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This study is intended to examine the deceptive strategies utilized in the well-renown Agatha Christie's (1926/2002) detective fiction "The Murder of Roger Ackroyd" to fill a gap in the literature by conducting a pragma-stylistic analysis of the novel. To do so, the researchers have set two objectives which are phrased as follows: firstly, examining the pragma-stylistic choices that are used to surface the deceptive strategies on the character-character level in the pre-dénouement stage and secondly, investigating the pragma-stylistic choices that are used to surface the deceptive strategies on the narrator-reader level in the pre-dénouement stage. The stylistic idiosyncrasies of Christie's Dr. Sheppard are carried out through an eclectic pragma-stylistic approach to expose his deceptive strategies for the fulfillment of his selfish ends. Therefore, the study at issue follows an eclectic conceptual framework which comprises Merzah and Abbas's deceptive principle (2020) and Chen's (2001) self-politeness, along with the stylistic effects achieved via the manipulation of such linguistic tools, to explore the two levels of discourse, namely, character-character level and narrator-reader level proposed by Black (2006). The qualitative analysis of the novel has exhibited that Dr. Sheppard is an expert deceiver who principally relies on indirect strategies, as he is cognizant of the power of what is insinuated but left unsaid.

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article proposes that we should take a broader and more critical approach to the rise of 'digital capitalism', and to the ubiquity of digital media in everyday life. In this sense, the paper argues that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media. This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph are also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

According to the cliché, it is not what one says so much as how one says it. In the business world, those words ring particularly true. How one presents information can influence all forms of business decisions, from level of investment to expansion to downsizing and everything in between. This brings up significant questions relating to the manipulation of data and data integrity in general -- particularly since the presentation of data is, in effect, the creation of knowledge. It is therefore vital to be able to look at data, its analysis, and its presentation, using an ethical framework. This article presents the students with two scenarios, one focusing on how data is presented and the other focusing on the credibility of the data. In both cases, the "clear" answer is to present the information honestly, but the looming question is "how?" Due to extenuating factors in both cases, students are forced to think about how a seemingly simple decision can have a significant impact on not only a business and its employees, but also the clients, customers, suppliers, and other stakeholders.

Materialism is related to financial individuals who judge all things need material. The nature of people like this exist in today's era, which assesses a success comes from the acquisition of wealth, social status and welfare of life. Although this is contrary to moral life, there are still many people who pursue it. Internal and external factors exist in human life related to the existence of materialism. Self satisfaction and individual life goals are internal factors that exist within the individual. Materialistic people will feel satisfied through acquisition of possessions, financial success, attaining status and having the right image. This perception is negatively correlated with well-being, even so they believe that their life goals will be achieved through materialism. Environmental, social and social media influences that are external factors in an individual can provide a tendency to influence one's behavior. The recognition of social status based on wealth will have an impact on materialism that will be difficult to escape from his life. The hedonist lifestyle and corruption are the effects of this growing materialism. However, to prevent or overcome these behavioral problems, it is necessary to strengthen morality and spiritual values that can be obtained from various sources such as the Qur'an, the Bible or research that can be trusted to provide solutions to these problems.

Scientific integrity, proper research conduct and avoiding research misconduct including plagiarism, fabrication and falsification, are all essential to all disciplines. Since research experience is a recommended skill to gain during undergraduate education, undergraduate students need to be aware of research misconduct in order to avoid it. This study was carried out to determine the level of knowledge and awareness regarding research misconduct, and the independent factors that might contribute to attitudes towards research misconduct. In this cross-sectional study, a questionnaire was self-filled by pharmacy undergraduate students about their knowledge of practices in research misconduct. Among the respondents (n=800), 79.12% had poor knowledge, whereas 20.88% had good knowledge about research misconduct and research ethics. Furthermore, only 9% indicated having previous training in research conduct/misconduct, whereas 36.5% had previous training in research ethics. In conclusion, this study reflects insufficient knowledge and awareness about research misconduct concepts and their main terminologies among undergraduate pharmacy students, which emphasizes the importance of implanting proper training programs/courses on research ethics during students' academic years.

This study examined crime in tertiary institutions in southern Nigeria. The purpose of the study was to identify the common crime prevalent in the institution, the administrative strategies for managing crime and find out the extent to which institution managers or Administrators are employing the identified strategies to ensure a crime free environment. Three research questions were asked and answered. The sample of the study was drawn from a population of tertiary institutions in Southern Nigeria A sample of 932 respondents were selected through stratified random sampling technique from nine tertiary institutions in South-West Nigeria. The questionnaire was the instrument for collection of data from the respondents. It is divided into three sub-scales. Cronbach Alpha for the three sub scales yielded 0.84, 0.80 and 0.76. The finding revealed the common crime prevalent in tertiary institution in South-West Nigeria as examination malpractices, assault, plagiarism, sexual harassment, and certificate forgery. The findings further showed that crime management strategies like mounting closed circuit camera in strategic locations, regular monitoring of activities, use of anti-cult group are some of the identified crime management strategies. The extent of employment of the identified strategies in crime management is low.

