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AI-generated paraphrasing tools, especially QuillBot and Paraphrasing Tool, play a crucial role in preventing plagiarism in academic writing. However, their effectiveness and proficiency have been questioned, particularly regarding the adequacy of their strategies. This qualitative study analyzed the paraphrasing strategies and proficiency levels of QuillBot and Paraphrase Tool. Using a purposive sampling technique, all 30 abstracts from one issue of the "Journal of Second Language Writing" were paraphrased using the two paraphrasing tools in their standard modes, and the results were analyzed using the frameworks of Keck (2014) and Nabhan et al. (2021). The results of the study indicated that both tools primarily used synonym substitution, with QuillBot favoring word-level changes and Paraphrase Tool emphasizing sentence restructuring. QuillBot tended to show minimal revision, followed by moderate revision, while Paraphrase Tool exhibited more moderate revision, followed by minimal and substantial revision. Paraphrase Tool exhibited broader paraphrasing capability than QuillBot, but both tools show some paraphrasing limitations. Overall, while these tools may enhance some writing, writers should thoroughly review the core concepts of the original texts and grammatical structures in specific contexts. For novice writers, paraphrasing practice in classrooms should be conducted under teachers' guidance. AIgenerated tools should be secondary.

Introduction: In recent years, the number of deplatforming attempts has increased at universities. Deplatforming is an attempt to block a person from speaking when certain groups find their content to be objectionable. An institution's culture of free speech may affect the number of deplatforming incidents. Methods: This study utilized data from a new database of deplatforming incidents on campus. The data were tested for correlations in relation to an institution's free speech ranking and its level of DEI (Diversity, Equity, and Inclusion) staffing. Results: These initial results show a negative relationship between free speech ranking and deplatforming incidents, and a positive relationship between DEI staffing and deplatforming incidents. Discussion: Institutions face the challenge of balancing an inclusive and equitable environment with the preservation of robust intellectual diversity and academic freedom. Finding this balance requires a thoughtful and deliberate approach that considers the nuances of promoting diversity, equity, and inclusion while safeguarding the principles of free expression and open dialogue. Limitations: These results were only for Power 5 universities in the United States. A more diverse sample may show different results. Conclusions: The culture of an institution is related to the number of deplatforming incidents that take place. This culture can be examined via its commitment to free speech and to its DEI staffing levels. Initial results show that these two factors have a relationship with the number of deplatforming incidents.

In this study, we analyze undergraduate student responses in 1,364 surveys to better understand student reactions to online proctoring. We present findings regarding two aspects of student reactions to online proctoring: First, we assess whether students believe that the act of cheating in online exams diminishes the legitimacy of their courses; and second, whether students think online proctoring reduces cheating and enhances the perceived legitimacy of their course performance in the eyes of graduate schools or employers. Additionally, we explore how anxiety interacts with these student perceptions. The data collected in this study support the contention that cheating reduces perceived course legitimacy, and online proctoring minimizes cheating and increases perceived course legitimacy. Finally, the data shows that when asked if they would prefer to take their examinations in the classroom or with online proctoring, students who participated in this study said they would pick online proctored exams.

This study explores Saudi undergraduate students' perceptions of artificial intelligence (AI) tools in academic writing. Despite extensive research on AI in higher education, there is limited focus on academic writing, especially in the Saudi context. A survey of 189 students, proficient in English and enrolled in freshmen academic writing courses, was conducted. The students frequently used ChatGPT, Grammarly, and Google Translate. Exploratory factor analysis identified two factors: "instructional support of AI tools" and "instructional practices of AI tools," explaining 55.302% of the variance. Descriptive analysis revealed strong student agreement on AI tools' benefits, including idea generation, outline preparation, grammar and spell-check improvements, and time-saving. However, concerns about reliability, contextual accuracy, and ethical implications were noted. The study indicates the need for proper training and clear guidelines to make the most of AI in academic writing. The participants, in various responses, indicated how AI helps develop their writing accuracy and come up with new ideas although some participants worry about relying too much on technology. The study recommends that AI tools can be very helpful, but we need to use them thoughtfully to cater to different student experiences and concerns.

