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This paper surveys the security architecture of the IP multimedia core network subsystem (IMS) of the third generation mobile system which is known in Europe as UMTS. The main features of the security architecture include user specific features protecting the access of the IMS user, such as authentication and key agreement when a user registers and integrity protection of IMS access signalling, but also features for the user, independent protection of SIP signalling in the IMS core network. Authenticated registration is given an in‐depth treatment.

Presents findings from the pilot study of a gender‐sensitive adolescent smoking cessation programme called Not On Tobacco (N‐O‐T). N‐O‐T is a school‐based programme designed to help teenagers stop smoking or reduce cigarette use among those who are unable to quit completely. A total of 29 adolescents from three high schools in West Virginia participated (19 females and 10 males ranging between 14 and 18 years old). Smoking abstinence was measured using self‐report and was verified by exhaled carbon monoxide (CO) readings. At three months post baseline, total abstinence for programme participants was 22 per cent and reduction rates ranged from 30 per cent to 96 per cent. At four months post‐baseline, 44 per cent of the boys and 14 per cent of the girls reported being smoke free. Findings from this pilot study suggest that N‐O‐T warrants further investigation and redesign with emphasis on more highly prescribed, gender‐sensitive intervention strategies. Consequently, a completely new programme has been developed and is currently being evaluated.

Human behavior significantly determines the scale of impact of hazardous situations. If crisis situations are highly dynamic, they can only be managed successfully if both personnel and organization are well prepared. The purpose of this paper is to capture the specific demands disaster management staff are facing, from a psychological perspective.

General psychological statements based on action theory and organizational theory serve as the starting point for analyzing aspects of cooperation, especially in inter‐professional communication and coordination. The analysis is based on data which were collected in structured expert interviews and observations within the domain of German emergency organizations and public‐transportation companies.

The findings suggest shortcomings on different levels: individual (restricted routines, unprepared for “out of focus” events); organizational (regulations, training) and political (lack of public preparedness for disaster in underground traffic systems; and restrictions on large‐scale training).

Interviewees have not experienced “real” major disasters, so their answers are not derived from hands‐on experience. Also, generalization to other traffic systems or companies may show different patterns.

Training emergency response staff in public transport systems should include psychological aspects of crisis management in addition to emergency management, e.g. building a shared mental model, and requirements of inter‐professional communication.

Psychological demands of crisis situations in public transport have not yet been a focus of research or training.

People face barriers and failures in various kinds of information seeking experiences. These are often attributed to either the information seeker or the system/service they use. The purpose of this paper is to investigate how and why individuals fail to fulfill their information needs in all contexts and situations. It addresses the limitations of existing studies in examining the context of the task and information seeker’s strategy and seeks to gain a holistic understanding of information seeking barriers and failures.

The primary method used for this investigation is a qualitative survey, in which 63 participants provided 208 real life examples of failures in information seeking. After analyzing the survey data, ten semi-structured interviews with another group of participants were conducted to further examine the survey findings. Data were analyzed using various theoretical frameworks of tasks, strategies, and barriers.

A careful examination of aspects of tasks, barriers, and strategies identified from the examples revealed that a wide range of external and internal factors caused people’s failures. These factors were also caused or affected by multiple aspects of information seekers’ tasks and strategies. People’s information needs were often too contextual and specific to be fulfilled by the information retrieved. Other barriers, such as time constraint and institutional restrictions, also intensified the problem.

This paper highlights the importance of considering the information seeking episodes in which individuals fail to fulfill their needs in a holistic approach by analyzing their tasks, information needs, strategies, and obstacles. The modified theoretical frameworks and the coding methods used could also be instrumental for future research.

The purpose of this paper is to present a systematic review of the literature concerning the negative aspects of global sourcing (GS). It complements prior research on the positive aspects of GS, advances theoretical understanding of the phenomenon, and suggests an agenda for future research.

The sourcing, international business and supply chain management literature is systematically reviewed and findings from 83 previous studies are investigated.

Research on the downsides of GS has intensified over the last decade, but the related knowledge has been very fragmented and oftentimes latent. This literature review extracts knowledge around 28 antecedents to GS downsides from the literature and illustrates their potential harmful effects along operational and financial performance dimensions. Findings suggest that future research should focus more on the effects of decision-making biases and the effects of firm-internal barriers. The dynamic and hidden costs of GS should also be scrutinized in more depth.

This study is the first systematic literature review of the downsides of GS. It facilitates a more balanced and nuanced picture of GS to help managers make better-informed GS decisions. The review also offers a holistic research framework that opens up avenues for much-needed research into the “dark side” of GS.

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.

STIMULATING the interest of the employee in his job has become one of the most challenging problems facing management today. Daily repetition of tasks seemingly unrelated to the end product can very quickly cause boredom and fatigue, reducing individual efficiency and lowering productivity.

Though test-based accountability policies seek to redress educational inequities, their underlying theories of action treat inequality as a technical problem rather than a political one: data point educators toward ameliorative actions without forcing them to confront systemic inequities that contribute to achievement disparities. To highlight the problematic nature of this tension, the purpose of this paper is to identify key problems with the techno-rational logic of accountability policies and reflect on the ways in which they influence teachers’ data-use practices.

This paper illustrates the data use practices of a workgroup of sixth-grade math educators. Their meeting represents a “best case” of commonplace practice: during a full-day professional development session, they used data from a standardized district benchmark assessment with support from an expert instructional leader. This sociolinguistic analysis examines episodes of data reasoning to understand the links between the educators’ interpretations and instructional decisions.

This paper identifies three primary issues with test-based accountability policies: reducing complex constructs to quantitative variables, valuing remediation over instructional improvement, and enacting faith in instrument validity. At the same time, possibilities for equitable instruction were foreclosed, as teachers analyzed data in ways that gave little consideration of students’ cultural identities or funds of knowledge.

Test-based accountability policies do not compel educators to use data to address the deeper issues of equity, thereby inadvertently reinforcing biased systems and positioning students from marginalized backgrounds at an educational disadvantage.

This paper fulfills a need to critically examine the ways in which test-based accountability policies influence educators’ data-use practices.

Cognitive ability tests demonstrate strong relationships with job performance, but have several limitations; notably, subgroup differences based on race/ethnicity. As an alternative, the purpose of this paper is to develop a working memory assessment for personnel selection contexts.

The authors describe the development of Global Adaptive Memory Evaluation (G.A.M.E.) – a working memory assessment – along with three studies focused on refining and validating G.A.M.E., including examining test-taker reactions, reliability, subgroup differences, construct and criterion-related validity, and measurement equivalence across computer and mobile devices.

Evidence suggests that G.A.M.E. is a reliable and valid tool for employee selection. G.A.M.E. exhibited convergent validity with other cognitive assessments, predicted job performance, yielded smaller subgroup differences than traditional cognitive ability tests, was engaging for test-takers, and upheld equivalent measurement across computers and mobile devices.

Additional research is needed on the use of working memory assessments as an alternative to traditional cognitive ability testing, including its advantages and disadvantages, relative to other constructs and methods.

The findings illustrate working memory’s potential as an alternative to traditional cognitive ability assessments and highlight the need for cognitive ability tests that rely on modern theories of intelligence and leverage burgeoning mobile technology.

This paper highlights an alternative to traditional cognitive ability tests, namely, working memory assessments, and demonstrates how to design reliable, valid, engaging and mobile-compatible versions.