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Engagement is a critical metric to the effectiveness of online health messages. This paper explores how people engage in youth-generated prevention messages in social media.

The data sample consisted of engagement measures of 82 youth-generated messages hosted in a social media channel and a follow-up survey on content creators' motivation for promoting their messages and their dissemination strategies. A comparative analysis of engagement metrics along with qualitative analysis of the message types was performed.

Two types of messages were considered: stop messages and prevent messages. Our analyses found that people interacted with stop messages on social media more frequently than prevent messages. On analyzing the youth's motivation and promotion strategies, no significant difference was observed between stop message creators and prevent message creators.

This work has implications for programs promoting prevention and health information in social media.

This is the first study in social media-based prevention programs the authors are aware of that differentiated between the strategies of youth-produced prevention messages.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

The purpose of this paper is to illustrate how first-time offenders and habitual criminals, while displaying wide differences in offense frequency, appear to follow a similar pattern in committing crime.

A conceptual approach is adopted in this paper.

It is argued that criminal thinking is the common denominator in both patterns, the difference being that habitual criminals have a higher resting level of proactive and reactive criminal thinking than first-time offenders. With an earlier age of onset, the habitual criminal may be more impulsive and reactive than first-time offenders, which partially explains why most low-rate offenders are not identified until adulthood.

Because actual and perceived deterrents to crime correlate weakly, if at all, it is recommended that perceived environmental events and criminal thinking be the primary targets of prevention and intervention programs.

Environmental stimuli, such as events that produce general strain, increase opportunities for crime, reinforce criminal associations, irritate the individual and interfere with the deterrent effect of perceived certainty, can both augment and interact with criminal thinking to increase the likelihood of a criminal act in both first-time offenders and habitual criminals.

The unique aspect of this paper is that it illustrates that certain features of crime and criminality are found across offending levels, whereas other features are more specific to a particular level.

Despite increasing focus among scholars and practitioners on the design of product-service systems (PSS), there exists no compilation of current knowledge on the role played by small and medium-sized enterprises (SMEs) in designing such systems. Thus, this paper sets out to identify and organise the existing research and suggest questions for future research.

A systematic literature review was performed to identify and provide in-depth details on key themes in the literature addressing the design of PSS in SMEs.

This paper identifies five themes in the literature on the design of PSS in SMEs: motives, challenges, SME characteristics, methods and digitalisation. The themes are interrelated, and SME characteristics seem to be at the core as they are related to all the other themes. Gaps in the current knowledge are identified, and questions for future research are suggested.

The suggestions for future research provide a starting point for expanding the research on PSS design and devising practical support for SMEs.

A course in basic information retrieval principles and use of online document retrieval systems is a curriculum requirement for undergraduate computer science students at Stockton State College in New Jersey. A combination of theory‐oriented lectures and online search sessions using DIALOG enables students to observe course principles in action. An undergraduate course of this type differs significantly in content from those normally offered in graduate library schools in one primary area; while most students in graduate library schools are presumably aware of the functions and issues of index languages and library operations, undergraduate computer science students need to be taught the basics of these subjects. A corequisite course insures student background in the design requirements of deterministic data retrieval systems. This background provides a useful framework in which to explore index language limitations and design features of document retrieval systems which must provide multiple access points. The course has been enthusiastically received as evidenced by student participation, anonymous student evaluations and requests for the development of subsequent courses designed to prepare students for careers in the online information retrieval service environment.

The purpose of this paper is to determine the extent to which exposure to a television commercial for an antidepressant drug (Cymbalta^®) compared to another commercial (Weight Watchers^®) influenced participants' knowledge of the drug (including side effects and indications) and self‐reported likelihood of seeking an antidepressant medication.

A randomized‐group design with two conditions was used with a sample of an ethnically diverse group of college students (n=498). Scores assessing drug knowledge and self‐reported likelihood of drug seeking and scores from the Beck Depression Inventory‐II (BDI‐II) were analyzed.

The Cymbalta^® group had higher drug‐knowledge scores than did the control group. Differences in drug‐seeking scores across conditions were not significant; however, drug‐knowledge scores and drug‐seeking scores were negatively related. Across groups, BDI‐II scores were positively related to drug seeking.

These results suggest that direct‐to‐consumer (DTC) advertising may educate consumers regarding medications, at least in the short term. Self‐reported intention to seek an antidepressant medication was significantly higher in participants who met the BDI‐II threshold for major depressive disorder, regardless of experimental condition.

A decreased desire to seek antidepressants, possibly due to increased familiarity with drug side‐effects, suggests that advertising may be educating viewers about important concerns about medication and that may impact their desire to seek those drugs.

Direct‐to‐consumer advertising (DTCA) of pharmaceuticals remains controversial, yet few experimental studies have examined the effects of DTCA on drug knowledge and drug‐seeking behavior of potential consumers.

The purpose of this paper is to leverage the perspectives of School Resource Officers (SROs) to develop improvement strategies aimed toward effective and efficient school-based policing. This study offers recommendations to improve SRO programs, with the goal of streamlining the path toward safer schools.

The present study was guided by two overarching research questions that aim to leverage the perspectives of SROs. The first question aimed to identify SROs’ perceived barriers to successful school-based policing, while the second question explores their perspectives in hopes of developing solutions for improved school safety. This study used secondary qualitative data to explore the perspectives of SROs (n=456) via an opened-ended section of a statewide survey of SROs conducted by the North Carolina Center for Safer Schools. Conventional content analysis was the approach used to explore the data.

SROs identified the need for improved quality of and access to training, additional resources allocations and improved program implementation on the part of both policing agencies and school districts.

The authors recommend standardizing the manner in which SRO programs are implemented. In addition, partnerships should be developed between school districts and policing agencies to use school-based behavioral specialists to support SRO programs. Finally, the authors recommend further study of school-based policing as a concept in the academic community.

Little is known about the experiences and needs of SROs themselves. The present studies address this gap in the literature, leveraging their perspectives to streamline a path toward safer schools.

In culturally homogeneous groups there is a greater likelihood that values, including ethics values, of individual group members will coincide. Due to globalisation, changing demographics, and a desire for increased diversity, corporate cultures are becoming less homogeneous, thus increasing the likelihood that individuals working side by side to maximise shareholder value will not see eye to eye when it comes to business ethics. Given that many international students who earn US graduate business degrees find employment with US companies either in the US or abroad, the objective of this study was to examine whether international graduate business students, in particular Asian nationals, an d their US counterparts share similar attitudes with regard to business codes of ethics and ethics values. It was hypothesised that there would be significant differences in the attitudes of US and Asian students. It was believed that if similarities and differences with regard to ethics could be identified, universities and businesses would be better equipped to address ethics in their operations.