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Academic libraries are essential to teaching, learning, and national development, making adequate library resources crucial for academic institutions. This study examines how limited library resources, particularly recommended textbooks, affect library operations in Ghanaian public universities. Through semi-structured interviews with eleven undergraduate and postgraduate students, we investigated user behavior and responses to resource scarcity. Using thematic content analysis with NVivo software, we found that limited access to recommended textbooks leads to user frustration, resulting in antisocial behaviors such as hiding, stealing, and damaging books. Based on our findings and existing literature, we present a resource-frustration-user behavior framework that illustrates the relationship between resource limitations and user conduct. This study contributes to understanding how resource constraints manifest in library operations and recommends that library managers increase textbook availability to reduce user frustration. We conclude by suggesting directions for future research in this area.

Objective: The present study explores the influence of Title IX awareness on systematic barriers to reporting sexual and interpersonal violence among college students. Participants: The study surveyed undergraduate and graduate students from a public Northeastern institution (n = 10,615). The study also used a sub-sample of those that did not report their experience of violence (n = 6,319). Methods: The relationship between Title IX awareness and non-reporting was examined using the total sample (n = 10,615) and the relationship between Title IX awareness and systematic barriers was examined using the sub-sample of non-reporting participants (n = 6,319). Analysis was conducted using chi-square tests and logistic regression modeling. Results: Students who could identify their Title IX Coordinator were more likely to report their experience of sexual and interpersonal violence and less likely to identify the systematic barriers. Conclusions: The Title IX Coordinator may play a crucial role in increasing reporting knowledge and improving the campus climate.

Reporting and investigating research misconduct can lead to disciplinary proceedings being initiated, and ultimately to disciplinary sanctions being imposed on convicted scientists. The conversion of research misconduct findings into disciplinary sanctions is poorly understood. This article analyses all the disciplinary decisions handed down on appeal by the Conseil national de l'enseignement supérieur et de la recherche (CNESER) between 1991 and 2023, concerning breaches of research integrity by academics and doctoral students (n = 333). Three findings are highlighted. Firstly, the article describes how the CNESER sanctioned research misconduct even before the notion of research integrity became part of French law, by monitoring scientists' compliance with "deontological rules". Secondly, we show that assessing disciplinary fault involves evaluating a much broader set of circumstances than the mere existence of research misconduct, which can explain why the latter do not result in disciplinary sanctions or lighter sanctions. Thirdly, the research highlights situations where research misconduct is intertwined with other allegations, blurring the relative importance of these motives in the awarding of disciplinary sanctions. The article concludes with a call for greater accessibility to the disciplinary decisions handed down by universities in the first instance, as a key next step in gaining a better understanding of the disciplinary response to research misconduct.

Experiences of and exposures to violence impact older adolescents and young adults in a myriad of ways. While typically conceptualized as interpersonal, other forms of violence, namely structural and symbolic, can be harmful to development for this population. This study utilized qualitative methodologies, including ethnographic field notes and interviews, to capture the ways in which 12 young persons aged 16 to 20 from Philadelphia experience and conceptualize multiple forms of violence across neighborhood contexts. In total, 85 interviews and over 100 hours of field observations were conducted and analyzed using thematic analysis. Findings from this study demonstrate that multiple forms of violence are experienced and impact how young adults make meaning of their life experiences. Importantly, our study explores how these forms of violence occur in tandem across contexts. Whereby, aspects of young adult development and well-being are shaped by violence across the micro, meso, and macro systems with which they interact. Implications of this work include adapting Bronfenbrenner's Ecological Systems Theory to include multiple forms of violence so that practitioners and researchers can better understand how forms of violence are enacted and the associated impacts on young adults.

