ethical recognition. Usual laboratory experiment limitations apply. Future research can examine why agency theory reduces ethical behavior. Educators ought to consider unintended consequences of the language and assumptions of theories that underlie education. Students may assume descriptions of how people behave as prescriptions for how people ought to behave. This study contributes to the literature on economic education and ethics. We found no prior experimental studies of the effect of economics education on ethical behavior.

Since the early 1990s, the so-called government-to-government relationship between the United States and tribal nations has increasingly been executed pursuant to laws and executive orders requiring “meaningful dialogue between Federal officials and tribal officials” before taking actions that impact tribal matters. Thus, the legal claim at the bottom of the political action taken by Standing Rock Sioux and their allies against construction of the Dakota Access Pipeline is that the Army Corp of Engineers failed to engage them in “meaningful tribal consultation” prior to fast-tracking their approval of the required permits. But what should “meaningful” mean in this context, particularly when it is learned that while agencies are required to conduct such dialogues, they are not required to heed them in making their final decisions? This chapter explores this question through an ethnography of legal language in one tribal consultation between the Hopi Tribe and the US Forest Service, arguing that the humanistic empiricism of such an approach affords an evidence-based, context-sensitive rule for how the meaningfulness of a federally mandated “tribal consultation” should be evaluated and enforced.

Discuss in detail the uses which might legitimately be made of the following passage by the writer of a profound study of economic life and thought in France at the end of the reign of Louis XIV. In answering the question make full use of your knowledge of (a) historical criticism; (b) French economic and general history.

Industries’ projects are associated with large amounts of data throughout the project lifecycle. As the size of the projects grows, so does the data associate with the projects. To generate useful information from Big Data, appropriate predictive analysis and data visualisation tools are required. Therefore, the use of visualisation techniques will target this expected evolution of big data. Thus, this study aims to give an overview of the migrations of an existing computer-based application, used to analyse multidata sources of enterprises, to a web-based application. Essential development aspects were concerned with the process of application development, platform development, software utilisation, and efficient display interface according to the enterprise’s requirement. Two solutions such as Microsoft Power Business Intelligence (BI) and the Dynamic Web System have been presented that proven to be widespread because these solutions have met the enterprises’ requirements in terms of expenses, policy, security, maintenance, and interactive interface. Also, an assessment of these solutions and challenges to adopting has been presented. Eventually, the system developed on the web overcomes computer-based systems in solving their problems such as deploying and maintaining applications and providing efficient and richer user interfaces for users. The web-based visualisation application has wide beneficial features; it provides high-performance real-time data analysis, data multimodal visualisation, and friendly to use. Web-based applications will increase confidence in decision-making based on data visualisation, which will positively reflect on comprehensive data analysis processes for project success.

The chapter questions the low demand for scholarly (scientific research) competence of civil servants through identifying practical and transformative uses of scientific knowledge in professionals’ practice, thus arguing for a particular type of scholarly competence in professional degree programs.

The chapter conceptually develops a theory of practitioners’ knowing in action that reframes use of scientific knowledge as part of practical inquiry.

The chapter formulates the notion of extended ‘scientific temper’ to open up spaces for reflection in the context of everyday professional practice and avoid the pitfalls of technical rationality. It argues for an ontological – as opposed to mere epistemological – dimension of knowing in action. It suggests that changes in practitioners’ stance in line with the extended ‘scientific temper’ enable specific uses of scientific knowledge and help achieve aims of emancipation and transformation.

The chapter sketches a list of scholarly competencies and principles of didactics of training scholarly competence of civil servants in line with the notion of extended ‘scientific temper’ and post-structuralist paradigms in science.

The chapter’s value lies in reconceptualising the use of scientific knowledge in relation to everyday professional practice in public administration.

Dewey argues throughout Democracy and Education that schooling plays a powerful role in forming how we are disposed towards democracy. Disposition underlies and determines both thinking and activity. A disposition which operates habitually tends to maintain the moral, social and intellectual status quo. A humane democracy demands a disposition which both challenges existing conditions and is concerned to change them for social well-being. A student’s experience at school would ideally need to be one which supports the motivation and skills to foster such a democracy. Dewey claims that we dispose ourselves to think in particular ways. If our mental processes are habitual then teaching and pastoral care may be done in a way that might impose rigidity of thought on students. If the intelligent concern for social well-being is missing from our thinking, the educational experience we offer provides neither model nor means for the development of a humane democracy. Using vignettes from our own experience as educators, together with our interpretation of Dewey’s thinking in Democracy and Education and How We Think, we consider how our own mental processes as educators and dispositions which underlie them might impact for good or for ill on students’ day-to-day experience. We argue that the main responsibility for conditions of experience falls on policymakers, school leadership, management and teachers, who, we conclude with Dewey, should aim to be aware of their disposition and its manifestation in thinking and activity in order to create conditions which make schooling a truly democratic experience.

The paper considers the phenomenon of Big Data through the work of Hannah Arendt on technology and on thinking. By exploring the nuance to Arendt’s critique of technology, and its relation to the social and political spheres of human activity, the paper presents a case for considering the richness of Arendt’s thought for approaching moral questions of Big Data. The paper argues that the nuances of Arendt’s writing contribute a sceptical, yet also hopeful lens to the moral potential of Big Data. The scepticism is due to the potential of big data to reduce humans to a calculable, and thus manipulatable entity. Such warnings are rife throughout Arendt’s oeuvre. The hope is found in the unique way that Arendt conceives of thinking, as having a conversation with oneself, unencumbered by ideological, or fixed accounts of how things are, in a manner which challenges preconceived notions of the self and world. If thinking can be aided by Big Data, then there is hope for Big Data to contribute to the project of natality that characterises Arendt’s understanding of social progress. Ultimately, the paper contends that Arendt’s definition of what constitutes thinking is the mediator to make sense of the morally ambivalence surrounding Big Data. By focussing on Arendt’s account of the moral value of thinking, the paper provides an evaluative framework for interrogating uses of Big Data.