At a time of great dynamism among publishers of scientific publications, with the inevitability of Open Access and the ease of publishing online at low cost, it is possible to find publications with different levels of scientific respectability. In this context, the improvement of the quality of scholarly publications emerges as a critical element for publishers, authors and academic institutions, as well as for society in general. This opinion piece discusses Open Access journals with different levels of quality, focusing on the following quality-promoting measures: blacklists, author's preparation, and institutional prevention. The analysis allows concluding that the open review will be one of the key elements in the process of clarification and promotion of the level of quality and consequent scientific respectability of each of the Journals, of the thousands currently existing, a number that is likely to increase.

This study illustrates the use of the Griffiths III Scales to further clarify a diagnosis of Autistic Spectrum Disorder and possible Attention Deficit/Hyperactivity Disorder following a test battery of the Childhood Autism Rating Scale, Conners 3-Parent and Teacher Surveys, and the Goodenough-Harris Draw-a-Person test in a child aged 6 years. The Griffiths III assessment confirmed a pattern of delay above and below DQ50. The child demonstrated difficulty with the constructs: Skills for Learning (including attention, curiosity, processing speed); Ways of Thinking, Memory and Play; all aspects of language and communication; and all underlying constructs of early social and emotional development. The concept of Theory of Mind is used to examine the child's particular difficulties.

The discipline Structural Considerations of Information explores the interests underlying communicational dynamics and information strategies, as well as the ways in which they correlate with messages. Considering this knowledge to be key in Communication Education, and having confirmed its close relationship with the dimensions of media competence, its presence is analyzed in the Media and Information Literacy (MIL) curriculum for teachers, whose training is crucial for the success of the process, developed by UNESCO, an organization that is a global referent in the field. A semantic content analysis reveals, from a quantitative perspective, a strong presence of thematic areas covered by the Structural Considerations of Information subject within the competencies and contents of the curriculum. However, at a qualitative level, there are fundamental weaknesses in its relationship with the structural approach to information. This occurs when the critical spirit of the text declines, starting with a definition of the media as sources of reliable information. The ubiquity of disinformation, and the key role played by stakeholders' knowledge, as well as the development of critical thinking to address it requires an update of this curriculum--the present review contributes to this development--highlighting the current necessity to address it from a structural vantage that fosters critical citizenship and a democratic process.

Academics and scholars need to publish their research results. In addition, they are required to publish scientific papers to prove their research commitment and to achieve certain academic titles in higher education institutions. Globally, there are many scientific journals of well-known publishing houses/universities, which offer opportunities to publish scientific work. One of the recent topics in academic circles is the increasing number of invitations to publish articles via quick procedures, without going through the adequate review process. This phenomenon is threatening academic integrity, as these publishers/journals aim at financial benefits and not contributing to scientific development and progress. There is a gap in the knowledge of the scientific researchers regarding the journal selection to publish their work. Some of them are still unintentionally publishing in such journals, mainly as a lack of information about them. The main purpose of this study is awareness-raising, warning, and guidance of scientific researchers, particularly young researchers by providing information on how to avoid submitting manuscripts in these journals. To achieve this, we have consulted the recent literature and practices of different countries, summarized the most used tools/methods to identify predatory publishers and journals, and lastly, we have developed a guiding algorithm for evaluating them.

Hypocritical behavior needs to be watched out for because it is symptomatic in the community, especially now with access to global relationships without any boundaries of place and time where it is associated through social media, people who are infected with this disease are very difficult to guess, can only be known with certain signs namely: lying, treasonous, broken promises, "riya," like to slander and spread lies. The purpose of this study is to explore broadly regarding with detail concept of hypocrisy from several vital point of views i.e. from Al-Qur'an, Hadith, and Islamic interpreters. Furthermore, it is also highly urgent to avoid ourselves and teenagers from being a hypocrite. Hence, recognizing signs and characteristics of hypocrites is also crucial in order for us to be more alert toward this issue. Many studies about hypocrisy have been conducted by many researchers in various condition including education, politics, and so forth. In this study, hypocrisy is also discussed from Islamic education perspective.

