Social media played a pivotal role during The Never Again MSD Movement. This study examines the communicative tools social media, specifically Twitter, provides its users in order to communicate and distribute information. Authors Evans, Twoney, and Talan describes Twitter as “a valuable tool because it allows for instant communication to a wide audience” (9). Twitter is a valuable tool for communication because it fosters an online space where activists utilize the following communication tools: conversation, community, connection, collaboration, and accessibility. The study describes how activists use those tools in the type of messages being communicated on digital spaces. Through a context analysis on tweets from 3 prominent leaders of the movement: Sarah Chadwick, David Hogg, and Cameron Kasky, common themes were identified. The data was collected from a 6 week period ranging from February 14th, 2018 - March 28th, 2018. The purpose of this study is to ultimately examine how activist communicate on online spaces during social movements. Twitter offers activists a series of communication tools such as community, accessibility, and collaboration. Activists use these tools to first communicate about a variety of different topics relating to the movement as well distribute information and encourage involvement from other users. The results from the analysis determined that there is indeed power in communicating your message in online spaces. The study concludes with these findings: social media, specifically Twitter, is represented as a communication tool. The leaders of the Never Again MSD Movement use those tools in a variety of different ways such as communicating their personal opinion, encouraging involvement as well as promoting collaboration, community, and accessibility. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

<p><p>This survey's main purpose is to highlight how the two Swedish newspapers Aftonbladet and Dagens Nyheter writes and describes four different school shootings. We wanted to find out if there is a general pattern of how school shootings are reported by the media. Two of the shootings occured in USA, Columbine and Virginia Tech, and two in Finland, Kauhajoki and Jokela. The analysis aims at three areas: the whole event, the perpetrator and the victim.</p><p> </p><p>We have used a qualitative content analysis with a semiotic model to examine the articles in the survey. The theories in the study is based upon views on social constructionism, media logic, stereotypization, representation, morale panic/media panic and media events. With the foundation of our chosen theories we have seen a certain amount of articles that is slightly perfunctory and you can tell a template have been layed upon many articles.</p><p> </p><p>One of our conclusions from our survey is that Aftonbladet is a more frequent user of indecent and powerful metaphores and metonymies than Dagens Nyheter. For example is the term bloodbath used a couple of times by Aftonbladet but not by Dagens Nyheter. We have also found out that the perpetrator is generally described as a stereotype when his bad qualities are strenghten and his good qualities are ironed out.</p></p>

This survey's main purpose is to highlight how the two Swedish newspapers Aftonbladet and Dagens Nyheter writes and describes four different school shootings. We wanted to find out if there is a general pattern of how school shootings are reported by the media. Two of the shootings occured in USA, Columbine and Virginia Tech, and two in Finland, Kauhajoki and Jokela. The analysis aims at three areas: the whole event, the perpetrator and the victim.   We have used a qualitative content analysis with a semiotic model to examine the articles in the survey. The theories in the study is based upon views on social constructionism, media logic, stereotypization, representation, morale panic/media panic and media events. With the foundation of our chosen theories we have seen a certain amount of articles that is slightly perfunctory and you can tell a template have been layed upon many articles.   One of our conclusions from our survey is that Aftonbladet is a more frequent user of indecent and powerful metaphores and metonymies than Dagens Nyheter. For example is the term bloodbath used a couple of times by Aftonbladet but not by Dagens Nyheter. We have also found out that the perpetrator is generally described as a stereotype when his bad qualities are strenghten and his good qualities are ironed out.

More guns-less violence? A qualitative and comparative analysis between the swedish and the american daily news-press.

Disconnection in teacher-student relationships caused by the alienating processes and goals of the public school system is the most pressing challenge facing high school teachers today. Disrupting this disconnection and subverting the forces that produce it are the primary goals of the savvy teacher. In this dissertation I claim that teachers require two distinct yet interconnected kinds of abilities to achieve this disruption. They need the curriculum teaching skills they are taught in teacher education programs, and they need additional skills not formally taught which would enable them to build and sustain relationships with students, in the face of school structures and processes that produce fear and isolation. These relational skills I term `savvy' (Parelli, 1993).' I contend that teachers who are savvy can establish and sustain teacher-student classroom partnerships that ameliorate the fear produced by the social, political, and economic forces that shape the institution of schooling. The following research describes how I adapted my horse whispering savvy to teaching in a high school setting. Being savvy in the classroom involves the ability to win students' trust, to form partnerships with students, and to sustain those relationships through continuous changes that threaten to disrupt them. While the development of teacher savvy is a very individual process, that process must lead to the acquisition of three vital abilities: the ability to develop teacher-student partnerships, to sustain those partnerships, and to track behavior indicating changes in relational rhythms. These abilities can be developed only in concert with an awareness derived from personal experience of the need to change teaching practice. Acting on this desire to change, the savvy teacher must be able to utilize the inadequate processes of schooling to educate students about the problems produced by our way of living that is neither compatible with our planetary systems, nor sustainable over the long term. To practice horse whispering savvy in the classroom teachers must learn to see the teaching environment as a complex interaction of systems, that is, as a network of interconnected reciprocal relations that function well as long as its interacting systems unfold harmoniously. They must learn to track this relational system from within, immersed in the web of classroom relationship, being sensitive to shifts in relational rhythms, and aware of the patterns and needs of other systems that compose the learning setting. Savvy teachers must be willing to educate students to understand the influence of the corporate agenda in the process of schooling and, to this end, abandon typical prescribed curriculum plans, and rely instead on teachable moments that occur within the classroom setting, all the while camouflaging their intent to educate students to think for themselves. It is important for the savvy teacher to realize how being powerless can make students and even student teachers feel fearful and disconnected, unprepared to handle what occurs in the school setting or even influence the outcome of events. The savvy teacher needs to help form solutions to problems, encouraging and enhancing self-sufficiency in the classroom in order to disrupt dependency on the processes offered to us by the corporate way of living.