People are using social media to a greater extent, particularly in emergency situations. However, approaches for processing and analyzing the vast quantities of data produced currently lag far behind. In this paper we discuss important steps, and the associated challenges, for processing and analyzing social media in emergencies. In our research project EmerGent, a huge volume of low-quality messages will be continuously gathered from a variety of social media services such as Facebook or Twitter. Our aim is to design a software system that will process and analyze social media data, transforming the high volume of noisy data into a low volume of rich content that is useful to emergency personnel. Therefore, suitable techniques are needed to extract and condense key information from raw social media data, allowing detection of relevant events and generation of alerts pertinent to emergency personnel.

EmerGent will use social media to support the management of large scale emergencies. The project includes the construction of a big online store of data which will be continuously mined to provide emergency information and alerts. The overall objective is a stronger connection between citizens and emergency management authorities through social media.

Social media is much just used for private as well as business purposes, obviously, also during emergencies. Emergency services are often confronted with the amount of information from social media and might consider using them – or not using them. This article highlights the perception of emergency services on social media during emergencies. Within their European research project EMERGENT, the authors therefore conducted an interview study with emergency service staff (N=11) from seven European countries and eight different cities. Their results highlight the current and potential use of social media, the emergency service's participation in research on social media as well as current challenges, benefits and future plans.

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Attributing negative categories such as ‘weak’ to pupils is a common practice in Sweden and a known phenomenon worldwide. While there has been a substantial amount of research on different expressions of ‘deviance’ in the educational arena, the research on how teachers communicate about pupils as ‘weak’ is scarce. In this study, teachers’ communication about pupils as ‘weak’ is examined in dialogues produced in focus group discussions by 29 teachers in six different Swedish compulsory schools. Through the lens of social representations theory and a dialogical perspective, this study suggests that ‘weak pupil’ as a social representation can be characterized by a range of different and sometimes contradicting themes and mainly two themata: normal/deviant and nature/nurture. The results show that ‘weak pupil’ is used as a multifaceted communicative resource to describe pupils who do not perform according to schools’ expectations. In contrast to several previous studies, the use of ‘weak pupil’ is partially challenged by participants who, to some extent, place perceived problems within the educational institution instead of the individual pupil. The study has implications for the understanding of how perceptions of normality might be perceived and collectively (re)produced in communication about pupils as well as for future research using social representations theory within the educational field.