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This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.

The purpose of this work is to honor the wisdoms of Anishinaabe Elders, community and culture by interweaving these teachings with my own (first author) Anishinaabe experiences and a research project. Ceremonies are an important health practice for Anishinaabe people. This project aimed to gain a clearer conceptualization of the protective role of Anishinaabe puberty ceremonies on health in adolescence and across the lifespan.

Spiritual offerings guided this project at every stage including inviting Elders and community members into shared spaces of storytelling and teaching elicitation and grounding me as I carefully adopted the use of a western tool (research) in sacred community spaces. Elders were invited to share their experiences and perspectives. Three community members engaged with the interview transcripts on their own before coming together to discuss themes, patterns and insights that arose for them. This group coding discussion constructed the structural foundation of the findings.

An Anishinaabe perspective on youth development emerged. Key aspects of this model included a foundation of ceremonial experiences that spiritually prepares a child for adulthood and impending life’s challenges. As one transitions into adulthood, they accept the responsibilities of being caretakers of their families and communities and gain new tools to contribute to Anishinaabe society. Ideally, this society prioritizes Anishinaabe spirituality, language and way of life.

Frameworks of health, grounded in unique community wisdoms and worldviews, are imperative to repair spiritual and community relationships damaged in a history of colonialism. An Anishinaabe perspective on youth development may shed light on shared Indigenous experiences of cultural restoration and continuity.

The purpose of this study is to explain why people respond to toxic leadership in different ways. The toxic triangle was applied as a lens and extended followership by investigating unsusceptible followers and susceptible followers.

This study employed Q methodology to illustrate the subjective viewpoints of 31 employees. Participants sorted 41 statements ranging from “most uncharacteristic” to “most characteristic” according to their beliefs using a forced distribution. We used qualitative data from the survey and follow-up interviews to document participant motivations.

Findings from this Q study demonstrated three distinct perceptions of responses to toxic leadership: Suffer in Silence (Perspective 1), Confront and Advocate (Perspective 2) and Quiet yet Concerned (Perspective 3). This study found that Perspectives 1 and 3 helped to explain differences in susceptible followership, whereas Perspective 2 helped to explain unsusceptible followership. Our research supports the need for organizations to provide safe whistleblowing channels for reporting unethical behavior by adopting clear policies for handling unethical behaviors and sharing those policies with all constituents within the organization.

Our research supports the need for organizations to provide safe whistleblowing channels for reporting unethical behavior by adopting clear policies for handling unethical behaviors and sharing those policies with all constituents within the organization.

Our study adds to the developing literature on followership by building a conceptual framework for response types that better explains the motivation and subsequent actions of susceptible and unsusceptible followers. This framework helps us identify new ways to combat toxic leadership by providing a more nuanced view of how employees perceive and respond to toxic leadership.

A growing number of organizational scandals, including Apple slowing old devices to increase the sales of new ones, and research on unethical pro-organization behaviors (UPBs) have heightened the need to explore the phenomenon. Extending the current understanding, the study's major purpose is to investigate individual-level factors that may shape their willingness to engage in UPBs. It also inquires whether moral disengagement processes influence this association.

After testing the reliability and validity of the latent constructs and ensuring common method bias did not contaminate the data, the study used the PLS-SEM approach to analyze the primary data collected from 408 full-time Pakistani employees.

Results add to the current understanding by revealing that individual-level dark factor Machiavellianism (MACH) significantly influences employees' willingness to engage in UPBs. Accordingly, affective commitment is another individual-level factor that encourages employees to be a part of UPBs. Lastly, results unveil that employees with a higher moral disengagement are more prone to engage in UPBs.

The study measured employees' willingness or intentions to engage in UPBs, not their actual involvement.

Results clarify to the top management that individuals high on MACH, affective commitment and moral disengagement are more prone to be involved in UPBs.

This study is among the preliminary ones that assess the direct associations between MACH, affective commitment, and UPBs, especially in the Pakistani context. Moreover, exploring the moderating role of moral disengagement between the above associations is also an under-researched phenomenon.

The purpose of this study is to investigate the application of non-destructive testing methods in measuring bearing oil film thickness to ensure that bearings are in a normal lubrication state. The oil film thickness is a crucial parameter reflecting the lubrication status of bearings, directly influencing the operational state of bearing transmission systems. However, it is challenging to accurately measure the oil film thickness under traditional disassembly conditions due to factors such as bearing structure and working conditions. Therefore, there is an urgent need for a nondestructive testing method to measure the oil film thickness and its status.

This paper introduces methods for optically, electrically and acoustically measuring the oil film thickness and status of bearings. It discusses the adaptability and measurement accuracy of different bearing oil film measurement methods and the impact of varying measurement conditions on accuracy. In addition, it compares the application scenarios of other techniques and the influence of the environment on detection results.

