Everyday terrorism: Campus sexual violence and the neoliberal university

This article investigates the ways sexual violence experienced on college campuses in the United States is situated within the neoliberal university. Feminist theories are utilized to explore the relationship between sexual violence and neoliberal ideologies. The authors evaluate how neoliberal tenets imbedded in higher education have contributed to, and exacerbated, an environment where sexual victimization is common. An institutional level of analysis is utilized to examine the neoliberal influence on campus sexual violence and investigate the utility of the term everyday terrorism. The authors also address “crimes of omission”, institutional betrayal, and the significance of institutional bravery/courage. The authors provide recommendations for future research in the areas of everyday terrorism and campus violence.     

Research Constituents and Authorship Patterns in the Production and Operations Management Journal

The Production and Operations Management Society is the largest professional society dedicated to creating and disseminating knowledge in product and process design, operations, and supply chains for the management of manufacturing and services. Its research journal, Production and Operations Management (POM), covers all topics in the discipline and all research paradigms to serve the entire community. Since its inception in 1992, POM has become recognized as a top tier outlet for operations management research. We identify research institutions in the operations management community that have played major roles in developing the journal based on the research of their faculty members and doctoral graduates. Our findings show that the constituency of the journal reflects the constituency of the society.     

President Bush's major post-Katrina speeches: Enhancing image repair discourse theory applied to the public sector

When Hurricane Katrina swept the Gulf Coast, President Bush's newly formed Department of Homeland Security received its first test and failed. In Katrina's aftermath, Bush not only had to manage one of the nation's worst natural disasters, but also had to quell political backlash about the federal government's response to Katrina. This study examines: (a) how Bush presented the federal response to Katrina in his speeches; (b) how Bush responded to the public's criticism in his speeches; and (c) how effective Bush's speeches were in repairing his tarnished image.     

Tiny Publics: Small Groups and Civil Society

It has been conventional to conceptualize civic life through one of two core images: the citizen as lone individualist or the citizen as joiner. Drawing on analyses of the historical development of the public sphere, we propose an alternative analytical framework for civic engagement based on small-group interaction. By embracing this micro‐level approach, we contribute to the debate on civil society in three ways. By emphasizing local interaction contexts—the microfoundations of civil society—we treat small groups as a cause, context, and consequence of civic engagement. First, through framing and motivating, groups encourage individuals to participate in public discourse and civic projects. Second, they provide the place and support for that involvement. Third, civic engagement feeds back into the creation of additional groups. A small‐groups perspective suggests how civil society can thrive even if formal and institutional associations decline. Instead of indicating a decline in civil society, a proliferation of small groups represents a healthy development in democratic societies, creating cross‐cutting networks of affiliation.     

How organizations framed the 2009 H1N1 pandemic via social and traditional media: Implications for U.S. health communicators

Through a quantitative content analysis, this study reveals how 13 organizations differently framed the 2009 H1N1 flu pandemic crisis via their traditional (n = 211) and social media (n = 534) responses. When framing the crisis as a disaster, a health crisis, or a general health issue organizations relied more on traditional than social media. However, they tended to use social media as much as traditional media when framing the pandemic as a general crisis. In addition, organizations relied more on traditional media to address emotions than on social media. Together, the study's findings provide applied and theoretical insights for scholars and crisis managers.     

Contested affordances: teachers and students negotiating the classroom integration of mobile technology

ABSTRACT

This paper extends an emerging approach emphasizing contextual variation in the affordances of digital technologies and new media through an empirical application focused on relational dynamics of power and resistance. Specifically, I focus on the case of student and teacher negotiations over smartphones and social media in the classroom ? a case where actors on either side of a power relationship assign conflicting meanings to the same technology. Interviews were conducted with 37 students and 19 teachers at a public high school with a technology policy designating students’ personally-owned smartphones as educational devices. As the affordance of contextual mobility allowed students to access shared online social spaces within the classroom, smartphones threatened the cultural logic of separation bounding the social from the educational. With their sense of control threatened, teachers sought to re-constitute separation through strategies of restriction and differentiation. Viewing online-offline integration as a taken-for-granted part of social life, students used strategies of adaptive resistance to combat school policies and maximize technology use. However, students also worked to re-constitute separation through peer cultural norms limiting the in-school consequences of online peer social interactions. Underneath the contestation between restriction and resistance, both teachers and students worked to set conditions on the affordance of contextual mobility.     

Bridging the Intergenerational Gap: Reflections for the Field

In this paper, the authors describe the first year of a project and the process undertaken to implement intergenerational (IG) programs in two sites: a continuing care retirement community and an early care and education center, which are located geographically close to one another in a small Midwestern town in the United States. The authors discuss the application and results based on the management framework for IG programming articulated by Jarrot and colleagues (2006) and its utility for planning and implementing IG programming in both sites. Reflections about the planning and implementation and outcomes of IG programs are also included.