Background: More students with a bachelor's degree in psychology are seeking graduate studies, though many lack knowledge about the admission process. Objective: We created a brief educational presentation to increase student knowledge of the application process, positive outcome expectations for obtaining a master's degree in psychology, and intention to apply. Method: We recruited N=55 undergraduate psychology majors at a public university in Texas. We randomly assigned participants to either a 52-min written or video version of the educational presentation. Results: Repeated measures analysis of variance revealed that participants increased their positive outcome expectations for a master's degree in psychology and increased their perceived knowledge of the application process. Our qualitative content analysis revealed improvements in participants' objective knowledge of what to include in a curriculum vitae and personal statement, who to ask for a letter of recommendation, and what resources exist for funding graduate school. Conclusions: Professors could consider using evidence-based, brief educational presentations in mentoring undergraduate students on career goals including graduate study in psychology. Teaching Implications: Additional training may be required to help educational professionals to incorporate evidence-based career planning during key stages of students' undergraduate psychology study.

This article explores my teaching experiences that informed my distinction between religious literacy and critical religious literacy, ultimately leading to the creation of the Challenge Islamophobia Project. I highlight the impacts of post-9/11 criminalization and dehumanization of Muslims, which have significantly shaped public perceptions of Islam and its followers. Central to the discussion are specific activities from the lesson plan titled "What is Islamophobia," where students engage with various evidence, data, and artifacts to formulate their own definitions of Islamophobia. These lesson plans are tailored for secondary and college students, although adaptations for elementary education remain unaddressed at this time. Through this exploration, I aim to provide insights into fostering a deeper understanding of Islamophobia in educational settings.

Since the inception of the "Woman, Life, Freedom" revolution in September 2022, following the tragic death of Mahsa Amini, universities in Iran have been at the forefront of resistance. In response, the government has attempted to silence opposition by exerting control over universities and engaging in waves of arrests and imprisonments. The latest round of attacks extended beyond students and targeted any academic who protected students from violent attacks by the regime or has criticised the state for the draconian policies they have coerced on the tertiary education sector. This study delves into the historical and institutional roots of the oppressive mechanisms employed by the Islamic Republic in Iranian universities, since the 1979 revolution and the subsequent Islamisation project. Through this lens, we analyze how the regime legitimizes its practices, enforces misogynistic policies in tertiary education, and coerces universities into submission. We argue that Iranian universities have come to resemble prisons, with academics fearing for their job security and the expression of their opinions, while regime-connected individuals monopolize opportunities such as research grants and travel prospects. Our aim is to raise awareness within the international academic community about the oppressive, misogynistic, and corrupt system that governs Iran's tertiary education sector.

The present study addressed the effects of becoming aware of being at an authentic historic place both on affective reactions and acquisition of information about the relevant historic events. The study was conducted in a research institute located in a former National Socialist (NS) clinic, thus holding an authentic historic dimension, while at the same time, the building's physical attributes do not resemble its history anymore. This allowed us to manipulate the participants' awareness of being at an authentic historic place via systematic variation of prior information (neutral information about the building, general information about a historic event, information about the authenticity of the place regarding the historic event). After receiving prior information, participants had to indicate their emotional valence and arousal. They were then shown a set of photographs related to the relevant historical period or to another unrelated period in randomized order and, after a filler task, were given a memory test of the photographs. Afterwards, participants rated the study room regarding its valence and evoking arousal. It was found that awareness of being at an authentic place had a negative effect on personal mood. Furthermore, the site itself was perceived less positively when participants were aware of its NS history. However, no differences in memory performance of relevant photos were found due to history awareness. The findings indicate that being at an authentic historic place does not necessarily imply a better acquisition of relevant historical knowledge.

The prevalent paradigm for understanding what constitutes a 'good' data visualization, and what we are likely teaching business students, relates to a conventional wisdom of efficiency, clarity, transparency, and faithful representation of truth. Teaching about the ethics of visualizations seems to be largely absent from business school curricula. This paper suggests that business students who make and use visualizations should be taught to use a code of ethics for visualizations based not only on conventional wisdom, but also on ideas from the Machine Learning/AI and 'ethical visualizations' communities. Elaborating on Sheppard's code, the code suggested here incorporates ideas about bias, transparency, user agency, and privacy. Ethical awareness and practice become even more important as more data collection, processing, and visualization is shifted to Machine Learning and Generative AI. A threshold model is adapted to understand when visualization decisions require more scrutiny. Ideas from the code and the threshold model are used to analyze choices made by the CDC's COVID-19 Rapid Response Team for an early pandemic visualization that circulated widely beyond the initial report in which it appeared. This and other examples underscore the need for business professionals to consider their visualizations from the perspective of the code.