Information technology is a tool, and its effects on global citizenship education (GCED) depend on who uses the technology, how it is employed, and for what purpose. In theory, technology use "could" provide significant benefits toward achievement of GCED goals. Globalization has demanded an educational response -- to prepare the young for productive engagement with the emerging global community. Technology "could" play a positive role in effective GCED. But globalization has come at a cost; it has produced winners and losers. Among the losers are those economically displaced as manufacturing jobs move elsewhere; they are resentful of foreigner and fearful of an uncertain future. For them, global citizenship is anathema. They are susceptible to manipulation by malign forces eager to exploit any perceived rifts in the postwar world order. For them, technology is a weapon, as easily aimed at the aspirations of GCED as another apparent enemy. Identifying how technology can be employed positively in GCED is important, but not enough. Young people must also understand the conflict between globalization and alt-right nationalist populism, much of it carried out in the cyber-arena of the Internet and social media. New technologies have armed adversaries with tools to manipulate opinion and foment disorder, undermining global citizenship education and Western democracies in general. Young people should be able to recognize the gladiatorial combat between globalization and nationalist populism --between democracy and authoritarianism -- in the cyber-arena. This article explores how technology is a double-edged sword -- a tool for good and a tool for mischief. It draws from current research and news reporting on methods and effects of online manipulation. The article concludes by describing international efforts to defend against social media assaults on democracy and by identifying the new knowledge and skills citizens must acquire for positive civic engagement in the global cyber-arena.

This research explores the consequences of online conformity in terms of how people respond to fake news. The study aims to see whether the readers of the misinformation are more inclined (a) to have a negative or positive opinion of fake news; (b) to support or oppose the fake news story by targeting the story itself or its author; and (c) spread a fake news story through social media. This study was conducted within a four-month period. The study employed an experimental research design, applying an inter-subject experimental design for three treatment groups. One group was exposed to a fake social media news post that was supported by positive comments from other users. The second group was shown the same fake social media news post, but this time, the comments with it exposed it as fake news. The third group was again shown the same post, but this time with comments that critically attacked both the fake news and its poster for promoting it. A total of 60 respondents were systematically sampled from 180 population, determined based on Raosoft (p=00.5), and a response distribution of 50%. Attitudes to the fake news story were assessed using three elements on a five-point Likert scale. The gathered data were analyzed using SPSS version 25.0. Results show that there was a greater tendency to intend to spread a fake news item when it is accompanied with comments that support the news article compared with comments that are critical of the content and optionally its author. Moreover, the research suggests that warnings from organizations about inaccurate news may not change people's attitudes or reduce their willingness to spread a piece of fake news as powerfully as reading the critical comments of other consumers.

The facts disclosed that Indonesian English Department (ED) students have difficulty disassembling the SIM and SPOSS in a practical sense. This happens because the SofLP as a fundamental theory and poem as the authentic learning medium to dismantle the Speaker's Intended Meaning (SIM) and Speaker's Purpose-Oriented Speech Situation (SPOSS) have not yet fully become the most important parts in the Indonesian ELT program. The researcher, therefore, proposed such a title to practically bridge the students' critical quandaries in interpreting the SIM and SPOSS. This was a qualitative method whose complete participation, field-notes, interviews, and iterative model and the 1984 Miles and Huberman Interactive model were the techniques of collecting and analysing the data respectively. The principal results practically signified that the poem-based SofLP's inculcation can better improve the Indonesian ED students' pragmatic competence, HOTs (cognitive process and knowledge domains), linguistic intelligence and language skills. More importantly, it can help the ED students to detect countless fake news in various online media. Subsequently, through the poem, the pragmatic language teacher is encouraged to exploit the instructional strategies to establish and develop the students' space practice, retrieval practises, elaboration, and collaboration. In conclusion, even though it seems weird, the poem can critically serve as the learning media assisting the students to enhance the pragmatic competence and other related critical skills of English.

At the end of 2016, the Oxford English Dictionary announced 'post-truth' as word of the year, and since then, the concept has been invoked around the world to describe the growing anxieties surrounding the current crisis in truth, wherein emotion appears to have replaced fact in the shaping of public opinion. Society is witnessing what seems to be an unprecedented increase in the spread of fake news, alternative facts, and "affective feedback loops" that have hate on the rise, increasing left/right divides. There has been groundbreaking research across disciplinary divides that clearly identifies the targeting of emotions via personalized social media messaging as the new frontier of propaganda. However, despite the fact that the relationship between digital propaganda and manipulated emotion has come to public awareness, not enough attention is being drawn to the need for critical media literacy projects in education that include understandings of how emotions are being targeted and manipulated. Because psychoanalysis sees emotional life as the most significant resource for learning to think, and in learning to think differently, in this article, Jennifer Logue explores what psychoanalytic theory can bring to the "truthiness" table. She suggests that psychoanalytic insight can be extremely helpful in the creation of new pedagogies that enables people to better navigate the current climate of hate and fear, and the epidemic of "affective information warfare" people currently find themselves in.

