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The purpose of this study is to empirically examine the manner in which companies mitigate negative sentiment in social media and to map the forces that may lead to pre-emptive strategies.

Case studies were drawn from the retail fashion industry using data collected from semi-structured, in-depth interviews with practitioners and a netnographic examination of company artefacts and social media conversations.

The findings identify five principal domains of influence upon which the firms based their approach to social media negativity. The authors suggest that these domains can be fundamentally categorised as either relational domains built on human exchanges or transformational domains rooted in less tangible elements of corporate culture and operational practices that can have a significant impact upon a brand’s socially mediated exchanges.

The research provides guidance based on empirical observation of effective strategies utilised by firms, emphasising robust systems integration, a holistic management ethos, and leveraging of third-party alliances.

Bringing together disparate cross-disciplinary elements, the research contributes to knowledge by highlighting opportunities for the development of a proactive rather than reactive approach to online brand negativity and deepens the understanding of applied brand management techniques adopted to address negative social media encounters. The authors provide a series of contemporary and empirically grounded recommendations for practitioners that offer substantive insights.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

Despite being a seminal explanation of the workforce emotional experiences, capable of mapping the path from the antecedents to consequences, affective events theory (AET) only offers a “macrostructure” of a working environment. To date, little is known about the universal features of the work environment that may guide the understanding of imperative work aspects triggering employees’ emotions at work. Hence, the study proposes and validates that Stafford Beer’s viable system model (VSM) can provide a holistic view of the organizational work environment, enabling a comprehensive understanding of work events or factors triggering workforce emotions.

First, the VSM structural layout is used to fill in the “macrostructure” of the “working environment” in AET to diagnose the functional and relational aspects of the work and the related work events occurring within. Using a deductive approach, 31 work events were adopted to determine the impact of VSM-based work environment events on the employees’ emotional experiences and subsequent work attitudes (job satisfaction) and behaviors (citizenship behavior). To field test the proposed nexus of VSM and AET, the survey was conducted on two hundred and fifteen employees from 39 different organizations. PLS-SEM tested the explanatory power of the suggested VSM’s systemic approach for understanding the affective work environment in totality.

The findings confirmed that the VSM metalanguage provides a holistic view of the organizational functioning and social connectivity disposing of affective work events, helpful in assessing their aggregate influence on employees’ emotions and work-related outcomes.

The findings identify how employees' emotions can be triggered by everyday work operations and social relations at work, which can affect their extra-role behaviors and necessary work-related attitudes.

The study utilized Beer’s VSM framework based on the systemic principle of “holistic view” for ascertaining the affective work environment and its related features holistically, which filled in well the macrostructure of “work environment features” with micro-structures of organizational inter-related aspects which are yet to be known in AET – a seminal explanation for managing workforce emotions.

In a short survey of children’s literature from the eighteenth century onwards, major themes and areas for research are identified. The nature of children’s literature between 1900 and 1920 and the 1920s to the 1950s is then discussed in greater detail with reference to the children’s books of many types published during the periods. Again, themes are identified and many avenues for research in different fields of study are indicated.

