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Using “districts” nested within “regions”, this multi‐level analysis research aims to examine whether a climate of supervisory‐support at a “district”‐level (as measured by perceived supervisor support (PSS)), and “region”‐level unemployment rates were related to “district”‐level retention rates of blue‐collar part‐time employees (PTEs).

Blue‐collar PTE retention rates (from company records) and PSS levels (from a company‐wide survey) of a large global service provider were gathered. “Regional” unemployment rates were collected via publicly‐accessible government statistics.

The study finds that PSS levels of blue‐collar PTEs were related to retention rates. Additionally, through the nested relationship of the study, the “region”‐level unemployment rate was also related to PTE retention levels.

Limitations of the study included generalization to other companies, inability to collect demographic data, sample size and sampling issues, and concerns about the measurement of retention.

This study revealed that supervisory‐support climate was important in PTE retention. This paper gives mechanisms that managers can use to improve PSS levels of employees. Additionally, since organizations exist in environments, results show that the external environment may affect organizational outcomes, no matter what occurs internally in the organization.

This study is unique since it focused specifically on blue‐collar PTEs, a much‐needed group of people to research. The paper gave ways for managers to enhance their relationship with PTEs, thereby having special value for managers and those who study managerial development. Additionally, the study gave evidence that organizations exist in environments, and factors outside the organization may affect retention within organizations.

This paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging from high achieving to low achieving.

The three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings.

The paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials are appended.

The paper provides useful information on enhancing their workplace learning among work‐based education students.

The Library Association of Ireland issued last month the first number of An Leabharlann, their new official journal. The title, for those of us who do not speak the language of Erin, means The Library. It is an extremely interesting venture which will be followed by librarians on the mainland with sympathetic curiosity. In particular our readers would be interested in the first of a series of articles by Father Stephen J. Brown, S.J., on Book Selection. The worthy Father lectures on this subject at University College, Dublin, in the Library School. It is mainly concerned with what should not be selected, and deals in vigorous fashion with the menace of much of current published stuff. No doubt Father Brown will follow with something more constructive. Mr. T. E. Gay, Chairman of the Association, discusses the need for a survey of Irish libraries and their resources. We agree that it is necessary. The Net Books Agreement, the Council, Notes from the Provinces, and an article in Erse—which we honestly believe that most of our Irish friends can read—and an excellent broadcast talk on the Library and the Student by Miss Christina Keogh, the accomplished Librarian of the Irish Central Library, make up a quite attractive first number. A list of broadcast talks given by members of the Association is included.

The purpose of this paper is to examine the content of for‐profit organizations' Facebook pages and how the communication strategy employed impacts stakeholders' perceptions of the organization‐public relationship, corporate social responsibility, attitudes, and purchase intent.

For Study 1, a content analysis examined the types of information on for‐profit organizations' Facebook pages. Facebook pages were coded for organizational disclosure and information dissemination, corporate social responsibility information, and interactivity. Pages were also coded for using a corporate ability, corporate social responsibility, or hybrid communication strategy. Three organizations were then selected based on the content analysis results to serve as exemplars in the two‐phase experiment. Participants filled out measures of initial attitudes, perceptions of the organization‐public relationship, corporate social responsibility, and purchase intent. A week later, participants interacted with the organizations' Facebook pages and then answered additional scale measures.

Study 1 found for‐profit organizations discuss program/services, achievements, and awards on their Facebook pages. The main communication strategy employed on Facebook is corporate ability. Study 2 results indicate interacting with Facebook pages bolsters stakeholders' perceptions of the organization‐public relationship, corporate social responsibility, and purchase intent. The organization employing a corporate social responsibility communication strategy had the most success bolstering these variables.

Several of the organizations did not have Facebook pages to code for the content analysis. Some organizations' pages were not coded because the page was just starting and there was no information available. The content analysis included a small sample size (n=114) which impacted the experiment. It limited the number of organizations that could be employed in the experimental conditions.

When posting information on Facebook, organizations should employ the corporate social responsibility communication strategy. However, regardless of the strategy employed, interacting with Facebook information can bolster stakeholders' perceptions of organizational‐public relationships, corporate social responsibility, attitudes, and purchase intent.

The paper adds to the experimental literature. There is very limited experimental research examining the impact of Facebook on stakeholders. It provides practitioners with some guidance on the types of communication strategy they should employ when posting on Facebook.

Purpose: Many Internet users search for health information but they struggle with assessing the quality of the information they find. By drawing on a multi-modal approach to data collection, this study aims to understand further the nuanced cognitive processes that people utilize as they acquire and evaluate online health information.

