North Lake College

This paper considers the use of a post metadata-based approach to identifying intentionally deceptive online content. It presents the use of an inherently explainable artificial intelligence technique, which utilizes machine learning to train an expert system, for this purpose. It considers the role of three factors (textual context, speaker background, and emotion) in fake news detection analysis and evaluates the efficacy of using key factors, but not the inherently subjective processing of post text itself, to identify deceptive online content. This paper presents initial work on a potential deceptive content detection tool and also, through the networks that it presents for this purpose, considers the interrelationships of factors that can be used to determine whether a post is deceptive content or not and their comparative importance.

This qualitative study sheds light on the process that parents go through as they learn of a spina bifida diagnosis and the communication strategies that are used to discuss an expected disability diagnosis with others. Interviews with 30 participants discovered that there were immediate disclosures made with family and close friends. Additionally, circumstantial disclosures took place when returning to routine behaviors. Participants described five distinctive criteria that developed a privacy boundary: self-blame, grief, helping others cope, maintaining privacy of child, and stigma. Implications for parents, medical professionals, and communication scholars are discussed.

In our hermeneutic reflection, we explore an assistant professor’s transformation, the cognitive, affective, and conative changes relative to her experience teaching a newly formed, doctoral qualitative research course. We illuminate her perspective shifts: disorientation, grief, and soulful renewal amid the infusion of corporate practices in higher education. Accordingly, we share our reconstructions of doctoral mentorship, representing new ways of knowing and living in the academy.

Self‐perceptions of both general and specific factors affecting achievement were collected from 67 students on academic probation. Half the students were assigned to a treatment group which received academic support from staff members trained as advisors. Self‐perceptions revealed students faced with significant time management problems and few study skills with which to compensate. Intervention through interaction with advisors revealed problems for which solutions might be facilitated through referrals and specific college programs, that one semester was not a sufficient length of time to effect measurable change in academic status, and that better strategies need to be developed to encourage student participation in such intervention programs.