In the 21st century, the imperative to combat extremism and terrorism has risen to the forefront of global and regional agendas, becoming an indispensable condition for fostering the secure and prosperous development of states amidst the formation of a new strategic order. This study aims to examine the peculiarities of combating religious extremism among the youth demographic, drawing insights from global experiences aimed at minimizing terrorist threats within this sphere. Two primary methodologies were adopted in this study: the comparative analysis method, which compares the factors contributing to youth extremism, and the descriptive method, which identifies the main features of radicalization processes across diverse countries worldwide. Examining the landscape of modern youth movements in Kazakhstan and their affiliations with various religious beliefs, it becomes evident that developing a comprehensive and cohesive legal framework is imperative to curtail the emergence of aggressive groups and address the root causes of student radicalization. Moreover, our study underscores the predominant reliance of modern youth on social networks as conduits for accessing information pertaining to mental health, traditional beliefs, and psychological support. Analysis of counter-radicalization efforts across nations reveals a spectrum of approaches adopted by state entities tasked with addressing this issue, often contingent upon the prevailing religious context. In Muslim-majority nations, scholars and public figures championing traditional values emerge as key agents in educating young people on the imperative of participating in radical groups. Conversely, in Western European countries, public organizations and institutions of higher learning emerge as pivotal actors in fostering effective counter-radicalization measures. The findings and insights gleaned from this study are poised to furnish a practical foundation for future research endeavors in this realm. Furthermore, they hold promise in informing the development of youth policies and the resolution of issues pertinent to religious dynamics within advanced societies.

This study explores the relationship between childhood trauma and malevolent creativity in college students and examines the chain mediation roles of positive parenting and resilience. Data is collected through survey questionnaires in a quantitative research approach. The SPSS macroprocess 4.2 and SPSS 27.0 are used for data analysis. The sample consists of 860 participants from eight universities and vocational colleges across four provinces in China. The findings indicate that childhood trauma significantly predicts malevolent creativity in college students. Positive parenting and resilience mediate this relationship forming a chain mediation effect. Positive parenting enhances resilience which in turn reduces malevolent creativity. The results highlight the importance of positive parenting and improved resilience in mitigating the negative impacts of childhood trauma. This study confirms the significant influence of childhood trauma on malevolent creativity and highlights the chain mediation roles of positive parenting and resilience. The findings provide valuable insights for developing interventions to promote mental health and prevent malevolent behaviors among college students.

The purpose of this pilot study was to develop and evaluate the feasibility of an experiential teaching and learning initiative that trained undergraduate students studying speech-language pathology to serve as family navigators promoting social communication and language development in infants and toddlers from lower-income backgrounds. Three students completed one semester of training that included multiple interactive approaches to instruction. They subsequently implemented a nine-month, online prevention and outreach program to nine mothers of infants and toddlers to promote social communication and language development. Results of formative assessments were examined and affective outcomes were explored. The intervention was implemented as intended, and the experience was acceptable to both student and parent participants. Uncertainties with regard to feasibility emerged, including the integration of this program into undergraduate programs in communication sciences and disorders as well as variability in parent engagement related to the presence or absence of concerns about their child's development. This empirical inquiry adds to the limited research base on clinical prevention activities that take place beyond the classroom by critically analyzing the implementation and documenting the outcomes of this initiative.

Cooperative Extension is in a unique position to address health and wellness concerns across the country, particularly in rural areas with local Extension services. One innovative model, the Health Extension: Advocacy, Research, and Teaching (HEART) Initiative, unites Extension, community organizations, and community members in collaborative activities to address the complex, multifaceted components of substance use disorder. The model utilized a multidisciplinary team and community-based participatory research (CBPR) approach with evidence-based practices to increase Extension's abilities to guide and tailor programming to local needs and to create significant impacts. Cooperative Extension's long history of engagement in the community, with state and federal linkages, creates a trusted source for partnering on behavioral health crises. This multidisciplinary team model increased Cooperative Extension's scope and capacity to respond to substance-related disorders and can be replicated in other areas.