Design: We used a mixed-methods approach that includes surveys, interviews, and observations of 76 diverse adults of all ages in the Chicago area completing various health information-seeking tasks.

Findings: Most participants begin their information-seeking process on search engines. We identified the most popular credibility-assessment strategies used on the search engine results’ pages (SERP) as well as on websites. We also explored how the process of executing such strategies reveals greater and lesser savvy among users.

Research Limitations: While the sample size and methods limit its generalizability, this study included a larger and more diverse group of participants than most observational work, which results in data about a wider range of behaviors than is typical of such research.

Social Implications: Our findings showed that most of our participants could use additional education regarding credibility assessment of online health information. Additionally, since a great deal of credibility assessment occurs on SERP, search companies bear a particular responsibility for ensuring the quality of the information their results highlight.

Many initiatives are seeking to engage children in learning to code. However, few studies have examined how children’s engagement in learning and using coding develops over time. This study aims to seek young people’s perspectives on what they viewed as important in their long-term participation in a coding community.

This study identified youth with a high level of participation and who demonstrated emergent leadership in the Scratch online community. Using methods from qualitative research on youth development, individual interviews were conducted in which these youth were asked about memorable moments in their participation and how these experiences influenced them.

While each young person described a unique pathway and perspective, this study identified key experiences that motivated their participation, influenced their development and inspired their emergent leadership. These experiences included opportunities to learn through exploration, to receive feedback from peers, to engage in creative collaboration and to contribute to the community.

This study discussed these findings in light of previous research on youth development, and it suggests that building on practices and principles from research on youth programs can help more young people become engaged in developing broader skills with coding.

Youth highlighted experiences that enabled them to express their ideas, to build relationships, to help others and to see themselves in new ways. Their perspectives expand beyond the predominant focus of coding initiatives on computational thinking and problem-solving skills to also support social, leadership and identity development.

Network resources have become widely used by libraries in recent years. More than ever before, librarians are expected to become familiar with such tools as electronic mail, file transfer protocol (ftp), and Internet‐accessible online catalogs. Many online professionals consider Usenet to be the world's largest computer network and an essential resource to academics, yet it has received little attention from the library community. This article will provide a brief description of Usenet and discuss how it may be applied to library settings.

The purpose of this paper is to provide a case study of the use of technology as a hidden curriculum in a youth leadership program (United Future Leaders-UFL).

A description of the UFL program, including theoretical framework and current use of various technology platforms, provide a backdrop to the hidden curriculum implemented by the programming staff. Both intended and unintended outcomes of the use of technology are discussed in the context of UFL values/themes.

A review of technology use in the UFL program resulted in the categorization of realms of influence (Staff ↔ Student Participants, Staff ↔ Staff, Staff ↔ Parents, Participants ↔ Participants) and five categories of technology use (reminders, communication, sharing of resources, reinforcing learning, increased parental involvement).

Examples of emerging patterns of this hidden curriculum, future directions for technology use within the program, and advice for youth program practitioners are included.

This paper adds to the general discussion of types and purpose of technology use, youth programming, and role of technology use as hidden curriculum.

Reviews the longstanding and controversial topic of the effects of video game violence on children. Examines existing research and draws on personal experience and an interview with Doug Lowenstein, President of the Entertainment Software Association, for a view from the video game industry. Reports limitations on the significance of the research: some is short‐term, on one type of game only, or not on the most realistic modern games. Concludes however that there is no reason to believe that playing aggressive games leads to an increase long term in aggressive behaviour: there is a lack of longitudinal study evidence, children are usually able to distinguish between fantasy and reality, and playing violent games may actually channel aggression. Indicates the usefulness of parental involvement in their children’s games and of publications like the “Children’s Software Review”.

The aim of this paper is to examine the role of children in an emergent Irish consumer culture and advertising from 1848-1921. In particular, the significance of children's gender and reading materials in the process of consumption will be evaluated.

An analysis of primary sources, literature and secondary sources substantiates this research.

By evaluating advertisements, magazines, school textbooks and children's literature from the 1848-1921 period, this article argues that Irish children were encouraged to engage with an emergent consumer culture through reading. This article also evaluates the importance of gender in considering children as consumers and it focuses upon a number of critically neglected Victorian, Irish, female authors who discussed the interface between advertising, consumption and the Irish child.

This article is an original contribution to new areas of research about Irish consumerism and advertising history. Substantial archival research has been carried out which appraises the historical significance of advertisements, ephemera and critically neglected children's fiction.