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Snow White is one of the most popular fairy tales worldwide. Therefore, it is not surprising that the story has been reconsidered multiple times during the current trend of producing fairy tale adaptations. Especially the Evil Queen has become an object of further examination in many recent instalments of the story. In this chapter, I analyse the revision of Snow White's stepmother in the book series The Lunar Chronicles (2012–2016), the films Mirror Mirror (2012), Snow White and the Huntsman (2012) and The Huntsman: Winter's War (2016), as well as the TV-series Once Upon a Time (2011–2018). Compared to other villains in recent fairy tale adaptations, who are, like Maleficent, redeemed, the queen remains an embodiment of evil and terror in most adaptations. I outline the depiction of the Evil Queen in present-day US-American fairy tale narratives, assessing what makes her the most villainous woman in all the fairy tale realms and questioning why many of these stories try to understand but do not forgive her. The focus of this investigation is on the backstory that she is equipped with, her crimes, and her ultimate fate. Although she has been abused, traumatized, and betrayed, she seems to remain an uber villain, not only attempting to kill her stepdaughter but also destroying nature, starving her people, and spreading a deadly virus. This kind of representation might result from the fact that her opponent is by the very name the purest fairy tale princess ever known.

Most fairy tale narratives have a hero, a damsel in distress and the ever-present opposing villain. The villains, or antagonists, share several commonalities across the various narratives as well as one over-arching trait of evil. However, as television viewers have become more intuitive, and demand for more sophisticated narratives have increased, contemporary portrayals of villains, as in the television series Once Upon a Time (Horowitz & Kitsis, 2011–2018), have shifted away from presenting villains as one-dimensional and restricted characters.

Instead, the construct of evil is depicted as a multifaceted and evolutionary trait of the character. Whereas previously evil was the fundamental core of the character it is now presented as a fluid concept. This chapter investigates how the construct of evil, and therefore the villain, has been redefined through a contemporary television narrative.

The purpose of this paper is to elaborate the need to educate and encourage students to seek an ethical realm in which the researcher not only accurately analyses and documents a problem, but also actually advocates involvement to mitigate negative impacts.

Geographic information systems (GIS) applications are used in the paper to demonstrate that data from a stream of diverse sources can be manipulated by selectively stressing certain information, by deliberately excluding pertinent information, or by interlacing statements taken out of context to concoct an entirely different meaning.

The paper finds that, in response to an escalation of academic misconduct among students and researchers competing for jobs and grants, numerous disciplines have established codes of ethics.

Understanding that formal curricula designed to raise an awareness of moral issues and affect ethical reasoning have proven to be successful, a GIS code of ethics and an ethics workshop outline are presented.

The validity of a GIS, or any other depiction of data, should be carefully examined, as data classification schemes can be problematic. This paper emphasises the need for students and researchers to be well versed in the scientific method, which involves self‐awareness combined with honesty, scepticism, and integrity.

This paper aims to discuss rising sea levels at the global, regional, and community scale and illustrate the necessity for public comprehension and involvement. It also aims to demonstrate geographic information systems (GIS) as an efficient tool for modeling and disseminating information with the expectation that coastal communities will benefit by joining in a process to integrate this knowledge into broad‐based decision making.

GIS is capable of creating, analyzing, and displaying sea level rise scenarios enabling local officials to address the negative effects of elevated sea levels by allowing them to identify both built and biotic communities that are at risk, assess the situation, and develop mitigation strategies. The paper makes use of a case study of Daytona Beach, Florida, to examine the impacts of storm surge.

A GIS model, produced for south Florida integrating land use and elevation data to illustrate locations that lie below five feet, reveals that heavily populated urban areas in Miami‐Dade County could be inundated during extreme high tide and storm surge events. The GIS also indicates that much of the Florida Keys has elevations below five feet and is at risk of flooding if sea levels rise at projected rates.

The case study of Daytona Beach, Florida, can be replicated at other coastal locations by using GIS to assimilate spatial data and generate meaningful graphic models to be interpreted by those responsible for minimizing the risks from rising sea levels.

There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.

This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.

Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.

Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.

The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.

This paper sets out to investigate the meaning, role and implications of contextual information associated with digital collections.

This paper is based on an extensive review and analysis of both the scholarly literature from many disciplines about the concept of context and the professional literature (including standards) related to the description of information artifacts. The paper provides an analysis of context, distinguishing three main ways in which that term has been used within the scholarly literature. It then discusses contextual information within digital collections, and presents a framework for contextual information. It goes on to discuss existing standards and guidance documents for encoding information related to the nine classes of contextual entities, concluding with a discussion of potential implications for descriptive practices through the lifecycle of digital objects.

The paper presents a framework for contextual information that is based on nine classes of contextual entities: object, agent, occurrence, purpose, time, place, form of expression, concept/abstraction, and relationship.

Research and development about and in support of digital collections will benefit from a clear articulation of the types, roles, importance and elements of contextual information.

Future users of digital objects will probably have numerous tools for discovering preserved digital objects relevant to their interests, but making meaningful use and sense of the digital objects will also require capture, collection and management of contextual information.

This paper synthesizes and extends a previously diffuse literature, in order to clarify and articulate core concepts in the management of digital collections.