From ignorance to knowledge: Sexual consent and queer stories

The problem of sexual assault has received increasing public attention over the last few years, with an increasing focus on the concept of sexual consent to solve the problem. Education efforts focus on teaching people what consent is and how to explicitly communicate about sex, constructing consent as a knowledge problem. Using the stories of queer adults, this study calls for the development of an epistemology of sexual consent. I argue that the current research and scholarship fail to recognise existing knowledge about sexual consent, relegating sexual consent to an epistemology of ignorance. Queer participants in this study demonstrated sophisticated knowledge of sexual consent through their talk on the role of verbal consent cues and articulating how they “tune in” to their partners during sex. Within their talk, verbal consent was sometimes viewed as essential to consent, while at times was not necessary, and at other times was not enough to understand a partner's sexual consent. Importantly, they described deep knowledge about partners’ comfort, discomfort or hesitation through “tuning in”. Developing an epistemology of sexual consent requires recognising and valuing what participants tell us about what they know about their partners’ willingness to engage in sex.

Dimensions of cybersecurity performance and crisis response in critical infrastructure organisations: an intellectual capital perspective

PurposeThis research addresses the relationships between the current, dynamic organisational cyber risk climate, organisational cybersecurity performance and changes in cybersecurity investments, with an aim to address the hostile epistemic climate for intellectual capital management presented by the dynamics of cybersecurity as a phenomenon.Design/methodology/approachExpanding on the views of digital security and resilience as a knowledge problem, the research looks at cybersecurity as a critical capability within organisations, particularly relevant in critical infrastructure sectors. The problem is studied from the perspective of 400 C-level executives from critical infrastructure sectors across the UK. Data collected at the peak of the coronavirus disease 2019 (COVID-19) pandemic, a time when critical infrastructure organisations have been under a significant strain due to an increase in cybersecurity incidents, were analysed using partial least square structural equation modelling.FindingsThe research found a significant correlation between the board's perception of a change in their cybersecurity risk climate and patterns of both the development of cybersecurity management capabilities and cybersecurity investments. The authors also found that a positive correlation exists between the efforts placed by critical infrastructure organisations in cybersecurity training and the changes in investment in their cybersecurity, particularly in relation to their intellectual capital development efforts.Originality/valueTo the best of the authors’ knowledge, this is the first paper that explores the board's perception of cybersecurity in critical infrastructure organisations both from the intellectual capital perspective and in the dynamic cyber risk climate derived from the COVID-19 crisis. The authors’ findings expand on the growing perception of cybersecurity as a knowledge problem, and thus inform future research and practice in the domain of intellectual capital management and its role in supporting the cybersecurity and digital resilience of business and society.

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Background A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. Methods The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. Results Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. Conclusions This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

Regulating under Uncertainty about Rationality

Theories of choice, and their legal consequences, dramatically differ based on whether they are premised on rational or boundedly rational actors. This chapter describes the interactions between, and regulatory implications of, three types of uncertainties that the selection of an adequate theory of choice requires. First, it suggests that Knightian uncertainty concerning the distribution of degrees of rationality between regulatees obtains in many regulatory areas. More recently, this has been described as a ‘knowledge problem’ of behavioural law and economics. This chapter argues that the best regulatory response to the knowledge problem is to frame regulation as a problem of decision making under uncertainty. Second, with the rise of machine learning, it is arguably becoming ever more possible to estimate the level of bias, or even entire rationality quotients, of individual regulatees. This opens the potential for, but also the pitfalls of, personalised law. Third, even Big Data analytics generally only offers a snapshot of a distribution of rationality at one moment in time. Recent economic analyses have suggested behavioural heterogeneity can evolve over time in unpredicted ways that may lead to unforeseen consequences, leading to economic complexity. This calls for a greater role of standards, as opposed to rules, in regulating environments with dynamic behavioural heterogeneity. The chapter focuses on the normative implications of different types of uncertainty. In the end, theories of choice can aid more transparent normative trade-offs but they cannot replace the value judgments, and normative discourses, that balance the involved interests.

Pre-service and in-service teachers’ interest, knowledge, and self-confidence in using educational robotics in learning activities

This paper presents a study that aims to analyze the interest, knowledge, problem-solving skills, and self-confidence of the pre-service and in-service teachers in using educational robotics for teaching purposes, in particular, to teach programming and computational thinking in primary and secondary education. In the portuguese context, it is mandatory to attend a masters in teaching in order to become a teacher in primary and secondary education. These pre-service teacher training programs are organized in several dimensions, such as specific didactics, general education, scientific area. Computational Thinking, programming, and robotics have been integrated into the schools’ curriculum in many countries. Accordingly, it is essential to analyze the teachers’ preparation to teach these thematic trends. A descriptive and exploratory quantitative approach was implemented with 49 participants. The results pointed out a positive level of interest, educational robotics knowledge, problem-solving, self-confidence of both pre-service and in-service teachers.