This study provides an initial statistical approach as an alternative model to detect the fraudulent practice estimation of national examination (NE). Trends, patterns, and relationships were analysed from the national examination (NE) scores and the national examination integrity index (NEII) on pre-and post-computer-based national examination (CBNE) of the 103,273 high school science students in Aceh Province. Looking at the trends and patterns of the pre-post CBNE implementation, descriptive statistics were used by comparing the average (Mean) of the NE, NEII, and the standard deviation of national examination (SDNE) in the group of regencies/cities. Picturing the relationship between the NE and NEII, linear regression and curve estimation was applied. The result shows that there are striking differences and gradual changes between the pre-post CBNE's implementation in each regency/city. In the span of three years (2015-2017), a downward trend showed in the NE's scores along with the implementation of CBNE which increased the NEII's value. In the pre-CBNE period (2015), a striking pattern emerged in the form of low NEII, high NE, and low SDNE which indicated the existence of fraudulent practice estimation of the national examination. [Paper presented at the Annual International Conference on Mathematics, Science, & Technology Education (AICMSTE) 2019.]

Effective learning in the current 4.0 Industrial Revolution era may not happen if a learner is insensitive to two types of social engineering, namely phishing and tailgating. This study aims at investigating the predictors of vulnerability to phishing and tailgating from the psychological perspective. The study was conducted on a sample of Indonesians (125 males, 137 females; M[subscript age] = 28 years old, SD[subscript age] = 8.319 years); considered as the 'millennial' age group. Multiple linear regression analyses covering seven predictors of the vulnerabilities, i.e. insufficient knowledge/media literacy, excitement of victory, fear of authority, desire to be helpful, fear of loss, laziness, and appeal to ego, showed that the psychological models predicting vulnerability of experiencing phishing and tailgating were confirmed, with an effect size range between 18.5% to 19%. Media literacy alone was proven to be inadequate in managing/deterring the variables that embrace vulnerability to the two social engineering techniques. The relevance of this study to lifelong learning gravity is discussed throughout this article.

Covid-19 global pandemic has extensively affected various dimensions in life and changed socioeconomic behavior in society. In line with this, the tremendous growth of digital technology has brought about a positive influence on social education and "muamalah" (literally "transaction") activities due to, indirectly, the enactment of large-scale social restriction policy (LSSR) in the capital city of Indonesia: Jakarta. Consequently, digital transaction has increased immensely as digital technology ensures more safety and effectiveness. Furthermore, the policy has created new perspectives in social education towards the use of digital technology and societies are prompted to learn how to use it. Learning from the background, the authors employ the risk-need-responsive model (RNR model) and conditional approach in this study as a conceptual framework to reveal the impact of "Muamalah" social education on digital payments for corruption prevention for public services in Indonesia. In addition, quantitative research design is also applied in this study by distributing questionnaires to as many as 300 respondents in Jakarta randomly chosen as a sample. This study revealed that they were influenced by LSSR. Data collection techniques are questionnaires combined with literature studies. This research has a novelty as it attempts to fill the impact of "Muamalah" social education on digital payments for corruption prevention and is derived from people's responsiveness affected by Covid-19. The results revealed that although people were forced to use digital payments due to emergency conditions, in fact, social education has brought about major changes in social dynamics. The impact of "Muamalah" social education on digital payments has improved individual cognitive learning abilities, demonstrated more wise actions and changed social behavior for better life. Furthermore, the impact of "Muamalah" social education on the use of digital payments in preventing corruption or digital anti-corruption likely minimizes corrupt practices in the public service sector. This research is likely a useful reference for stakeholders, especially the government, as a blueprint for preventing corruption by considering aspects of social education and the growing "Muamalah" principle of digital payments in society.

The purpose of this study is to determine the social impact of the learning process of agreements and regulations in the Civil Law regarding the procurement of goods and services during the COVID-19 pandemic, its implications for preventing corruption in Indonesia. The research method used is normative using a theory-in-use approach. The results of the study found three crucial points. First, the law of goods and services agreements gives freedom to people who do not have restrictions in the code for that. The contract for the procurement of products and services during the COVID-19 pandemic was categorized as a relatively temporary force majeure so that it could renegotiate to rearrange the implementation schedule. Second, good faith is the key to success in resolving frustrating agreement problems to save the agreement to provide benefits and benefits to both parties. Third, in the end, civil law provides an essential lesson that in transactions based on good faith where there are values of decency, honesty, and fair wisdom is the prevention of corruption in the procurement of goods. Good faith is the key to success in resolving frustrating agreement problems to save the agreement to provide benefits and benefits to both parties. And service in difficult times like today.

The goal of this essay is to provide Higher Education institutions with suggestions for maintaining both economic viability and organizational credibility in a Post-Covid 19 environment. Three practical, yet important, objectives for both colleges and universities are identified in light of the pandemic and its aftermath. In particular, the essay targets both administrative and stakeholder-oriented considerations for implementation.

