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Does protest spur the government to act at the regional or local level? Gun control in the United States offers a promising case for studying this question, due to considerable variation in both protest and policy‐making activity following the mass shooting in Parkland, FL in early 2018. We use an original weekly panel dataset of progress on gun control and pro‐gun legislation in all states between 2017 and 2019, paired with weekly protest march data from the Crowd Counting Consortium, to determine whether or not protest spurred state governments to act on gun policy. We find that marches advocating gun control are associated with an increased likelihood of legislative movement on gun control, though they do not appear to discourage action that loosens gun laws. On the other side, pro‐gun marches do not seem to have the desired effect. [ABSTRACT FROM AUTHOR]

Agenda setting and issue framing research investigates how frames impact public attention, policy decisions, and political outcomes. Social media sites, such as Twitter, provide opportunities to study framing dynamics in an important area of political discourse. We present a method for identifying frames in tweets and measuring their effectiveness. We use topic modeling combined with manual validation to identify recurrent problem frames and topics in thousands of tweets by gun rights and gun control groups following the Marjory Stoneman Douglas High School in Parkland, Florida, shooting. We find that each side used Twitter to advance policy narratives about the problem in Parkland. Gun rights groups' narratives implied that more gun restrictions were not the solution. Their most effective frame focused on officials' failures to enforce existing laws. In contrast, gun control groups portrayed easy access to guns as the problem and emphasized the importance of mobilizing politically to force change. [ABSTRACT FROM AUTHOR]

After the tragic shooting at Marjory Stoneman Douglas High School that took the lives of seventeen students and staff members and injured countless others, the community debated how this event could have been prevented. There were security failures on the part of the school and police--unlocked doors, passive deputies and a security guard, and a broken PA system--all of which may have lessened the casualties had they been operating properly. However, these security measures might not have been tested and found lacking if another preventative measure had already taken place: prohibiting the young shooter from legally purchasing a weapon. Florida legislators passed the Marjory Stoneman Douglas High School Public Safety Act in response to the tragedy, which prevents people under twenty-one rom purchasing a firearm. The National Rifle Association (NRA) quickly filed suit to enjoin the law, asserting that it violated the Second Amendment. The district court determined that the Public Safety Act was constitutional, and the NRA promptly appealed to the Eleventh Circuit. This Comment argues the Act passes constitutional muster because age-based restrictions on purchasing weapons do not violate the Second Amendment under the two-step test. A historical analysis of case precedent, commentary, and laws existing near the nation's founding support holding the Public Safety Act constitutional at step one. However, because there is some conflict within the historical record, a court could, out of an abundance of caution, move to step two. Under step two, a court should apply intermediate scrutiny to the Act because it does not implicate the "core" of the Second Amendment's protections--self-defense in the home. When assessed with intermediate scrutiny, it is clear that the Public Safety Act contains an important government interest in protecting public safety and is reasonably tailored to that goal because it leaves alternative channels to purchase firearms and contains exemptions for purchases by certain groups such as military members. Because the Act contains an important government interest and reasonably fits that objective, the Act is constitutional. [ABSTRACT FROM AUTHOR]

Background: Following the 2018 mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, there was a dramatic increase in media coverage of extreme risk protection orders (ERPOs) and in state policy proposals for ERPO laws. This study documents the frequency of news coverage of ERPOs throughout 2018 and examines the narratives used by media outlets to describe this risk-based firearm policy.Methods: Using a mixed-method descriptive design, we examine the frequency of national news media coverage of ERPO legislation in 2018, before and after the Parkland shooting, and analyze the content of news articles related to a sample of states that considered ERPO legislation after the shooting.Results: We find a sharp increase in the frequency of articles related to ERPOs following the Parkland shooting and smaller increases in coverage surrounding ERPO policy proposals and other public mass shootings that year. Nearly three-quarters of articles in our content analysis mentioned the Parkland shooting. The news media often mentioned or quoted politicians compared to other stakeholders, infrequently specified uses for ERPOs (e.g., prevention of mass violence, suicide, or other violence), and rarely included evidence on effectiveness of such policies. More than one-quarter of articles mentioned a mass shooting perpetrator by name, and one-third of articles used the term "gun control."Conclusions: This study describes the emerging public discourse, as informed by media messaging and framing, on ERPOs as states continue to debate and implement these risk-based firearm violence prevention policies. [ABSTRACT FROM AUTHOR]

In 2018, at Marjory Stoneman Douglas High School in Parkland, FL, 16 students and one adult were killed and 17 wounded by bullets from a former student. 16 days after the Parkland shooting, the NRA responded to student/survivor outrage with a package of online advertisements. This essay focuses on the NRA release of the Dana Loesche-led video, "Your Time is Running Out," and student/survivor Sarah Chadwick's pointed parody video echoing the NRA's rhetorical devices. Examining these texts side-by-side unearths how the NRA strategically harnesses Engels' enemyship in order to frame and control perception of gun violence and gun reform in the United States. [ABSTRACT FROM AUTHOR]

The article focuses on gun movies such as Terminator, Red Dawn and Zombieland. Topics discussed include shooting at Marjory Stoneman Douglas High School in Parkland, Florida, U.S. President Donald Trump blamed movies and video games for creating the violent culture; and the Hays Code which forbid films portrayal of murder and brutality.

