AbstractThis study documents a puzzling historical trend in crash risk for US‐listed firms: between 1950 and 2019, the firm‐year occurrences of idiosyncratic stock price crashes rose from 5.5% to an astonishing 27%. The vastness of the literature notoriously attributes crashes to agency reasons, i.e. self‐interested executives who strategically camouflage bad news via the financial reporting opacity and overinvestment channels. Nonetheless, we document that the opacity– and overinvestment–crash relations are non‐significant, especially in the period following the enforcement of the Sarbanes–Oxley Act. The statistically non‐significant relations are also witnessed in tests that account for the effect of equity‐based compensation incentives and corporate governance functions. Overall, this study criticizes the efficacy of opacity and overinvestment as channels in explaining crash risk. Our conclusions offer avenues for future research to pursue in rationalizing the puzzling surge in stock price crashes.

We are excited about this issue as it is the first ‘third’ issue of JACE. Τhe number of issues per year has been increased, reflecting the growing interest in the field. This issue also marks a significant moment of renewal for JACE, as we welcome three new co-editors whose academic trajectories and international perspectives reflect the journal’s commitment to diversity, inclusion, and scholarly excellence. Professor Bonnie Slade (University of Glasgow), Dr Maria N. Gravani (Open University of Cyprus), and Dr Thi Bogossian (University of East Anglia) bring a rich blend of experience across different stages of their careers, with expertise spanning adult and continuing education, lifelong learning, non-formal education, and critical pedagogy. This transition, alongside a refreshed Editorial Board and the launch of our new LinkedIn page, signals a dynamic and forward-looking phase for the journal. This issue of JACE brings together insights from 11 articles published between August and December 2024, each contributing to key areas of adult education: Adult Literacy; Assessment; Adult and Professional Learning; Supporting Non-Traditional Students through Motivation and Trauma-Informed Practice; Workplace Culture and Incentives in Adult Learning; and Critical Thinking in Non-Formal Education. These articles were selected from the Online First backlog and had all been accepted for publication prior to the current editorial team assuming their roles. We are pleased to present them in this issue, recognizing the valuable contributions they make to the field. Recent research in adult education highlights the multifaceted nature of literacy and its evolving demands in contemporary society. Three studies – each grounded in distinct national and methodological contexts – offer valuable insights into how adult learners acquire foundational skills, navigate digital environments, and develop cognitive awareness to support lifelong learning. In Korean assessment of adult basic literacy: Instrument development, Joon Heo, Jihye Lee, So-Youn Park, Hye-ji Kil, and Jihyun Kim present a robust framework for assessing adult literacy in Korea. Their instrument, developed through expert consultation and iterative pilot testing, reflects the linguistic and cultural specificity of Korean contexts. Designed to be simple, fast, and cost-effective, the tool measures literacy across four levels and holds promise for identifying adults in need of educational support. Its practical application underscores the importance of culturally responsive assessment in adult education. Complementing this focus on foundational literacy, What helps adult learners with little formal schooling to develop basic digital skills? by Tereza Hannemann, Nikol Kopánková, and Petra Surynkova explores how adults with limited formal education engage with digital technologies in the Czech Republic. Using grounded theory and 54 interviews, the authors introduce the concepts of the ‘computer world’ and ‘ministories’, drawing on Richard Mayer’s multimedia learning theory. Their findings suggest that teaching underlying principles – rather than app-specific instructions – may better equip learners to navigate digital environments, offering a pedagogical shift for IT education and lifelong learning. Adding a cognitive dimension, Exploring the influence cognizance on academic performance in adult literacy initiatives by Abdelilah El Meniari, Driss Ait Ali, Youness Rami, Laila Arif, Murat Yildirim, Lukasz SZARPAK, Mimoun Saidi, Hanane El Ghouate, Mohamed Makkaoui, Amelia Rizzo, Francesco Chirico, and Hicham Khabbach investigates how self-awareness of cognitive processes influences academic success among Moroccan adult learners. The study reveals strong correlations between cognizance and performance, suggesting that learners who understand and regulate their learning strategies are better equipped to overcome challenges. This insight has profound implications for designing literacy programmes that foster self-representation and adaptive learning. As adult and professional education continues to evolve, researchers are exploring new ways to assess learning outcomes and support identity development in diverse learning contexts. Three recent studies offer compelling insights into scenario-based assessment, simulation-based identity formation, and recognition of prior learning (RPL) in vocational education. In Scenario-based capability assessment in professional learning contexts, Sarah Holdsworth, Orana Sandri, Jan Hayes, and Sarah Maslen propose a practical model for evaluating professional competencies. Their study addresses the challenge of assessing capabilities – distinct from knowledge and skills – which are context-dependent and often difficult to measure. By implementing pre- and post-learning scenario–based assessments in Australia, the authors demonstrate how such tools can serve both formative and summative functions. These assessments align closely with professional practice, offering a time-efficient and context-sensitive method for evaluating learning outcomes in professional settings. Bilge Delibalta, Yasemin Güner, Melek Üçüncüoglu, Aysenur Duman Dilbaz, Selçuk Akturan, and Melih Elçin explore identity formation in Effect of the community of simulated participant model on the identity formation of simulated participants: A qualitative study. Drawing on communities of practice theory, their qualitative study examines how simulated participants in health education in Turkey develop professional identities through sustained engagement. The model emphasizes motivation, background, peer interaction, and role clarity, offering educators a framework to enhance the quality and authenticity of simulation-based learning. Their findings underscore the importance of community and reflection in shaping learner identity. In the vocational context, Critical reflections of emerging farmers’ individual perspective towards assessments in recognition of prior learning for unit standards credit of agricultural courses by Tshepo Teele and Molebatsi Milton Nkoane investigates how experiential knowledge is validated through RPL in South Africa. Using critical discourse analysis, the study reveals how