Ultrasonic measurement stands out due to its widespread adaptability, making it suitable for oil film thickness detection in various states and monitoring continuous changes in oil film thickness. Different methods can be selected depending on the measurement environment to compensate for measurement accuracy and enhance detection effectiveness.

This paper reviews the basic principles and latest applications of optical, electrical and acoustic measurement of oil film thickness and status. It analyzes applicable measurement methods for oil film under different conditions. It discusses the future trends of detection methods, providing possible solutions for bearing oil film thickness detection in complex engineering environments.

Since the introduction of the outstanding web AI chat system, ChatGPT, it has caused a significant impact in both academia and the business world. Many studies have started to explore its potential applications in various fields. However, there is a lack of research from the perspective of user experience. To fill this theoretical gap and provide a theoretical basis for the operation and design of related services, this study plans to develop a set of evaluation scales for AI chat system user experience and explore the relationship between various factors and user satisfaction.

This study obtained 41 evaluation indicators through literature review and user research. Subsequently, these indicators were used as questionnaire items, combined with satisfaction metrics. A total of 515 questionnaires were distributed, and factor analysis and linear regression were employed to determine the specific elements influencing user experience and the user satisfaction model.

This study found that the factors influencing user experience are usefulness, accuracy, logical inference, interactivity, growth, anthropomorphism, convenience, credibility, ease of use, creativity, and security. Among these factors, only accuracy, anthropomorphism, creativity, and security indirectly influence satisfaction through usefulness, while the rest of the factors have a direct positive impact on user satisfaction.

This study provides constructive suggestions for the design and operation of related services and serves as a reference for future theoretical research in this area.

This paper presents a survey of research into interactive robotic systems for the purpose of identifying the state of the art capabilities as well as the extant gaps in this emerging field. Communication is multimodal. Multimodality is a representation of many modes chosen from rhetorical aspects for its communication potentials. The author seeks to define the available automation capabilities in communication using multimodalities that will support a proposed Interactive Robot System (IRS) as an AI mounted robotic platform to advance the speed and quality of military operational and tactical decision making.

This review will begin by presenting key developments in the robotic interaction field with the objective of identifying essential technological developments that set conditions for robotic platforms to function autonomously. After surveying the key aspects in Human Robot Interaction (HRI), Unmanned Autonomous System (UAS), visualization, Virtual Environment (VE) and prediction, the paper then proceeds to describe the gaps in the application areas that will require extension and integration to enable the prototyping of the IRS. A brief examination of other work in HRI-related fields concludes with a recapitulation of the IRS challenge that will set conditions for future success.

Using insights from a balanced cross section of sources from the government, academic, and commercial entities that contribute to HRI a multimodal IRS in military communication is introduced. Multimodal IRS (MIRS) in military communication has yet to be deployed.

Multimodal robotic interface for the MIRS is an interdisciplinary endeavour. This is not realistic that one can comprehend all expert and related knowledge and skills to design and develop such multimodal interactive robotic interface. In this brief preliminary survey, the author has discussed extant AI, robotics, NLP, CV, VDM, and VE applications that is directly related to multimodal interaction. Each mode of this multimodal communication is an active research area. Multimodal human/military robot communication is the ultimate goal of this research.

A multimodal autonomous robot in military communication using speech, images, gestures, VST and VE has yet to be deployed. Autonomous multimodal communication is expected to open wider possibilities for all armed forces. Given the density of the land domain, the army is in a position to exploit the opportunities for human–machine teaming (HMT) exposure. Naval and air forces will adopt platform specific suites for specially selected operators to integrate with and leverage this emerging technology. The possession of a flexible communications means that readily adapts to virtual training will enhance planning and mission rehearsals tremendously.

Interaction, perception, cognition and visualization based multimodal communication system is yet missing. Options to communicate, express and convey information in HMT setting with multiple options, suggestions and recommendations will certainly enhance military communication, strength, engagement, security, cognition, perception as well as the ability to act confidently for a successful mission.

The objective is to develop a multimodal autonomous interactive robot for military communications. This survey reports the state of the art, what exists and what is missing, what can be done and possibilities of extension that support the military in maintaining effective communication using multimodalities. There are some separate ongoing progresses, such as in machine-enabled speech, image recognition, tracking, visualizations for situational awareness, and virtual environments. At this time, there is no integrated approach for multimodal human robot interaction that proposes a flexible and agile communication. The report briefly introduces the research proposal about multimodal interactive robot in military communication.

The study aims to explore the role of ChatGPT, an artificial intelligence (AI) language model, in the field of management education. Specifically, the goal is to evaluate ChatGPT's effectiveness in facilitating active learning, promoting critical thinking, and fostering creativity among students. Additionally, the study seeks to investigate the potential of ChatGPT as a novel tool for enhancing traditional teaching methods within the framework of management education.

