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The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.

The recently revised NAEYC position papers and the fourth edition of NAEYC's Developmentally Appropriate Guidelines (NAEYC. 2022. "Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8," edited by S. Friedman, 4th ed. Washington: National Association for the Education of Young Children) focus on children's strengths and diversity, and the need for equitable opportunities in early childhood programmes. We applaud these recent shifts. Yet previous ideas of risk, abnormality and inappropriateness are still embedded in the document, with still hidden, and negative, consequences for children, their families and communities, and for the educators and programmes that serve them. Drawing on critiques of developmentalism, the ideas of postdevelopmentalism and the framework of "governmentality," we engage in a dialogue between an early career teacher educator and long-time advocate for DAP change and explore the control DAP has over early childhood education programmes. Despite claims that the fourth edition is too 'woke', we challenge educators and organisations in the USA (and elsewhere) to move away from the past and current approaches that still focus on children as innocent and in need of protection, as well "as normal (and therefore, abnormal) childhood(s)" -- and to open up towards an education that is more fluid, one that focuses on children's diverse strengths, unimagined interests and as-yet-unknown possibilities.

This paper reviews cybersecurity laws and regulations in Cameroon, focusing on cybersecurity and information security audits and risk assessments. The importance of cybersecurity risk assessment and the implementation of security controls to cure deficiencies noted during risk assessments or audits is a critical step in developing cybersecurity resilience. Cameroon's cybersecurity legal framework provides for audits but does not explicitly enumerate controls. Consequently, integrating relevant controls from the NIST frameworks and ISO Standards can improve the cybersecurity posture in Cameroon while waiting for a comprehensive revision of the legal framework. NIST and ISO are internationally recognized as best practices in information security systems and cybersecurity risk management. This paper highlights the lack of specific international law provisions addressing cybersecurity audits and risk assessments. Overall, the paper highlights the importance of continuous risk assessment and monitoring, implementation of security controls, and compliance with organizational policies, relevant laws and regulations to ensure the adequate protection of information systems. Finally, the paper underscores the importance of improving Cameroon's cybersecurity regulations by integrating provisions from NIST and ISO.

Lower-limb strength measures can enhance falls risk assessment but due to the lack of clinically applicable methods, such measures are not included in current screening. The enhanced paper grip test (EPGT) is a simple-to-use and cost-effective test that could fill this gap. However, its outcome measure (EPGT force) has not yet been directly linked to the risk of falling. Is the EPGT a good candidate for falls risk screening in older people in the community? Seventy-one older people living independently in the community were recruited for this prospective observational study (median age 69 y, range 65y-79y). Lower-limb and whole-body strength were assessed at baseline using the EPGT and a standardised hand-grip method respectively. Incident falls were recorded monthly for a year through follow-up telephone conversations. The capacity of individual strength measures to predict falls and to enhance an established falls risk assessment tool (FRAT) commonly used by UK's national health service (NHS) was assessed using binomial logistic regression. The analysis was repeated for the subset of participants without history of falling at baseline (prediction of first-ever falls). Increased EPGT force and increased symmetry in strength between limbs were significantly associated with reduced risk of falling. Compared to the NHS-FRAT, the EPGT correctly classified more people (73% vs 69%), it achieved higher sensitivity (56% vs 26%) and higher negative predictive value (76% vs 68%). Complementing the NHS-FRAT with the EPGT produced a more comprehensive model that correctly classified 91% of participants and achieved 98% specificity, 81% sensitivity, 89% negative and 96% positive predictive value. Replacing the EPGT with hand-grip strength consistently undermined prediction accuracy. The EPGT remained highly accurate when focused on the prediction of first-ever falls. The EPGT can substantially enhance falls screening in the community. These results can also inform effective personalised strength exercise interventions. • The enhanced paper grip test (EPGT) accurately predicted the risk of falling. • The EPGT can enhance community screening for falls (recurrent and first-ever). • Higher EPGT force is significantly associated with reduced risk of falling. • Higher strength asymmetry between limbs also decreases the risk of falling. • These results can guide effective personalised strength exercise interventions. [ABSTRACT FROM AUTHOR]

This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the 'Paper Volcanoes Laboratory' program and toolkit for children and teachers, which aims to spread awareness about natural hazards among children. The paper argues that the geographical, social and educational context where the project is carried out is critical to consider, and decolonial studies provide a conceptual and theoretical framework for this project. This allows to recognize reproduction of infantilization of Indigenous people and children through Western knowledge and science if implemented without consideration for local contexts, and demonstrates how Western educational projects have been a tool of discrimination and colonization. However, at the same time, it opens up the possibility for a dialogue and an encounter between the different epistemologies present in a project that was conceptualized within the Western context, but is to be carried out in Turkana County in Kenya.