adult learning principles positively influence both cognitive and non-cognitive characteristics of emerging farmers. The findings advocate for more inclusive and responsive RPL procedures that recognize the lived experiences of learners. As higher education becomes increasingly accessible to non-traditional learners, understanding the psychological and pedagogical factors that support their success is essential. Two recent studies offer valuable insights into the motivational beliefs and emotional needs of adult students navigating complex learning environments. In Do I want to study psychology and why? Can I succeed in blended learning? The perseverance and changes in success expectancies and the subjective task value of non-traditional Swiss students, Bartlomiej Chrobak, Ana Rexhepi, Rosemonde Rauch, and Laurence Gagnière investigate the motivational dynamics of adult learners in blended learning environments. Using the expectancy–value model, the study reveals that intrinsic motivation, competence-related beliefs, and perceived costs significantly influence students’ intentions to persist. Notably, these motivational beliefs remained stable over time, suggesting that early interventions to support self-efficacy and task value may have lasting effects. The findings contribute to a growing body of literature on how to foster resilience and retention among non-traditional students. Complementing this psychological perspective, ‘It would be very strange to make an artificial cut off point at 18 that trauma suddenly isn’t relevant’ – Perspectives of trauma-informed practice in higher education by Kalum Steven Bodfield and Aisling Culshaw challenges age-based assumptions in trauma-informed pedagogy. Drawing on interviews with UK university educators, the study identifies seven themes reflecting concerns and opportunities for integrating trauma-informed approaches in higher education. It highlights the need for clearer guidance, staff training, and institutional support to address the ongoing impact of trauma beyond childhood. Understanding how social structures shape educational engagement is essential for advancing inclusive lifelong learning. A recent study on Dutch working parents offers valuable insights into how family responsibilities and cultural capital influence participation in education. In Do household and childcare task divisions prospectively predict engagement in time-costly continuing education among Dutch working mothers and fathers? Erik van der Meulen investigates whether domestic labour divisions affect continuing education participation. Using longitudinal data from over 1,300 Dutch parents, the study tests whether household and childcare responsibilities predict continuing education engagement over time. Surprisingly, the findings reveal that divisions of labour and childcare do not significantly influence continuing education participation. However, mothers with fewer children were less likely to engage in continuing education, suggesting that other factors – such as perceived opportunity or support – may play a more critical role. The study calls for future research to explore moderators that shape the relationship between family roles and educational engagement, especially in gendered contexts. In Learning climate and financial incentives: A study on training participation in Dutch organizations, Björn Johannes de Kruijf, Arjen Edzes, Jouke van Dijk, and Sietske Waslander explore how organizational culture and financial structures influence adult learning. Using survey data from 512 Dutch organizations, the study examines the relationship between learning climate and training participation, including training intensity. Findings show that a positive learning climate significantly boosts both participation and the number of training hours. However, when employers fully fund training or schedule it during working hours, the effect of learning climate on training intensity diminishes. This suggests that shared investment – where employees also contribute time or resources – may enhance engagement and perceived value. Importantly, access to government subsidies increases both participation and training hours, highlighting the role of public policy in supporting workplace learning. These results suggest that effective adult learning strategies require not only a supportive internal culture but also thoughtful financial arrangements and external incentives. This study offers practical insights for employers and policymakers aiming to foster lifelong learning. By aligning workplace culture with financial support mechanisms, organizations can better motivate employees to engage in meaningful professional development. In Instructional strategies for nurturing critical thinking skills in non-formal secondary education in Tanzania, Rose Ephraim Matete examines how teaching methods influence the development of critical thinking in non-formal learning environments. Conducted in Dar es Salaam, the study involved 52 participants and used interviews, focus groups, and observations to explore instructional practices. Findings reveal that teachers primarily rely on lectures, while more interactive strategies – such as problem-solving, group discussions, and oral presentations – are rarely used. Although these methods are known to foster critical thinking, they are underutilized, often replaced by rote question-and-answer techniques aimed at exam preparation. A key issue is the lack of formal teacher training, which limits educators’ ability to implement pedagogical strategies that promote deeper thinking. Matete argues that to cultivate critical thinking in non-formal education, teachers must be equipped with interactive instructional methods through targeted professional development. Concluding thoughts As part of our ongoing commitment to engaging with the wider scholarly community, members of the JACE editorial team have been actively participating in educational conferences across Europe and beyond last summer, including the 2025 Canadian Association for the Study of Adult Education (CASAE) annual conference in Toronto (https://www.casae-aceea.ca/conferences/), 2025 Universities Association for Lifelong Learning (UALL) and the Standing Committee on University Teaching and Research in the Education of Adults (SCUTREA) conference (Liverpool) (https://conference2025.gohigher.org.uk/), 2025 European Conference of Educational Research (Belgrade), 2025 Triennial European Society for Research on the Education of Adults (Prague) and the 2025 EAIR – The European Higher Education Society Conference (Utrecht). These events have provided valuable opportunities to network with researchers, exchange ideas, and deepen our understanding of emerging trends in adult and continuing education. In response, we have curated thematic special collections that align with the key topics explored at these conferences, further bridging research and practice. Looking ahead, we are excited to convene the full Editorial Board in December, a welcome opportunity to reflect, plan, and strengthen our collaborative vision. We are also preparing calls for special issues that will invite fresh perspectives and critical engagement with the field. Stay tuned!

