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Because economics is increasing in importance in the high school curriculum, it is critically important that it is taught well by well-trained teachers. We offer suggestions for teaching high school economics in the areas of content, methodology, materials, and professional development. We address what content to include, the use of textbooks and supplementary materials, and innovative approaches for teaching economics. The use of literature, film, music, and activity-based lessons are discussed. Teachers are encouraged to seek out professional development opportunities through the Council for Economic Education and networking opportunities through the Global Association of Teachers of Economics. Although teaching high school economics can be challenging, there are many helpful materials and resources available.

The prevalence of online hate material is a public concern, but few studies have analyzed the extent to which young people are exposed to such material. This study investigated the extent of exposure to and victimization by online hate material among young social media users.

The study analyzed data collected from a sample of Finnish Facebook users (n = 723) between the ages of 15 and 18. Analytic strategies were based on descriptive statistics and logistic regression models.

A majority (67%) of respondents had been exposed to hate material online, with 21% having also fallen victim to such material. The online hate material primarily focused on sexual orientation, physical appearance, and ethnicity and was most widespread on Facebook and YouTube. Exposure to hate material was associated with high online activity, poor attachment to family, and physical offline victimization. Victims of the hate material engaged in high levels of online activity. Their attachment to family was weaker, and they were more likely to be unhappy. Online victimization was also associated with the physical offline victimization.

While the online world has opened up countless opportunities to expand our experiences and social networks, it has also created new risks and threats. Psychosocial problems that young people confront offline overlap with their negative online experiences. When considering the risks of Internet usage, attention should be paid to the problems young people may encounter offline.

This study expands our knowledge about exposure to online hate material among users of the most popular social networking sites. It is the first study to take an in-depth look at the hate materials young people encounter online in terms of the sites where the material was located, how users found the site, the target of the hate material, and how disturbing users considered the material to be.

This study aimed to explore pre-service teachers’ epistemological beliefs about economics, and their reported future teaching styles for economics using survey and interviewing methodologies. This study revealed that the pre-service teachers considered economics to be practical as well as academic. The academic aspect of economics was mutually related to traditional routine ways of teaching. The practical aspect of economics was connected to constructive ways of teaching. Pre-service teachers displayed different thoughts about the effectiveness of teaching for students; routine ways of teaching are effective for low learning ability students, while constructive ways of teaching are effective for high learning ability students. After reporting results, I make suggestions for improving teacher training in economics.

Group communication as an area of intellectual interest had its beginnings in communication pedagogy with the goal of helping students to become more effective decision makers. A by-product is that group decision making became and remained a central research focus for many years. In the last 20 years, group communication research has facilitated the development of theory, research methods, and technology. Since 2000, group communication scholars have developed research lines on (1) virtual/digital team communication; (2) information sharing, hidden profile, and transactive memory systems; and (3) group participation. This chapter also explores the way in which group communication scholars have become connected with other disciplines that study groups and teams. The chapter concludes with current research methods trends, including interaction analysis, multilevel modeling, and qualitative methods.

The socializing of hate and its saturation on platforms as a resonant and emotional connection online reveal the networked nature of convergent platforms which pump hate as a mechanism of connection and fracture in society in the post-digital age. The violence of hate and negative sentiments online morph to appropriate a multitude of manifestations from cyberbullying and revenge porn to trolling and memes as subversive, denigrative humour. Social media, designed through an architecture for sharing and transaction, distributes hate as a popular sentiment, building connections with disparate communities through the articulation of hate for fellow humans and humanity at large. Trauma induced through hatred and bullying as an active aspect of social media platforms and interactivity distribute sentiments through its excess and disproportionality. This chapter interrogates the sentiment of hate and its workings on social media as a technology of trauma in distributing hate as a form of communion.

The Daily Dispatch publishes a letter from “ One of the Guard” at a war camp, who writes as follows:—

The day of standards is over, one hard‐headed public librarian has said. It may be true that in Britain the emphasis among both public and academic libraries has shifted to inter‐library comparisons and, less clearly, to self‐assessment kits. But published guidelines too, however tentative in appearance, can have tactical importance and may come into the hands of student unions, staff associations and other bodies. How useful does the latest British document look? A College Principal and a Tutor‐Librarian from Staffordshire each make their own assessment.

SIR ALAN HERBERT writing in The Spectator of 8th January, 1960, puts forward a point of view that librarians will find provocative, to say the least.

The purpose of this paper is to examine the complexity of children’s involvement in school bullying from the child’s perspective.

A Foucauldian perspective provides a more nuanced approach than traditional understandings for examining the fluidity of power which involves “grey” areas; struggles between pupils, and pupils and teachers; and takes into account systemic factors. Data are drawn from observations, focus groups and individual interviews with children aged 10-16.

Children explained how pupils, teachers and inequalities inherent in school contributed to their involvement. Children felt coerced into reinforcing societal inequalities whereby the “vulnerable” were susceptible to victimisation and pupils can achieve status through bullying. Several working-class males who had learning difficulties felt “picked on” by their peers and teachers, and subsequently retaliated aggressively.

Findings from this relatively small sample provide insight into children’s unique experiences and how they are produced within wider systems of knowledge which differ from traditionally accepted discourses.

Pupils should have an input into the development and implementation of institutional strategies to tackle bullying.

Traditional ways of identifying “bullies” can be used to target those already marginalised whilst more sophisticated bullying is usually accepted and approved.

The complexity, fluidity and multi-faceted nature of children’s involvement is highlighted. Children discussed the maltreatment they experienced from pupils and teachers but did not realise how they may have subjected them to bullying.