This study examined the program effectiveness of Health Rocks!, a youth substance use prevention program. Merging data from 128,544 youth participants in 21 states between 2009 and 2021, this study compared self-reported levels of knowledge, skills, and internal and external assets before and after the program. Youth reported significant increases in substance use knowledge, stress-coping skills, and assets to make healthy life decisions across eleven years. The magnitude of effects varied by individual characteristics, including gender, school grade level, race, ethnicity, and residence. We provide recommendations for the evaluation of substance use prevention program effectiveness.

This study employs a mixed-methods approach, combining quantitative and qualitative research methodologies to investigate the dynamics of leadership, management, and performance in the context of drug prevention within schools under local administrative organizations. The research pursues three main objectives: (1) to examine the key elements of leadership, management, and performance related to drug prevention in these educational institutions, (2) to analyze the direct, indirect, and combined influences of leadership on the management and performance of drug prevention efforts, and (3) to formulate policy recommendations for influential leadership development models tailored to enhance the management and performance of drug prevention initiatives. Quantitative data were collected from 400 personnel within educational institutes under the Sisaket Local Administrative Organization, utilizing stratified random sampling and a questionnaire with a high-reliability score of 0.978. Concurrently, qualitative insights were from 12 purposively selected educational institutes in the same administrative context through the focused group. The analytical toolkit included frequency, percentage, mean, standard deviation, structural equation analysis, and content analysis. Key findings indicate the appropriateness of utilizing trait-based, behavior-based, and situational leadership alongside Principles of management to construct a comprehensive structural equation model. The performance emerges as primarily influenced by Principles of management, all statistically significant at 0.01 level. In terms of policy suggestions, the focus centers on fostering a knowledgeable and collaborative team, developing leadership skills through cooperation, and creating an organizational culture that supportslearning and development. Thisintegrated leadership development approach isthe picture to significantly impact the effective management and prevention of drug abuse in schools under local administrative organizations.

The objectives of this research were (1) to assess the suitability and feasibility of participatory approaches for the prevention and solution of drug problems of schools under Sisaket Provincial Administrative Organizations and (2) to create a consensus proposing a leadership development model that influences driving effectiveness, management and performance on drug prevention of schools under the local government organization. The informants were the study administrators and teachers who were responsible for prevention and correction drug problem of school, each group of 5 people, and the total of 10 people, obtained by purposive selection. The research instrument was a semi-structured interview. The interviews were conducted during January to March 2023. The research results showed that (1) Participatory approaches for the prevention and solution of drug problems of schools under the local administrative organizations in Sisaket Province of every created item had a suitability assessment at a level higher than the specified criteria and the possibility of implementing the guidelines; and (2) leadership development model that influences management and results of drug prevention operations in schools under the local government organization can be summarized in 5 issues: (1) raising awareness and education (2) developing communication skills (3) building trusted teams (4) being a good role model, and (5) self-reflection and assessment.

The proliferation of artificial intelligence (AI) has impacted scholarly publishing. This study explores the use of AI tools by Arab researchers who publish in English. A survey was conducted to gather information on AI tool adoption in research conception, writing, editing, and publishing. It collected responses from 84 participants, who provided insights into their usage patterns, challenges encountered, and ethical considerations when using AI. The findings reveal diverse adoption rates of AI tools, with high usage for language correctness and content enhancement such as grammar and spelling checking. The ethical implications of AI tool usage, including the need to ensure data quality, prevent plagiarism, and maintain ethical standards, were emphasized by respondents. Tools such as Grammarly, Endnote, and QuillBot were recognized for their utility in addressing common challenges. However, certain research-related tasks, notably research design, exhibited lower AI tool integration. The study underscores the gap between awareness and adoption of AI tools, indicating potential barriers to their utilization. Challenges such as cost, integration issues, and concerns about the accuracy and appropriateness of AI-generated content were identified. These findings offer insights for researchers, institutions, and publishers to enhance editorial processes, promote ethical AI tool usage, and bridge the gap between awareness and adoption.

