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This research interrogates the discourses that frame our understanding of deepfakes and how they are situated in everyday public conversation. It does so through a qualitative analysis of popular news and magazine outlets. This project analyzes themes in discourse that range from individual threat to societal collapse. This article argues how the deepfake problem discursively framed impacts the solutions proposed for stemming the prevalence of deepfake videos online. That is, if fake videos are framed as a technical problem, solutions will likely involve new systems and tools. If fake videos are framed as a social, cultural, or as an ethical problem, solutions needed will be legal or behavioral ones. As a conclusion, this article suggests that a singular solution is inadequate because of the highly interrelated technical, social, and cultural worlds, in which we live today. [ABSTRACT FROM AUTHOR]

In this essay, disciplinary ‘convergence’ is offered as a construct that references the blurring of disciplinary walls, academic borders and institutional divisions, a construct that can frame conversations about the role of disciplines in addressing today’s student needs in higher education. Convergence as a construct allows for a consideration of converging academic structures as well as the obligation of scholars and practitioners in higher education to address the needs of contemporary students aiming for life and work in a converging and increasingly mediated world. Ultimately, this work suggests that contemporary problems in an information society can be best addressed with broadly trained experts who can think, imagine and solve problem across traditional academic boundaries. [ABSTRACT FROM AUTHOR]

Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning. [ABSTRACT FROM PUBLISHER]

Biodiversity informatics (BDI) is a science focused on biodiversity data management, and BDI courses cast students’ attention to matters related to the physical environment, global change, translating data collections across multiple sciences, and also to the translation needed to bring BDI findings from the scholarly community to the public. Even as students learn about science communication in BDI courses, they struggle to translate their studies into their own identities and lives. Based on an examination of student talk in a course on BDI and Science Communication, this research illustrates how students linguistically frame science and their science identity. The data show that obstacles barring the taking up of a science identity are plentiful, and that those barriers often relate to issues of identity and language. Interventions for addressing this translational problem, the disruptions to sharing scientific information, are discussed. [ABSTRACT FROM AUTHOR]

This project examines student–teacher talk, offering findings that show the participating teacher questioning and directing students in routinized ways, with students responding passively and participating in familiar discursive patterns. The study also shows subtle but important shifts in authority that function to unsettle normative teacher–student interaction. Ultimately, this research implies that classroom talk can be steeped in hegemonic practices while demonstrating that critical discourse analysis is an effective means for interrogating social relations and power structures in educational contexts. [ABSTRACT FROM PUBLISHER]

The development of Viagra in the late 1990s ushered in a new age of conversation about sex and sexuality, as men's bodily abilities were put on display for all to discuss. In 2005, the video-sharing technologyYouTubewas launched. Taken together, these technological innovations – both biomedical and representational – have produced debate around sex, sexualized and gendered bodies, and sexual health. This article interrogates Viagra-related representations posted onYouTubeand analyzes sexuopharmaceuticals as a set of intertextualities that create space for both normative discoursesandsocial critiques. Three analytic themes illustrate how Viagra-relatedYouTubevideos (1) reinforce a regime of self-care within a wider context of individualized responsibility for one's sexual health, (2) highlight the values attached to the pharmasexed gendered body for men and women in the age of Viagra, and (3) provide disruptions, in the form of criticism, to the assumption that healthy bodies and relationships need pharmasexual enhancement. The article concludes by suggesting that social networking sites such asYouTubeare managed public spaces through which one can interrogate the intertextualities that link discourses related to bodies and sexual health to the virtual and material spaces of everyday life. [ABSTRACT FROM PUBLISHER]

Scholars have yet to gain a sense of how students perform their disparate identities of intellectual and worker as they navigate the potentially dueling aims of content learning and professional job training in internship courses. The author focuses on students in two internship courses in order to ascertain how they socially perform their roles and identities as they negotiate the potentially competing environments of college classrooms and professional organizations. In particular, this project uses discourse analysis to investigate how a professional internship experience can influence students’ concept of self, as well as their social performances across contexts and communities. [ABSTRACT FROM PUBLISHER]

This autoethnography offers an account of my experience with mental illness and provides an analysis of the performative aspects of obsessive-compulsive disorder (OCD). OCD is a genetic disorder triggered by environmental stressors involving a chemical imbalance in the brain. The resulting biologically altered state leaves individuals to steer themselves among and between “appropriate” performance and secret rituals. Analyzing my own communication practices through a performance lens highlights the importance of image management for people struggling with disability. In telling my own story, this article provides readers an in-depth look at OCD as a traumatic brain disorder whose sufferers rely on communicative performance to maintain their public and private identities, and as a disease that impedes social life for its sufferers. Implications of this account for those struggling with mental disability and for practitioners aiming to help them are discussed. [ABSTRACT FROM PUBLISHER]

The article provides information about the Mathews Memorial Library in Virginia. According to the author, First Lady Laura Bush has selected the library as one of the six in the country to receive a 2005 award for the nation's highest honor for libraries and museums. In connection, a brief description of the history of the library is also discussed in the article.

