Operation Ceasefire is a problem-oriented policing intervention aimed at reducing youth homicide and youth firearms violence in Boston. It represented an innovative partnership between researchers and practitioners to assess the city's youth homicide problem and implement an intervention designed to have a substantial near-term impact on the problem. Operation Ceasefire was based on the “pulling levers” deterrence strategy that focused criminal justice attention on a small number of chronically offending gang-involved youth responsible for much of Boston's youth homicide problem. Our impact evaluation suggests that the Ceasefire intervention was associated with significant reductions in youth homicide victimization, shots-fired calls for service, and gun assault incidents in Boston. A comparative analysis of youth homicide trends in Boston relative to youth homicide trends in other major U.S. and New England cities also supports a unique program effect associated with the Ceasefire intervention.

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Mobile devices (e.g., PDAs and smartphones) are increasingly emerging as part of daily life, particularly with university students. The City University of Hong Kong has embarked on a long-term program to develop and integrate mobile learning activities into the context of undergraduate courses. This paper reports on the development, introduction and evaluation of a portfolio of collaborative mobile learning applications. Results support convictions that intrinsic and extrinsic motivation to embrace mobile applications correlates with enhanced performance, albeit with constructive alignment of student learning interests as a moderator.

An educator involved in interactive multimedia (IMM)

The paper reports on research concerned with learners’ uses of mobile technologies based on an international survey that targeted students registered in selected master’s and doctoral programmes in Australia, Hong Kong, Portugal, Sweden, and the United Kingdom. The survey findings were enriched by local knowledge, as the authors administered questionnaires in their own countries. The research gives an account of uses of handheld devices by students from departments of education, educational technology, engineering, and information technology in the domains of learning, work, social interaction and entertainment. The paper illuminates learners’ choices in the midst of evolving social practices, and challenges the common preconception that mobile devices are not suitable for academic study. In today’s global education marketplace, educators must know the technology habits and expectations of their students, including those from other countries. Knowing about students’ previous practices and the techno-cultural setting they come from can help institutions determine what mobile applications are most appropriate to support learning.

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Purpose -The purpose of this paper is to report on and describe the use of MediaWiki and Google Docs at undergraduate level as online collaboration tools for co-constructing knowledge in group project work. Design/methodology/approach -Participants included 22 undergraduate students from the Information Management Programme at the University of Hong Kong. All the students had used MediaWiki for the major project in their knowledge management course and Google Docs for their final year project. Questionnaires and semi-structured telephone interviews were administered after completion of the course/final year project. All interview conversations were audio-recorded and transcribed for analysis. Each transcript was e-mailed to the interviewee for accuracy review. The qualitative data supplemented, enriched and clarified the quantitative responses from the online surveys. Findings -The results indicated that some of the students had positive experiences using the tools for online collaboration in the group projects. Although more students found MediaWiki an effective knowledge management tool than Google Docs, many students highlighted the user-friendly features of Google Docs. Originality/value -These platforms (MediaWiki and Google Docs) gave teachers the facility to closely monitor student progress, and to provide feedback to assist in the effective management of the report-writing process. Moreover,the use of Google Docs in an academic setting remains largely unexplored in the literature, even though the collaborative features of MediaWiki and Google Docs are relatively comparable.

The paper reports on research concerned with learners’ uses of mobile technologies based on an international survey that targeted students registered in selected master’s and doctoral programmes in Australia, Hong Kong, Portugal, Sweden, and the United Kingdom. The survey findings were enriched by local knowledge, as the authors administered questionnaires in their own countries. The research gives an account of uses of handheld devices by students from departments of education, educational technology, engineering, and information technology in the domains of learning, work, social interaction and entertainment. The paper illuminates learners’ choices in the midst of evolving social practices, and challenges the common preconception that mobile devices are not suitable for academic study. In today’s global education marketplace, educators must know the technology habits and expectations of their students, including those from other countries. Knowing about students’ previous practices and the techno-cultural setting they come from can help institutions determine what mobile applications are most appropriate to support learning.