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The purpose of this paper is to provide a viewpoint in response to the Scottish Government announcing a yearlong pilot scheme to make court transcripts available to complainants of rape who have had their case heard in the High Court. This is the outcome of a campaign led by survivors to make accessible records of their trial. Here, a five-question model is applied which cautions the use of written records of spoken interaction by asking, how adequate are they for the purpose intended to serve?

Five questions are asked of transcripts, or written records, from a previously developed model (Richardson et al., 2022): (i) Are they an accurate representation of the spoken interaction that took place?; (ii) Who has agency, whose “voice” is represented in the recorded account?; (iii) Do lay and professional parties have ownership over the record?; (iv) How usable is the record; and (v) How resource efficient it is to produce?

The application of these questions to the yearlong pilot scheme offers a view on how transcripts, as written records of spoken interaction, must be considered not as direct replicas of the interaction that took place, but as a subjective text created by professional parties. In making these available, ownership is significantly increased. However, whether they are adequate for the purpose they intend to serve is yet to be known.

The originality of this viewpoint is offering a framework in which to locate some of the potential considerations by which to evaluate the pilot scheme. In considering how “high” or “low” answers to the five questions might “score” and recognising that as the scheme develops these issues intersect, consequences may be predicted by what is already known. For example, by increasing resource efficiency, you might decrease accuracy of representation and vice versa.

This study aims to determine if automated coding with regular expression is a strong methodology to identify themes in virtual reference chat.

The authors used a combination of manual and automated coding of chat transcripts for a period of two years to identify the categories of questions related to the new library system. This methodology enabled them to determine if regular expression accurately identified the topics of chat transcripts.

They discovered that regular expression is an appropriate method to identify themes in virtual reference interactions. This method enabled them to establish that patrons asked questions related to system changes in the weeks following their implementations.

This study highlights a new methodology for transcript analysis.

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

Applying traditional grounded theory techniques, the present research reanalyzed secondary data from four previously conducted studies to explore how generativity is manifested in young adults.

A new conceptual model of generativity was developed to depict how generativity manifests among this age group.

This study's findings provide leadership educators with a refined approach to interacting with this construct while simultaneously increasing young adults’ potential ability to experience the benefits available to them through generativity at an earlier stage in their lives.

This study advances the field of leadership education by establishing foundational insight into the uniqueness of generativity’s development in young adulthood.

The transcript provides an overview of the development of the field and changing paradigms in this regard.

The transcript was developed in the context of a United Nations Office for Disaster Risk Reduction (UNDRR) project on the history of disaster risk reduction (DRR).

The transcript traces the initial discussions of how the At Risk book was conceived and presents new dimensions and challenges within the field.

The interview highlights the importance of the need to document the transitions, developments and paradigm changes in the field over time.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

The recent proliferation of preprints could be a way for researchers worldwide to increase the availability and visibility of their research findings. Against the background of rising publication costs caused by the increasing prevalence of article processing fees, the search for other ways to publish research results besides traditional journal publication may increase. This could be especially true for lower-income countries.

Therefore, the authors are interested in the experiences and attitudes towards posting and using preprints in the Global South as opposed to the Global North. To explore whether motivations and concerns about posting preprints differ, the authors adopted a mixed-methods approach, combining a quantitative survey of researchers with focus group interviews.

The authors found that respondents from the Global South were more likely to agree to adhere to policies and to emphasise that mandates could change publishing behaviour towards open access. They were also more likely to agree posting preprints has a positive impact. Respondents from the Global South and the Global North emphasised the importance of peer-reviewed research for career advancement.

The study has identified a wide range of experiences with and attitudes towards posting preprints among researchers in the Global South and the Global North. To the authors' knowledge, this has hardly been studied before, which is also because preprints only have emerged lately in many disciplines and countries.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2023-0181

Both the SEC (Securities and Exchange Commission) and the popular press have routinely criticized firms for the complexity of their financial disclosures. This study aims to investigate how financial analysts respond to the tone complexity of firm disclosures.

Using approximately 20,000 earnings conference call transcripts of S&P 1,500 firms between 2005 and 2015, the authors first calculate the abnormal negative tone, the measure of tone complexity; then use such tone measure in econometric models to examine analyst forecast behavior. The authors also test the robustness of the results under different model specifications, tone word lists and alternative tone measure calculations.

Consistent with the notion that analysts respond to the information demand from investors and incur more costs and effort to analyze firm disclosure when the tone is more complex, the authors find that higher tone complexity is positively and significantly associated with more analyst following, longer report duration, more forecast revisions, larger forecast error and larger forecast dispersion. In addition, the authors find that tone complexity has a long-term impact on analyst following but has a limited long-term impact on analyst report duration, analyst revision, forecast error and dispersion.

This study complements existing literature by highlighting the information role of financial analysts and by providing evidence that analysts incorporate the management tone disclosed during conference calls to adjust their forecasting behaviors. The results can be used by policymakers as evidence and support for further improving firm communication from a new dimension of disclosure tone.

The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.

At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.

Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.

Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.

The purpose of this paper is to highlight current utilizations of advanced technology within the digital mental health platform Keel Mind.

Keel Mind, based out of Ontario, Canada is a therapeutic delivery platform that dually functions to train clinicians and deliver virtual therapy to clients.

From personalizing client and therapist matching to using natural language processing (NLP) and artificial intelligence (AI)-driven features Keel Mind supports clinician decision-making to meet the growing mental health needs of the population. Keel Mind functions to provide accessible service, efficiently train high-quality clinicians and enhance clinical outcomes for clients. In a preliminary study within post-secondary students from Ontario, Canada, 90.1% of clients reported liking the platform, and 83.4% reported that they experienced positive mental health outcomes as a result of using Keel Mind.

Keel Mind is a leader within the rapidly developing field of telepsychology and aims to promote positive mental health outcomes worldwide.

This digital showcase is the first published piece of work highlighting the technological capabilities of Keel Mind as a digital therapeutic platform. The intention of this work is to highlight current uses of digital technology within the field of therapeutic practice and to promote technological growth within the field.