We utilize original survey data to examine factors influencing parental assessment of schools. When asked a series of questions about their evaluation of hypothetical schools in a survey experiment, respondents were given the option to select "don't know" and explain in their own words what additional information they would want to know about the school in order to make their decision. Respondents were especially likely to answer "don't know" in response to a question about school safety. We explore patterns of "don't know" responses through analysis of the open-ended answers that respondents provided. Rather than focusing solely on school characteristics, open-ended responses reveal that parents tend to worry about crime and safety issues in the neighborhoods surrounding schools. We discuss the implications of these findings for education policy, school practice, and education research methods.

There are rising cases of disrespect in Kenyan society amid efforts by Christian Religious Education (CRE) in secondary schools to make the learner appreciate and respect their own, and other people's cultural beliefs and practices. The morals of the secondary school graduates enrolled in colleges and society do not reflect the acquisition of values learnt through CRE. Despite the exposure of students to the Christian Religious Education curriculum, cases of disrespect, for instance, drug abuse, abortion, arson in schools, hate speech, religious and ethnic hatred continue being witnessed everywhere. The purpose for this study was to examine the Christian Religious Education teachers' perception on the use of valuing methods for learner value acquisition in National Secondary Schools in Kenya. The objective of the study was to establish the Christian Religious Education teachers' perception on the use of valuing methods for learner value acquisition and to find out the challenges they face in the process. The study was based on the Theory of Development of values. The study adopted mixed methods under the convergent parallel design. The target population of the study was 95 national secondary schools in Kenya with a total of 224 CRE teachers. However, 30% of schools and teachers were sampled. The study sample size was 67 CRE teachers. The study employed stratified and simple random sampling to select the schools for study and purposive sampling technique to select CRE teachers to participate in the study. Data was collected through the questionnaire, document analysis, and interview and observation schedules. The validity and reliability of data collection instruments was done through use of experts and piloting respectively. The quantitative data was analyzed using descriptive statistics presented in frequencies and percentages while the qualitative data was analyzed in thematic coding. The study revealed that CRE teachers are conscious of certain values that the CRE content is to facilitate to learners and are aware that particular content may not only transmit a single value depending on how it is facilitated they are however not keen on being specific on relating particular content to particular values. The main reasons perceived by the teachers to this non-use was noted as overcrowded curriculum, insufficient in-service training and the seeming neglect of the affective domain in teaching and examinations. Much as majority of the teachers do not use valuing methods, they however perceive them as having positive characteristics that can enrich content acquisition by learners. Study recommends that the syllabus be explicit in mentioning particular values in relation to particular teaching content. On this note the study recommends that KICD should work very closely with CRE subject specialists to ensure that the affective domain in the teaching of CRE is given adequate guidance.

Expectations of campus safety and security are inherent in the development of policies internal to the campus environment as well as to national regulations inclusive of Title IX, the Clery Act, and so forth. Yet, there seems to be an ongoing concern that international students may have heightened risk or are less likely to report violations of policies and regulations. This research is focused on determining to what extent awareness of policies and regulations often linked to equality on campus are a part of international student orientations and outreach. By examining the timing, manner, and extent of training, this article seeks to add to the study of ways that campuses may better engage, prepare, and serve students engaged in international education experiences.

The cyber security education market has grownup exponentially, with a CAGR of 13.9 % as reported by Data Intelo. The report published by the World Economic Forum 2023 indicates a shortfall of 2.27 million cyber security experts in 2021 across different roles and hence manifest that Skill-based cyber security education is the need of the hour. Cybersecurity as a field has evolved as a multi-discipline, multi-stakeholder and multi-role discipline. Therefore, the need to address formal education with an outcome-based philosophy is imperative to address for a wider audience with varied past training in their formal education. With the Internet becoming an essential part of human life, providing security of data passed over the Internet is becoming increasingly crucial. Therefore, the role in the organization which is quite demanding is to have expertise in handling and configuring network security, a subdomain of cyber security as a priority area. The rapid increase in the network attack landscape is constantly demanding monitoring of network attacks as well as a need to promote collaborative R&D and education in the sphere of cyber security due to a shortage of skilled resources. Platform-based education is a potential direction to achieve the objective and address the skill gap required in cyber security. The present research proposes a comprehensive web-based platform that can be used to communicate, collaborate and practice various use cases in the domain of network intrusion detection tools using machine learning algorithms and to evaluate user experience. The proposed platform CySecLearn is a collection of various functionalities and features that ensure experiential learning, will help the learner to develop critical thinking and expertise in network security and promote digital literacy in the domain of cyber security.