FROM everywhere there are reports of increased issues of books from libraries. The famine in copies no doubt accounts in part for it and, probably, there is also what is almost a resurgence of effort after knowledge amongst young men and women who are endeavouring in many fields of work to recover some of the losses of the war years. We cannot recall at any time when so much hard grinding study was being done as now. Pessimists about youth and juvenile delinquency (which however is incidental to a much younger age than that we are contemplating) would do well to reflect upon this fact. Whatever the cause, the immediate prospects for libraries in universities, works, and social institutions of every sort were never brighter. We know that certain types of “economist” of the faded “retrenchment and reform” type say the situation is temporary and artificial but, even if it is, and we are by no means acquiescent in this opinion, much ground may be won and held from any temporary good period. We think librarianship, under the present leadership of the Library Association, may be able to consolidate the position both for public and for other kinds of libraries. The Association was never better led than since the war; it has had remarkably statesmenlike presidents, an active council and an Honorary Secretary who for constructive capacity, vision, literary skill and fearlessness, combined with an energy and industry that leaves most of his contemporaries breathless, has not been surpassed; and he is backed by a Staff that rises to the ever‐increasing demands of the service. We are glad to write this last sentence, for Secretary Welsford has to cover many duties and serve many causes: receive and entertain the Association's guests from overseas; look after meetings; the educational services which now are very great; attend to the troubles of librarians everywhere and advise in them about matters ranging from salaries to ethics; our publications, accounts, catering, interviewing, negotiating with public departments and other bodies. As for the meetings of the Council and its committees, we are told, not by Mr. Welsford who knows nothing of this note, that its reports and papers ran in March alone to 200 foolscap typed pages! Of course Mr. Welsford has an excellent staff which assists him with real live interest. The time has come, however, as our readers now know, when special senior officers to deal with Membership and Education respectively are to be appointed to work side by side with the Librarian, the excellent Mr. Henrik Jones (who never fails the searcher, even the youngest, and seems to know what we are all doing) to carry “at a high level” some of the burdens. Annual Reports are not always read but we were drawn to these reflections by the recently issued Report of the Library Association for the year. We commend it to those who are inclined to leave it unread.

The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that the school garden has been neither welcoming nor accessible to all children. Its detrimental effects on groups of children have been masked within the discourses of urban children’s health and wellbeing, environmental stewardship, and children’s connection with nature. The school garden has been used historically to enact adult agendas to contain and protect urban children from the social ills of modernity; civilise and assimilate marginalised, impoverished, and immigrant groups; and make future industrial and agricultural labourers who would in turn, entrench the white affluent society’s economic and social positions. In this sense, the school garden was used to reinforce patriarchal, colonial, white supremacist, and eugenic aspirations. We consider the school garden movement in North America through a discourse analysis of historical school garden texts to explore how childhoods were culturally constructed and how these discourses have influenced children both in the past and present.

Chapter 4 addresses the importance of internal knowledge cultures. It provides a deeper dive into how internal knowledge cultures can contribute to a company’s performance. The authors explain how knowledge culture shapes practical knowledge processes and fosters intellectual capital. The authors also provide insights into a critical knowledge paradox and discuss the interplay of knowledge paradoxes and cultural collisions. The chapter is supported by practical use cases that illustrate the points in the chapter.

AROUND this time of a new year, newspapers and journals are packed with traditional space‐fillers on the theme ‘what I most enjoyed reading’ during the prevous twelve months. We are treated to the bookish thoughts of leading figures such as Jimmy Young, the Archbishop of Canterbury, Twiggy, Brian Clough and, of course, Angela Rippon. There's obviously no point in trying to compete in that field on level terms, so I'm giving myself a year's start.

Higher education has a key role and responsibility in creating change and addressing issues of fundamental human concern such as inequality and social justice, globalisation and development, environmental protection and sustainability. The purpose of this paper is to describe how RCE‐Ireland, established in September 2007, aims to develop awareness and engagement with these realities and ensure they become integrated into education in Ireland.

Action research is based on a cyclical process of action, observation, reflection and adaptation, and has been adopted by RCE‐Ireland as key to reorienting the practice of education towards sustainability. Two case studies of action research projects are the focus of the paper: Critical Thinking in Large Scale Lectures, University of Limerick, and Reorienting Course Content towards Ethical and Ecological Consumerism, St Angela's College, Sligo. The methodologies employed include both qualitative and quantitative data collection, and address critiques of action research while remaining true to the aims of democratic teaching and engaged scholarship.

The case studies demonstrate action research as a valuable and valid research methodology in itself, as well as recognising its appropriateness in reorienting education towards sustainability. The University and University‐based educationalists have a unique role here by linking research and practice, blurring the boundaries of research as objective and value‐free, and in demonstrating innovation and leadership in addressing global challenges and human concerns.

The University can provide opportunities for reorientation towards sustainability, as well as presenting challenges to this work. There is much evidence that higher education settings find it more difficult to adjust their practices than to adjust their content. One approach to engender such change in practice is the promotion of action research in higher education settings, where the twin roles of the academic practitioner as teacher and as researcher are brought together to adapt educational practice.