This article examines potential consumer harm that may arise due to regulating modern financial services communication technology with rules written in the early 20th century. It is argued that disparities in record keeping regulation across communication mediums disincentivizes the use of technology capable of generating records for consumer retention, while incentivizing the use of technology which shields financial advisors from accountability. Experimental evidence is provided in support of this argument. Further, it is argued that regulation disparities across communication mediums may result in more wrongful accusations of advisor misconduct, less reporting of genuine misconduct, less self-policing among industry members, and greater unrectifiable consumer harm. Objections to these arguments are considered, along with practical guidance for consumers, regulators, and policy makers. [This manuscript was presented at the 12th Biennial Conference of the Asian Consumer and Family Economics Association (ACFEA).]

The perception that academic fraud is widespread in higher education affects the credibility of higher education schools, giving rise to doubts concerning the quality of learning and the students' preparation for their professional life. Academic misconduct is presently a common research area. However, higher education schools still seem unable to contain academic fraud, given its prevalence and scope. Therefore, understanding students' perceptions and attitudes remains critical for schools to define effective policies in promoting and defending academic integrity. Towards that aim, the results from a set of focus groups of students from a higher education school are presented. Students do not link academic fraud with unethical professional behaviour, propose more sanctions for those who commit academic fraud, and consider that certain evaluation methods favour unethical behaviour.

We describe the results of a master's thesis in malware detection and discuss the connection to the learning goals of the project. As part of the thesis, we studied obfuscation of malware, conversion of files into images, image processing, and machine learning, a process of benefit to both the student and faculty. Malware detection becomes significantly more difficult when the malicious specimen is obfuscated or transformed in an attempt to avoid detection. However, computer files have been shown to exhibit evidence of structure when converted into images, so with image processing filters such as granulometry, it is possible to generate a set of features which will help characterize malicious and non-malicious files. If the structures of file-derived images are resistant to obfuscation, these images may be of valuable use in providing malware signatures. We explore image generated file features and their effectiveness to identify malware when used with various machine learning classifiers.

Increasingly, criminal justice practitioners have been called on to help solve breaches in cyber security. However, while the demand for criminal justice participation in cyber investigations increases daily, most universities are lagging in their educational and training opportunities for students entering the criminal justice fields. This article discusses the need to incorporate courses discussing the Dark Web in criminal justice. A review of existing cyber-criminal justice programs in Texas and nationally suggests that most community colleges and 4-year universities have yet to develop courses/programs in understanding and investigating the Dark Web on the internet. The Dark Web serves as the new "Criminal Underground" for illegal activity and needs to be understood. This research outlines the need for criminal justice programs to teach courses in the Dark Web and offer course recommendations. Recommended syllabi material for Dark Web courses in criminal justice, and recommendations for development of these programs are included.

Educational videos are becoming increasingly important for schools. More and more often, students consume videos on YouTube in order to carry out school tasks. At the same time, the digital world is increasingly influencing perceptions of history. The internet contains numerous examples of how history is instrumentalized. Counterfeiting and manipulation distort historical information and abuse it for political purposes. This article presents the results of a research project on history teaching in a seventh grade (age 12-14) class in Germany. The study's aim was to find out if creating one's own videos using the method of digital storytelling generally leads to a more critical evaluation of educational videos. Students produced short videos on the subject of 'European expansion in the early modern period'. One group was secretly commissioned to portray the Europeans as superior to the indigenous societies of America, thus creating a manipulative video. At the end of the lesson, the students rated the credibility of the videos. In addition, interviews with students were conducted. The aim was to investigate whether students trained in digital storytelling could easily identify biased information. The data were analysed using qualitative text analysis. Findings show that students primarily judge videos based on aesthetic features, rarely adopting a media-critical perspective.

This study aims at problematizing President Trump's argumentation in response to the protesters' demands for justice, racial equality and police reforms over the killing of George Floyd. In his first reaction, Trump used mild rhetoric that frustrated and galvanized the angry mobs. In response to escalating protests, Trump escalated his own rhetoric. Calling into question the character and credibility of the protesters, Trump labelled the protesters "thugs" and "terrorists", alluded to the deployment of the Military, and tweeted "when the looting starts, the shooting starts". Pragma-dialectical analysis of Trumps' response reveals that rational argumentation yields to derailed strategic maneuvering involving name-giving, ad baculum and ad hominem fallacies. Trump makes a dialectical shift from persuasive logic to fear arousing and threat making tactics in order to coercively hold up demonstrations and enforce compliance, and later shifts from persuasion to eristic discourse. He politicizes his response by accusing the media of fomenting hatred and anarchy, and by blaming the mayhem on his democratic rival, who is ridiculed and personally abused. These are irrelevant argumentative moves in the socio-political context as well as in the context of the persuasion discourse.