Cyber threats have escalated in recent years. Many of these threats have been direct and vicious attacks on K-12 systems. Educators are rarely trained on how to address cyber threats from a systemic and educational perspective when such challenges arise in their school buildings. This article explains the cyber threats that are looming large for K-12 systems and provides concrete tools for school leaders to employ in order to provide preventive education to their school communities.

An organization's infrastructure rests upon the premise that cybersecurity professionals have specific knowledge in administrating and protecting it against outside threats. Without this expertise, sensitive information could be leaked to malicious actors and cause damage to critical systems. In order to facilitate this process, the presented work addresses the use of Infrastructure as Code (IaC) and DevOps to automate the deployment of cyber ranges. An approach closely related to virtualization and containerization as the code's underlying infrastructure helps lay down this burden. Notably, placing emphasis on using IaC tools like Ansible eases the process of configuration management and provisioning of a network. Lastly, several up-to-date vulnerabilities that are constantly messing with the lives of individuals and organizations are explored, most related to Privilege Escalation, Remote Code Execution attacks, and Incident Forensics, allowing the improvement of skills concerning Red team and Blue team scenarios. In short, one of the key takeaways of this work is contributing to better prepare specialists in ensuring that the principles of the National Institute of Standards and Technology (NIST) Cybersecurity Framework hold, namely: prevent, detect, mitigate, and recover.

In this transcendental phenomenological study, we interviewed 10 counselors who have clinical experience working with sex trafficking survivors. Through in-depth individual interviews, participants discussed their lived experiences providing counseling to this population. Our analysis revealed four primary themes: (a) counselor knowledge: "learning curve," (b) counselor skills: "creating a safe space to dive into work," (c) counselor attitudes: "being able to listen to the client's story," and (d) counselor action: "more than just a counselor." The findings indicated that counselors working with sex trafficking survivors needed to understand and address the different aspects of trauma. Our findings also demonstrate that working with sex trafficking survivors requires additional competencies such as recognizing the signs of sex trafficking, vulnerable populations, and the processes by which traffickers force people into sex trafficking. We discuss these findings in more detail and identify implications for counselor training and practice.

The role of ethics becomes even more significant given the huge advent and increase of cyber-criminal activities in cyberspace. It has become an urgent necessity to curb the menace of unethical practices in cyberspace and contribute ethical guidelines to a safe and secure digital environment. To minimize the growth of cybercrimes and unethical issues online, users must understand how existing societal norms and ethics can be extended according to the challenges posed by ethical dilemmas in cyberspace. Hence, understanding the importance of cyber ethics in daily life has become essential than ever before. Cyber ethics implies the rules of social engagement and responsibility in cyberspace; it is really about social responsibility in cyberspace and it is aimed at inculcating knowledge of responsible behavior in man when using the online environment. This paper is an attempt to provide an overview of the relevance of cyber ethics education in fostering responsible behavior online.

This paper reviews cybersecurity laws and regulations in Cameroon, focusing on cybersecurity and information security audits and risk assessments. The importance of cybersecurity risk assessment and the implementation of security controls to cure deficiencies noted during risk assessments or audits is a critical step in developing cybersecurity resilience. Cameroon's cybersecurity legal framework provides for audits but does not explicitly enumerate controls. Consequently, integrating relevant controls from the NIST frameworks and ISO Standards can improve the cybersecurity posture in Cameroon while waiting for a comprehensive revision of the legal framework. NIST and ISO are internationally recognized as best practices in information security systems and cybersecurity risk management. This paper highlights the lack of specific international law provisions addressing cybersecurity audits and risk assessments. Overall, the paper highlights the importance of continuous risk assessment and monitoring, implementation of security controls, and compliance with organizational policies, relevant laws and regulations to ensure the adequate protection of information systems. Finally, the paper underscores the importance of improving Cameroon's cybersecurity regulations by integrating provisions from NIST and ISO.

