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In this chapter, the author dwells on the effects of documenting and the failure to document, border lives and deaths. Despite their apparent differences, both practices function as forms of erasure. While the Australian government has historically been keen to document the number of asylum seeker arrivals in this country, it has shown no interest in the numbers and names of those who have died in attempting to arrive here. In contrast, those who manage to cross the border, are subject to intense classificatory and numbering regimes. The latter manifests in bureaucratic control and excessive intervention, while the former reveals governmental denial of complicity in these deaths by not acknowledging them. Both practices share a refusal to encounter the other on ethical terms, reflecting the politics of numbers (Andreas & Greenhill, 2010) at and within the border. This also reveals a paradox, between being represented and not being represented. In the lacuna of details about border deaths, human rights organisations, researchers and advocacy groups have sought both to honour these deaths and to ensure that the scale of border violence is marked by statistical records on the numbers of border deaths. While it might seem that being ‘counted’ – or in Butler’s (2003, p. 41) terms – ‘represented’ is better than not being counted/represented at all, representation is never straightforward (Szörényi, 2009b, p. 185): being counted is often barely a form of representation, with such ‘numbering’ practices contributing to the effacement, rather than the recognition of refugees’ humanity.

Despite some recent progress, gender inequality remains a persistent problem in science, technology, engineering, mathematics and medicine (STEMM) organisations. This article seeks to better understand resistance to gender equality (GE) in this context with the aim of shedding light on the workplace-based impediments to equality and unlocking remediation opportunities.

The article draws on in-depth interviews with 20 STEMM leaders to examine how they talk about the problem of gender inequality in the organisations they lead. Because resistance is rarely expressed directly, we adopt an in-depth, granular approach to examining what we call STEMM leaders’ “resistance talk” by decoding expressions of GE resistance that may appear, ostensibly, as something else.

We found various ideas, arguments and other discursive practices which function to legitimate or justify the status quo. These are both described by leaders in relation to what they are dealing with in their own organisations and expressed themselves. While similar “legitimating discourses” operate in other gender-segregated workplaces, our findings show how they manifest specifically in STEMM contexts.

Our results provide much-needed granular level evidence of the discursive tactics deployed to legitimate the status quo and obstruct progress toward GE in STEMM. This extends understanding of barriers to GE in STEMM and, importantly, highlights where attention might be directed to both counter resistance and harness potentially changing attitudes to expedite the necessary change required for GE in STEMM.

This paper evaluates the benefits of harnessing artificial intelligence (AI) tools for safety compliance on construction projects in Nigeria.

This study employed a specialised approach by combining qualitative and quantitative approach. The study carried out a brief systematic literature review (SLR) to identify the variables of the study. These variables were prepared in a questionnaire which was distributed among professionals within the Nigerian construction sector using purposive sampling. A total of 140 questionnaires were retrieved. The collected data were analysed using Relative Importance Index (RII), Ginni’s Mean (GM) and exploratory factor analysis (EFA).

The analysis revealed that all the identified benefits hold considerable importance, with an average RII of 0.86, with real-time monitoring as the most prominent advantage. However, using the GM which was 0.861, the study identified “mitigation of hazards on worksites” as the stationary benefit of AI in safety compliance.

The study was conducted exclusively within Nigeria’s Federal Capital Territory, using a cross-sectional survey approach.

The results will be valuable for professionals and practitioners in the Nigerian construction sector, as they will acquire insights into the potential advantages of utilising AI tools for monitoring of safety compliance on construction projects.

The study adopted a robust approach by identifying the stationary benefit using the GM in combination with RII and EFA.

The 2020–2021 COVID-19 pandemic spurred change across multiple healthcare industries. This study explores how managing vaccination data in the United States of America required cooperation among many different organizations necessitated by an emergency response. We studied how individual states interacted with the federal government to address the need for vaccination-related information during the pandemic.

In total, 11 interviews were conducted with individuals responsible for collecting vaccination data and reporting it to the US Federal Government. Seven of those individuals were directors of USA jurisdictional Immunization Information Systems (IIS). Archival data were also combined with the interview responses to inform the analysis and development of guidelines.