Teachers are at high risk of voice disorders due to the heavy vocal demand of their profession as well as diverse classroom conditions that can stress the voice. Healthy vocal hygiene practices reduce this risk, but many teachers lack knowledge in these areas or have misconceptions about ways to improve their vocal health. This study aimed to identify knowledge deficits among teachers, and directly address topics with poorest performance to better generate vocal health resources for teachers and improve their overall vocal health.

Cyber threats have escalated in recent years. Many of these threats have been direct and vicious attacks on K-12 systems. Educators are rarely trained on how to address cyber threats from a systemic and educational perspective when such challenges arise in their school buildings. This article explains the cyber threats that are looming large for K-12 systems and provides concrete tools for school leaders to employ in order to provide preventive education to their school communities.

An organization's infrastructure rests upon the premise that cybersecurity professionals have specific knowledge in administrating and protecting it against outside threats. Without this expertise, sensitive information could be leaked to malicious actors and cause damage to critical systems. In order to facilitate this process, the presented work addresses the use of Infrastructure as Code (IaC) and DevOps to automate the deployment of cyber ranges. An approach closely related to virtualization and containerization as the code's underlying infrastructure helps lay down this burden. Notably, placing emphasis on using IaC tools like Ansible eases the process of configuration management and provisioning of a network. Lastly, several up-to-date vulnerabilities that are constantly messing with the lives of individuals and organizations are explored, most related to Privilege Escalation, Remote Code Execution attacks, and Incident Forensics, allowing the improvement of skills concerning Red team and Blue team scenarios. In short, one of the key takeaways of this work is contributing to better prepare specialists in ensuring that the principles of the National Institute of Standards and Technology (NIST) Cybersecurity Framework hold, namely: prevent, detect, mitigate, and recover.

Systems thinking (ST) is an essential skill for understanding complex issues, making predictions and informed decisions. This research explores how students applied ST in complex health contexts using the 'One Health' (OH) approach. OH highlights the interdependence relationship between animal, human and ecosystemic health (including plants). Eighteen upper secondary school students were involved in activities that aimed to foster their capacity to apply ST to explain the causes of the COVID-19 pandemic, to anticipate future pandemics and to propose actions for preventing them. Individual written tasks were examined using content analysis methods. Four dimensions of ST were considered, and levels were established based on the literature and in interaction with data. Most participants articulated various aspects of ST in their responses, but they did not do so consistently. Students had difficulties both in anticipating future pandemics and in proposing actions to prevent them. After the completion of the activities, most students showed an improved understanding of the OH notion. They identified the components, relationships and provided examples of causal interrelationships, such as those involved in zoonotic diseases. The findings point to the potential of the OH approach in Biology education, as it promotes students' understanding of complex health issues from a systemic view.

Community-based youth-serving organizations are often seen by participants and their families as safe and supportive environments with no stigma attached to participation. Many children attend community-based afterschool programs five days a week. In such an environment, trusted adults can consistently monitor the moods and behaviors of participants. Thus, afterschool programs that successfully and effectively integrate behavioral health services can reduce barriers and increase equity in access to high-quality behavioral healthcare. The author's organization, Boys & Girls Clubs of St. Joseph County (BGCSJC) in South Bend, Indiana, has successfully implemented an integrated behavioral health model into its out-of-school time (OST) programming. Other OST organizations may consider integrating components of behavioral health into their programming in order to address the unmet mental health needs of their young participants.