The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.

Children with special educational needs and disabilities (SEND) have a profoundly higher risk of death or injury than their peers when natural disasters occur. International policies call for inclusive disaster risk reduction education (DRRE) to help ameliorate this situation. This paper focuses on Indonesia, which has one the highest incidences of these disasters. A three-part structured literature review was undertaken regarding DRRE and children with SEND, followed by a questionnaire to in schools. Firstly, potential papers were screened against explicit criteria, yielding 23 papers for inclusion in the review. Secondly, these 23 papers were screened for identifiable DRR programmes, producing 12 items. Thirdly, evaluations of these 12 programmes were sought. The findings revealed that children with SEND were largely absent within the published research, the DRRE programmes, and all subsequent evaluations of the DRRE programmes. Questionnaire responses from 769 teachers from across Indonesia indicated that DRRE was often lacking, and that no programmes that were being used were accessible for all children. This is the first study to gain this insight and it concludes that there is a need for DRRE across mainstream, inclusive, and special schools, which has an inclusive and enagaing pedagogy that is accessible for all children.

Few notions seem to capture the imagination of education policymakers today as completely as digitalization and leadership. Through these two, schools are believed to become transformed, and in turn, these transformed schools will transform people and society. This paper critically analyzes a Swedish official digital policy instrument that materializes digitalized school leadership practice. The policy instrument is made available as a "helpful tool" by a Swedish official education agency. The paper scrutinizes the policy knowledge process set to work within the instrument by the agency. Particularly, how the instrument may influence people to come to know and change schools, and how responsibility and risk of digitalization in schools seems to first be transferred to, and then between, people in schools. The paper is concluded by a discussion of how: (a) three knowledge phases interact in the knowledge process of the instrument, (b) the technical -- rather than social -- solution that digitalized school leadership practice is found to be, and (c) implications for digitalization in schools as a social, cultural and historical phenomenon of interest to research.

Purpose: This paper aims to examine the opportunities and challenges of using ChatGPT in higher education. Furthermore, it is also discuss the potential risks and plunders of these tools. Design/methodology/approach: The paper discuss the use of artificial intelligence (AI) in academia and explores the opportunities and challenges of using ChatGPT in higher education. It also highlights the difficulties of detecting and preventing academic dishonesty and suggests strategies that universities can adopt to ensure ethical and useful use of these tools. Findings: The paper concludes that while the use of AI tools, ChatGPT in higher education presents both opportunities and challenges. The universities can effectively address these concerns by taking a proactive and ethical approach to the use of these tools. This paper further suggests that universities should develop policies and procedures, provide training and support, to detect and prevent cheating intentions. Originality/value: The paper provides insights into the opportunities and challenges of using ChatGPT in higher education, as well as strategies for addressing concerns related to academic dishonesty. The paper further adds importance to the discussion on the ethical and responsible use of AI tools in higher education.

This paper focuses on our experiences as higher education workers and the changing work culture that has resulted in the move to online digital labour. The shift to online and remote teaching has had disastrous impacts on academics' ability to both pursue research, and maintain a work-life balance. Examined in this paper is an understanding of how online digital labour has created an ontological shift that has inexorably blurred the boundaries between home and work. We theorize how forms of psychosocial risk in the academy has been normalized in both an intensification of digital labour and in part, an entire sector transformation away from physical campuses. Through a nomenclature of "postdigital presence" we discuss how there has been a fundamental change in how we experience academic work, and narrate how it has (re)formed our working worlds. As future projections, we situate notions of the Slow University and Quiet Quitting as counter hegemonic tactics for policy makers to consider, by reflecting on three "interruptions" around Remote and Isolated work, Job Demands, and Digital Fatigue. We conclude that there is a need to engage in critical questioning around digital labour as an emergent social, anthropological and technological phenomena, not only for improved academic well-being, but also due to the financial risk to institutions of academics being always 'on standby'.

The arrival of generative artificial intelligence (AI) is fundamentally different from prior technologies used in educational settings. Educators and researchers of online, blended, and in-person learning are still coming to grips with how to employ current AI technologies in the learning experience, let alone understanding the potential consequences that future and unknown developments in AI will produce. Despite potential risks, AI may revolutionize previous models of teaching and learning, and perhaps create opportunities to realize progressive educational goals. Given the longstanding tradition of using philosophy to examine questions surrounding ethics, ontology, technology, and education, the purpose of this critical reflection paper is to draw from prominent philosophers across these disciplines to address the question: how can AI be employed in future educational contexts in a humanizing and ethical manner? Drawing from the work of Gunther Anders, Michel Foucault, Paolo Freire, Benjamin Bloom, and Hannah Arendt, we propose a framework for assessing the use and ethics of AI in modern education contexts regarding human versus AI generated textual and multimodal content, and the broader political, social, and cultural implications. We conclude with applied examples of the framework and implications for future research and practice.