States across the USA had different ways of tracking and storing immunization data that was heavily influenced by state-level and federal legislation. The lack of a universal patient identifier made cross-state patient identification difficult. Federal requirements for reporting dictated much of how the different state-level entities collected, stored and reported data.

This study highlights the importance of data interoperability and data sharing by exploring how a loosely coupled set of entities without direct top-down control or a profit motive can govern data effectively. Our analysis provides greater clarity about the interactions between different stakeholders in a complex system.

This study presents primary interviews of 11 individuals, each responsible for tracking and reporting immunization information. Analysis of the data expands existing research on IIS on data sharing, system interoperability and dynamic pandemic responses.

Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom.

Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education.

The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals.

The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts.

The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research.

This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.

The purpose of this study is to analyze the relationship between academic writing and generative artificial intelligence (AI).

This paper is characterized as exploratory and descriptive, with a qualitative approach. Two approaches were used: the first, a narrative review of the literature with a systematic search from which a data collection stage was carried out using asynchronous interviews by means of an online questionnaire.

The results indicate that generative AI should be seen as a complementary tool for creative and critical academic writing. The data collected also highlighted issues related to academic dishonesty and the new type of plagiarism – plagiarism made possible by technologies – as well as issues of authorship and legitimacy of work carried out with AI and the loss of reflective and critical thinking and creativity.

The considerable increase in resources using AI in all dimensions of human life.

The impact that the use of generative AIs can have on the creation of knowledge and the dissemination of scientific research.

The impact that the use of generative AIs can have on the creation of knowledge and on the dissemination of scientific research.

The need for academia to anticipate the use of AI in academic writing and to incorporate its benefits into this process, especially considering researchers in training.

El objetivo de este artículo es analizar la relación entre la escritura académica y la inteligencia artificial generativa.

Este artículo se caracteriza por ser exploratorio y descriptivo, con un enfoque cualitativo. Se utilizaron dos enfoques: el primero, una revisión narrativa de la literatura con una búsqueda sistemática, a partir de la cual se llevó a cabo una etapa de recogida de datos mediante entrevistas asincrónicas a través de un cuestionario online.

Los resultados indican que la IA generativa debe considerarse una herramienta complementaria para la escritura académica creativa y crítica. Los datos recogidos también pusieron de manifiesto cuestiones relacionadas con la deshonestidad académica y el nuevo tipo de plagio, el plagio posibilitado por las tecnologías, así como cuestiones de autoría y legitimidad del trabajo realizado con Inteligencia Artificial, la pérdida de pensamiento reflexivo y crítico y la creatividad.

La necesidad de que el mundo académico se anticipe al uso de la IA en la escritura académica e incorpore sus ventajas a este proceso, considerando principalmente a los investigadores en formación.

El considerable aumento de los recursos que utilizan la IA en todas las dimensiones de la vida humana.

El impacto que puede tener el uso de las IA generativas en la creación de conocimiento y la difusión de la investigación científica.

El impacto que puede tener el uso de las IA generativas en la creación de conocimiento y la difusión de la investigación científica.

O objetivo deste artigo é analisar a relação entre a redação acadêmica e a inteligência artificial generativa.

Este artigo é caracterizado como exploratório e descritivo, com uma abordagem qualitativa. Foram usadas duas abordagens: a primeira, uma revisão narrativa da literatura com uma busca sistemática, a partir da qual foi realizada uma etapa de coleta de dados usando entrevistas assíncronas por meio de um questionário on-line.

Os resultados indicam que a IA generativa deve ser vista como uma ferramenta complementar para a redação acadêmica criativa e crítica. Os dados coletados também destacaram questões relacionadas à desonestidade acadêmica e ao novo tipo de plágio - o plágio possibilitado pelas tecnologias, bem como questões de autoria e legitimidade do trabalho realizado com a Inteligência Artificial, a perda do pensamento reflexivo e crítico e da criatividade.

A necessidade de a academia antecipar o uso da IA na redação acadêmica e incorporar seus benefícios nesse processo, considerando principalmente pesquisadores em formação.

O aumento considerável de recursos usando IA em todas as dimensões da vida humana.

O impacto que o uso de IAs generativas pode ter sobre a criação de conhecimento e a disseminação de pesquisas científicas.

O impacto que o uso de IAs geradoras pode ter na criação de conhecimento e na disseminação de pesquisas científicas.