This study explores the lived career experiences of women managers with children in Sweden. Drawing on existing theory on flexible careers which proposes that multiple contexts – institutional, organizational and individual - shape employees' career decisions, we present findings from a study of 34 career mothers in dual-income households within a large engineering company in Sweden. We show that the institutional context in Sweden, with its shared parental leave, is an important element in the women's career decisions by directly mandating the fathers' engagement with childcare and home roles and indirectly fostering a family-supportive organizational culture. We theorize that the family context needs to be incorporated into existing theoretical models and specifically demonstrate how continuing shared childcare roles between the parents is critical to mothers' career outcomes. We evidence the various ways in which fathers engage with home responsibilities and how that influences the mothers' career decisions. Furthermore, we argue that the institutional environment has consequences which cascade down to each of the other contextual levels and that the importance of the different contexts can vary according to the work-care regime. We therefore challenge recent research which claims that the industry ecosystem is the crucial force in shaping women's careers.

Mobile business research has arguably grown to become one of the most topical and complex eBusiness research areas in recent years. As a result, researchers face a plethora of interdisciplinary research challenges. Understanding the range of these challenges and confronting them requires coordinated research efforts, backed up by a holistic guiding approach. This paper aims at contributing to the future of mobile business research by proposing a roadmap to systematise and guide future research efforts, providing a methodical outlook to open research issues across all dimensions defining mobile business and prioritises future research in each dimension in the form of short-, medium-, and long-term research challenges.

