More individuals than ever are utilizing internet technologies to work from home, teach and learn, shop, interact with peers, review medical records, and more. While it is certainly convenient to conduct such tasks via the internet, this increased internet presence has also led to a rise in the search and availability of personal information, which in turn is resulting in more cyber-attacks, privacy breaches, and information leaks. Cyber criminals are using such opportunities to attack governments, organizations, and individuals, making it necessary to anticipate, assess, and mitigate privacy and security threats during this infodemic. The Handbook of Research on Technical, Privacy, and Security Challenges in a Modern World discusses the design and development of different machine learning systems, including next generation applications, in order to mitigate cyber-attacks and address security challenges in everyday technologies. It further explores select methods and algorithms of learning for implementing better security methods in fields such as business and healthcare. It recognizes the future of privacy and the importance of preserving data through recommended practice, feedback loops, and smart agents. Covering topics such as face mask detection, gesture recognition, and botnet attacks and detection, this major reference work is a dynamic resource for medical professionals, healthcare administrators, government officials, business executives and managers, IT managers, students and faculty of higher education, librarians, researchers, and academicians.

Aid agencies increasingly consider anti-corruption activities important for economic development and poverty reduction in developing countries. In the first major comparative study of work by the World Bank, the European Commission and the UNDP to help governments in fragile states counter corruption, Jesper Johnson finds significant variance in strategic direction and common failures in implementation. In a refreshing departure from existing literature on corruption, Anti-Corruption Strategies in Fragile States takes a public administration perspective, studying the role of organisational factors in the success of anti-corruption strategies. It is widely acknowledged that governance and anti-corruption interventions play a crucial role in reducing fragility and building legitimate and resilient institutions. Policy makers have re-framed development goals for fragile states to achieve stability by addressing their special characteristics: weak institutions and governance; low capacity and legitimacy in government; and vulnerability to violence. This book shows how anti-corruption and state-building policies are often disconnected or incoherent, and how executional challenges prevent strategies from translating into results. This book will be of interest to researchers and students studying (anti-)corruption, aid, international organisations or fragile states. It will be an invaluable resource for staff in aid agencies and NGOs in the fields of governance, accountability and transparency.

In Ruin and Resilience, Daniel Spoth confronts why the environmental stories told about the U.S. South curve inevitably toward distressing plotlines. Examining more than a dozen works of postbellum literature and cinema, Spoth's analysis winds from John Muir's walking journey across the war-torn South, through the troubling of southern environmentalism's modernity by Faulkner and Hurston, past the accounts of its acceleration in Welty and O'Connor, and finally into the present, uncovering how the tragic econarrative is transformed by contemporary food studies, climate fiction, and speculative tales inspired by the region. Phrased as a reaction to the rising temperatures and swelling sea levels in the South, Ruin and Resilience conceptualizes an environmental, ecocritical ethos for the southern United States that takes account of its fundamentally vulnerable status and navigates the space between its reactionary politics and its ecological failures.

This book encourages mindfulness as a tool for personal growth and for intentional action for the purpose of social change. Learning exercises focus on: examining privilege, oppression, and difference; intersectional identity mapping; historical racism against marginalized groups; social dominance theory; sociological mindfulness; cultural humility; appreciative inquiry; and more. Culturally Competent Engagement: A Mindful Approach embraces a fresh approach to cultivating self, other, and systems awareness for a linguistically rich and culturally diverse world. The confluence of people and cultures requires habits of mind, dispositions, skills, and values that promote diversity affirmation while simultaneously honoring one's own cultural integrity and limitations. The benefits of being culturally competent are numerous and include healthy, holistic relationships and connection with people across differences. This book provides conceptual context for tried and true learning exercises that promote deeper self-understanding, ways to connect with people who are culturally different, and an understanding of the systems (socio-cultural, economic, political, and environmental) that circumscribe our lives. Written for organizational leaders, university instructors, students, and practitioners, this book includes typical approaches to enhancing culturally competent engagement, yet has several special features that differentiate it from approaches in other books and articles on the topic. Typical approaches to developing cultural competence focus on acquisition of communicative skills, behaviors, and dispositions needed to effectively navigate cross-cultural relationships and function effectively in multicultural environments. We include and build on these approaches by adding a layer of critical and complex systems understanding as a necessary foundation for effective cross-cultural engagement. The Self-Other-Systems approach challenges readers via concrete learning exercises that nudge one along the life-long path of culturally competent engagement. Perhaps the most unique feature of this book is the explicit and implicit mindful approach. A total of eleven learning exercises are offered, foregrounded by theory and completed with reflection questions or activities. All learning exercises encourage mindfulness, or awareness of oneself in the present moment, awareness of others, and awareness of broader contexts and forces at work in multicultural contexts. In specific, three learning exercises are meditations that can be read or listened to via free download from the book's website.

This book looks into different forms of social exclusion in different societies or contexts. It is important to note that in some cases, social exclusion is fueled by the deprivation of economic resources, political and social rights. In contrast, social constructs or cultural norms constitute significant factors in other cases. At the subject (macro) level, this book opens up an avenue where researchers from different subjects can look into how central issues of their subject can be understood through the lenses of social exclusion. For example, historical perspectives of social exclusion, sociological perspectives of social exclusion, religiosity and social exclusion, gender perspectives of social exclusion, educational perspectives of social exclusion, etc. At the thematic (micro) level, this book looks into how specific themes like racism, the corona virus pandemic, albinism, media, sexuality and gender intersect with social exclusion. In doing all these, the book also provides a much-needed multidisciplinary and methodological understanding of issues of social exclusion.

This book offers easily implemented strategies for use with secondary and undergraduate students to promote greater engagement with the realities of diversity and commitment to social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability. The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination. In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations.