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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.

Klas Backholm is post-doctoral researcher at the Department of Developmental Psychology at Åbo Akademi University, Vaasa, Finland.

This book contributes to the current academic discussion on school shootings by analysing this contemporary phenomenon in a broader context of media saturation in contemporary social and cultural life. We argue that in order to understand school shootings as a cultural and sociological phenomenon, we need to analyse this type of public violence from a variety of academic perspectives. By drawing on a range of empirical analyses of different school shooting incidents in the United States, Germany, Finland, and Canada, the authors in this volume demonstrate the diverse ways in which the media and school shootings are connected in contemporary society. Numerous frameworks are applied in these original analyses, including media violence, journalism, visual culture, and social networking. Our shared goal is to understand the complex interplay between media, society and school shootings, and certainly how this interaction is carried out in a range of cultural and societal contexts and settings.

Previous research suggests that women receive less critical attention and acclaim in popular music. The authors expect that gender differences in the amount and content of media discourse about popular musicians occur because music critics draw on the cultural frame of gender as a primary tool for critical evaluation. In order to explore the role of gender as a frame through which aesthetic content is evaluated, the authors conduct detailed content analyses of 53 critical reviews of two versions of the popular album 1989 – the original released by Taylor Swift in 2014 and a cover version released by Ryan Adams less than a year later. Despite Swift’s greater popularity and prominence, the authors find that reviews of her version of the album are more likely to focus on her gender and sexuality; less likely to describe her as emotionally authentic; and more likely to use popular aesthetic criteria in evaluating her music. By contrast, Ryan Adams was more likely to be seen by critics as emotionally authentic and to be described using high art aesthetic criteria and intellectualizing discourse. The authors address the implications of the findings for persistent gender gaps in many artistic fields.

The study aimed to identify occupational stressors and measure experiences of clinical burn‐out among a group of mental health nurses and occupational therapists in a medium secure service. All the nursing staff (n=115) and occupational therapists (n=9) on three wards in a medium secure hospital were asked to partake in the study, and to complete a modified version of the Psychiatric Nurse Occupational Stress Scale (PNOSS), the Maslach Burnout Inventory (MBI) and a demographic questionnaire designed for the study.Results from the PNOSS revealed that organisational issues elicited the greatest stress and were most strongly related to high burn‐out scores, identified by the MBI. Limited resource and staff conflict were also associated with stress and burn‐out. Patient care had a relatively small impact. MBI findings were that a substantial proportion (54%) were experiencing high burn‐out in relation to emotional exhaustion.

Examines the tenth published year of the ITCRR. Runs the whole gamut of textile innovation, research and testing, some of which investigates hitherto untouched aspects. Subjects discussed include cotton fabric processing, asbestos substitutes, textile adjuncts to cardiovascular surgery, wet textile processes, hand evaluation, nanotechnology, thermoplastic composites, robotic ironing, protective clothing (agricultural and industrial), ecological aspects of fibre properties – to name but a few! There would appear to be no limit to the future potential for textile applications.

The purpose of this paper is to explore the challenges to information and communication technologies (ICT) implementation in multinationals. The paper focuses on contextual variables relevant to the understanding of the implementation of ICT in organizations operating in the Middle East, such as organization culture and power relations.

The study is based on interviews with 31 employees of a multinational company that operates in the Middle East. In addition, 60 days of electronic mail of two senior managers were studied and random samples of messages from the computers of six participants collected. Altogether 200 e‐mail messages, spanning seven months were surveyed.

It was found that the transplantation of ICT was based on the construction of technology as symbolizing the value of modernity. Although employees did not resist the implementation of ICT tools, several problems related to language and access to data had an impact on their work. Furthermore, the ICT tools implicitly assumed a utilitarian discourse that values computer‐mediated more than face‐to‐face communication, but the organization rejected this aspect of the tools.

We argue that more flexible designs of ICT should take into account the particular discourse system employed in order to achieve a better fit between the ICT tools and the users.

