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Though it is one of the strongest predictors of vaccine initiation, few studies have examined the social correlates of health care professional (HCP) recommendations of the human papillomavirus (HPV) vaccination. This study employs a “fundamental causes” framework to examine whether family socioeconomic status is associated with parent reports of HPV vaccine uptake and HCP recommendation of the vaccine among female youth aged 12–17.

Using the 2007 National Survey of Children’s Health, a nationally representative sample of parents in the United States, this study documents a clear socioeconomic gradient in HCP recommendation of the HPV vaccine.

Results from a set of logistic regression models demonstrate that lower income families have significantly lower odds of vaccine initiation; however, the effect of household income is mediated by HCP recommendation. Further analyses reveal that lower income and poor families have reduced odds of receiving a HCP recommendation even when other health care related factors such as insurance status, annual preventive care, and a usual source of care are controlled.

The findings suggest that low income and poor families are less likely to receive needed health information regarding the HPV vaccine, thereby reducing the likelihood of vaccine uptake.

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

Using and understanding social media in the context of networked publics enhances crisis communication. This chapter describes models and ideas for integrating social media into the communication strategies of rescue organisations. The authors develop their recommendations for the use of social media by these organisations from both a summary and comparison of communication processes during the 2013 Central European floods in Austria, and from the perspective of an organisation actively using social media in the chosen model region of Alkoven. The chapter presents basic recommendations, recommendations inspired by content strategy and recommendations based on web and social media literacy in order to support the further development of crisis communication in the digital age.

This chapter reviews the recent developments at the intersection of personalization and AI in marketing and related fields. We provide a formal definition of personalized policy and review the methodological approaches available for personalization. We discuss scalability, generalizability, and counterfactual validity issues and briefly touch upon advanced methods for online/interactive/dynamic settings. We then summarize the three evaluation approaches for static policies – the Direct method, the Inverse Propensity Score (IPS) estimator, and the Doubly Robust (DR) method. Next, we present a summary of the evaluation approaches for special cases such as continuous actions and dynamic settings. We then summarize the findings on the returns to personalization across various domains, including content recommendation, advertising, and promotions. Next, we discuss the work on the intersection between personalization and welfare. We focus on four of these welfare notions that have been studied in the literature: (1) search costs, (2) privacy, (3) fairness, and (4) polarization. We conclude with a discussion of the remaining challenges and some directions for future research.

Barriers to adequate healthcare in rural areas remain a grand challenge for local healthcare systems. In addition to patients' travel burdens, lack of health insurance, and lower health literacy, rural healthcare systems also experience significant resource shortages, as well as issues with recruitment and retention of healthcare providers, particularly specialists. These factors combined result in complex change management-focused challenges for rural healthcare systems. Change management initiatives are often resource intensive, and in rural health organizations already strapped for resources, it may be particularly risky to embark on change initiatives. One way to address these change management concerns is by leveraging socio-technical simulation models to estimate techno-economic feasibility (e.g., is it technologically feasible, and is it economical?) as well as socio-utility feasibility (e.g., how will the changes be utilized?). We present a framework for how healthcare systems can integrate modeling and simulation techniques from systems engineering into a change management process. Modeling and simulation are particularly useful for investigating the amount of uncertainty about potential outcomes, guiding decision-making that considers different scenarios, and validating theories to determine if they accurately reflect real-life processes. The results of these simulations can be integrated into critical change management recommendations related to developing readiness for change and addressing resistance to change. As part of our integration, we present a case study showcasing how simulation modeling has been used to determine feasibility and potential resistance to change considerations for implementing a mobile radiation oncology unit. Recommendations and implications are discussed.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.

Constructing and evaluating behavioral science models is a complex process. Decisions must be made about which variables to include, which variables are related to each other, the functional forms of the relationships, and so on. The last 10 years have seen a substantial extension of the range of statistical tools available for use in the construction process. The progress in tool development has been accompanied by the publication of handbooks that introduce the methods in general terms (Arminger et al., 1995; Tinsley & Brown, 2000a). Each chapter in these handbooks cites a wide range of books and articles on specific analysis topics.

This chapter aims to enrich knowledge about cluster initiatives acting as intermediaries primarily between members in a cluster or in regional context. This is a practically oriented manuscript written to contribute to refinement of existing policies by proposing recommendations based on recent empirical studies regarding funding, actors’ and activities’ content, as well as cluster initiatives’ assessment. It is proposed that public support should be balanced, targeting new as well as established, well-functioning cluster initiatives. Furthermore, regional authorities should encourage multifaceted collaboration (e.g., Triple Helix), stimulate variation in activities to maximize the benefit of cluster initiatives as well as define and communicate success factors that make it possible to evaluate cluster initiatives from a holistic perspective. These recommendations are primary aimed for regional authorities and reflect a bottom-up perspective where both logic of initiatives’ actions and their development are captured. Yet, even national authorities can make use of the recommendations in this chapter to improve governance of cluster initiatives and to determine further directions of regional policies.