An increasing number of characters with autism spectrum disorder (ASD) are appearing in film and television, leading to increased public perceptions of ASD. This review examined the current state of research focused on ASD representations in film and television, and the extent to which characterizations of ASD have been studied. Eighty-seven characters with ASD were discussed across the 26 articles. Characters were culturally and linguistically diverse, and portrayals of ASD appear to be moving away from typical disability-tropes. Researchers studying ASD portrayals were also culturally and academically diverse, with the majority representing fields outside of traditional ASD research disciplines. Connecting diverse methodological procedures may be a useful next-step to enhance empirical studies of ASD representations.

This paper studies how Emerson's 'Self-Reliance' offers a meaningful account of political and moral self-education in Western democracies. Emerson's moral perfectionism involves an ethical, political and democratic individualism that needs to be reconsidered. This paper explores a perfectionist interpretation of the modern forms of self-education as political and ordinary practices, first with the case of conspiracy theories, which express an individual desire for self-education but appear as the result of a lack of self-reliance and a failure of political self-education, and then through the explicit claim to self-education made by activists in ecological, anti-racial or feminist organisations, which embodies the democratic need for self-reliance. These two examples reveal a new kind of efficient and ordinary political power at the edge of civic commitment. This leads us to define an alternative conception of pedagogy, in which equality in self-reliance matters. This also underlines our moral and ordinary political responsibility and challenges the traditional philosophical opposition between personal and public, subjective and universal. This paper underlines the accuracy of Stanley Cavell's interpretation of Emerson's 'Self-Reliance' in order to provide a perfectionist interpretation of activism. It also opens a new crossed perspective between the French and American approaches.

Ironically, flat-Earthers, anti-vaxxers, and climate change naysayers trust in science. Unfortunately, they trust the "wrong" science. That conundrum lies at the heart of scientific literacy in an age of well-funded commercial and ideological interests and overwhelming digital information. The core question for the citizen-consumer is not philosophically "why trust science?" (Oreskes 2019) but sociologically "who speaks for science?" Teachers can help students learn how to navigate the treacherous territory of inevitably mediated communication and the vulnerabilities of epistemic dependence. Students need to understand the role of science communication practices (media literacy) and the roles of credibility, expertise and honesty and the deceptive strategies used by imitators of science to seem like credible voices for science.

Despite advances in discussions about the nature of science, there is still a paucity of discussion on the ontological dimension of science in science education research that makes it difficult to defend its content and teaching. In this article, the reasons for trusting science and science education are analyzed through three arguments. The first is that both the belligerent obscurantism and fake news of the ultra-right and the postmodern relativism of sections of the leftwing are connected to objective movements from the capitalist socioeconomic reality. The reestablishment of trust in science and its teaching requires an effort to understand the contemporary social contradictions, problems, and challenges. The second argument is that scientific knowledge does not need to abdicate objectivity in order to ground ethical and political positions. The third argument is that the socialization of scientific knowledge through school education is a necessary, albeit insufficient, condition for the ethical--political education of younger generations. The article concludes by stating that it is necessary to overcome the choice between an education that is supposedly neutral in political and ideological terms and an education that rejects the socialization of scientific knowledge in the name of respecting the multiplicity of culturally rooted voices from within the different oppressed groups present in today's society.

We evaluated audience control over children's honest reports using a reversal (ABA or ABAB) design. Four typically developing children performed a computer game in which they had to shoot a target and then report on their performance during and at the end of each session. Baseline assessed the accuracy of their reports in the absence of an experimenter. During the audience condition, an adult was present in the room and observed the child during the task. Participants accurately reported their errors when an adult was present, whereas they lied about their performance by systematically reporting errors as correct responses when an adult was absent. Honest reports about their total score at the end of the session also increased in the presence of the audience member. These results suggest that the presence of an adult exerted control over children's honest/accurate reports. We discussed the reasons why the presence of an adult may have served as a discriminative stimulus for honest reports.

Academic frauds, dishonesty and cheating are pervasive in Pakistan, but thus far less systematic research has been undertaken on the effectiveness of the policies designed for countering academic dishonesty. Generally, the success of a policy depends on a good design and appropriate implementation. The design aspect of the policies to counter academic dishonesty in Pakistan is studied elsewhere, the purpose of this article is to empirically examine the implementation stages of the same policies. In doing so, the study utilizes a panel data set comprising of 60 cross-sections and 06 time series observations (2012-2017). Results of the rigorous panel regression models shows that leniency in the prescribed punishments and an exhaustive belief on the efficacy of traditional examination surveillance methods are counterproductive. The study however failed to substantiate the direct relationship of discrimination and academic dishonesty in the sample. It is therefore concluded that prescribed punishments must be awarded in letter and spirit and that there is need for coordination at different stages of the implementation. Further, the study also recommends that traditional forms of examination surveillance must be augmented using modern technology.