Social activism, including movements towards equal pay, gender rights, and racial equality, has heightened public scrutiny, exerting pressure on firms to reassess and reform their human resource practices to ensure they align with current social and ethical norms. Chief Human Resource Officers (CHROs) have a potentially important role in defining and promoting appropriate human resource practices through human resource disclosures in corporate annual reports. We empirically examine the effect of CHROs on expanded human capital resource (HCR) disclosures, recently mandated by the SEC. We find that CHROs have a greater effect on the quality of HCR disclosures when they belong to the top management team, and less so when they belong to groups that are more poorly represented in top management, such as women, racial or ethnic minorities, or non-US nationals, and CHROs holding a liberal arts degree. Jointly considering the characteristics of CHROs, CEOs, and CFOs, we additionally find that pro-democratic political ideology is related to higher quality HCR disclosures. This study contributes to the literature by introducing a generalizable measure of HCR disclosure quality, uncovering significant heterogeneity in HCR disclosure quality across large US firms, and highlighting the role of CHROs in this process. In doing so, this study documents evidence that individual top executives in addition to the CEO and CFO can have a measurable effect on voluntary financial disclosures.

Artificial Intelligence (AI) is now everywhere, including in the classroom. Thus, it is crucial for teachers not only to be able to use AI, but also to understand it, as they bear the responsibility of teaching the next generation with and about AI. Although there have been extensive discussions about the importance of digital skills and knowledge of AI, limited research has focused on the attitudes, digital skills, and AI literacy levels of teachers, within small populations where English is not the native language, such as Cyprus. Our study addresses this gap by adapting the General Attitudes Towards AI Scale (GAAIS) and the AI Literacy Scale (AILS) into the Greek language, and investigating the digital skills, attitudes towards AI, AI literacy, and intentions to teach and use AI among teachers in Cyprus. The Greek versions of GAAIS and AILS have been validated, demonstrating good validity and reliability. Our findings also indicate that Cypriot teachers generally possess intermediate digital skills, but maintain neutral attitudes towards AI and exhibit intermediate levels of AI literacy. Moreover, we discovered significant positive correlations between teachers’ digital skills and their AI literacy, attitudes towards AI, and intentions to use and teach AI.

This editorial was largely conceived in New York, where we, the editors of this issue, were, so to speak, in training: as observers in rehearsal (as Adam Ledger elaborates in a ‘Speaking Image’ contribution), and in the demands of rehearsal as an ever-changing, ongoing training (Avra Sidiropoulou’s postcard). Having experienced moments of extreme exhilaration as well as frustration during our own experiences of directing, and as teachers of directing ourselves, we again reflected upon why this special issue feels so topical and necessary. Immersed in the challenges of training others in what is both meant to be an art and a full-time profession – and within a ruthlessly competitive and increasingly complex market and contexts for making work - we talked again about the roles a director assumes. The figure of the director and the practice of directing seems to enjoy a kind of elusiveness of definition. In contrast to the long history and shared knowledge of acting techniques and performer training, how the work of the director might be defined seems challenging. And where the director spends most of their time, rehearsal, has been considered a ‘hidden world’ (Letzler Cole, Citation1992). Direction goes on behind closed doors and is made up of a shifting combination of, perhaps, dramaturgical, literary, acting, collaborative, scenographic, stage- and personnel-management, and financial concerns. Given the ambiguity around what directing might be, the training of directors seems even more obscure. Whilst there is burgeoning publication on theatre directing, comprising scholarly work, practical guides and books by directors themselves (recently, for example, the Great European Theatre Directors series (Bloomsbury Methuen); Boenisch, Citation2015; Dunderdale, Citation2021; Simonsen, Citation2017; and by us: Ledger, Citation2019; Sidiropoulou, Citation2018), director training as a topic appears neglected. In scholarly terms, directing is often dealt with as uncritically accepted directorial technique(s), methodology, and, predominantly, a discussion of productions. In the discourses of directing, a lack of definition of directors and directing has, further, given rise to the many, always-provisional notions of the director. We suggest that the opposite is in fact the case: it is not so much that directing cannot be defined, it is rather that there is a plurality of definitions. As can be seen in the contributions to this volume, directing is a complex practice of situational leadership, which shifts according to the ideas, needs and circumstances of the moment. Questions immediately arise: how can we discuss how to train for, in and despite such complexity? How can we best prepare and train for the sometimes extraordinary aesthetics of the work yet the sheer difficulty of the profession? What kind of diverse forms of competence, education and personality traits could training encompass? In a changing world, what should director training comprise?

