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The purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.

The article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.

The article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.

The article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.

This chapter contributes to the scholarship of teaching and learning in extracurricular enterprise and entrepreneurship education. It draws on research from two annual ‘Business Challenge Weeks’ (BCW) held at Oxford Brookes University in 2021 and 2022, in which teams of postgraduate students from three faculties worked on external client projects, supported by an academic mentor. It presents and discusses findings derived from a survey and interviews conducted after the second of these years. The chapter takes a transdisciplinary perspective, after Budwig and Alexander (2020), Piaget (1972) and Klein et al. (2001) and explores the relationship between this and the enterprise and entrepreneurship development pipeline set out by QAA (2018). It analyses the experiences of the three main participating groups engaged in the challenge weeks – students, external clients and academic mentors – and explores the organising challenges inherent in multiparty pedagogical initiatives. The chapter contributes to knowledge in this area by revealing and reflecting on the motivations and expectations of the three participant groups, the roles they played during the week and the outcomes they reported. It also expands understanding of transdisciplinary enterprise pedagogy.

This study aimed at investigating employee training, employee participation and organizational commitment (OC) and the moderating effect of workplace ostracism among bank employees.

The study used a descriptive and cross-sectional design with the aid of a standard scale constructed into a questionnaire. Cluster, convenience and simple random sampling techniques were used to select 1,067 respondents, of which 870 were deemed fit for the study. The theories underpinning the study were the social exchange theory (SET) and social identity theory (SIT). Four hypotheses were developed and tested using hierarchical multiple regression analysis, and moderation using PROCESS macro.

The study found that employee training and employee participation had a significant positive relationship with organizational commitment, while organizational ostracism had a significant but negative relationship with organizational commitment among bank employees. The study also found that workplace ostracism moderated the relationship between organizational climate and organizational commitment The study recommended that organizational commitment requires management training their workforce, allowing employee participation in decisions, and minimizing or outrightly eradicating the practice of organizational ostracism. It is, therefore, concluded that workers place great value on training and participation in decision-making and frown at organizational ostracism.

This paper fills in the gaps left by the paucity of empirical investigation of the moderating role that workplace ostracism plays between employee training, employee participation and organizational commitment – a feat that is lacking in developing countries. It serves as a reminder to management to prevent or entirely eliminate workplace ostracism to allay an employee's impression of being a threat to an organization when commitment is low.

Three-dimentional (3D) food printers are innovative technologies that contribute to healthy, personalized and stainable nutrition. However, many consumers are still vigilant about 3D printed food in the age of technology. The purpose of this study is to develop a scale and propose a model for consumption preferences associated with 3D-printed food (3DPF).

The developed questionnaire was handed to 192 Z and Y generation participants (Data1) for the exploratory factor analysis stage initially. Then, the questionnaire was handed to another group of 165 participants (Data 2) for verification by confirmatory factor analysis. Finally, the dimensions “healthy and personalized nutrition,” “sustainable nutrition” and “socio-cultural nutrition” were analyzed by structural equation modeling.

The results indicated that there was a high relationship between “healthy and personalized nutrition” and “sustainable nutrition” as well as between “sustainable nutrition” and “socio-cultural nutrition” when 3DPF was considered.

The study would contribute to the new survey area related to 3DPF by presenting a scale and proposing a model. Also, the study reveals which nutritional factors affect the Z and Y generation’s consumption of 3DPF. In this context, the study aims to make marketing contributions to the food production, restaurant and hotel sectors.

3D食品打印机是创新技术, 有助于健康、个性化和可持续的营养。然而, 在科技时代, 许多消费者仍然对3D打印食品保持警惕。本研究的目的是开发一个刻画与3D打印食品相关的消费偏好的量表并提出一个模型。

本研究首先将开发的问卷交给192名Z和Y世代参与者（数据1）进行探索性因素分析阶段。然后, 将问卷交给另一组165名参与者（数据2）通过验证性因素分析进行验证。最后, 通过结构方程模型分析了“健康和个性化营养”、“可持续营养”和“社会文化营养”这三个维度。

结果表明, 在考虑3D打印食品时, “健康和个性化营养”与“可持续营养”之间以及“可持续营养”与“社会文化营养”之间存在很高的关系。

本研究通过提出一个量表并提出一个模型, 为与3D打印食品相关的新调查领域做出了贡献。此外, 研究揭示了影响Z和Y世代对3D打印食品消费的营养因素。在这一背景下, 本研究旨在为食品生产、餐厅和酒店等领域做出营销贡献。

Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.

This study aims to provide a holistic review of social media influencers (SMIs) research based on a unique approach of bibliometric analysis and content analysis between 2011 and 2020. The review examines the main influential aspects, themes and research streams to identify research directions for the future.

The sample selection and data collection were done from the Scopus database. The sample dataset was refined based on the inclusion and exclusion criteria to determine the final dataset of 183 articles. The dataset was exported in the BibTeX format and then imported into the BiblioShiny app for bibliometric analysis. The content analysis was done following the theory-context-methodology framework.

The several findings of this study include (1) Co-word analysis of most used keywords; (2) Longitudinal thematic evolution; (3) The focus of the research papers as per the theory-context-methodology review protocol are persuasion knowledge model, fashion and beauty industries, Instagram and content analysis, respectively; and (4) The network analysis of the research studies is known as the co-citation analysis and depicts the intellectual structure in the domain. This analysis resulted in four clusters of the research streams from the literature and two emergent themes (Chen et al., 2010)

In general, the previous reviews in the area are either domain, method or theory-based. Thus, this study aims to complement and extend the existing literature by presenting the overall picture of the SMI research with the help of a unique combined approach and further highlighting the trends and future research directions based on the findings of this study.

This chapter traces the origin of racism and reviews the historical and contemporary debates around race and racialisation in western thought. There are persistent disagreements surrounding the origin and nature of racism. Because of the evolution of racist ideas, behaviours and institutional practices and policies, there are various views about the meaning and analytical application of racism. This chapter explores how ideas of race – understood as innate and immutable human differences that can be classified and ranked hierarchically based on race – has emerged in western history and evolved over time. It examines how this has influenced social and political practices and associated policies across the evolution of modernity. The chapter specifically discusses the Atlantic slave trade and how it shaped the historical development of race and racism within the context of colonialism. It concludes with a discussion and critical review of some of the racist systems and policies which have been enforced across different multiracial countries.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.