Search results

This article focuses on one court case concerning the regulation of Anti-Abortion protesting and asks: (1) Do the various actors involved in this case recognize a tension between their actions and their broader beliefs concerning the regulation of political protests? (2) If this tension is recognized, how do the actors resolve it, and if it is not recognized, why is it not? While concerned with legal consciousness and cognitive dissonance, the article is framed by broader questions concerning tolerance and the interaction of law and political passions.

The legalization of same-sex marriage changed the parenting landscape for LGBTQ parents in a variety of ways. Parenthood is presumably different now that same-sex marriage is officially legal. Experiences among LGBTQ couples in the post-legalization of same-sex marriage era raise questions about the context of growing recognition and cultural acceptance of same-sex relationships. I conducted in-depth interviews with LGBTQ parents to learn how they navigate parenting and the construction of parenting roles in the context of a society that has legalized same-sex marriage, yet still is rooted in heteronormative notions of family and parenthood. Specifically, I ask: How do LGBTQ couples construct and make sense of their roles as parents, particularly within the contemporary context of the legalization of same-sex marriage? Understanding the contexts that shape LGBTQ parents’ experiences aids in not only understanding the lives of LGBTQ parents and their families better, but also developing a deeper understanding of contemporary parenting identities and experiences more broadly.

This chapter is a journey into the ontological significance of place in consideration of the Atlantic Tasmanian salmon industry and its challenges to the ethical discourse around the social license to operate (SLO) beyond the oxymoron of a name. It centres the discourse around the salmon itself. A once totem animal, responsible for the balance of Canada’s abundant ecosystem, now reduced to a mere source of protein, manipulated, and commodified by Tasmania’s ‘big business’ and against the SLO of Flanagan’s ‘Toxic’. It applies Ortega y Gasset’s mid-twentieth century solution to the problem of our western disconnection from place to the current neoliberal political framework. This welcomes an inclusive dialogue with kinship structures of the Mi’kmaq peoples reflected also in the ontological narrative of the First Nations people of Tasmania. This multidisciplinary journey necessitates a concept of the SLO founded upon ethical responsibility and a cultural license if it is to genuinely hold to account the corporate sovereign.

Relatively limited attention has been paid to the academic needs of students with emotional and behavioral difficulties. Effective interventions are needed to support these students academically, behaviorally, and socially. The purpose of the concurrent studies reported here was to investigate the effectiveness of academic support in writing for fourth- and fifth-grade students (six boys, two girls) and second- and third-grade students (seven boys, one girl) with writing and behavioral difficulties. The Self-Regulated Strategy Development (SRSD) approach was implemented as a tier-2 intervention within a comprehensive, integrated three-tiered model of prevention including academic-, behavioral-, and social-skills components. Students learned an on-demand writing strategy for their state writing-competency test. Dependent measures included number of story writing elements, total number of words written, and writing quality. Fourth- and fifth-grade students who completed the intervention improved in total number of story elements. There were mixed results for the total number of words written and writing quality. Second- and third-grade students did not improve their total number of story elements, total words written, or writing quality. Students in both studies scored the intervention favorably, while there were mixed reactions from teachers. Findings, limitations, and suggestions for future research are discussed. Implications for the construct of evidence-based practice (EBP) are also explored, including concerns regarding frequent assessment of writing throughout intervention regardless of stage of instruction in the SRSD model.

Purpose – It is often difficult to assign blame to youthful violent offenders, and journalists may be uncertain how to determine the moral culpability of performers of horrific crimes such as school shootings.

Methodology/approach – In order to examine journalists’ assignation of moral responsibility for school shooting events, this article examines the sequencing dynamic (i.e., the order in which elements of news reportage appear) present in article lead sections from 112 New York Times articles about nine rampage school shootings occurring in the United States between 1997 and 2001.

Findings – Analysis revealed that journalists initially tended to select sequences that more clearly assigned blame. Over time journalists tended to rely on details that highlighted the contextual elements, rhetorically reducing the moral responsibility of the perpetrators. School shootings may ultimately be remembered as horrible events, but the youthful nature of the offenders and other contexts of the events will tend to mitigate the shooters’ moral culpability.

Originality/value of chapter – This study is the first to apply Cerulo's (1998) concept of sequencing to glean information about the moral decision-making process involved in the production of news content about school shootings.

Arthur Schlessinger (1983) suggested that the contradictions and paradoxes of American foreign policy reflected contradictions and paradoxes in the underlying character of the people. We would go further to suggest that the early years of colonial life, much like the early years of a person's life, had major consequences ever since. The intersection of Puritanism, available land, and eventually the rise of a commercial culture would forge a unique trajectory of what would be called “American Exceptionalism”, reflecting an “American character”, which itself is subject to three paradoxes or polarities, individualism vs. community, toughness vs. compassion, and moralism vs. pragmatism. The effect of this legacy and the dialectical aspect of American character were first evident when Winthrop proclaimed the city on the hill as the new Jerusalem. The legacy of that vision is taking place today in Iraq.