Policy evaluation studies, which assess the effect of an intervention, face statistical challenges: in real-world settings treatments are not randomly assigned and the analysis might be complicated by the presence of interference among units. Researchers have started to develop methods that allow to manage spillovers in observational studies; recent works focus primarily on binary treatments. However, many studies deal with more complex interventions. For instance, in political science, evaluating the impact of policies implemented by administrative entities often implies a multi-valued approach, as a policy towards a specific issue operates at many levels and can be defined along multiple dimensions. In this work, we extend the statistical framework about causal inference under network interference in observational studies, allowing for a multi-valued individual treatment and an interference structure shaped by a weighted network. The estimation strategy relies on a joint multiple generalized propensity score and allows one to estimate direct effects, controlling for both individual and network covariates. We follow this methodology to analyze the impact of the national immigration policy on the crime rate, analyzing data of 22 OECD countries over a thirty-years time frame. We define a multi-valued characterization of political attitude towards migrants and we assume that the extent to which each country can be influenced by another country is modeled by an indicator, summarizing their cultural and geographical proximity. Results suggest that implementing a highly restrictive immigration policy leads to an increase of the crime rate and the estimated effect is larger if we account for interference.

Leveraging publicly available data about schools" absenteeism from the New Jersey Department of Education, the present study examined how neighborhood-level resource deprivation and violent crime related to chronic absenteeism in Passaic County's elementary, middle, and high schools. Results highlighted geographic disparities in Passaic County, New Jersey, whereby predominantly racial/ethnic, under-resourced, communities of color have significantly greater levels of resource deprivation and threat. Additionally, greater neighborhood-level resource deprivation and neighborhood violent crime were associated with higher rates and trajectories of absenteeism across three academic school years. These findings highlight the importance of considering neighborhood context in absenteeism prevention programs.

Youth violence is a national public health concern in USA, especially in resource-constrained urban communities. Between 2018 and 2021, the Healthy Communities for Youth (HCFY) program addressed youth violence prevention in select economically marginalized urban communities, with the HCFY program reducing the likelihood of youth-involved violent crime. Leveraging costs from program expense reports, this study analyzes the costs of the HCFY program in order to inform policymaking and the program's future ongoing implementation. Total HCFY program costs were $821,000 ($290,100 annually including program start-up costs) over the 34-month project period. Operationalization costs contributed the largest share (64.8%), with 45% attributable to intervention coordinators. In the intervention community, the program costs $100 per capita, $1100 per youth-involved crime case, and $8100 per youth-involved violent crime case. Findings were sensitive to the number of youth-involved crime or violent crime cases and costs of high-level program leadership and self-evaluation analysts, with the per youth-involved violent crime case cost ranging between $700 and $1600 over the program period. Analysis of HCFY program costs is an important step in determining the affordability of a community-level program to prevent youth violence in resource-limited urban communities.

The present study aimed to investigate the relationship between foreign higher education and corruption in 14 home countries in the MENA region and 13 host countries from 2007 to 2021. Panel-estimated generalized least squares, robust least squares MM estimation, dynamic panel data estimation, and one-step difference generalized method of moments was used to overcome heterogeneity and endogeneity issues and increase robustness. The study adopted the positive grease-the-wheels theory of corruption and the greed or need (GONE) theory in which the need for corruption develops into greed for corruption, revealing a significant positive relationship between foreign higher education and corruption in the MENA countries. Meanwhile, the sand-in-the-wheel theory of corruption and anti-corruption mechanisms that encourage less greed per the GONE theory revealed a significant negative relationship between foreign higher education and corruption in origin countries after students returned to their home countries. The study findings support the idea that foreign knowledge is a blessing for MENA countries. Furthermore, there was a significant positive relationship between foreign higher education and corruption in the host countries because students adapted to the host country's environment. The main conclusion was that governments should encourage students to study abroad in countries with less corruption, supporting the main hypothesis, which posited that ethics and values are adopted abroad and transferred to home countries. Furthermore, constitutional reform and economic development should be adopted to implement the anti-corruption system and control public spending on education.

