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This paper, an exploration into Black women cultural consumers of Tyler Perry Productions, examines the ways cultural consumption practices contribute to transformative ideologies and behaviors.

This regionally diverse ethnography using yo-yo fieldwork in Los Angeles, Atlanta, New York, and New Orleans, is based upon the author’s experiences over the course of five years engaging theater attendees and the casts and crew members of multiple Perry productions.

The author first discusses the dichotomous and provocative responses to Perry’s work by scholars, critics, and consumers of Tyler Perry Productions. After an ethnographically rich discussion of the setting surrounding a performance of the stage play Madea’s Big Happy Family, the author discusses how Black women report Perry’s work as a site of resistance to, and resources for responding to, microaggressions and other structures of oppression.

Building on the work of black feminist theory (Bobo, 2001, B. Smith, 1998) and black feminist theater aesthetic (Anderson, 2008), this paper, by crafting a Black Women’s Theatre Aesthetic that, for the first time, engages with and gives primacy to the consumers of theatrical productions, opens a portal for understanding the creative ways Black women call into play cultural consumption practices as tools and devices for transformative praxis.

Communications professor, Norman Denzin, describes interactional moments that create potentially transformational experiences as epiphanies, which are subdivided into the major, the minor, the cumulative, the illuminative, and the relived. In his paradigm for the examination of racialized identity formation, psychologist William Cross offers a Nigrescence Model with a four-stage approach to understand the development of Black racial identity. Cross’ model has been modified to assess other aspects of identity formation such as gender consciousness. My story illuminates how the convergence of these theories offers a new lens through which to view the maturation of raced and gendered subjectivities. This performance text uses an Africana feminism performance pedagogy rooted in Yoruba feminist philosophy to expose the reproductive violence perpetuated against Black women and recover the healing, generative force of female power.

Purpose – Emergency situations are known to have significant effects on public attitudes toward the police. However, little is known about these effects over prolonged periods of time, and how they vary across different types of attitudes. Moreover, it is unclear what the root causes of fluctuations in public sentiments of the police in emergency situations are. The present chapter reviews the findings of a research project designed to address these questions.

Methodology/Approach – A three-wave panel survey carried out in Israel in the first three peaks (and corresponding lockdowns) of the COVID-19 pandemic: April, September and December, 2020.

Findings – Following what appears to be a rise in support for the police at the first peak of the pandemic, the authors find a significant drop in numerous types of attitudes in the second peak. Between the second and the third peaks, broad evaluations of the police (not directly related to the pandemic) stabilized, while some pandemic-specific attitudes continued to deteriorate. The drop in diffused support for the police was associated with participants’ assessments of the government’s performance in handling the pandemic.

Originality/Value – Beyond shedding light on fluctuations in public attitudes toward the police over the course of the COVID-19 pandemic, these findings add to our more general understanding of what happens to the relationship between the police and the public in emergency situations.

This study provides a comprehensive framework of adaptation in triadic business relationship settings in the service sector. The framework is based on the industrial network approach (see, e.g., Axelsson & Easton, 1992; Håkansson & Snehota, 1995a). The study describes how adaptations initiate, how they progress, and what the outcomes of these adaptations are. Furthermore, the framework takes into account how adaptations spread in triadic relationship settings. The empirical context is corporate travel management, which is a chain of activities where an industrial enterprise, and its preferred travel agency and service supplier partners combine their resources. The scientific philosophy, on which the knowledge creation is based, is realist ontology. Epistemologically, the study relies on constructionist processes and interpretation. Case studies with in-depth interviews are the main source of data.

The theory and practice of emergency management and homeland security continues to evolve. Specifically, public safety professionals must adopt an all-hazards approach to managing disasters and emergencies, and the creation of a safe and resilient nation is not solely the responsibility of the public safety community. Rather, it is the responsibility of the whole community. Using the Boston Marathon Bombing of 2015 as a case study, this chapter examines the extent to which law enforcement officers have embraced Federal Emergency Management Agency (FEMA)’s concept of creating a culture of preparedness. In doing so, it reviews after-action reports from the incident to identify areas contributing to creating this culture as well as potential gaps and lessons learned. This chapter concludes with a set of recommendations for building and sustaining a culture of preparedness moving forward.

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

Scholars often suggest that violent extremism or terrorism – “the threatened or actual use of illegal force and violence to attain a political, economic, religious or social goal through fear, coercion or intimidation” (LaFree, G., & Dugan, L. (2007). Introducing the Global Terrorism Database. Terrorism and Political Violence, 19, 181–204, 184) – is a battle for legitimacy. However, the ambiguous definition of legitimacy often makes its application to counterterrorism measures difficult at best. The purpose of this chapter is to define legitimacy to connect policies designed to counter violent extremism.

The main impediment in the study of the influence of legitimacy on terrorism is the debate over the meaning and measurement of legitimacy. This debate is reviewed, and a recent resolution is presented, grouping the many conceptualizations of legitimacy into three broad categories and identifying empirical indicators for each. These categories are then used to distinguish counterterrorism policies that can be used to boost legitimacy.

This chapter organizes counterterrorism policies into a recently developed framework as a tool for researchers, practitioners, and policymakers.