The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at country level Corruption Perception Index and the Index of Public Integrity--and micro-data for adults aged 25-64 from 29 European countries in the Adult Education Survey, 2016, as well as by applying random-effects logit models, this study has demonstrated that a country's higher corruption level is associated with the lower probability of PAE. Our article also reveals that the relationships between individual-level variables such as gender, higher education, social background, and PAE are embedded in a wider social milieu, and corruption is an essential characteristic of that milieu which deepens some of the inequalities in PAE.

How do we decide whether a statement is literally true? Here, we contrast participants' eventual evaluations of a speaker's meaning with the real-time processes of comprehension. We record participants' eye movements as they respond to potentially misleading instructions to click on one of two objects which might be concealing treasure ("the treasure is behind thee, uh, hat"). Participants are less likely to click on the named object when the instructions are disfluent. However, when hearing disfluent utterances, a tendency to fixate the named object early increases with participants' autism quotient scores. This suggests that, even where utterances are equivalently understood, the processes by which interpretations are achieved vary across individuals.

This article focuses on "uncertainty"--ways in which scientists recognize and analyze limits in their studies and conclusions. We distinguish uncertainty from (un)trustworthiness--ways in which scientific reports can be affected by conscious deception or unconscious bias. Scientific journal articles typically include analyses and quantifications of uncertainty in both quantitative forms (e.g., error bars, ranges of predictions, statistical tests) and qualitative forms (e.g., alternate hypotheses, limitations of studies, questions for future research). These analyses of uncertainty are often incorporated into reports from scientific organizations and responsible scientific journalism. We argue that a critical goal of science education should be to help students understand "how" science may be employed as an uncertain and limited, yet still useful tool for informing decisions about socioscientific problems. When members of the public are insufficiently prepared to understand analyses and quantifications of uncertainty, the consequences are manifest in public skepticism about science and inadequately informed decision-making about socioscientific issues. We describe current design work in science education that includes a worthwhile emphasis on helping students to recognize and leverage uncertainty in their own data and models. Additional important work can enable students to develop proficiency in seeking out and understanding analyses of continuing uncertainty in media accounts of scientific conclusions and predictions.

The increased distribution of fake news on internet and social media raises concerns for democratic processes. Sometimes, argumentation in deceptive information is built on numbers, which gives reason to include mathematics when working with fake news in education. In this paper, I suggest a tool to facilitate students' critical thinking related to numbers, or other mathematical representations, presented in the media. It may not be straight forward, or even possible, to judge the validity of presented numbers, or whether numbers are used with the intention to deceive. Complex topics are associated with uncertainty, which implies that numbers may be questionable without hidden intentions, and that evaluating a number's relevance may be quite challenging. The developed tool consists of a set of questions to help reflecting on the validity of numbers, which again is developed into categories reflecting degrees of validity and whether the mathematical representation has a deceptive role. The categories are illustrated with examples from the media and from a classroom situation in teacher education to indicate how the tool can help raise critical questions. The developed categories are based on academic literature on fake news, typographies of uncertainty and on critical mathematics education.

Although many adults perceive young "digital natives" as savvy about our new media landscape, youth are regularly fooled by inaccurate stories and online scams. Furthermore, beyond the threat of outright false information, young people encounter confusing half-truths, misleading arguments, and disguised efforts to collect their personal data. On the bright side, studies have shown that media literacy education can improve students' ability to accurately interpret media messages. This article argues that efforts in this domain must expand in order to support informed civic participation and healthy democratic engagement and presents a new framework for conceptualizing how youth can become wise media consumers, producers, and distributors in the digital age. The authors believe that employing this framework during the development of curriculum and instruction at various levels will strengthen educators' capacity to foster students' informed civic participation.

An education reform claimocracy is rule by assertion, and in this article we examine the claims made for the academisation and MATification of the provision of and access to school places in England. We examine the claimocracy at work in regard to the Conservative government white paper, "Opportunity for All. Strong Schools with Great Teachers for Your Child." We explain the knowledge production processes involved through deploying Arendtian scholarship regarding her work on "Lying in Politics," with specific attention to how concealment operates in the public realm.

Background: In the US, and conspicuously via social media, we are witnessing an acceleration of what we term historical knowledge mobilisation: increasingly and in various ways, evidence derived from academic historical research is being shared with broader publics. Moreover, evidence-based and false or misleading historical claims are being advanced with an eye toward influencing key decisions and/or impelling social change. Aims and objectives: This exploratory study draws upon Ward's (2017: 477) 'framework for knowledge mobilisers' to facilitate an analysis of what and whose historical knowledge is being shared, and how and why this is happening. It aims to provide information and guidance to support scholars of knowledge mobilisation or evidence use, as well as active historical knowledge mobilisers. Methods: This study sought to identify patterns vis-à-vis historical knowledge mobilisation by applying qualitative media analysis to a set of cases. We attended to content, style, and process of historical knowledge mobilisation. Findings: Three main themes help to explain the historical knowledge mobilisation: (a) correcting or countering a master narrative; (b) real-time correction of historical claims; and (c) contextualising complicated political moments. We also described new ways to disseminate/exchange this knowledge which altogether function to expand access to historical knowledge, but also to competing historical claims. Discussion and conclusions: The trends revealed provide insights into how historical knowledge is being used to justify political aims, and how some academics are using non-traditional means to counter false and misleading claims. Further infrastructural and empirical development is needed to support these efforts.