We present a fictional short story about embezzlement, "Great Experiment" by Jeffrey Eugenides, as a resource for management classes. We begin by providing a brief description of the story, in which a decent and law-abiding 40-something man's lack of professional success and envy of his wealthy neighbors contribute to his decision to accept a coworker's invitation to participate in an embezzlement scheme to steal money from their employer. Then, we discuss how to use the story to prompt students to identify the antecedents and consequences of illegal, unethical behavior and consider ways organizations can prevent such behavior. We also suggest other ways to use this resource.

Sex trafficking of minors is a significant problem across North America, with sizeable numbers of youth being directly or indirectly manipulated into being exploited or trafficked. Identification of these youth remains difficult, in part because of a lack of knowledge about common characteristics and in part because of victims' reluctance engaging with and trusting law enforcement enough to disclose their experiences. Given that many youth are trafficked during school-aged years, school settings may represent an ideal location to target prevention and identification efforts, especially by health-related school professionals, whose training, professional duties, and often positive relationships with youth may make the professionals trustworthy disclosure recipients. Whether such professionals are effective, though, depends on their knowledge of who is at risk for trafficking, characteristics that distinguish trafficking from other forms of harm, and effective questioning approaches to elicit disclosures from victimized youth. To document whether this knowledge exists, we surveyed 361 school-based professionals concerning their ability to identify trafficking and knowledge of trafficking, adolescent development, and interviewing youth. Although nearly all (97%) school professionals recognized general student risk in the vignettes, only 18% identified that risk as trafficking. Professionals who had prior experience with trafficked youth were more likely to recognize trafficking than those without such experience. Finally, professionals evidenced some general knowledge about the existence of trafficking, adolescent development, and interviewing, but demonstrated more limited knowledge in the most common characteristics of trafficked minors and nuanced aspects of best-practice questioning approaches. Results highlight important directions for training of school-based professionals to improve prevention and identification of a highly vulnerable and often overlooked population of victims, namely trafficked minors.

This paper explored the relationship between graffiti arts and civic education among young people in Nigeria. A mixed methods approach was employed to generate and synthesize empirical data. The study was guided by Barbara Rogoff's social constructivism theory. Findings indicated that graffiti arts and artists were present in Nigeria, driven by desires for self-expression, financial gain, and training opportunities sponsored by NGOs for up-and-coming artists. Writing styles varied, but drawing, mural painting, and styles uniquely African remained dominant. Despite the difficulty of acceptance of graffiti as an art form due to its earlier association with transgressive activities, its engagement as a method for emancipatory, participatory, cultural literacy, dialectical relations, and creative learning tools in both formal and informal settings demonstrated its educational-supportive capacity for young adults. The values that graffiti express can help reorient young adults in their thinking and social agency. To this end, this paper recommends rethinking the way we view and relate to graffiti arts and writers; incorporating graffiti art education into school curriculum reforms in Nigeria; and using an interactive approach, including new media, to understanding graffiti art produced and displayed by young adults.

In this study, the researchers aims to uncover the social factors that affects the students mental health of the junior high school students. The study participants are the Junior High school students of Northwestern Agusan Colleges. Based on the results, social factors contributes on the upbringing of the students and how they view their own selves. Furthermore, the results showed the extent of the effects of community programs and occurrence of incidents have greatly affects the mental health of the students.

Individual characteristics of neighborhood context, like concentrated socioeconomic disadvantage, are associated with children's cognitive development, including their academic skill development and executive functions. However, questions remain regarding how neighborhood structural, process, and physical features uniquely predict children's cognitive skills when measuring neighborhoods more holistically. Exploiting within-child changes in neighborhood conditions over time in a nationally representative sample of children followed from kindergarten through fifth grade (N ˜ 13,550), this study examined unique associations between structural (i.e., concentrated disadvantage), process (i.e., violent crime, learning resources, and aspects of school quality), and physical (i.e., green space and pollution) characteristics of neighborhoods and children's achievement skills and executive functions. Fixed-effects models demonstrated that increases in neighborhood violent crime and pollution predicted decreases in children's reading and math skills, while increases in neighborhood school quality, learning resources, and green space predicted increases in reading and math. Children's executive functions were better when neighborhood pollution was lower and when school quality was better. Our results suggest that improving neighborhood structure, processes, and physical conditions may foster children's cognitive skill development, especially academic achievement.

