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The complicated environment surrounding high-technology firms, involving a high degree of market uncertainty, a high degree of technological uncertainty, a high degree of competitive volatility, high R&D expenditures and the rapid obsolescence of products, creates a great need for sophisticated marketing (Mohr & Shooshtari, 2003). Yet these firms continue to have underdeveloped competencies in marketing (Mohr & Sarin, 2009).

The purpose of this study is to investigate narcissism in relation to consumer identity projects. Narcissism is rarely the focus of consumer culture studies, though it resonates with theories of individualistic, consumption-driven identities, and is argued to be a pervasive social trend within a hegemonic consumer culture that places the individual center stage. We explore these themes in the context of emerging adult identity projects given arguments about increasing narcissism in younger generations.

Identifying eight participants using the Narcissistic Personality Inventory – four with high and four with low scores – we conduct in-depth interviews to explore their identity projects, narcissistic traits, and brand relationships.

Through idiographic analysis, we find that those with lower narcissistic tendencies seem to have a communal orientation to both people and brands, whilst those with greater narcissistic tendencies tend to be individualistic and agentic. We relate the narcissistic consumer to Fromm’s “marketing character,” proposing four themes that emerge from the analysis: liquidity; an other-directed sense of self; conformity; and the commodification of self.

This paper discusses the societal implications of individualistic consumer identity projects, highlighting narcissism, a concept relatively neglected within consumer culture theory. Narcissism carries with it a host of societal implications, not least of which is a focus on the self and a lack of concern with the wellbeing of others.

While access to devices and connectivity remain key issues in Latin America and the Caribbean, a growing body of literature also recognises the importance of media literacies and competencies necessary to navigate an information-rich society. This media literacy movement highlights skills that lead to critical analysis and the assembly and production of knowledge. In the Caribbean region, information literacies have been linked to competency in exploiting opportunities for informal and lifelong learning. This paper builds on the literature dealing with media literacies by drawing on ethnographic interviews with women in Trinidad and Tobago.

The methodology consists of an 18-month long ethnography including participant observation data as well as transcripts of 90 interviews.

The research shows how women in a lower middle class community dubbed ‘Belleton’ build and refine their digital media skills through lifelong adult learning. These informal learning processes that are facilitated by digital technologies that are spaces of learning where these women construct knowledge and build fluency and larger life skills.

This research makes a contribution to the literature on media literacy and digital skill-building. It ethnographically analyses the social practices of Trinidadian women who interact with digital media in a wide range of daily life activities including DIY consumption and small-business entrepreneurship.

Purpose: Media violence theorists made five methodological errors, which have muddled theory construction. As such, the validity of the claim that media violence must share blame for a rise in aggression in society is suspect.

Approach: Here, the authors explain those five errors: (1) Subclinical psychopathologies interact with media messages in detectable ways. Media violence researchers never paid attention to the composition of their participant samples. Consequently, they were never aware of the inherent vulnerabilities, or immunities, to media violence of their participants. (2) Media violence researchers used convenience samples when they should have used random samples to study media violence. The nature of the research questions they were asking required the use of random samples. But, with the use of convenience samples, those samples never matched the populations they were designed to examine. (3) Media violence researchers used expansive variable lists that probably triggered family-wise interaction effects, thus reporting interactions between independent and dependent variables that were meaningless. (4) Most media violence data are correlational. So, researchers used converged data from correlational studies to infer causation. But their convergence procedures were improperly executed, which led to incorrect interpretations. (5) Media violence researchers, from the outset of their work in the 1980s, pathologized media violence first, then set about trying to find out how it presumably harmed society. Those researchers should have considered the idea that media violence is nothing more than mere entertainment for most people.

Value: In addition to questioning the claims made by media violence researchers, these five errors serve as a cautionary tale to social media researchers. Scholars investigating the effects of social media use might consider the possibility that social media are nothing more than new modes of communication.

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)

This chapter focuses on visualization. Seeing the humanities differently is one of the amazing benefits of working with tools mentioned within this category. Whether it be more traditional visualizations like images or video or that which is considered a bit more advanced like augmented or virtual reality, the enhanced perspective gained through the use of these tools offers digital humanities scholars unprecedented disciplinary perspectives while helping to shape new research areas, questions, and understanding of humanity and culture. In addition to visualization and issues related to it, this chapter also examines gaming and how games and play are impacting the digital humanities in exciting ways.

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.