Unfortunately, tragedies occur all around the world every day. It is perceived by many as particularly devastating when children are the victims of the tragedy. When these events do occur, the media is likely to cover them in part due to the innocence and vulnerability of the victims. In reading media accounts of tragedies involving children, we often hear stories of bravery and heroism on the part of teachers. Teachers' images in the media are not always positive, but their capacity to serve as heroes can be seen in the coverage of these tragic events. Campbell discusses the hero monomyth in terms of separation, initiation, and return. In this vein, we look at the stories of hero teachers before, during, and after two specific incidents in order to conduct a comparative, cross-cultural study. We consider two tragic incidents in two different countries--the sinking of the Sewol ferry in South Korea in 2014 and the shooting at Marjory Stoneman Douglas High School in Parkland, Florida, in 2018. In this research, we look at media accounts of three hero teachers in each incident and make comparisons from a sociocultural perspective through the lens of a hero narrative. [ABSTRACT FROM AUTHOR]

The author explores American capitalism and the gun control activism of survivors in the 2018 Parkland high school shooting in Florida. Topics discussed include the response of the American public to gun lobbying and initiatives calling for gun control, the way William Shakespeare's play "King Lear" dramatized the impact of capitalism on family life, and the idealism demonstrated by these student survivors with regard to gun control according to "Time" magazine.

Mass shootings, particularly those that occur on school grounds, often generate intense political debate. Following the 2018 shooting at Marjory Stoneman Douglass High School, questions arose on how to prevent these tragedies. Typically, the response generated from these questions revolves around mental illness, bullying prevention, and gun control. Unfortunately, the views on these topics, especially gun control, are often rooted in a strong belief system which is unwavering. Resultantly, the debate on how to avert these incidents often stops at the debate phase. This study sought to better understand how these events can be prevented by examining targeted school killings from 1900–2016 in which the suspect was stopped before the attack. The analysis revealed that the majority of attacks were prevented by other students reporting the threat of an impending attack to school and law enforcement authorities. [ABSTRACT FROM AUTHOR]

The article examines how U.S. schools have handled high school students' protests following the Parkland shooting in 2018. Topics covered include a brief timeline on how the Parkland shooting instigated the walkout movement, known as #Enough, the general concepts of the First Amendment as applied to schools, and the way courts generally treat walkouts and student activism.

In this article, the author offers personal reflections of two faculty members and a student at Wilkes Honors College in Florida to the February 14, 2018 shootings at Marjory Stoneman Douglas (MSD) High School in Parkland, Florida. The authors recount how faculty and staff reached out directly to support MSD alumni psychologically, socially, and academically, and where classroom activities shifted to apply disciplinary lenses to topics related to the shooting.

The article focuses on writing artifacts which advocates social change has tradition in history of nation and English language art classrooms. Topics discussed include authored texts which allows teachers to facilitate dialogue in classroom within the context of writing instruction, use of video streaming firm YouTube to reach audiences and shooting at Marjory Stoneman Douglas High School.

This article explores the concept of positive peace as a valuable "touchstone" for public administration, but one which is not part of the discipline's lexicon because a negative definition of peace (the absence of violent conflict) is dominant. Here, peace is acknowledged as an essentially contested concept, and the authors argue that such a richer conceptualization of positive peace—one that is rooted in a reciprocal relationship ethic—is more useful for public administration in four dimensions: (1) as a broad goal; (2) as a reminder to look at root causes; (3) as a nudge toward a value pluralist perspective; and (4) as a goal with cross-cultural capacity in an increasingly complex and diverse global context. The potential of this concept is opened by exploring "what is positive peace?" with attention to how a positive conception adds nuance to a seemingly familiar concept and surfaces the contested nature of the term. The authors also explore how the key qualities outlined above can help Public Administration productively hold together acknowledged tensions within the discipline at a conceptual level and how the skills of peacebuilding could help prepare practitioners. [ABSTRACT FROM AUTHOR]

The deadliest U.S. school shooting to date, occurring on February 14, 2018 at Marjory Stoneman Douglas High School in Parkland, Florida serves as a powerful reminder that school violence is ever present. Addressing school violence, however, has been an elusive endeavor. The purpose of this review is to provide a historical examination of United States intentional mass school shootings in the 20th and 21st centuries. In addition, implications for students, schools, and society are discussed in light of policy and legislative initiatives as well as school-based prevention and intervention tiered models of support, such as positive behavior interventions and supports (PBIS). [ABSTRACT FROM AUTHOR]

Susan Bostrom-Wong introduces the eight images that follow, part of Linked by Fate, a series of watercolors of each of the forty-nine victims of the Pulse nightclub massacre, which occurred on June 12, 2016, and reflects on the grief that inspired these images. [ABSTRACT FROM AUTHOR]

The article focuses on survivor-activists of the 2018 school shooting at Marjory Stoneman Douglas High School in Parkland, Florida, who weathered accusations of being crisis actors. Topics include in the wake of the shooting, a group of Parkland students, many of them members of the school's drama club, documented, narrated, and politicized their collective trauma through a multimodal performance of survivorship and activism that was no less genuine because of its performativity.