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The purpose of this study is to examine whether consumers are able to critically evaluate promotional content presented by a podcast host with whom they have a parasocial relationship, and how this interaction impacts the listeners’ behavioral intentions toward the advertised brand.

Using a blended theoretical foundation of Persuasion Knowledge Model and Parasocial Interaction theory, this between subjects’ experimental study examined the effects of a traditional advertisement versus a host-read promotional message for the same brand in a highly rated podcast among listeners who reported varying levels of a parasocial relationship (PSR) with the host.

Results from a moderated mediation analysis suggest that a PSR with the podcast host decreased evaluative persuasion knowledge about the promotional message presented, which indirectly enhanced respondents’ intention to seek more information about the promoted brand.

This study extends the limited research examining the effects of promotional messaging delivered by podcast hosts with whom audiences have a PSR, and how this interaction impacts the listeners’ behavioral intentions. Theoretical contributions and practical implications for podcast marketers are also discussed.

This chapter explores collective information processing among black-hat hackers during their crises events. The chapter presents a preliminary study on one of Tor-based darknet market forums, during the shutdowns of two cryptomarkets. Content and network analysis of forum conversations showed that black-hat users mostly engaged with rational information processing and were adept at reaching collective solutions by sharing security advices, new market information, and alternative routes for economic activities. At the same time, the study also found that anti-social and distrustful interactions were aggravated during the marketplace shutdowns. Communication network analysis showed that not all members were affected by the crisis events, alluding to a fragmented network structure of black-hat markets. The chapter concludes that, while darknet forums may constitute resilient, solution-oriented users, market crises potentially make the community vulnerable by engendering internal distrust.

Fables, poems, novels—these sure aren't your ordinary business books. Here's a look at the new trend in strategic fiction.

This paper reports an investigation of a hybrid ex-state-owned enterprise (ex-SOE) providing ICT (Information and Communication Technology) services in the Italian healthcare sector (in-house provision). The authors aim to offer a framing that reflects the concerns expressed in the interdisciplinary literature on hybrid SOEs from management, public administration and, more recently, accounting.

This study operationalizes Besharov and Smith’s (2014) theoretical model on multiple logics to analyze institutional structures and organizational outcomes at an ICT in-house provider. It builds on extensive textual analysis of regulatory, archival, survey and interview data.

The study results show that the combination of hybridity in the form of layering of multiple logics in the health care sector (Polzer et al., 2016) creates problems for the effectiveness of ICT provision. In particular, the hybrid organization the authors study remained stuck in established competing relationships despite a restructure of regional health care governance. The study findings also reflect on the design of organizational control mechanisms when balancing different logics.

The identified case-study accountability practices and performance system add to the debate on hybrid organizations in the case of ex-SOEs and facilitate the understanding and management of hybrids in the public sector. The authors note policymaking implications.

The authors’ operationalization of Besharov and Smith's (2014) model adds clarity to key elements of their model, notably how to identify evidence in order to disentangle notions of centrality and compatibility. By doing this, the authors’ analysis offers potential insights into both managerial design and policy prescription. The authors provide cautionary tales around institutional reorganization regarding the layered synthesis of logics within these organizations.

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

The paper aims at investigating whether and how the product designation of origin (PDO) label influences consumers' acceptance, attributes' perception and purchase intention of PDO foods.

The study employs an experimental lab study based on the affective test of acceptance methodology with a nine-point hedonic scale. Three PDO foods are compared with similar non-PDO samples concerning cheese, cured ham and olive oil categories.

The presence of PDO labels enhances the consumers' acceptance as well as their perception of sensory attributes. A critical role of the brand name as an enhancer of consumer acceptance also emerges, highlighting the relationship between brand-name and PDO label.

The main limitation is related to the lab study methodology, which employs a small number of participants and occurs far from a “normal” situation of consumption. The acceptance test, moreover, does not provide explanations about motives underlying the differences in consumers' perception and preferences.

Practical implications are suggested for food companies concerning the management of both PDO labels and brand strategies and the product's properties that could improve the sensory perception of consumers and their overall product's acceptance.

The study contributes to the debate on consumer behaviour towards PDO foods by adding evidence about the positive influence of such a certification on individual preferences on the basis of a sensory methodology that has been little employed for studying the domain of product certifications.

Once in a while, you should take stock of your personal computing environment. What is on your system? How did it get there? What do you actually use? How did you arrive at your hardware configuration, and does it still meet your needs? You may find that you can free up some disk space in the process; at the very least, you'll understand your situation better. The author goes through this exercise both as an example of what it can show and because full disclosure is important for this series of articles. You need to know the background for the advice that appears here. The author discloses his current computing environments, how they got that way, and what that may mean. He also points out the real limits within which he operates as a PC commentator. When you go through the software on your system, you should check to see whether it represents ethical computing. The author offers a few notes on ethical issues related to software. The author also provides notes from PC literature for January‐June 1992.

The Final Girls (Todd Strauss-Schulson, 2015) is the story of a group of teenage friends that, during the screening of a Friday the 13th-like 1980s slasher horror, happen to be sucked into the film. Trapped in the gruesome narrative, they have to survive the deranged killer that haunts the premises of the campsite by applying their knowledge of the rules and cliches of the slasher genre. The film is of interest not only because it mixes horror and comedy and exaggerates the horror genre’s conventions – as Scream and other neo-slashers already did. By employing the device of the screen rupture, the film constructs a complex network of self-reflexive moments and intertextual references. The metalinguistic play involves in particular the notoriously sexophobic and gender-led dynamics of the 1980s slashers – those more emancipated girls who have sex are killed; the most prudish girl is the one that eventually manages to defeat the monster, the ‘Final Girl’. In this sense, the film is almost like a video essay that reprises and illustrates one of the most seminal study of the slasher genre, Carol Clover’s 1992 Men, Women, and Chainsaws: Gender in the Modern Horror Film. The chapter presents the defining elements of the slasher subgenre as theorized by Clover and then focusses on the analysis of the metalinguistic elements of The Final Girls vis-à-vis Clover’s classic text.