Children make choices between generosity and greed every day. Often they must also choose between confession or denial of antisocial acts like greed, thereby displaying either honesty or hypocrisy. Such choices pose cognitive challenges that, in theory, might reflect children's developing social-cognitions and affect their daily social lives and developmental opportunities. Individual differences in altruism and hypocrisy were examined in relation to theory of mind (ToM) in 102 school-age children (44 autistic; 58 typically developing) using ecologically valid altruism and hypocrisy tests where generosity had lasting real-life costs and hypocrisy was self-serving. Selfless altruism was abundant for autistic and nonautistic children alike and was significantly predicted by ToM over and above other predictors like age, gender, and language. More nonautistic (74%) than autistic children (41%) displayed hypocrisy, although individual ToM differences among ASD children were not significantly correlated with it. Findings extend to new instances (altruism and hypocrisy) evidence of ToM's importance for everyday social behaviors that impact upon peer relations while also extending past evidence that: (a) unexpected sociomoral strengths can coexist with ToM delays, (b) attention to individual differences is crucial, and (c) autistic children's capacity to develop sociomoral reasoning should not be underestimated.

Numerous articles and books focus on questions about teaching controversial issues in the classroom, and these controversial issues are on the educational agenda in many countries. The modest goal of this essay is to lay the necessary groundwork for a discussion and study of the goals for teaching controversial issues in schools, in order to examine the practicability of achieving them in the educational reality, and to study possible ways for raising such subjects in the classroom. It refines and adds to the concept of "controversial issues" from a particular, timely, perspective. The rise of "fake news" and "illiberal democracy," including empowered illiberal subgroups in liberal democratic polities demands a reconsideration and new delineation of some of the major tenets proposed by previous scholarship. The delineation that is proposed here moves through three stages. The first stage separates and distinguishes between the controversial issues and the assertions that according to the criteria that logical positivists have coined are meaningful. The second stage proposes the main criterion for defining a topic as controversial, and this is the epistemic-rational criterion, as defined in this essay. The third delineation stage proposes seeing a subject as being controversial if it is currently relevant for social and political life. Moreover, the essay asserts that the result of the examination of these three stages is dependent upon the context -- time and place -- in which the educational act occurs.

The growth of academic discussion about teaching controversial topics in the classroom has been matched by parallel studies into conspiracy theories in recent decades. Despite the interdisciplinary interest in the latter, there has been very little discussion of conspiracy theories within educational discourse. This article takes up the discussion of conspiracy theories in the context of educating about controversies in the classroom. In it, Glenn Bezalel argues first that their prevalence in society means that conspiracy theories inevitably come up in the classroom and so teachers need cogent and comprehensive tools to deal with them. Moreover, conspiracy theories also provide important challenges and opportunities for democratic educational aims and related critical thinking skills. Bezalel then uses case studies to demonstrate that the behavioral and political criteria both fail in principle to serve as effective tools for teaching about conspiracy theories in the classroom. He contends instead that the epistemic criterion proves to be a necessary framework for this purpose, although it is insufficient in meeting the singular existential and social challenges that conspiracy theories also entail. Rather, Bezalel proposes that teachers employ virtue theory as well in order to aid teaching and learning about conspiracy theories, with the complementary aim of promoting and developing students' character and intellectual virtues.

Learning from others allows young children to acquire vast amounts of information quickly, but doing so effectively also requires epistemic vigilance. Although preschool-age children have some capacity to engage in such processes, they often have trouble resisting information from misleading informants. The present research takes a "novel strategic deception" training approach to addressing this limitation. The approach is grounded in theoretical work on children's recognition of self-other equivalences (Meltzoff, 2007) and in the default tendency to view communication as helpful (Mascaro et al., 2017). Eighty 3-year-old Singaporean children (M[subscript age] = 39.36 months, 37 girls, 90.0% Chinese) were randomly assigned to either an experimental condition, in which they were trained on strategic deception, or to a conservation training control condition. Findings showed that the strategic deception training was effective in promoting epistemic vigilance on a semantic task that involved object naming and no pointing, although the effect did not extend to performance on an episodic task that involved pointing to object locations. These findings provide the first evidence of a causal link between young children's reasoning about how to deceive others and their resistance to being misled by others. In doing so, they shed light on the mechanisms that come into play when children learn epistemic vigilance.