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American Horror Story, with its strong narrative arcs, interesting characters and high production values, is one of the most important horror TV series in the post-millennial years. This chapter will focus on the four roles played by Oscar-winning actress, Jessica Lange in the first four series.

Testing boundaries in the context of encountering horror representations have long been of interest to cultural studies scholars. There have been rich cultural accounts of how audiences negotiate with what is frightening or disgusting on screen (Hill, 2005) not just in general but also in what concerns specific social groups as well (e.g. children, Buckingham, 2000). Horror, disgust and the emotion of fear have not been examined in the Greek context so far and it is our aim to attempt a first investigation of how certain groups of viewers engage with the horror genre. We draw upon the argument that fear from encountering horror is a socially based emotion through which people do not just test their own boundaries but also their boundaries within a group of peers (Hill, 2005). Given that women are stereotypically thought to be more afraid than men, we are particularly interested to see how women aged between 20 and 35 in Greece engage with fear or disgust in the mainstreamed context of the horror offered by American Horror Story. We are particularly interested in the ways they perceive horror but also deadly women or female villains. Our interest in this particular series lies not only in its popularity across the world but also because of its nature as a representative series of the horror genre and because all different narratives it offers are mostly based on female characters primarily as villains. Also, as a text available across different cultures, it could probably allow us to engage with cross-cultural research in the future. Therefore we wish to conduct an online survey with women aged 20–35 in Greece, followed by focus groups with women of the same age group in an attempt to provide both a mapping and a further investigation of the topic.

Purpose – This article aims to discuss an innovative, student‐centered method for engaging students in one‐shot information literacy workshops. By using student‐generated questions to find out what students want to know about the library, the authors examine how the students' questions are used both as an ice breaker activity and as a means to orient the workshop's content. Design/methodology/approach – A literature review discusses various approaches to active learning activities in one‐shot information literacy workshops as well as methods for assessing students' library knowledge prior to workshops. The authors' own case study identifies best practices for implementing the activity. Finally, the authors discuss the types of student questions they collected from students over the course of two semesters. Findings – The activity outlined in this article provides an engaging method for interacting with students during one‐shot information literacy workshops. The activity acts as an effective method for obtaining a basic understanding of students' library knowledge. Analyses of the questions collected by the authors suggest that librarians should tailor their workshop content depending on the time of year in which their workshops take place. Originality/value – The activity described in this article is discussed sparingly in the literature. As such, this article outlines best practices for a student‐centered activity that librarians can add to their information literacy toolkit. This article is valuable to librarians with instruction responsibilities.

The purpose of this paper is to explore the effect of an electronic noise-monitoring device (NoiseSign) at reducing noise levels in quiet study areas in an academic library.

Surveys and decibel-level measurements were used to measure the perceived and objective noise levels, respectively, in both an intervention and a control area of two major branch libraries. Patrons’ perception of noise was measured with a passive paper and online survey, which asked patrons to rate the current noise level and their desired noise level. The actual noise measurements were collected twice a day with a hand-held decibel reader for 60 seconds and then corroborated after the intervention with automatically logged decibel readings from the noise monitor device in the two intervention areas. The authors conducted one-way ANOVA’s to determine if the results were significant.

The NoiseSign had no statistically significant effect on either actual noise levels or user perceptions of noise in the library. The surveys comments and anecdotal observation of the spaces while doing measurements did reveal that noise in the quiet study areas was not the primary source of complaints.

In spite of many proposed solutions to reducing noise in libraries, there has been very little research in this area. This is the first study to examine the effectiveness of using a noise-monitoring device in reducing noise levels at an academic library.

This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.

The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants.

The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from.

Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.

The closing chapter offers additional reflection on two substantial threads which run throughout the volume. Firstly, quality education (SDG4). Contributors to the volume have articulated with varying degrees of explicitness what quality education means in their specific contexts. Complementary perspective is offered in the closing chapter, through the inclusion of personal interpretations from two students in their last but one year of high school in the United Kingdom. The students are reflecting back on a week of work experience in a university and looking forward to their university journey. Amrita Narang has kindly provided a response to these personal reflections, drawing on her experience of learning and working in various national higher education contexts. Aspects the two students highlight resonate with the ethos of entrepreneurial education. An example of entrepreneurial learning in a collaborative Sino-UK higher education venture is therefore included here, showcasing ways in which students can further grow their strengths, with bespoke entrepreneurial mentoring support.

The mentoring thread running throughout the volume is picked up in the final chapter with specific reference to contracting (a staple element of formal mentoring relationships, achieved in complex and subtle ways in informal ones), closure and co-learning. All chapter contributions focus on long-term, ongoing mentoring relationships, in which closure is temporary and is viewed as a stepping stone for subsequent learning opportunities. To facilitate continued learning in readers, the final section in the chapter invites them to pause and reflect, signposting three sources of insight and wisdom for sustainability-oriented lifelong learning and action.

The present paper reviews the research literature on trust in bargaining and mediation. Several models of trust within the bargaining process are also described. It is concluded that trust means different things, depending upon the relationship under investigation. Trust among negotiators can refer to a personality trail (how trusting a negotiator is of others) or to a temporary state. Within the state perspective, trust often refers to one of three orientations: (1) cooperative motivational orientation (MO), (2) patterns of predictable behavior, (3) a problem‐solving orientation. Trust between a negotiator and constituents usually refers to a cooperative MO (i.e., shared loyalty) between these two groups. The addition of a mediator can impact both the opposing negotiators' relationship and each negotiator‐constituent relationship; the mediator also has direct and indirect relationships with the parties and their constituents. Future directions for research on trust are identified.

Therapeutic communities (TCs) assume that residents are capable of working together to overcome substance abuse and criminal behavior. Economic games allow us to study the potential of cooperative behavior in TC residents. The paper aims to discuss this issue.

The authors analyze results from a sample of 85 corrections-based TC residents and a comparison group of 45 individuals drawn from the general population who participated in five well-known economic experiments – the dictator game, the ultimatum game, the trust game, risk attitude elicitation and time preference elicitation.

TC residents keep less money in the dictator game and return more in the trust game, and prefer short-term rewards in the time preference elicitation. In the ultimatum game, nearly half of all residents refuse offers that are either too low or too high.

While the study involves a sample from one TC and a comparison group, the results suggest that residents are at least comparable to the general public in generosity and appear willing on average to repay trust. A substantial minority may have difficulty accepting help.

Rapid peer feedback is of value. Residents will be willing to offer help to peers. The TC environment may explain residents’ tendency to return money in the trust game. Residents who refuse to accept offers that are either too low or too high in the ultimatum game may also have difficulty in accepting help from peers.

Economic games may help to clarify guidelines for TC clinical practice.

This is the first use of economic games with TC residents.

Forensic nursing is a term applied to nurses working in many different areas of clinical practice, such as high security hospitals, medium secure units, low secure units, acute mental health wards, specialised private hospitals, psychiatric intensive care units, court liaison schemes, and outpatient, community and rehabilitation services. Rarely is the term defined in the general literature and as a concept it is multifaceted. Concept analysis is a method for exploring and evaluating the meaning of words. It gives precise definitions, both theoretical and operational, for use in theory, clinical practice and research. A concept analysis provides a logical basis for defining terms and helps us to refine and define a concept that derives from practice, research and theory. This paper uses the strategy of concept analysis to explore the term ‘forensic nursing’ and finds a working definition of forensic mental health nursing. The historical background and literature are reviewed using concept analysis to bring the term into focus and to define it more clearly. Forensic nursing is found to derive from forensic practice. A proposed definition of forensic nursing is given.