Although existing studies have found that problematic parental behaviors affect children's later life course outcomes, few have focused on the gender and urban-rural differences in the effects of these behaviors on school-to-work transition. This study traces the school-to-work trajectories of Chinese people born between 1930 and 1979 to investigate the effects of their parents' problematic behaviors on school-to-work transition and the gender and urban-rural differences in these effects. We found that individuals whose parents drank heavily and committed crimes completed the school-to-work transition earlier and were more likely to engage in agricultural labor, enter the labor market with low education levels, and experience unemployment after leaving school. The effects of parental alcoholism and gambling on school-to-work transition varied according to urban-rural residential status. Youths with urban hukou (household registration) whose parents drank heavily were less likely to have stable jobs. Further, women and youths with agricultural hukou whose parents gambled and committed crimes had a higher likelihood of being disadvantaged in the transition from school to work and of facing multiple risks, including hazards of agricultural work, precarious work, and unemployment.

The Fraud Diamond theory (rationalization, opportunity, motivation and perceived capability) has been widely used as a framework to explain criminal behavior. However, little is known about its application in an academic context. Research on the relationship between the prevalence of academic fraud (e.g., cheating on exams, plagiarizing essays) and students' perceptions of the severity of such behaviors is also lacking. We surveyed 1,032 university students and asked them whether they engaged in fraudulent behaviors and how severe they thought these behaviors were. The results showed that motivation, rationalization, and perceived capability dimensions of the Fraud Diamond theory are important factors in predicting the prevalence of students' academic fraudulent behavior, but not opportunity. We also found that the more students reported that they engaged in fraudulent academic behaviors, the less severe they perceived those behaviors to be. However, only rationalization emerged as a predictor of perceived severity. The results suggest that the more students are able to find justifications for their fraudulent behavior, the less severe they perceive those behaviors to be. Rationalization seems to explain, therefore, the tendency to disassociate moral values from dishonest behavior. Taken together, the study shows a vicious cycle between engaging in fraudulent academic behavior and the ability to justify these acts. Implications for Higher Education Institutions (HEIs) are discussed.

Hyper-realistic silicone masks provide a viable route to identity fraud. Over the last decade, more than 40 known criminal acts have been committed by perpetrators using this type of disguise. With the increasing availability and bespoke sophistication of these masks, research must now focus on ways to enhance their detection. In this study, we investigate whether super-recognisers (SRs), people who excel at identity recognition, are more likely to detect this type of fraud, in comparison to typical-recogniser controls. Across three tasks, we examined mask detection rates in the absence of a pre-task prompt (covert task), and again after making participants aware of their use in criminal settings (explicit task). Finally, participants were asked to indicate which aspects of the masks could support their detection (regions of interest task). The findings show an SR advantage for the detection of hyper-realistic masks across the covert and explicit mask detection tasks. In addition, the eye, mouth, and nose regions appear to be particularly indicative of the presence of a mask. The lack of natural skin texture, proportional features, expressiveness, and asymmetry are also salient cues. The theoretical and applied implications of these findings are discussed.

The current study examined verbal cues of veracity and deception in 911 calls reporting homicides or suicides of another person. Specifically, the current study compared differences in the presence/absence and number of potential verbal indicators between a sample of deceptive callers who concealed their role in causing the person's death and truthful callers who did not cause the person's death. Results demonstrate consistency with previously proposed indicators of veracity and deception in 911 calls. More precisely, a greater number of self-handicapping statements and descriptions of physical sensations were made by deceptive individuals, whereas truthtellers were more likely to spontaneously self-correct inaccurate statements. Practical implications and limitations are discussed.