Pressure from stakeholders has resulted in increased board gender diversity. Such diversity, however, goes against the well-accepted concept of demographic homophily. In addition, other studies find that increased board gender diversity may not unequivocally lead to better firm decisions, which does not sit well with the assumption that demographic minorities bring diverse information/ideas to the board. This study advances an explanation for these inconsistencies in the literature by integrating symbolic management and recategorization theories to assert that boards outwardly conform to greater gender diversity, whilst choosing to reinforce value homophily by recategorizing female new directors based on shared political ideology. We test our hypotheses on a sample of 13,483 new director appointments in 2,473 US firms using fractional regression analysis. The findings show that the appointment of a new female director strengthens the association between the board's and the new director's political ideology. In addition, this relationship is strengthened when there is a female CEO, or when the new female director has a less similar demographic background. Moreover, supplemental analysis considering ethnic minority new director appointments shows similar results. The study makes important contributions toward the literatures on female new director selection, recategorization and political ideology. We shed light on why research is ambivalent regarding the benefits of gender diversity since findings show that boards compensate for gender diversity by becoming more homogeneous on political ideology, a value dimension that influences board decisions.

Crowdsourcing plays an important role in Web and social media research, from data annotation, to online experiments and user surveys. With the emergence of Generative AI (GenAI), researchers are considering how models and tools such as GPT might replace crowdwork. Many have already evaluated GPT on annotation tasks. However, it is less clear how GenAI might impact other types of tasks, or to what extent crowdworkers have already incorporated it into their work processes. Thus, we asked crowdworkers directly regarding their use of GenAI, via a survey at two points in time, across three commercial platforms. We found evidence that workers' self-reported use of GenAI did not change over time, but rather, was strongly correlated to the platform in which they operate, with MTurk workers using GenAI much more often than those operating at Clickworker and Prolific. As most respondents reported that survey completion is their "usual type of task", we discuss the implication of the use of GenAI in user surveys, via specific examples of ICWSM research.

Σύμφωνα με τον σημαντικό Κύπριο φιλόλογο και λαογράφο Κ.Π. Χατζηιωάννου, οι τριήμερες εορτές του Κατακλυσμού εορτάζονται την Κυριακή της Πεντηκοστής και περιλαμβάνουν το Σάββατο των Ψυχών και τη Δευτέρα του Αγίου Πνεύματος γνωστή στην Κύπρο ως Δευτέρα του Κατακλυσμού. Το Ψυχοσάββατο, που είναι αφιερωμένο στους νεκρούς, κάθε οικογένεια προσφέρει κατά τον εσπερινό της Παρασκευής πρόσφορο και κόλλυβα (κόλλυφα) στην εκκλησία για τους νεκρούς της οικογένειας. Επίσης, ότι οι χωρικοί απέχουν από τις εργασίες τους, ιδίως από την πλύση των ενδυμάτων, διότι θεωρούν ότι οι ψυχές των νεκρών περιπλανώνται επί της γης και μπορεί να πιούν τα ακάθαρτα νερά της πλύσεως, τα ποζούμια, τα οποία χύνονται στις αυλές των σπιτιών. Την Κυριακή της Πεντηκοστής («του Γονατιστού»), οικογένειες φέρνουν στην εκκλησία τους νέους καρπούς και το κρασί για να ευλογηθούν και στη συνέχεια μεταφέρονται και πάλι στα σπίτια. Από το βράδυ της Κυριακής γίνεται η προετοιμασία για την επόμενη μέρα, τη μεγάλη λαϊκή πανήγυρη του Κατακλυσμού, όπου άνθρωποι όλων των ηλικιών αλλά και θρησκειών επιδίδονται στο να καταβρέχουν ο ένας τον άλλο με νερό. Κατά χιλιάδες οι κάτοικοι συγκεντρώνονται στις παραθαλάσσιες πόλεις, ιδίως τη Λάρνακα και τη Λεμεσό. Ξεκινώντας από τη περιγραφή του Χατζηιωάννου, η οποία αποτυπώνεται το 1962, και σήμερα θεωρείται σημείο αναφοράς, η μελέτη αυτή σκοπεύει να εξετάσει λεπτομερώς τις πληροφορίες σχετικά με τα έθιμα του Κατακλυσμού και στη συνέχεια να στοιχειοθετήσει μια νέα υπόθεση εργασίας ως προς τις πιθανές απώτερες καταβολές τους. Θα υποστηρίξω επίσης ότι οι εορταστικές εκδηλώσεις του Κατακλυσμού από την πρώτη σωζόμενη μαρτυρία τους στα μέσα του 18ου αι. και μέχρι σήμερα, δεν παρέμειναν αναλλοίωτες, αλλά υπέστησαν αλλαγές όχι μόνο ως προς το περιεχόμενό τους, αλλά και τον τρόπο με τον οποίο γινόντουσαν αντιληπτές από τους λόγιους παρατηρητές τους. ----------------------------------------------------------------------- Σύμφωνα με τον σημαντικό Κύπριο φιλόλογο και λαογράφο Κ.Π. Χατζηιωάννου, οι τριήμερες εορτές του Κατακλυσμού εορτάζονται την Κυριακή της Πεντηκοστής και περιλαμβάνουν το Σάββατο των Ψυχών και τη Δευτέρα του Αγίου Πνεύματος γνωστή στην Κύπρο ως Δευτέρα του Κατακλυσμού. Το Ψυχοσάββατο, που είναι αφιερωμένο στους νεκρούς, κάθε οικογένεια προσφέρει κατά τον εσπερινό της Παρασκευής πρόσφορο και κόλλυβα (κόλλυφα) στην εκκλησία για τους νεκρούς της οικογένειας. Επίσης, ότι οι χωρικοί απέχουν από τις εργασίες τους, ιδίως από την πλύση των ενδυμάτων, διότι θεωρούν ότι οι ψυχές των νεκρών περιπλανώνται επί της γης και μπορεί να πιούν τα ακάθαρτα νερά της πλύσεως, τα ποζούμια, τα οποία χύνονται στις αυλές των σπιτιών. Την Κυριακή της Πεντηκοστής («του Γονατιστού»), οικογένειες φέρνουν στην εκκλησία τους νέους καρπούς και το κρασί για να ευλογηθούν και στη συνέχεια μεταφέρονται και πάλι στα σπίτια. Από το βράδυ της Κυριακής γίνεται η προετοιμασία για την επόμενη μέρα, τη μεγάλη λαϊκή πανήγυρη του Κατακλυσμού, όπου άνθρωποι όλων των ηλικιών αλλά και θρησκειών επιδίδονται στο να καταβρέχουν ο ένας τον άλλο με νερό. Κατά χιλιάδες οι κάτοικοι συγκεντρώνονται στις παραθαλάσσιες πόλεις, ιδίως τη Λάρνακα και τη Λεμεσό. Ξεκινώντας από τη περιγραφή του Χατζηιωάννου, η οποία αποτυπώνεται το 1962, και σήμερα θεωρείται σημείο αναφοράς, η μελέτη αυτή σκοπεύει να εξετάσει λεπτομερώς τις πληροφορίες σχετικά με τα έθιμα του Κατακλυσμού και στη συνέχεια να στοιχειοθετήσει μια νέα υπόθεση εργασίας ως προς τις πιθανές απώτερες καταβολές τους. Θα υποστηρίξω επίσης ότι οι εορταστικές εκδηλώσεις του Κατακλυσμού από την πρώτη σωζόμενη μαρτυρία τους στα μέσα του 18ου αι. και μέχρι σήμερα, δεν παρέμειναν αναλλοίωτες, αλλά υπέστησαν αλλαγές όχι μόνο ως προς το περιεχόμενό τους, αλλά και τον τρόπο με τον οποίο γινόντουσαν αντιληπτές από τους λόγιους παρατηρητές τους.