This paper proposes and describes a context- and subject-specific professional digital competence (PDC) framework for beginning English language teachers in Hong Kong. Taking a localised approach, the framework was developed through a four-stage data collection process, (1) Literature review of empirical studies conducted in Hong Kong of English language teachers' technology use, (2) Review of local government curriculum documents; (3) An online survey of English language teachers' technology use (n = 83); (4) follow-up individual interviews (n = 22). The study revealed that the local subject-specific PDC of teachers includes five aspects; Technological proficiency; Pedagogical compatibility; Preparing students for the digital world; Risk, well-being and ethical awareness and Professional work. Each aspect includes ability statements. The framework can be used to evaluate existing teacher education programmes, support the development of pre-service English-language teachers and facilitate self-, peer- and teacher assessment. The elements of PDC can be converted into programme- and course-level learning outcomes or incorporated into assessment rubrics. In addition, the methods used to develop the framework can be used by scholars in other contexts and subject areas to develop localised subject-specific PDC frameworks.

The popularity of social networks turns them into a legal method for promoting a healthy lifestyle, which benefits not only people but also different countries' governments. This research paper aimed to examine the Keep fitness app integrated into WeChat, Weibo and QQ as regards long-term improvements in health-related behaviors (physical activity, nutrition, health responsibility, spiritual growth, interpersonal relationships and stress management) and assess the associated risk of increased social media addiction. Students from Lishui University in China (N = 300) participated in this study, and they were formed into control and experimental groups. The Healthy Lifestyle Behavior Scale and Social Media Disorder Scale were used as psychometric instruments. The Keep app was found to improve respondents' scores on the parameters of physical activity, nutrition and health responsibility (P = 0.00). However, the level of dependence on social media did not change in either the control or the experimental group during the year of research (P [greater than or equal to] 0.05). It is concluded that fitness apps can be an effective tool to promote healthy lifestyles among young people in China and other countries. The feasibility of government investment in fitness apps to promote healthy lifestyles is substantiated.

Parenting and family environment have significant impact on child development, including development of executive function, attention, and self-regulation, and may affect the risk of developmental disorders including attention-deficit/hyperactivity disorder (ADHD). This paper examines the relationship of parenting and family environment factors with ADHD. A systematic review of the literature was conducted in 2014 and identified 52 longitudinal studies. A follow-up search in 2021 identified 7 additional articles, for a total of 59 studies that examined the association of parenting factors with ADHD outcomes: ADHD overall (diagnosis or symptoms), ADHD diagnosis specifically, or presence of the specific ADHD symptoms of inattention and hyperactivity/impulsivity. For parenting factors that were present in three or more studies, pooled effect sizes were calculated separately for dichotomous or continuous ADHD outcomes, accounting for each study's conditional variance. Factors with sufficient information for analysis were parenting interaction quality (sensitivity/warmth, intrusiveness/reactivity, and negativity/harsh discipline), maltreatment (general maltreatment and physical abuse), parental relationship status (divorce, single parenting), parental incarceration, and child media exposure. All factors showed a significant direct association with ADHD outcomes, except sensitivity/warmth which had an inverse association. Parenting factors predicted diagnosis and overall symptoms as well as inattentive and hyperactive symptoms when measured, but multiple factors showed significant heterogeneity across studies. These findings support the possibility that parenting and family environment influences ADHD symptoms and may affect a child's likelihood of being diagnosed with ADHD. Prevention strategies that support parents, such as decreasing parenting challenges and increasing access to parent training in behavior management, may improve children's long-term developmental health.

When performing an aggregate data meta-analysis of a continuous outcome, researchers often come across primary studies that report the sample median of the outcome. However, standard meta-analytic methods typically cannot be directly applied in this setting. In recent years, there has been substantial development in statistical methods to incorporate primary studies reporting sample medians in meta-analysis, yet there are currently no comprehensive software tools implementing these methods. In this paper, we present the "metamedian" R package, a freely available and open-source software tool for meta-analyzing primary studies that report sample medians. We summarize the main features of the software and illustrate its application through real data examples involving risk factors for a severe course of COVID-19.