Search results

Purpose – This chapter examines how sentiment analysis and web-crawling technology can be used to conduct large-scale data analyses of extremist content online.

Methods/approach – The authors describe a customized web-crawler that was developed for the purpose of collecting, classifying, and interpreting extremist content online and on a large scale, followed by an overview of a relatively novel machine learning tool, sentiment analysis, which has sparked the interest of some researchers in the field of terrorism and extremism studies. The authors conclude with a discussion of what they believe is the future applicability of sentiment analysis within the online political violence research domain.

Findings – In order to gain a broader understanding of online extremism, or to improve the means by which researchers and practitioners “search for a needle in a haystack,” the authors recommend that social scientists continue to collaborate with computer scientists, combining sentiment analysis software with other classification tools and research methods, as well as validate sentiment analysis programs and adapt sentiment analysis software to new and evolving radical online spaces.

Originality/value – This chapter provides researchers and practitioners who are faced with new challenges in detecting extremist content online with insights regarding the applicability of a specific set of machine learning techniques and research methods to conduct large-scale data analyses in the field of terrorism and extremism studies.

Purpose – This chapter examines how those who study issues related to radicalization and counter-radicalization have recently drawn from the experiences of former extremists to inform our understanding of complex issues in terrorism and extremism studies.

Approach – The authors synthesize the empirical research on radicalization and counter-radicalization that incorporates formers in the research designs. In doing so, the authors trace these research trends as they unfold throughout the life-course: (1) extremist precursors; (2) radicalization toward extremist violence; (3) leaving violent extremism; and (4) combating violent extremism.

Findings – While formers have informed our understanding of an array of issues related to radicalization and counter-radicalization, empirical research in this space is in its infancy and requires ongoing analyses.

Value – This chapter provides researchers, practitioners, and policymakers with an in-depth account of how formers have informed radicalization and counter-radicalization research in recent years as well as an overview of some of the key gaps in the empirical literature.

This chapter explores the relevance of critical race theory (CRT) and queer theory to the relational aspects of program evaluation. Often conceptual binaries that undergird traditional evaluation theory and practice (e.g., internal versus external evaluation, subjective versus objective analysis, observation versus intervention, and insider versus outsider positionalities) adversely influence rigid social roles between evaluator and participant limit a study's effectiveness in supporting programs for equity in contemporary school districts. To illustrate this approach, an array of problems within a program evaluation of a district-wide ethnic studies reform initiative is presented. Approaches to these challenges rooted in tenets of CRT and queer theory illustrate how the district was able to clarify goals and develop an effective implementation plan that focused on effective ethnic studies curriculum and pedagogy.

The article aims to address two questions: “What are the important extrinsic variables in consumer food studies?” and “Which are focused on the most?”

An extensive search of previous literature was conducted to find data on papers related to extrinsic variables in food studies. Both an electronics search through computerized library databases (Web of Science, Food Science and Technology Abstract), and reference lists from relevant research papers were used.

The article finds that acceptance and intention to purchase measures regarding foods are associated with consumption and purchase process and are used as an indirect way of obtaining data to understand consumer behavior. Although the importance of intrinsic variables such as color, aroma, flavor and texture in food acceptance and choice are very well recognized, several studies have shown that other variables also play an important role in food acceptance, preference, choice and intention to purchase. This article presents the more studied extrinsic variables using the conjoint analysis and repertory grid methods.

This article shows data only on repertory grid and conjoint analysis. There are other methodologies such as focus group, laddering interviews and questionnaires that can be used to investigate the role of extrinsic variables on consumer attitude.

Context variables are the most studied extrinsic variables. Production method, nutritional information, protected denomination of origin/certification and origin are some of these variables and are directly linked with consumer concerns about the product. The authors believe that the change in consumer behavior globally drives the search for motives that better explain choices.

The “Colleague Review of Teaching” programme (CRT) aimed to enhance reviewees’ confidence to teach. The paper aims to discuss this issue.

Case studies using mixed-method, interview and questionnaire, repeated measures intervention were employed whereby academics in an Australian university science faculty volunteered to participate in a multi-faceted teaching review programme. Underpinned by confidence and self-determination theory, the CRT included peer coach training, reviewee choice, and a strengths-based approach to peer reviewing and coaching colleagues.

The reviewees declared an enhanced confidence to teach, teaching skills and unit design knowledge in an environment that was supportive of psychological needs. The peer coaches reported the CRT to be a positive experience that should continue. The strengths-based approach to peer observation of teaching and peer coaching facilitated department collegiality and was positively received by all participants who completed the programme.

The indifferent response to the CRT protocol completion reconfirms that peer review is a complex science and needs careful negotiation.

Review, peer coach and mentor training, review practice, choice protocols and the multi-faceted approach (pre-observation meeting, observations, written report and post-observation meeting) were positively received.

This paper provides rich insight into the experiences of a teaching review process.