This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers. [ABSTRACT FROM AUTHOR]

The authors draw upon survey evidence of expert conceptualisations of the value of public knowledge in environmental decisionmaking. In the context of local air quality management in particular, they consider how experts understand the potential benefits of technological citizenship, and what status they accord to lay knowledge relative to their own roles. Evidence suggests a continuing expert-deficit model of lay knowledge, with suspicions that the public misunderstand environmental issues. Although the need for public ‘buy-in’ to the solutions to problems such as air pollution is supported, this does not translate to a more proactive engagement of lay knowledge in the assessment of such issues. Experts seem to be personally challenged by such notions. The authors discuss the need for a cultural shift in expert understanding of the value of lay knowledge, supported by a move away from an oversimplification of the need for, and value of, public participation. [ABSTRACT FROM AUTHOR]

The article reports that using creative arts and non-traditional teaching methods with at-risk students helps them succeed. At the Methodist Children's Home in Waco, Texas, students were given opportunities to direct their own learning. An after-school theater club and art club both presented works made and planned by the children with minimal adult intervention. In the academic classroom, children learned about history by imagining themselves in the past, writing diaries as if they had been present at major historical events. The school plans to make a Circle of Courage mural, depicting the history of the Children's Home, which will be organized, researched and painted by the students.

The article focuses on the development of a needs assessment project by the U.S. research team and the Al Akhawayne University for the establishment of the Azrou Centre, a women's health and education facility located in the Middle Atlas Mountains of Morocco. The facility was established by Prince Abdul Aziz Ibn Fahd of Saudi Arabia, in cooperation with the university, the Association of the Friends of Al Akhawayn University in Saudi Arabia and the King Fahd Program for Middle Eastern Studies at the University of Arkansas. In addition, it was built to offer educational and health services and support to women, youth, and children in the region. The assessment project was designed to determine the local women's barriers and to identify priorities for services to be offered.

Presents views generated from the experience of four individuals reflecting on the ideological power of otherness as it is lived from various locations. Documentation of a symposium called `Working Across Our Differences', presented at the 1992 conference of the Canadian Association for Studies in Education; Perspectives of Catherine Brooks, Zunade Dharsey, Margot Francis and Terry Mitchell.

This article focuses on the interests of the persons involved in the child abuse and neglect reporting process— the child, the accused, and the family members of the child and of the accused; physicians, psychologists, therapists, private agency and hospital social workers, educators, and other professionals; law enforcement officers, state social service workers, lawyers, and judges; and legislators. With this focus, the article illuminates the rationales and explicit and implicit policy choices reflected in the legislation's reporting requirements and processes. Such insight is necessary to a critical review of existing legislation and future improvements in the practical operation of reporting law legislation. This article demonstrates that the interaction of these interests is complex and often creates competing concerns and goals. This article concludes that efforts should be made to better harmonize these interests in future legislation. [ABSTRACT FROM AUTHOR]

This article describes (1) an intrafamilial child sexual abuse case and (2) the multidisciplinary research project which developed from its outcome. The research project, in existence since 1987, is a task force of the Committee on Children, Youth, and Families of the New Jersey Psychological Association and is co-sponsored by the Committee on Child Psychiatry of the New Jersey Psychiatric Association. The research aims at developing an objective behavioral assessment instrument to validate child sexual abuse allegations, and at achieving a clinical-legal consensus regarding the credibility of the instrument. Ranking, reliability, and validity studies are described. [ABSTRACT FROM AUTHOR]

Justice-involved youth (JIY) in the US have high rates of substance use (SU) problems, yet 50%-80% of these youth do not receive necessary services. There has been no systematic exploration of the use of treatment services for JIY that examines viewpoints across stakeholders in justice- and treatment-systems as well as the families. We conducted qualitative interviews and focus groups with n = 58, youth, their caregivers, SU treatment providers and probation officers in a Northeastern state. Interviews explored how families, staff- and system-level factors influence uptake of and retention in SU treatment services in youth on probation. We conducted a thematic analysis of all interview texts. Caregiver engagement is essential for youth treatment uptake and retention. Difficulties achieving caregiver engagement and agreement that treatment was necessary stemmed from distrust in the "system"; denial or minimization of youth's SU problem; relational barriers; and overburden and chaos within the family system. Structural barriers to service uptake were lack of available treatment options, SU agency practices and policies, and interagency collaboration between SU treatment agencies and probation. Enhancing family engagement at the point of referral to SU treatment is essential. Improvements in interagency collaboration and communication between SU treatment and probation agencies are necessary. Implications for policy and intervention are discussed. [ABSTRACT FROM AUTHOR]