This research systematically explores ChatGPT's impact on student engagement in management education, considering AI integration benefits and limitations. Ethical dimensions, including information authenticity and bias, are scrutinized, alongside educators' roles in guiding AI-augmented learning.

The study reveals ChatGPT's effectiveness in engaging students, nurturing critical thinking, and fostering creativity in management education. Ethical concerns regarding information authenticity and bias are addressed. Insights from student and teacher perceptions offer valuable pedagogical implications for AI's role in management education.

While this study offers valuable insights into the role of ChatGPT in management education, it is essential to acknowledge certain limitations. Firstly, the research primarily focuses on a specific AI model (ChatGPT), and findings may not be generalized to other AI language models. Additionally, the study relies on a specific set of educational contexts and may not fully capture the diverse landscape of management education globally. The duration of the research and the sample size could also impact the generalizability of the findings.

The findings of this study hold practical significance for educators and institutions engaged in management education. The integration of ChatGPT into teaching strategies has the potential to improve active learning, critical thinking, and creativity. Educators can utilize this AI tool to diversify instructional methods and accommodate diverse learning styles. However, the practical implementation of AI in the classroom necessitates meticulous consideration of infrastructure, training, and ongoing support for both educators and students. Furthermore, institutions should proactively tackle ethical concerns and establish guidelines for the responsible use of AI in education.

The incorporation of AI, such as ChatGPT, in management education carries broader social implications. The study underscores the significance of addressing ethical concerns associated with AI, including issues related to information authenticity and bias. As AI becomes more widespread in educational settings, there is a necessity for societal discussions on the role of technology in shaping learning experiences. This research advocates for a thoughtful approach to AI adoption, emphasizing the importance of transparency, accountability, and inclusivity in the development and deployment of AI technologies within the educational sphere. The findings prompt reflections on the societal impact of AI-driven education and the potential consequences for students' skills, employment prospects, and societal values.

Originality/Values: This research contributes to the academic discourse by systematically examining the role of ChatGPT in management education, providing insights into both its advantages and potential ethical challenges. The study offers original perspectives on the use of AI in educational settings, paving the way for well-informed decision-making that can shape the future of management education in the evolving landscape of technological progress.

The notion of using a generative artificial intelligence (AI) engine for text composition has gained excessive popularity among students, educators and researchers, following the introduction of ChatGPT. However, this has added another dimension to the daunting task of verifying originality in academic writing. Consequently, the market for detecting artificially generated content has seen a mushroom growth of tools that claim to be more than 90% accurate in sensing artificially written content.

This research evaluates the capabilities of some highly mentioned AI detection tools to separate reality from their hyperbolic claims. For this purpose, eight AI engines have been tested on four different types of data, which cover the different ways of using ChatGPT. These types are Original, Paraphrased by AI, 100% AI generated and 100% AI generated with Contextual Information. The AI index recorded by these tools against the datasets was evaluated as an indicator of their performance.

The resulting figures of cumulative mean validate that these tools excel at identifying human generated content (1.71% AI content) and perform reasonably well in labelling AI generated content (76.85% AI content). However, they are perplexed by the scenarios where the content is either paraphrased by the AI (39.42% AI content) or generated by giving a precise context for the output (60.1% AI content).

This paper evaluates different services for the detection of AI-generated content to verify academic integrity in research work and higher education and provides new insights into their performance.

Higher education institutions (HEIs) offer courses and programmes focusing on sustainability in economics, as courses on sustainable development (SD), which examine the economic, social and environmental dimensions of SD. This paper aims to examine sustainability integration in economics degree programmes.

Through an extensive literature review in Web of Science (WoS) and information search in Google, conducting to 28 relevant case studies, this paper elucidates the emphasis given to sustainability as part of economics degree programmes in HEIs.

The results suggest that, whereas the inclusion of sustainability components in this field is a growing trend, much still needs to be done to ensure that matters related to SD are part of the routine of university students studying economics.

It is worth noting that the literature review conducted in WoS was primarily aimed at assisting in the selection of university case studies. The 28 university case studies scrutinised in this study may lack sufficient representation from numerous developing countries.

This study highlights challenges in integrating the SD into economics degree programmes, suggesting the need for curriculum adjustments as underscoring operational issues, acting as barriers. The inclusion of sustainability in economics programmes must navigate operational issues stemming from packed timetables and busy schedules, requiring innovative solutions.

As far as the authors are aware, this study holds substantial importance in its emphasis on implementing sustainability within HEIs’ economics programmes, assisting in pursuing SD.

The novelty of this study lies in addressing sustainability with the specific economics focus programmes within the HEIs context.