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Online production and transmission of child abuse material (CAM) is a complex and growing global problem. The exponential increase in the volume of CyberTips of CAM offending is placing information processing and decision-making strains on law enforcement. This paper presents the outcomes of a project that reviewed an existing risk assessment tool and then developed a new tool for CAM triaging and investigative prioritisation.

Using a mixed method approach, the authors first explored the capacity of an existing risk assessment tool for predicting a police action. The authors then used these findings to design and implement a replacement CAM decision support tool. Using a random sample of CyberTip alert cases from 2018, the authors then tested the efficiency of the new tool.

The existing risk assessment tool was not fit for CAM triaging purposes. Just six questions from the old tool were found to be statistically and significantly associated with law enforcement agents achieving a police action. The authors found that an immediate threat of abuse/endangering a child, potential case solvability, CAM image assessment, chat assessment, criticality and some weighting for professional judgement were significant in being associated with a police action. The new decision support tool is more efficient to complete and achieved a 93.6% convergence of risk ratings with the old tool using 2018 case data.

This research is unique in its development of an evidence-based decision support tool that enhances the ability of law enforcement agents to objectively and efficiently triage and prioritise increasing numbers of CyberTip alerts.

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.

The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.

The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.

Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

A critical concern for corporations test marketing new products involves test market city evaluation. In order for test marketing to be successful, corporations must identify cities that offer a good fit with the firm’s overall product strategy. Unfortunately, little has been written to aid corporations in making complex test city selection decisions. Presents a model that combines the concepts of marketing, the management science technique of goal programming, and microcomputer technology to provide managers with a more effective and efficient method for evaluating test cities and making selection decisions. Extends the existing literature on test market evaluation by applying a computer optimization model to test market evaluation in a way that has not been done before.

The present study examined the effects of rewarding contextual performance with career development activities on perceptions of justice. Participants (264) read vignettes which gave information regarding two colleagues in a large retail store who applied for a career development activity. Type of career development activity, level of contextual performance, and the development activity recipient was varied across the vignettes. Results indicated that participants believed there was greater justice when they themselves received the development activity, irrespective of whose performance was higher. Participants were also more satisfied and had greater interest in pursuing a career in the organization when they themselves received the development opportunity, especially for organizationally‐oriented activities. Happiness completely mediated the relationship between who received the career development activity and both procedural and distributive justice. Implications of these findings for organizational justice and careers research, as well as for managers, are discussed.

In recent times, extant literature increasingly underscores the importance of indigenous innovations. This chapter provides an empirical illustration that a collaboration between indigenous knowledge systems and mainstream knowledge systems will not only help overcome the shortcomings in both systems, but also result in more cost-effective and environmentally friendly solutions. The chapter also advocates for public policies that facilitate the development and dissemination of such innovations. Using a case study from the Nigerian context, a framework is provided in this chapter, to illustrate how scientific knowledge can be applied to indigenous innovations to result in the next generation of sustainable, cost-effective and environmentally friendly solutions.

The purpose of this paper is to examine hiring managers’ perceptions of massive open online courses (MOOCs) as compared to traditional degree-conferred forms of higher education in relation to hiring and employment decisions.

A literature review is presented along with a triangulated theoretical framework. Using online survey data, quantitative methods reveal findings related to the main research question: what are hiring managers’ attitudes toward MOOCs as a form of post-secondary education?

Analysis of the data reveals that hiring managers have a clear preference for traditionally educated job applicants but employer demographics, apart from organizational procedures, do not significantly impact their overall perceptions of MOOCs’ value.

Most of the research is based on anecdotal research. Very little has been written on how to fix this problem.

This paper illustrates implications of MOOCs’ future development and implementation both in higher education and in the labor-force. The main implication is that MOOCs represent neither a panacea to the issues facing higher education and the American labor-force nor an alarming threat to stakeholders appreciative of the status quo.

This paper fills a current research gap as evidenced in the literature; employers’ perceptions of MOOC-educated job applicants when compared to traditionally educated/degree-conferred job applicants. By determining the value of MOOCs as employers pragmatically view them, stakeholder groups can better determine their future positioning of MOOC-related resources in addition to time and money allocated in MOOCs’ direction.

This paper uses a representative sample of U.S. workers to examine how self-employment may reduce work-life conflict. We find that self-employment prevents work from interfering with life (WIL), especially among women, but it heightens the tendency for life to interfere with work (LIW). We show that self-employment is connected to WIL and LIW by different causal mechanisms. The self-employed experience less WIL because they have more autonomy and control over the duration and timing of work. Working at home is the most important reason the self-employed experience more LIW than wage and salary workers.

This paper aims to highlight the role of mindfulness in the development of indigenous knowledge (IK), indigenous innovations and entrepreneurship or new entry.

Through an extensive analysis of extant mindfulness and indigenous entrepreneurship literatures, the paper argues for the facilitating role of individual mindfulness in IK, indigenous innovations and entrepreneurship and generates several propositions as a result.

The paper argues that mindfulness encourages the appreciation of other forms of knowledge and practices distinct from the more prevalent Western forms, and by so doing, promotes indigenous innovation and indigenous entrepreneurship (or indigenous new entry or new business venture).

It is reasoned that indigenous communities around the world have rich experiences and accumulated knowledge that have enabled them develop explanations of their environments and economic development and sustainability, and by recognizing and valuing such knowledge and experiences, mindfulness facilitates innovations and entrepreneurship.

The facilitating role of IK in developing indigenous innovations and indigenous entrepreneurship is clearly evident, at least in indigenous societies; however, researchers are yet to recognise and explore this dynamics as deserved. Mindfulness not only opens up the mindset of researchers to further explore this phenomenon but also helps society to recognise the contributions and value of IK.

This work is a pioneer in the effort to integrate mindfulness concept into the indigenous entrepreneurship research. By using mindfulness lens to view the relationship between IK, indigenous innovations and entrepreneurship, the study locates mindfulness as both antecedent to and moderator of these relationships.