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The purpose of this paper is to demonstrate the advancements in artificial intelligence (AI) and conversational agents, emphasizing their potential benefits while also highlighting the need for vigilant monitoring to prevent unethical applications.

As AI becomes more prevalent in academia and research, it is crucial to explore ways to ensure ethical usage of the technology and to identify potentially unethical usage. This manuscript uses a popular AI chatbot to write the introduction and parts of the body of a manuscript discussing conversational agents, the ethical usage of chatbots and ethical concerns for academic researchers.

The authors reveal which sections were written entirely by the AI using a conversational agent. This serves as a cautionary tale highlighting the importance of ethical considerations for researchers and students when using AI and how educators must be prepared for the increasing prevalence of AI in the academy and industry. Measures to mitigate potential unethical use of this evolving technology are also discussed in the manuscript.

As conversational agents and chatbots increase in society, it is crucial to understand how they will impact the community and how we can live with technology instead of fighting against it.

School leaders in small to mid-size urban districts face shifting policy environments, increased accountability, fiscal austerity, and unfunded mandates, as they work to improve student learning and close achievement gaps. This chapter focuses on one aspect of school reform: the role of families in supporting students’ success. Given shifting demographics nationwide, recommendations for two-way partnerships with Latino families will be proffered in light of renewed definitions and an increasingly robust research base.

This study examines the conditions that lead to workplace violations for low-wage immigrant workers, and how family life shapes their decision to speak up. I also highlight how both employer abuse and the claimsmaking process can impact individuals and their families.

This research adopts a mixed-method approach that includes a survey of 453 low-wage workers seeking pro bono legal assistance and 115 follow-up interviews with claimants. I also conduct a five-year ethnography of both a monthly state workshop provided for injured workers and a pro bono legal aid clinic in a predominantly Latino agricultural community on the California central coast.

Beyond the material effects of lost income, the stress of fighting for justice can have negative emotional impacts that intersect with complex family dynamics. While families can be an important source of support and inspiration during this time, the burden of the breadwinner can also temper workers’ willingness to engage the labor standards enforcement system. Transnational obligations can further introduce a demobilizing dual frame of reference for workers who often hide their abuse from family members abroad who depend on them.

Workplace abuse and the actual process of legal mobilization can have far-reaching effects on the families of low-wage immigrant workers, suggesting the need for a more holistic understanding of the claimsmaking experience.

This chapter tracks the challenges that workers face even once they have come forward to fight for their rights, and the multiple effects on families and children.

This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva database reveals variation in depth, breadth, and intensity of BLM coverage in the following newspapers between 2012 and 2016: The St. Louis Post-Dispatch, The New York Times, The Washington Post, The Wall Street Journal, and Al Jazeera English. We review contemporary literature on racial inequality and employ Media Framing and Critical Race Theory to discuss the implications of our findings on public perceptions, future policy formation, and contemporary social protest worldwide.

Bullying is a complex phenomenon that is grounded in intricate interactions between an individual and the social and environmental systems that surround the individual. At the present time, all 50 states and the District of Columbia have adopted bully prevention legislation to reduce the prevalence among school-aged youth. Unfortunately, bullying is associated with adverse long- and short-term outcomes, where students with disabilities, including those with behavioral disabilities, may be at escalated risk for involvement and difficulty navigating the effects of prolonged exposure to bullying. Given the complexity of bullying, several participatory roles have been established to help guide identification and intervention delivery by recognizing the reciprocity between bullying and victimization. Most importantly, interventions should be situated within a multitired or component framework and grounded in skill development, where bully prevention programming is delivered to all students based on individual need. By recognizing the risk characteristics and understanding the various student profiles, especially as they related to youth with disabilities, schools can development, adopt, and implementing prevention programming that is designed to simultaneously increase academic, functional, and behavioral development, while decreasing bullying involvement.

The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018 ). The logical consequence of education is the provision or guarantee of an equitable opportunity for all students to have equal access to learning and the achievement of academic success (Stewner-Manzanares, 1988 ). The basic definition of bilingual education in the United States is the use of two languages for instruction of the home language and English. Unfortunately, this basic principle is not accepted by postsecondary institutions as predispositions of university preparedness (Blanchard & Muller, 2014; García, Kleifgen, & Falchi, 2008; Kanno & Cromley, 2013; Lee et al., 2011; Menken, Hudson, & Leung, 2014). Mexican American students are potentially being left out of the opportunities afforded by the attainment of a postsecondary education because they are a language minority (Lucas, Henze, & Donato, 1990; Moll, 1990; Trueba, 2002; Trueba & Wright, 1981; Washington & Craig, 1998). Students are already examined for postsecondary credentials or college readiness, in the eighth grade (Paredes, 2013). Through this testing, 11 out of every 100 Hispanic children in the state of Texas are deemed as having attained postsecondary credentials (Paredes, 2013). As part of the fastest growing demographic group in Texas and the United States, the Mexican American population holds the lowest rate of graduation from postsecondary institutions and the highest high school dropout rate of any ethnic minority in the nation. In a 12-year study, Kanno and Cromley (2013) found that one out of eight English as a second language (ESL) or English language learners (ELLs) attain a bachelor’s degree from postsecondary institutions across the United States while the success rate for their English, monolingual counterparts is one out of three. Various researchers (García et al., 2008; García, Pujol-Ferran, & Reddy, 2012) argue that the inequity of education in the United States can be measured by how few minority students educated under the principles of education attend a postsecondary institution because it is the diploma from such institutions that leads to higher paying wages for the individual (García, 1991; García et al., 2008, García et al., 2012).

This his paper focuses on a specific aspect of Value‐Based Management (VBM), the design of performance measurement systems. This remains an important challenge not only in Management Accounting but also in Human Resources Management. Performance measurement on various levels of organisation should be aligned to value creation, and management compensation should be tied to the achievement of targets set to these measures according to VBM proponents. In the present article definitions of concepts and issues associated with the design of performance measurement systems are discussed. Furthermore, the paper presents a review of four tools available to measure and manage intangible resources: human resource accounting, economic value‐added (EVA), balanced scorecard (BSC) and intellectual capital (IC). The role of non‐financial measures is also analysed from a VBM framework. Finally, some concluding remarks are highlighted in the last section.