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.