The paper focuses on a neglected area of research, the implementation of ICT tools in culturally diverse organizations and discusses contextual variables relevant to the understanding of the implementation of ICT in organizations such as organization culture and power relations which have not been extensively discussed in the literature.

Social studies may be taught in relevant and powerful ways regardless of the current barriers and challenges teachers encounter with this subject. While it would be best to give social studies the same importance and time as other subjects, schools today often do not teach social studies or it is taught within an integrated topic. The purpose of this paper is to address current issues regarding integrating social studies in elementary classrooms. The authors then provide one example of an attempt to integrate social studies and mathematics. Finally, the authors conclude with important points to consider while integrating social studies and mathematics using a critical multicultural lens.

The authors engaged in the social studies and mathematics day to support teacher candidates in their practicum experience. In this study, the authors followed the Action Research paradigm; constantly reflect on the practices while preparing elementary school teachers. The authors understand action research as “a continuous process of inquiry, reflection, and evaluation to understand and improve practice” (Goenaga Ruiz de Zuazu, 2016, p. 8). As teacher educators, the authors particularly focused on self-study research, as indicated by Pine (2009), which can be implemented to improve educators’ own teaching to facilitate personal-professional growth.

Reflecting on the authors’ experiences and the barriers to teaching social studies, the authors continuously return to discussing the importance of balancing both content areas. In the activities designed by teacher candidates, the authors found they put more emphasis on the mathematics portion, leaving the social studies portion till the end and only if time permitted. In not addressing this situation with them, the authors perpetuated the low status of social studies. The authors needed to permit more time for teacher candidates to allow students to reflect on social and critical issues and promote discussions throughout the lesson, giving social studies equal status to mathematics.

This paper contributes to the teacher education literature and how students planned and implemented a social studies and math day.

The purpose of this paper is to review studies on the use of virtual reality (VR) and gamification to engage students in higher education for marketing issues to identify the research topics, the research gaps and to prepare a future research agenda.

A literature review is performed based on two search terms applied to Web of Science, resulting in a final pool of 115 articles. A text-mining approach is used to conduct a full-text analysis of papers related to VR and gamification in higher education. The authors also compare the salient characteristics presented in the articles.

From this analysis, five major research topics are found and analysed, namely, teaching methodologies and education, experience and motivation, student engagement, applied theories in VR and gamification. Based on this and following the theory concept characteristics methodology framework, the paper provides directions for future research.

There is no comprehensive review exploring the topics, theories, constructs and methods used in prior studies concerning VR and gamification applied to higher education services based on all the articles published in well-regarded academic journals. This review seeks to provide deeper insights, to help scholars contribute to the development of this research field.

En este documento se revisan los estudios sobre el uso de la realidad virtual (RV) y la Gamificación para involucrar a los estudiantes en la educación superior en marketing, se identifican los principales temas de investigación tratados, las lagunas de investigación y se sugiere una agenda futura de investigación.

Una revisión de la literatura basada en dos búsquedas en Web of Science (WOS) permitió identificar 115 artículos. La minería de textos se utilizó para realizar un análisis de texto completo de los artículos relacionados con RV y gamificación en la educación superior. Los autores también compararon las características más destacadas de los artículos.

A partir de este análisis, se encuentran y analizan cinco grandes temas de investigación: metodologías de enseñanza y educación, experiencia y motivación, compromiso de los estudiantes, aplicadas a la RV y la gamificación. Basándose en esto y siguiendo el marco del TCCM, el artículo proporciona una agenda futura de investigación.

No hay una revisión exhaustiva que explore los temas, las teorías, construcciones y métodos utilizados en estudios anteriores relativos a RV y gamificación aplicados a servicios de educación superior basados en todos los artículos publicados en revistas académicas. Esta revisión proporciona una panorámica más detallada y sugiere a los académicos nuevas líneas de trabajo para seguir desarrollando este campo de investigación.