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The purpose of this paper is to analyze information security assessment in terms of cultural categories and virtue ethics, in order to explain the cultural origin of certain types of security vulnerabilities, as well as to enable a proactive attitude towards preventing such vulnerabilities.

Vulnerabilities in information security are compared to the concept of “monster” introduced by Martijntje Smits in philosophy of technology. The applicability of different strategies for dealing with monsters to information security is discussed, and the strategies are linked to attitudes in virtue ethics.

It is concluded that the present approach can form the basis for dealing proactively with unknown future vulnerabilities in information security.

The research presented here does not define a stepwise approach for implementation of the recommended strategy in practice. This is future work.

The results of this paper enable computer experts to rethink their attitude towards security threats, thereby reshaping their practices.

This paper provides an alternative anthropological framework for descriptive and normative analysis of information security problems, which does not rely on the objectivity of risk.

This chapter discusses the challenges and support structures of MENA refugee women in their workforce transitions after resettlement in the United States. With a growing number of displaced individuals worldwide, the United States will undoubtedly continue to welcome immigrants and refugees in the coming years. While women comprise half of this population, MENA women participate in the US workforce at a far lower rate than do men from MENA. However, there is limited research examining workforce transitions for MENA refugee women once resettled. The partnerships of community stakeholders, including the education sector, non-government organizations, refugee agencies, and employers, are responsible for facilitating MENA refugee women toward self-sufficiency. Implications and suggestions for future research involving MENA refugee women are provided.

For several decades, human and financial resources have been the focus of academic institutions in Science, Technology, Engineering and Mathematics fields of study because of low matriculation and graduation involving diverse student populations. However, there is a paucity of research about pathways to doctoral-level education and completion for these underrepresented populations. The purpose of this paper is to explore conceptually how STEM doctoral programs can implement a critical multiculturalist framework to recruit, increase persistence and completion to abate the attrition rate of women and students of color in doctoral programs.

Through a critical multiculturalist framework, issues of access and attainment central to the pipeline of traditionally underrepresented populations in to the STEM fields are addressed in this paper in an effort to support equity and inclusion at the doctoral level. Approaching this issue through critical multiculturalism takes the issue of access and attainment beyond sheer numbers by addressing the limited opportunity of women and students of color to see themselves in graduate faculty within STEM.

This paper reviews literature regarding the STEM pipeline’s “glass ceiling” that exists at the graduate level for students from marginalized communities, including gender and race. This paper proposes a multicultural doctoral persistence model.

Despite the efforts of many institutions of higher education to diversify the STEM fields, a “glass ceiling” remains at the doctoral level. There appears to be a pipeline for women and minorities from K-12 to the undergraduate level, but the doctoral level has been largely left out of the conversation.

Recent research on graduate students’ diversity, equity and inclusion (DEI) socialization found that graduate colleges play a role in supporting graduate students’ DEI professional development (Perez et al., 2020), but more studies are needed about how graduate colleges facilitate DEI socialization. One graduate college at a large, selective, research-intensive, public university in the Midwestern US created a graduate certificate for professional development in DEI to expand graduate students’ capacities to contribute to inclusion and equity in higher education. The purpose of this multi-method program evaluation is to assess whether the certificate program created significant learning about DEI and developed intercultural competence among graduate students.

The authors rely on multiple methods to evaluate the impact of the professional development DEI certificate. First, the authors used the Intercultural Development Inventory (IDI) pre and postassessment to measure the growth of participants in the first three years of the program. Second, the authors designed a reflection tool to assess significant learning after each component of the program. Finally, we conducted focus groups with graduates of the program to understand what program components were most valuable for DEI-related significant learning.

The authors found that the DEI professional development program increased students’ intercultural competence as measured by the IDI. Students reported perceptions of significant learning in every domain of learning we assessed using a self-reflection tool and in focus groups.

To the best of the authors’ knowledge, this is the first study that demonstrates how graduate colleges contribute to DEI socialization by preparing graduate students to interact across differences and contribute to inclusive climates both within and beyond academe.

This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load.

In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students.

The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system.

This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.

The exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.

The findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.

The present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.

This study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.

The present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business.

The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments.

The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise.

The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc.

The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable.

The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future.

The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

The purpose of this paper is to assess the water quality parameters resulting on: First, the flow direction in biofilters (ascending or descending), second, constructed wetland (CW) with local plant species and third, the combined system for the removal of organic matter and nutrients pollutants from water in arid regions.

An integrated system is presented and tested in situ with a vertical up-flow and down-flow biofilters. Two configurations schemes are followed by a three separated horizontal subsurface CWs: two planted with Phragmites australis, Typha latifolia and the third unplanted. The methodology is based on a statistical analysis of the collected data.

The present experiment demonstrated that the wetlands planted with P. australis and T. latifolia showed the highest removal. Moreover, T. latifolia performed better than P. australis for most of the parameters, notably in the first system, whereas the wetland efficiency indicated that P. australis contributed greatly to the removal of TP in the first system and NO₃-N in the second system. In general, for the highest removal efficiencies of the combined biofilters and wetlands system, the present study demonstrated that the first system performed better than the second for all the parameters.

The originality of the research is that it compares in situ two biofilter systems: vertical up-flow and down-flow biofilters. To avoid the effects of domestic wastewater that is discharged directly without treatment in the Oued Righ channel or in the lake, this integrated system can be one of the alternatives for wastewater treatment, as it reveals the need to protect aquatic ecosystems in arid regions, and can decrease the risks to human health and the environment.