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As the set of people using computers becomes larger and less cohesive, it is becoming important to educate users about their ethical responsibilities. Design of an effective campus computer ethics policy requires awareness of numerous cultural, technical and legal issues. Especially important are the cultural splits between power users and utilitarian users, and between “old world” and “new world” philosophies of computer ethics. Discusses those issues and presents the University of Georgia’s ethics policy as a model to aid those developing similar policies at other institutions.

The aim of the paper is to explain the joint final rules adopted on April 18, 2012 by the Commodity Futures Trading Commission (CFTC) and the Securities and Exchange Commission (SEC) further defining the major categories of swap and security‐based swap market participants, “swap dealer“, “security‐based swap dealer”, “major swap participant”, “major security‐based swap participant” and “eligible contract participant” and to explain the process of evaluating a party's status under the rules.

The paper provides the statutory definition of a dealer, and explains the CFTC's and the SEC's interpretive guidance, including four tests and a discussion of the CFTC and SEC dealer trader distinctions, swaps not considered in determining dealer status, and a de minimis exception. It provides the statutory definition of a major participant, along with the four major categories of swaps and an explanation of the “substantial position”, “substantial counterparty exposure” and “highly leveraged” criteria, along with the exclusion of positions held for hedging or mitigating commercial risk from the substantial position analysis. A Dodd‐Frank amended definition of an eligible contract participant (ECP) along with the final ECP rules is provided.

All swap market participants will need to know whether they qualify as one of these entities because each type of entity figures prominently in the new swap market requirements imposed by the Dodd‐Frank Act.

The paper provides practical guidance from experienced financial services lawyers.

The purpose of this study is to extend the research of Michael, Schwartz, and Balraj pertaining to presidential effectiveness. Faculty senate chairpersons, academic deans, senior‐level institutional officers, and student leaders were surveyed in order to ascertain whether there was a relationship between stakeholders' perceptions and whether the findings support the original study conducted by Michael et al.

A descriptive, survey research methodology was utilized to survey 36 institutions of higher learning in the state of Ohio. Each participant was requested to complete a two‐page survey that included questions related to indicators of presidential effectiveness, factors associated with the president's role at their respective institution, and ways of improving presidential effectiveness. Analysis of the data included a descriptive analysis of means and standard deviations; Spearman rho coefficient to obtain correlations of ranked data; and an Analysis of Variance to identify differences among each independent variable.

Analysis of the data showed that participants agreed that all of the indicators of effectiveness were important. Additionally, stakeholders and trustees agree more than they disagree on the indicators of effectiveness and the role of a president.

The implications of this research suggest that an assessment of the president should include institutional stakeholders in the process coupled with a detailed assessment of the institution. Strong oversight by the governing board is important to ensure integrity of the process, respect for individuals and the office of the president, and support for the professional development of a president.

This study extended the research of Michael et al. pertaining to presidential effectiveness.

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

Neural networks, which provide the basis for deep learning, are a class of machine learning methods that are being applied to a diverse array of fields in business, health, technology, and research. In this chapter, we survey some of the key features of deep neural networks and aspects of their design and architecture. We give an overview of some of the different kinds of networks and their applications and highlight how these architectures are used for business applications such as recommender systems. We also provide a summary of some of the considerations needed for using neural network models and future directions in the field.

Purpose: To critically explore the implications of the August 2020, decision by Carleton University’s Institute for Criminology and Criminal Justice (ICCJ) to end to its intern program with the Ottawa police, the RCMP, Correctional Services Canada and Ottawa-Carleton Detention Centre starting in Fall 2021.

Findings: In contrast to the negative reaction of Kevin Haggerty to this decision, the authors offer a strong but qualified endorsement of the ICCJ’s move to put an end to its internship with coercive institutions. The ICCJ strategically mobilized discourses of anti-Blackness and inclusion in response to the murder of George Floyd and the individual and communitarian traumas of Black, First Nations and Metis and students colour in its program. The ICCJ did not, however, substantively engage with the ways that criminology, sociology and the university are complicit through the legitimation practices and processes of ideology, professionalization and research in the ‘violence work’ of the state. The critique, ethics and logical conclusion of abolitionism are obfuscated.

Methodology/Approach: The authors explicitly draw on the Black Radical Tradition, Neo-Marxism and radical neo-Weberianism to sketch research possibilities that resist the university as a space of violence work, both in criminology and in the professionalization of policing.

Originality/Value: The debate between the ICCJ and Kevin Haggerty is an important opportunity to critically analyze the limits of critical criminology and lacunae of a debate about abolitionism, anti-criminology and university-state nexus as a site for the production of ideological and hardware violence work. Grounded in the Black Radical Tradition, neo-Marxism and radical neo-Weberianism, the authors sketch a framework for a research agenda toward the abolition of criminology.

The purpose of this paper is to critically review the core findings from recently published place‐based crime prevention research. The paper aims to critically evaluate the available evidence on the contribution of crime prevention through environmental design as a crime prevention strategy.

Large‐scale evaluations of crime prevention through environmental design (CPTED) are reviewed with a view to clarifying current knowledge on the evidence of crime prevention through environmental design.

The review concludes that there is a growing body of research that supports the assertion that crime prevention through environmental design is effective in reducing both crime and fear of crime in the community.

Although the paper may not review all the evaluations of CPTED, it nonetheless provides a detailed compilation and overview of the most significant research in the area, including an extensive and modern bibliography on the subject. Research implications will be the subject of a forthcoming paper.

CPTED is an increasingly fashionable approach and is being implemented on a global scale. Additionally, individual components such as territoriality, surveillance, maintenance, access control, activity support and target‐hardening are being widely deployed. However, the evidence currently available is inconclusive and much criticised, which effectively prevents widespread intervention and investment by central government. The paper details the difficulties associated with demonstrating the effectiveness of CPTED.

The paper concludes that although empirical proof has not been definitively demonstrated, there is a large and growing body of research, which supports the assertion that crime prevention through environmental design is a pragmatic and effective crime prevention tool. This review provides an extensive bibliography of contemporary crime prevention through environmental design and a follow‐up paper will discuss the future research priorities for it.

Indonesian law provides prisoners with basic rights, including access to education, health care and nutrition. Yet, structural and institutional limitations, notably overcrowding and under-resourcing, prohibits penal institutions from fulfilling these commitments for female prisoners. The purpose of this paper is to explore their health concerns.

Six prisons and one detention centre were researched, comprising: female prisoners (n=69); clinical officers (six); clinic heads (seven); wardens (seven); heads of prisons (seven); and a Directorate representative. Data were collected through observation, focus group discussions, in-depth interviews and a semi-structured questionnaire. Raw data were transcribed and analysed thematically, adopting the General Principles of Grounded Theory.

Both “formal” and “informal” health-coping strategies were dependent upon a range of factors which determined access to treatment, medicines and other items procured both inside and outside of the prison, as well as referral services. Informal systems of support existed for women, especially in regard to pregnancy and raising of babies born in detention. Systems that maintain harmony within cell blocks were identified as an important informal coping strategy.

This research is important in informing policy and practice. There is a clear need for gender-sensitive legislative frameworks, penal policies and prison rules to ensure women's needs are addressed. The identified coping strategies were considered viable, but do not replace the need for a health system providing women prisoners with levels of care as available in the community, including commensurate budgeting, personnel, access and referral to more specialised external health services.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p. 1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning.