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The rise of feminist movements has led to increased attention on the condition of women, particularly in the field of criminology. Such an analysis of cybercrime, through the lens of gender, aims to understand the role of women in the cybercriminal ecosystem. A qualitative study on a sample of 15 young women reveals that they are aged between 25 and 35, have a secondary or higher level of education, and are fluent in several international languages. Recruited through networks of relationships or via digital social media, they occupy roles as image lenders, communicators, and facilitators of money laundering in cybercrime. The main motivations for their involvement are the pursuit of financial gain and their involvement in a romantic relationship with a cybercriminal. In the face of their unemployment situation, it is crucial that targeted political actions aim to reduce gender inequalities.

Keywords: Romance Scams, Arnaque aux sentiments, unemployment, Chômage, Cybercriminalité, cybercrime, gender, Genre, women, Femmes

This study aims to map the research landscape on English literacy difficulties and interventions among primary school students with dyslexia using a bibliometric approach. Data were retrieved from the Scopus database using targeted keywords, resulting in 63,184 documents. After applying filters for publication year (2020–2025), subject area (social sciences), language (English), and open-access status, a final dataset of 1492 relevant articles was obtained. Following this, the analysis was subsequently performed in RStudio using Biblioshiny and visualized with VOSviewer. The results indicate a substantial decrease in annual growth in publications, despite high levels of author involvement and collaborative endeavours. The United States and the United Kingdom dominate in production and citation impact, and notable journals, scholars, institutions, and nations are among the key contributors. Likewise, four major research areas emerged from the thematic cluster analysis, including foundational literacy skills, learning disorders in school settings, speech and communication difficulties, and educational psychology aspects such as self-esteem. Findings from this study stress the need for early, organized, and comprehensive interventions for children with dyslexia, which has several facets. To close the gap in dyslexia-related scholarship worldwide, it also highlights the need for more inclusive, geographically diverse research collaborations.

Keywords: Bibliometric Analysis, English Literacy, Primary Students, Dyslexia

Online video conferencing platforms are now key classroom tools worldwide, following the emergency remote teaching (ERT) response to COVID-19. However, the data risks and privacy issues these tools pose continue to be addressed only minimally by researchers, educators, and students. Moreover, while the ERT online pivot experience was generally global, digital classroom tools and their provenance vary. Many are developed in the United States and used in other countries and jurisdictions. Yet alternate educational technology markets exist in the contemporary world, though Western claims about educational technologies and privacy tend to centre American technologies. This paper seeks to disrupt the trend of global claims based on regional realities and, instead, to provide a direct comparison of privacy policies of two tools from separate markets: Zoom, developed in the United States, and ClassIn, developed in China. The paper compares the terms of service (ToS) and data risks associated with these two online classroom platforms. The findings ultimately suggest that although distinctions exist between the two in terms of data transparency, safety, security, protection, rights, and contexts, the data privacy implications of Zoom and ClassIn are more similar than different. Implications for educational technology companies, institutions, and educators’ teaching and learning practices are discussed.

Keywords: Data Risk, Policy, Online Education, Video Conferencing Platforms, Datafication

This article reports a quantitative and statistically reliable population investigation of 552 Federal Court of Appeal proceedings that were appeals by represented and self-represented appellants who, in 2016 or 2017, appealed decisions of the Federal Court or Tax Court of Canada. Appeals by the Crown, non-Crown represented appellants, and self-represented appellants exhibited markedly different frequencies at which appeals were granted, and patterns for how appeals were terminated. Nearly half of Crown appeals were granted, but less than one in twenty self-represented appellants had any degree of success. While 70% of appeals conducted by lawyers completed the appeal process, less than 40% of self-represented appellant proceedings resulted in a full appeal panel hearing. Incomplete appeals by self-represented appellants usually terminated prior to the appeal record stage, and typically were either abandoned or discontinued. The time required to complete appeals for represented and self-represented appellants is similar. The high observed frequency of problematic litigation records for self-represented appellants supports the hypothesis that a “Distillation Effect” is concentrating abusive litigants in appellate forums. High resolution investigation of self-represented appellant subgroups revealed differences within the overall self-represented appellant population. Self-represented appellants emerging from the Federal Court and Tax Court of Canada are different populations. The former were much more likely to have an abusive litigation history, while the latter voluntarily discontinued appeals, and were never subject to Federal Court of Appeal vexatious litigant management steps. Self-represented appellant proceedings that terminated prematurely or that were conducted by persons who are subject to court access restrictions had significantly more filed documents and docket records. Litigation management steps did not reduce the Registry and Court workload resulting from self-represented appellants subject to court access restrictions. These observations challenge modelling self-represented litigants as a single population with uniform characteristics.

