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The purpose of this research is to investigate user comprehension of ambiguous terminology in password rules. Although stringent password policies are in place to protect information system security, such complexity does not have to mean ambiguity for users. While many aspects of passwords have been studied, no research to date has systematically examined how ambiguous terminology affects user comprehension of password rules.

This research used a combination of quantitative and qualitative methods in a usable security study with 60 participants. Study tasks contained password rules based on real-world password requirements. Tasks consisted of character-selection tasks that varied the terms for non-alphanumeric characters to explore users’ interpretations of password rule language, and compliance-checking tasks to investigate how well users can apply their understanding of the allowed character space.

Results show that manipulating password rule terminology causes users’ interpretation of the allowed character space to shrink or expand. Users are confused by the terms “non-alphanumeric”, “symbols”, “special characters” and “punctuation marks” in password rules. Additionally, users are confused by partial lists of allowed characters using “e.g.” or “etc.”

This research provides data-driven usability guidance on constructing clearer language for password policies. Improving language clarity will help usability without sacrificing security, as simplifying password rule language does not change security requirements.

This is the first usable security study to systematically measure the effects of ambiguous password rules on user comprehension of the allowed character space.

Postemotionalism, nostalgia for authentic emotional experiences, can be observed in every aspect of popular culture, particularly social media and reality television. Viewers are driven by the need to find the balance between individuality, expressed through “legitimate” emotions, insights and acceptance by their peer group on social media.

I use the program, “Catfish: The TV Show” to explore how postemotionalism operates in reality television.

This paper examines the new experience of dramatized emotions as they are portrayed in reality television and reflected on social media. I offer a theorization of social media users’ response to the search for authenticity on television through an analysis of a series of Twitter interactions surrounding “Catfish: The TV Show.”

The interactions on Twitter reveal that postemotionalism makes it difficult for viewers to distinguish between genuine, emotional interactions and projected, managed identities.

The chapter focuses on how engaging undergraduate and graduate students at a metropolitan university through community-based experiential learning can help them make a difference in their personal relationships, in their workplaces and in their communities.

The chapter explores the University of Arkansas at Little Rock Department of Speech Communication’s integrated approach to undergraduate and graduate curriculum that focuses on four types of casing complex problems and making positive, ethical recommendations to make a difference. Specifically, the chapter explores how problem-based learning; service-learning; narrative ethnography; and research projects can be used as meaningful ways to case complex communication issues and to make ethical, theory-informed recommendations to not only do no harm but also affect positive change and promote social justice in students’ personal relationships, organizations, and communities.

Lessons learned from the programmatic approach are shared that include building a theoretical base for students to draw from, integrating case approaches into the curriculum, and engaging resistance and failure. Chapter recommendations promote using theory as a lever for learning, building meaningful relationships with stakeholders, and adopting a process orientation that embraces failure.

The chapter offers a review of four undergraduate courses and four graduate courses, with explicit applications of the four case approaches. Additionally, learning objectives, major assignment descriptions, and assessment approaches are detailed for each course.

Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice.

In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth.

The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice.

The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

Monsters, from ghouls and zombies to shoggoths and Cthulhu, have always fascinated humans and have a prominent presence in cultural production. This is made clear by how much people enjoy Halloween events and dressing up as their favourite monster or the most recent trend of horror themed escape rooms, that include haunted houses, a zombie apocalypse or Lovecraftian monsters. Monstrous creatures represent the fears and desires of society and often embody the allure of danger, transgression and power. Monsters have long been used to construct certain images of the different/unconventional and thus represent anything diverse as the Other. Monsters, however, can be employed to invert or even overturn this relationship by empowering the Other and thus provide us with a more critical view on society in regard to our values, fears and attitudes. The stories and folklore about monsters and the monstrous that incite fear and remind us to always check under our beds before we sleep have also found their way into our everyday lives. Within the mainstream media, criminality is indicative of moral corruption, and is attributed with notions of monstrosity. These monsters do not have claws, instead, they are unpredictable, different and deviate from social and cultural norms. Like the mythical creatures in folklore, monstrosity in its human form reminds us to fear the future, the unknown, Others and society. The monstrous is centrally defined by its unfixedness, its resistance to conformity or to convenient schematic identification. It is somatically and intellectually uneasy, a restless disturbing embodied thought that unsettles, and whose greatest value to us is its very indeterminacy. This chapter illustrates the shifting shapes of the monstrous, their makers, and offers insight about what we can learn from studying these cautionary noetic chimeras. Drawing on the diversity of our academic backgrounds, ideological perspectives and the research from our individual chapters, we address the contemporary narrative of the figure of the monster. Rather than an essay style examination, our chapter explores this narrative through a question and answer format. The flexibility of this format allows readers an intimate glimpse into the ways in which the monstrous can be conceptualised and understood in various frameworks.

Although extant theory has illuminated conditions under which organizations mimic each other in form and practice, little research examines how organizations seek to differentiate themselves from conventional forms. Our comparative ethnographic studies examine how the Burning Man and Open Source communities developed organizations to help coordinate the production of an annual temporary arts event and nonproprietary, freely distributed software. Both communities sought to differentiate their organizations from reference groups, but this was not a sufficient condition for sustaining organizational novelty. We found that the ability to pursue a differentiated strategy was moderated by environmental conditions. By exploring the organizing decisions that each community made at two critical boundaries: one defining individuals’ relationship with the organization; the second defining the organization's relationship with the market, we show how organizing practices were recombined from the for-profit and nonprofit sectors in unexpected, novel ways. This comparative research contributes a grounded theoretical explanation of organizational innovation that adjudicates between differentiation and environmental conditions.

This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways in which theoretical conceptions of multimodality have been implemented in writing instruction and the impacts of these implementations on students' experiences in classrooms.

The author used a keyword search of relevant academic databases to identity articles within the search parameters. This was followed by bibliographic branching to identify additional articles and two rounds of open coding to identify themes for analysis.

The literature revealed a diversity of approaches to incorporating multimodal writing in classrooms; teachers mixed modalities within assignments, paired writing in print with multimodal composition and redesigned entire units or courses around multimodality. Studies showed the impact of multimodality on student learning through shifts in conceptions of communication, increases in student engagement, composition for real audiences and an increased role for students’ interests and identities.

This review has implications for teachers and researchers interested in developing multimodal writing curricula. It highlights the specific ways in which multimodal writing can be incorporated into instruction and the changes in student learning that result from this shift.

While theoretical writing on multimodality is abundant, multiple researchers have noted the difficulty of finding research on classroom implementations of multimodality (Howell et al., 2017; Smith, 2017). This review is intended to address this difficulty by contributing to a body of literature that teachers and scholars can draw on as they conceptualize and design multimodal writing experiences for students in the future.

Most feminists policies are aspirational. Deficiencies include vague terms of what constitutes ‘feminist’ within policy, ambiguous investment criteria, lack of consultation and the use of the binary definition of gender negating gender-diverse people (Tiessen, 2019). The purpose of this study is to identify parameters that characterize feminist entrepreneurship policies and to advance recommendations to operationalize these policies.

The COVID-19 pandemic has unveiled fragilities in the socio-economic gains that women entrepreneurs have achieved. Gender-regression is, in part, the product of entrepreneurship policies that fail to recognize the nature and needs of women entrepreneurs. To inform recovery measures, this article considers two research questions: what are the parameters of feminist entrepreneurship policies? and how can parameters of feminist entrepreneurship policy be operationalized in pandemic recovery measures? To inform the questions, the study draws on the academic literature and thematic analysis of three collective feminist action plans to operationalize ten parameters that characterize feminist entrepreneurship policy.

Supplanting ‘feminist’ for women in the construction of entrepreneurship policies, without specifications of how parameters differ dilutes government's efforts to achieve gender quality and women's economic empowerment. To inform policy, recommendations of three feminist recovery policies clustered under seven themes: importance of addressing root causes of inequality; need to invest in social and economic outcomes; economic security; enhancing access to economic resources; investment in infrastructure; inclusive decision-making; and need for gender disaggregated data to inform policy. Differences in policy priorities between collective feminist recovery plans and the academic literature are reported.

The parameters of feminist entrepreneurial policy require further interpretation and adaptation in different policy, cultural and geo-political contexts. Scholarly attention might focus on advisory processes that inform feminist policies, such as measures to address gender-regressive impacts of the COVID-19 pandemic. Research is also needed to understand the impacts of feminist policies on the lived experiences of diverse women entrepreneurs. Limitations: The study design did not incorporate viewpoints of policymakers or capture bureaucratic boundary patrolling practices that stymie feminist policies. Thematic analysis was limited to three feminist recovery plans from two countries.

Recommendations to operationalize feminist entrepreneurship policies in the context of pandemic recovery are described.

Ten parameters of feminist entrepreneurship policy are explored. The conceptual study also advances a framework of feminist entrepreneurship policy and considers boundary conditions for when and how the parameters are applicable.

The purpose of this paper is to explore the hypothesis that the university context may partially determine the growth of university spin-offs (USOs), with a cross-national analysis and using an “interactionist” approach.

Two samples of USOs, from Spain and Italy (531 and 952 firms, respectively), were examined over the 2005-2013 period. Multilevel modelling was applied to empirically test the hypotheses.

The results confirmed that the university context is a critical and effective element for explaining USOs’ growth. The university context affected USOs’ growth only for the Spanish firms, while for the Italian spin-offs the evidence does not report a significant determining influence of the university context. This finding may be interpreted as the localization externalities, determined by the Spanish universities, have a more effective impact at firm level compared with those generated by the Italian universities.

The paper provides evidence that the university context has a significant role in supporting USOs’ growth in Spain, but not in Italy. This finding, together with the fact that the Italian USOs showed lower growth rates over the period of analysis, may suggest that greater involvement by the Italian parent universities is needed to foster USOs’ growth. The main point to be underlined to decision makers is that policies aimed at fostering USOs need the active involvement of the parent university in the whole growth process of the nascent firm, rather than just in the USO creation process.

A multilevel approach provides both methodological and theoretical contributions to the study of USOs’ growth, which was adopted as an “interactionist” approach is recommended by literature. In addition, a cross-national approach allows for exploration of the actual effect of the university on the growth of USOs, taking into account international differences.