PURPOSE: To explore the experiences and needs of African American (AA) children and adolescents who were identified by a cancer survivor in their family as providing substantial supportive care during diagnosis and treatment. PARTICIPANTS & SETTING: 5 AA young adults who provided care and support to a family member with cancer when they were aged 7-19 years and 4 cancer survivors from a northeastern U.S. city. METHODOLOGIC APPROACH: Focus groups and interviews were conducted, recorded, transcribed, and analyzed using content analysis until thematic saturation was reached. FINDINGS: Themes focused on AA young supporters' lack of cancer-related information, reduced ability to communicate needs, and challenged views of themselves, relationships, faith, and the future at the time that they provided support. IMPLICATIONS FOR NURSING: Nurses can support AA children and adolescents in caregiving roles by assessing their needs and providing information on diagnosis and treatment. In addition, nurses can conduct research on culturally adapted interventions that can better support AA children and adolescents caring for a parent or grandparent with cancer. [ABSTRACT FROM AUTHOR]

The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter. [ABSTRACT FROM AUTHOR]

Objective: Limited clinical resources create barriers to quality management of cancer-related distress. CaringGuidance After Breast Cancer Diagnosis is a web-based, patient-controlled, psychoeducational program of cognitive-behavioral, coping and problem-solving strategies aimed at early post-diagnosis distress reduction without clinical resources. This study evaluated the feasibility of recruiting and retaining newly diagnosed women to 12 weeks of CaringGuidance and program acceptance.Methods: Women with stage 0 to II breast cancer diagnosed within the prior 3 months were recruited from clinics and communities in four states, from 2013 to 2015 and randomized to 12 weeks of CaringGuidance plus usual care (n = 57) or usual care alone (n = 43). Recruitment, retention, and program use were tracked. Using standard and study-derived measures, demographic and psychological variables were assessed at baseline and monthly and program satisfaction at 12 weeks.Results: Of 139 women screened, 100 enrolled, five withdrew, and 12 were lost to follow-up (83% retention rate). Total program engagement was positively associated with greater baseline intrusive/avoidant thoughts. Intervention participants (92%) believed CaringGuidance would benefit future women and was easy to use. Sixty-six percent believed CaringGuidance helped them cope. Women used program content to change thoughts (49%) or behaviors (40%). Stress in the previous year was positively associated with reports that CaringGuidance was reassuring and helpful.Conclusions: Feasibility and acceptance of CaringGuidance was demonstrated pointing to the program's potential as a cancer-distress self-management intervention. Future research will explore program feasibility and acceptability in other regions of the United States, leading to clinical implementation trials. [ABSTRACT FROM AUTHOR]

Background: Several single‐site alcohol treatment clinical trials have demonstrated efficacy for immediate‐release (IR) gabapentin in reducing drinking outcomes among individuals with alcohol dependence. The purpose of this study was to conduct a large, multisite clinical trial of gabapentin enacarbil extended‐release (GE‐XR) (HORIZANT®), a gabapentin prodrug formulation, to determine its safety and efficacy in treating alcohol use disorder (AUD). Methods: Men and women (n = 346) who met DSM‐5 criteria for at least moderate AUD were recruited across 10 U.S. clinical sites. Participants received double‐blind GE‐XR (600 mg twice a day) or placebo and a computerized behavioral intervention (Take Control) for 6 months. Efficacy analyses were prespecified for the last 4 weeks of the treatment period. Results: The GE‐XR and placebo groups did not differ significantly on the primary outcome measure, percentage of subjects with no heavy drinking days (28.3 vs. 21.5, respectively, p = 0.157). Similarly, no clinical benefit was found for other drinking measures (percent subjects abstinent, percent days abstinent, percent heavy drinking days, drinks per week, drinks per drinking day), alcohol craving, alcohol‐related consequences, sleep problems, smoking, and depression/anxiety symptoms. Common side‐effects were fatigue, dizziness, and somnolence. A population pharmacokinetics analysis revealed that patients had lower gabapentin exposure levels compared with those in other studies using a similar dose but for other indications. Conclusions: Overall, GE‐XR at 600 mg twice a day did not reduce alcohol consumption or craving in individuals with AUD. It is possible that, unlike the IR formulation of gabapentin, which showed efficacy in smaller Phase 2 trials at a higher dose, GE‐XR is not effective in treating AUD, at least not at doses approved by the U.S. Food and Drug Administration for treating other medical conditions. Gabapentin enacarbil extended‐release (GE‐XR) (HORIZANT) at 600 mg twice a day did not reduce alcohol consumption or craving in individuals with alcohol use disorder, including the primary outcome – the percentage of subjects with no heavy drinking days (PSNHDD). There was no significant difference between GE‐XR and placebo on PSNHDD across trial months and across the entire maintenance period (Weeks 2 to 25) (all ps > 0.05). [ABSTRACT FROM AUTHOR]

Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC. [ABSTRACT FROM AUTHOR]