This descriptive case study explored the presence of a community of inquiry among 4492 secondary learners enrolled in four asynchronous online discussion forums over a full year. The forums (Ethics and Philosophy, Reading, Astronomy and Space, and General Debates, among others not studied) were external to the students’ schools across England. The data had been archived by the sponsoring organisation. We coded 3,113 transcribed messages posted or read by students using Garrison’s Community-of-Inquiry model and coding tools--addressing social, cognitive, and teaching presence within the interactions, plus 307 online questionnaire responses from a cross-section of participants about reasons for posting or not and overall participation plus representative quotes were also presented. Of the 4,492 enrollees, 1,523 (34%) posted messages, 1,748 (39%) only read or viewed posts, and 1,222 (27%) never logged in. This posting rate was almost quadruple the rate previously reported for online communities. Participation was also wider. The largest numbers of messages reflected community-of-inquiry social presence, especially following-up others’ messages. Cognitive presence particularly reflected sharpening thinking skills and knowledge. Teaching presence included asking stimulating questions and providing encouragement. Students who only viewed others’ messages logged in frequently, reported stimulation and strong benefits in learning skills, and only occasionally reported shyness or intimidation. Active student participation and engagement include more than posting messages; they also include reading or viewing others’ posts. Community of inquiry was highly evident in the asynchronous, secondary, online setting. An asynchronous platform, with effective teaching presence, can support important qualities of a community of inquiry.

Keywords: Asynchronous online learning, Community of Inquiry, Inquiry, Collaborative Learning, Social constructivism, Secondary learning

The article presents the traceable history of the Tibetan Bonpo mendrup ritual practice in textual sources, as it has been recorded by the Bonpos themselves. These records are put into context with the current performance of the practice by the Bonpo exile community.The study aims to embrace all the relevant Bonpo historical material accessible, and thus deals with documents of a wide time spam, from the eleventh or twelfth century onwards until the early twentieth century. The Bonpo mendrup is a healing, longevity, rejuvenation and enlightenment-seeking contemplative meditational practice of the Tibetan tantric tradition with a strong emphasis on its medicinal component. It embodies various spheres of knowledge and their principles, as the Indian tantrism, a strong Buddhist cosmological organisational and soteriological framework, the Tibetan medical tradition, with embedded elements of alchemy and Tibetan indigenous religious notions. As the studied sources reveal, its origin can be traced to the intellectually vibrant times in Tibet of around the twelfth century, where all these fields of expertise came together. Thus the case provides an example of such a complex composed of tantra, medicine and alchemic influences specific for Tibet.Since then, the Bonpo mendrup can be followed by varied records in a number of Bonpo literary sources of different genres. These are compared with the present form of the ritual. The sources support the ritual’s anticipated transmission and practice throughout the history. They show that different ideas apply to its origin, and particularly its revelation as a treasure text, and that the ritual existed in varied forms, and was shared and imparted among different lineages of Bon. The most important finding is that the practice is actually traceable throughout the history, and likely have never ceased to be active over the centuries from the very early times until today.

This study aimed at investigating the effectiveness of the project-based learning strategy on developing third graders' leadership skills. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from Al Zaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The project-based learning strategy was used for teaching English to the experimental group, whereas the traditional method was used for the control group. The study tool consisted of an observation card on which the student's leadership skills were rated pre- and post-application. Data were analyzed using the Statistical Package for Social Sciences. Independent samples t-test and effect size were used in the analysis. Results revealed higher mean scores in leadership skills for the experimental group in the post-application observation card. The researchers attributed these findings to the project-based learning strategy and recommend its use in teaching English to develop leadership skills. Further research is needed to investigate the effect of other project-based learning strategies on other grade levels and life skills.

Keywords: project-based learning, apprentissage par projets, leadership skills, compétences en leadership, école primaire, Bande de Gaza, Palestine