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This paper aims to present a simple conceptual framework, outlining four pathways for guiding multi‐agency involvement in different situations of adult abuse.

The essential elements of best practice for each pathway are described.

The four situations is a framework that, together with the seven‐stage safeguarding adults pathway, has been evidenced through practice to provide a conceptual tool on which to base multi‐agency activity in response to a large variety of concerns about safeguarding adults.

The four situations framework creates a straight‐forward template that provides guidance to all concerned as to which organisations will be involved in the steps of developing the safeguarding pathways and what their roles and responsibilities will be.

This article examines the early post-World War II civil rights organizing of black women radicals affiliated with the organized left. It details the work of these women in such organizations as the Civil Rights Congress and Freedom newspaper as they fought to challenge the unjust conviction and sentencing of black defendants caught in the racial machinations of U.S. local and state criminal justice systems. These campaigns against what was provocatively called “legal lynching” formed a cornerstone of African American civil rights activism in the early postwar years. In centering the civil rights politics and organizing of these black women radicals, a more detailed picture emerges of the Communist Party-supported anti-legal lynching campaigns. Such a perspective moves beyond a view of civil rights legal activism as solely the work of lawyers, to examining the ways committed activists within the U.S. left, helped to build this legal activism and sustain an important left base in the U.S. during the Cold War.

This study aims to examine the effects of three green information quality dimensions – persuasiveness, completeness and credibility – on green brand evaluation and whether this is mediated by green brand credibility. It also examines the moderating effects of eco-label credibility and consumer knowledge on green information quality dimensions and green brand credibility relationships.

Using a structured questionnaire on environmentally-friendly electrical goods/electronics, cosmetic and apparel product advertisements, involving an elaboration task, this study collected usable data from 1,282 Indian consumers across 50 cities. It also undertook an assessment for three different product groups using structural equation modelling to examine proposed hypotheses and assessed moderated mediation using the Hays process model.

The study indicates that: green brand credibility mediates the effects of green information quality dimensions on green brand evaluation; consumer knowledge moderates the effects of persuasiveness and completeness on green brand credibility and eco-label credibility moderates the effects of persuasiveness and credibility on green brand credibility.

In green information processing, this study supports the relevance of the elaboration likelihood model and the mediation effect of green brand credibility. It also presents evidence that credible eco-labels enhance green information processing. While the results are broadly consistent across the three product categories, the results may only generalizable to the environmentally-aware urban populations.

Help brand managers to design advertisements that add brand credibility in environmentally-aware urban markets.

It helps to define green information quality and the interacting effects of eco-label credibility and consumer knowledge in green information processing.

Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences.

The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed.

Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper.

This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts.

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became increasingly politicized and less of a public good with which the American public did not tinker. These reforms have four different themes: (1) strengthening the clinical component of teacher education, (2) preparing educators with the tools needed for equity and social justice, (3) participating in heightened accountability demands, and (4) expanding alternative certification. This chapter explores these four strands of reform and concludes they are colliding forces in which the country pours time, resources, and energy. Ongoing collisions on the reform landscape produce increasingly negative consequences for teacher education, teacher recruitment, and retention and America's public schools.