It is important to prioritize intersectoral action at schools to prevent the use of alcohol and other drugs. This strategic act should be organized with multidisciplinary learning characteristics and with the involvement of different stakeholders. The aim of a recent scoping review was to identify the factors that benefit and hinder intersectoral actions at school resulting from the elaboration of policies to prevent drug use. It seems like the research study was a scoping review that used the P-population, C-context, and C-concept structure. The study searched for information in various databases like Embase, Proquest, Lilacs, Medline via Pubmed, PsycInfo, WHO-Iris, and PAHO-Iris on April 17, 2023. According to the results, there were 5 studies that were eligible to answer the research question. One of the advantages of intersectoral actions is the role of schools in creating a support network with different social actors, particularly with family involvement. On the other hand, one of the challenges is inconsistencies in legal regulations, which do not provide enough guidance to schools on how to prevent alcohol and drug use. While public and private schools may be affected differently by social and economic factors, it is essential to invest in developing policies that focus on drug prevention for children and adolescents who are learning in schools.

This quantitative study is designed to help educational institutions and instructors make informed decisions regarding the use of online proctoring software. The researchers studied the impact of proctoring software in online courses by comparing the final grades of two groups of online, undergraduate students who took the same online course with the same professor who administered virtually the same content, with and without proctoring software. The overall sample included 252 students in six different undergraduate courses. When regressing all six courses together, the data did not show that the addition of proctoring software created a significantly lower course grade. The researchers then regressed the data of each individual undergraduate course, with the addition of independent variables, which had a mixed-bag of results. Interestingly, an undergraduate business course showed that the use of proctoring software reduced course grades while other courses produced interesting significant findings relative to gender and attendance status.

We explored secondary school principals' knowledge of suicide prevention programs, their perceptions of the logistical and cultural barriers associated with suicide prevention program adoption, and their justification for adopting (or not adopting) suicide prevention programs in their schools. Principals, as positional leaders of schools, can lead the adoption and support of school-based suicide prevention programs for their students. Using a phenomenology framework, we conducted semi-structured interviews of eight secondary school principals working in public schools in the south-central United States. The principals readily identified the importance of supporting students' mental health to enhance their learning as a justification for implementing suicide prevention programs for their students. They shared how limited staffing, time, perception of school responsibility for student mental health, and lack of knowledge of available suicide prevention resources were logistical, cultural, and knowledge barriers to adopting suicide prevention programs for students. Our research has profound implications for practice.

As a fundamental communication tool, media has undergone transformative changes throughout history. This has a lot to do with education. Each era has been characterized by its own unique media paradigms, from the invention of the printing press in the 15th century to the emergence of radio and television in the 20th century. These paradigms not only define how information is disseminated but also shape the social and political landscapes of their respective periods. In the modern age, the emergence of digital technology and the internet has brought about a new media paradigm that deeply influences every aspect of human interaction and the fabric of society. Today, new media, characterized by its interactivity, decentralization, and unprecedented access, dominates our daily lives. The significance of new media, which affects individual behaviors and global politics, economy, and cultures, cannot be underestimated. This process is also of great importance in terms of education. In particular, media literacy education will enable the individual to personally prepare for or otherwise intervene in the positive or negative aspects of their interaction with the media. From connecting distant communities to altering the dynamics of political campaigns, the impact of new media is ubiquitous. However, along with these advantages, new challenges have also emerged. One of the most concerning aspects of this shift in media is the potential for its exploitation by malicious groups, particularly evident in the rise of "terror agencies" utilizing new media platforms. These organizations adeptly employ new media tools for propaganda, recruitment, and operations, forming a symbiotic relationship that poses significant threats to global security. This article explores how new media paradigms enable the existence of terrorist organizations, the place of education in this regard, and what this complex relationship means for our interconnected world.

This study aims to reveal school principals' unethical behaviours based on teachers' perceptions within schools, to reveal the causes for these behaviours and recommendations to prevent them. An interpretive qualitative approach was applied. Data were gathered via face-to-face interviews conducted with 17 public school teachers in Kocaeli Province of Turkey. The data was examined through content analysis technique. The participants listed the unethical behaviours of school principals in seven different themes as discrimination, favouritism, violation of the rules of courtesy, misconduct, mobbing and pressure, neglect of duty, and other behaviours. The causes of unethical behaviours of school principals were stated as the factors related to administrative qualifications, personal factors, institutional factors, the factors related to teachers, and environmental factors. To prevent unethical behaviours of school principals, the participants suggested some training activities as post-graduate education in educational administration and psychological guidance to school principals. They also suggested some activities to increase the professional development levels and human relations competences of school principals. It was also recommended to make some legal regulations regarding the appointment, assignment issues, reward, rotation, and supervision of administrators. In addition to these suggestions, it was recommended to organize social activities for preventing unethical behaviours of school principals.

Gambling disorder is a dramatic phenomenon that is spreading, in Italy as well as around the world, among younger and younger people every year. Activities in mathematics lessons at school can help pre-vent it, but it is necessary to know with which attitudes and beliefs students approach such mathematics lessons, as well as the role of the social environment. Thus, in this study, within a sample of secondary school students who experienced gambling at various levels of addiction (from none to high), we investigate the role of: mathematics-related beliefs, emotions, social relationships, attitudes towards gambling and behaviour, through a set of calibrated self-report multiple-choice questionnaires. This represents for us an opportunity to understand the complex relations among affective variables in mathematics educational activities aimed at preventing gambling disorder. For example, we found a positive correlation between mathematics-related beliefs and gambling frequency, and a negative correlation between emotional regulation and gambling frequency. Hence, we can say that affective variables such as emotions and beliefs have an effect on gambling behavior.

This study investigates the validity and reliability of the Intrinsic Motivation Inventory (IMI) in the context of blended learning. In the digital age, the fusion of online components with traditional classroom instruction has become integral to modern pedagogy, giving rise to blended learning--a flexible approach accommodating diverse learning needs. In such multifaceted environments, intrinsic motivation emerges as pivotal for sustaining student engagement, bridging the gap between in-person and online learning components. Utilizing a quasi-experimental quantitative research design, the research focuses on first-year university students enrolled in a blended learning economics course. Thorough statistical analysis affirms the IMI's effectiveness in accurately measuring intrinsic motivation levels within the diverse framework of blended learning. The findings not only validate the IMI as a tool for assessing intrinsic motivation but also underscore its importance for educators. Understanding students' intrinsic motivation is essential for tailoring instructional strategies, identifying at-risk students, and proactively preventing potential dropouts in blended learning environments. The validation of the IMI enhances the accuracy of assessments, interventions, and program evaluations, ultimately contributing to the improvement of education quality for students engaged in the integrated format of traditional and online instruction.

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.

Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to given jurisdictions. This article describes an in-depth policy analysis of the development and implementation of Ontario's New Teacher Induction Program (NTIP). Using a policy document analysis methodology, the review of the induction policy mandates, program evaluations, and empirical studies highlights the NTIP's organization and scope, the stakeholders' roles, duties, and responsibilities, the programmatic impacts, and the challenges associated with its implementation. The article concludes with implications for policy development and implementation as well as for the practice of supporting ECTs.

Research represents an essential component of the response to infectious disease outbreaks and to other public health emergencies, whether they are localised, of international concern, or global. Research conducted in such contexts also comes with particular ethics challenges, the awareness of which has significantly grown following the Ebola outbreak in West Africa, the Zika outbreak in Latin America and the COVID-19 pandemic. These challenges include the need for implementing meaningful community engagement with the researched communities, not just to build unidirectional trust towards the research team, but to achieve a genuine and mutually respectful partnership before, during and after the research. Here, we describe the real-life experience of 10 well-established research clinics in Nairobi, where a successful experience of community engagement linking prevention and care to research was interrupted during the COVID-19 pandemic. We contrast this experience with the concept and processes of community engagement as described in selected scientific manuscripts and guidelines, to formulate some conclusions and recommendations. We contend that more action is needed, from research ethics committees and other key-research stakeholders, to align policies and practices with ethics guidance and with evidence-based recommendations from the academic literature, to achieve meaningful community engagement during emergency research, irrespective of the scale and location of an outbreak or public health crisis. Failure to do so, will aggravate the (postcolonial) asymmetries of power in global health and local systems.

Mental health during childhood is a growing social challenge with important implications for optimal development. Social and Emotional Learning (SEL) interventions have been shown to prevent problems related to psychological maladjustment, as well as promote emotional well-being. This article aims to provide evidence for the impact of RULER (Recognizing, Understanding, Labeling, Expressing, Regulating), an evidence-based approach to SEL, on students' mental health outcomes in Spanish public schools. A total of 207 primary school students (50.24% girls, mean age of 9 years) participated in the study. The teachers in the intervention school as compared to the control school received RULER instruction consisting of 15 hours of professional development training, 3 hours of follow-up, and SEL implementation guidelines throughout the school year. Students completed the Behavior Assessment System (BASC S-2). Results showed significant impacts in the RULER as compared to control school, including a reduction of clinical symptoms, such as anxiety and atypicality, as well as emotional symptoms, such as the sense of inadequacy among 9 to 12 year old students. Implications of these findings are discussed.

The manipulated or manufactured truth on social media platforms spreads false information to influence netizens' cognition, often resulting in fabricated social and political narratives. This study systematically reviews the literature on truth manipulation and its impact on the cognition of social media users. The primary focus is on disinformation, misinformation, fake news, and propaganda. The study appraises 162 peer-reviewed publications indexed in the Web of Science Core Collection database using the systematic review method. The data was put through a bibliometric analysis to unpack the evolutionary nuances of netizens' cognitive response to manufactured truth, informativity, and manipulation on social media. The study highlights emerging trends and issues from truth manipulation on social media. The bibliometric analysis reveals since 2017, there has been an increase in the trend of scholarly work about truth manipulation on social media and its effects on the cognition of netizens. The USA seems to be the most prominent node to contribute to the study of truth manipulation. The content analysis shows multiple aspects causing truth manipulation. This study also seeks ways and methods to prevent and counter truth manipulation on social media. It looks at the possibilities of altering netizens' cognitive abilities by improving their critical social media literacies through fact-checking. The study results show that knowledge gaps persist in truth manipulation on social media and the cognitional aspects in response to fabricated narratives. We emphasize the importance of further investigations in this domain.

Various scholars have confirmed that teacher safety against learner victimization is a growing concern worldwide, and this problem is exacerbated by a lack of understanding and readiness to implement policies to address this matter. In this regard, policy implementation by middle leaders (MLs) in creating safe school environments has attracted much less interest as a possible way of addressing issues of teacher safety and the prevention of learner victimization. MLs are regarded as individuals who have the potential to lead, plan, inspire and persuade, and in so doing, they are in an ideal position to translate policy into practice. As such, this paper provides a qualitative policy document analysis of The National School Safety Framework (NSSF) premised on the theory that every individual in the school experiences safety in dissimilar ways and has unique safety needs. The NSSF is endorsed by the Department of Basic Education to guide in addressing issues of violence and safety in South African schools. Underpinned by the rational choice theory and utilizing policy document analysis, texts in the NSSF were analysed and interpreted to propose transformative policy strategies that can assist MLs in managing teachers' safety at schools more effectively. The findings suggest that administrative duties and a lack of time make it difficult for MLs to create a safe and supportive learning environment in schools. Another finding was that there is no clear plan outlined in the NSSF to guide MLs to pursue teacher safety against learner victimization in schools. To assist MLs, this paper proposes transformative policy strategies that can assist them in promoting teacher safety and preventing learner victimization in schools. The paper recommends that more explicit interpretation and implementation strategies be communicated with schools to assist them in fighting the war against violence in schools.