At the end of October 2022, Elon Musk concluded his acquisition of Twitter. In the weeks and months before that, several questions were publicly discussed that were not only of interest to the platform's future buyers, but also of high relevance to the Computational Social Science research community. For example, how many active users does the platform have? What percentage of accounts on the site are bots? And, what are the dominating topics and sub-topical spheres on the platform? In a globally coordinated effort of 80 scholars to shed light on these questions, and to offer a dataset that will equip other researchers to do the same, we have collected all 375 million tweets published within a 24-hour time period starting on September 21, 2022. To the best of our knowledge, this is the first complete 24-hour Twitter dataset that is available for the research community. With it, the present work aims to accomplish two goals. First, we seek to answer the aforementioned questions and provide descriptive metrics about Twitter that can serve as references for other researchers. Second, we create a baseline dataset for future research that can be used to study the potential impact of the platform's ownership change.

Pode-se estudar o teatro de Gertrude Stein, um teatro do modernismo, como um exemplo de dramaturgia experimental, na medida em que se encontra suspenso entre duas identidades: a do discurso e a de uma partitura teatral. Este artigo, que busca examinar a escrita dramática de Stein como um exemplo de escrita modernista, destaca os desafios que fazem dela uma escritora essencialmente "anti-teatral" - uma escritora que tem muito pouco interesse na encenação. Embora ela se dedique fortemente a jogos de palavras, repetições e construções linguísticas que substituem conflitos dramáticos, ação e personagens, o teatro de Stein evoluiu para uma maturidade de representação, que se manifesta principalmente na compreensão clara e límpida do espaço e do tempo através do controle da linguagem, bem como na sua concentração na experiência do presente pelo público, que não é mais distraído pela causalidade linear. Mesmo que a época de Stein tenha oferecido muitas oportunidades para experimentar com o material e a forma de seu meio, sua voz permaneceu essencialmente uma questão privada, e suas representações teatrais foram, em grande parte, exercícios lúdicos em vez de desafios à realização cênica. No entanto, seus rearranjos textuais de identidades, espaços e coisas, que são objeto de divisões e adaptações contínuas, deram origem a uma tradição estética bastante singular, que deixou marcas visíveis em muitas representações formalistas modernas.

Evaluating the algorithmic behavior of interactive systems is complex and time-consuming. Developers increasingly recognize the importance of accountability for their algorithmic creations’ unanticipated behavior and resulting implications. To mitigate this phenomenon, developers not only need to concentrate on the observable inaccuracies that can be measured quantitatively but also the more subjective outcomes that can perpetuate social bias, which are challenging to identify. We require a new approach that involves humans in scrutinizing algorithmic behavior. It leverages a combination of quantitative and qualitative methods to support an ethical, value-aligned design and a system’s lifecycle, informed by users’ perception and values. To date, the literature lacks an agreed-upon framework for such an approach. Consequently, we propose an oversight framework, Modular Oversight Methodology (MOM), which aids developers in assessing the behavior of their systems by involving a carefully crowdsourced society-in-the-loop. The framework facilitates the development and execution of an oversight process and can be tweaked according to the domain and application of use. Through such an oversight process, developers can assess the human perception of the algorithmic behavior under inspection, and extract valuable insights that will aid in assessing its implications. We present the MOM framework, as a first step toward tailoring more robust, domain-specific solutions to exercise human oversight over algorithms, as a means for software developers to keep the generated output of their solutions fair and trustworthy.

The opening conceit of Pindar’s Olympian 10 revolves, unusually, around ideas of business and credit. The poet claims to have ‘forgotten’ his debt of an epinician ode and affirms that he is able to make up for the delay by repaying his debt with interest. The repayment Pindar offers is unsurpassably lavish, as it consists in nothing less than the conferment of (poetic) immortality on the recipient. Thus, the initial business transaction is integrated into a much broader network of non-material transactions implicating symbolic assets such as social value, prestige, and (crucially) immortality. This process of integration, or transvaluation, sublimates the transitoriness of market exchange into the permanence of generalized reciprocity, which embeds the material side of the transaction into the social, and de-commoditizes the ode by turning it into a vehicle of the aristocratic ethics of munificent rivalry. The transvaluation of the commodity-ode into the ode as symbolic capital is effected through a series of seeming paradoxes, which are however an essential aspect of what are two distinct but interrelated transactional orders. For a read-only version of the paper see: https://www.cambridge.org/core/journals/greece-and-rome/article/payback-time-metamorphoses-of-debt-and-commodity-in-pindars-olympian-10/B019A59EEC90C4F231EF2ECABD2D1BAD/share/fdc956cfa29a3bd7a899736c2d7d8072b1f1fbb3