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The law-oriented short stories and novels of lawyer/English professor John William Corrington are receiving increasing attention from legal scholars. However, no one has analyzed the science fiction screenplays he co-wrote with his wife, Joyce, from a legal perspective. This article analyzes two such screenplays and concludes that they are “Socratic” texts whose narrative structures and epistemological processes work in much the same way that the traditional participatory exchange works in law school. My analysis explores the links between law, allegory and science fiction as intersecting methods to imagine the possibilities for the future.

Tribalism is at the forefront of public discussion across the political spectrum in America today. Zombie stories have also risen to unprecedented popularity. Amid present-day racial, political, and otherwise tribal tensions, the story I Am Legend has particular resonance. As the original inspiration behind the modern zombie trope, it was published as a novella in 1954 and has been remade as a film multiple times, in 1964, 1971, and 2007. Using grounded theory, I explore each film regarding what moral attitudes are portrayed concerning confrontation between rival milieus. My findings center on four themes: identification, compassion, ambivalence, and condemnation. Overall, in chronological order, the different renditions of the story exhibit decreasing compassion for the other and decreasing ambivalence about relations with the other. The most dramatic change is between the 1971 and 2007 remakes. Implications for what the changes in the morals presented in the story might reflect in terms of social changes in America are discussed.

In this paper, we call for renewed attention to the structure and structuring of work within and between organizations. We argue that a multi-level approach, with jobs as a core analytic construct, is a way to draw connections among economic sociology, organizational sociology, the sociology of work and occupations, labor studies and stratification and address the important problems of both increasing inequality and declining economic productivity.

This chapter focuses on the social responsibility of public universities and community colleges to expand access to higher education through collaboration. Higher education has historically been riddled with hierarchies, including selective admissions, institutional rankings and faulty narratives about the inferiority of community colleges. More recently, there has been a shift in the relationship between community colleges and universities as universities begin to see the value of reaching out to their communities, diversifying their student bodies and providing alternative pathways to a bachelor’s degree. The authors begin by arguing that public universities should collaborate with their community college counterparts to right historical wrongs, serve the broader community and maximize the use of public resources. The authors then present a case study of a concurrent-use partnership model between institutions and highlight the everyday practices that contribute to successful implementation. The authors conclude by describing the benefits of collaboration for institutions and students with the goal of showing that social responsibility and organizational effectiveness go hand in hand.

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.

The figure of the femme fatale is attached to a range of contested meanings around femininity, sexuality and violence. Despite its ambiguity and its origins in art, myth and fiction, the term has proven popular in giving a name to violent articulations of female power in non-fictional settings by journalists. In this chapter, I outline the figure of the femme fatale as an archetype of women's violence that appears throughout Western popular culture, and provide an overview of the term's definitions and cultural meanings. In doing so, I trace the figure's movement across different forms and genres of popular culture. I identify a number of themes in the existing scholarship around the figure: feminist criticism of the figure; the value that feminist film scholars have found in the figure as a symbol of power and sexual transgression; the relationship between the femme fatale, race and the colonial imagination; and the way the idea of the femme fatale has been used in reporting of real-life women's violence.