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\"The book carries a collection of articles written by Professor S. Vasoo over the past three decades or so on community development work and its issues in the Singapore context. Organised around seven themes that can be or are being addressed by community development, the articles illustrate how community development intervention has been applied on social issues like juvenile deliquency, ageing population, family values, and urban dwelling. Topics on volunteer management and grassroots participation are also discussed. This volume concludes by sketching the future of community development in Singapore. Community and social workers can find some resonance to the work and challenges they are facing in community problem-solving and meeting the needs of people in various neighbourhoods. The readings will give them a framework to find innovative ways for encouraging community problem-solving\"-- Provided by publisher.

The rapid expansion of artificial intelligence (AI) necessitates promoting AI education at the K-12 level. However, educating young learners to become AI literate citizens poses several challenges. The components of AI literacy are ill-defined and it is unclear to what extent middle school students can engage in learning about AI as a sociotechnical system with socio-political implications. In this paper we posit that students must learn three core domains of AI: technical concepts and processes, ethical and societal implications, and career futures in the AI era. This paper describes the design and implementation of the Developing AI Literacy (DAILy) workshop that aimed to integrate middle school students’ learning of the three domains. We found that after the workshop, most students developed a general understanding of AI concepts and processes (e.g., supervised learning and logic systems). More importantly, they were able to identify bias, describe ways to mitigate bias in machine learning, and start to consider how AI may impact their future lives and careers. At exit, nearly half of the students explained AI as not just a technical subject, but one that has personal, career, and societal implications. Overall, this finding suggests that the approach of incorporating ethics and career futures into AI education is age appropriate and effective for developing AI literacy among middle school students. This study contributes to the field of AI Education by presenting a model of integrating ethics into the teaching of AI that is appropriate for middle school students.

Community development is routinely invoked as a practical solution to a myriad of social problems, even though there is little consensus about its meaning and purpose. Through a comparative analysis of competing US and UK perspectives on community development since 1968, this book critically examines the contradictory ideas and practices that have shaped this field. Such an approach exposes problematic politics that have far-reaching consequences for those committed to working for social justice.

Background Herman Goldstein developed problem‐oriented policing (POP) to focus police on more proactively addressing chronic problems, rather than using traditional reactive efforts. POP has been utilized to target a wide range of problems and has become commonly used in agencies across the United States and the world, although implementation is often uneven. POP interventions commonly use the SARA (scanning, analysis, response, assessment) model to identify problems, carefully analyze the conditions contributing to the problem, develop a tailored response to target these underlying factors, and evaluate outcome effectiveness. Objectives To extend and update the findings of the original POP systematic review by synthesizing the findings of published and unpublished evaluations of POP through December 2018 to assess its overall impacts on crime and disorder. The review also examined impacts of POP on crime displacement, police financial costs, and noncrime outcomes. Search Methods Searches using POP keywords of the Global Policing Database at the University of Queensland were conducted to identify published and unpublished evaluations between 2006 and 2018. We supplemented these searches with forward searches, hand searches of leading journals and the Center for Problem‐Oriented Policing, and consultation with experts. Selection Criteria Eligible studies had to include a target area or group that received a POP intervention AND a control area/group that received standard police services. The control condition could be either experimental or quasi‐experimental. Units of analysis could be places or people. We defined POP as studies that generally followed the tenets of the SARA model. Data Collection and Analysis We identified 39 new (published between 2006 and 2018) studies that met our eligibility criteria as an evaluation of POP. Twenty‐four of these studies had sufficient data available to calculate an effect size. Along with the 10 studies from our initial systematic review of POP, these 34 studies are included in our meta‐analytic review of POP. Nine of these studies were randomized experiments and 25 were quasi‐experiments. We calculated effect sizes for each study using Cohen's D and relative incidence risk ratios and used random effects meta‐analyses to synthesize studies. Results Our meta‐analyses suggest statistically significant impacts of POP. Our relative incident risk ratio analysis of mean effects suggests a 33.8% reduction in crime/disorder in the POP treatment areas/groups relative to the controls. We find no evidence of significant crime displacement as a result of POP and some evidence for a greater likelihood of a diffusion of crime control benefits. Few studies assessed noncrime outcomes, but our narrative review suggests POP is cost‐effective, but has limited impacts on fear of crime, legitimacy, and collective efficacy. Authors’ Conclusions Our review provides strong and consistent evidence that POP is an effective strategy for reducing crime and disorder. There is a great deal of heterogeneity in the magnitude of effect sizes across factors such as study type, study rigor and crime type. Despite this heterogeneity, 31 out of 34 studies (91.2%) have effect sizes in favor of a treatment effect and the overall mean effect is positive and significant in all of our models.

\"Creativity, like information, is free to everyone who steps into a library. [This book] offers the idea that an artist is any person who uses creative tools to make new things, and the guidance and resources to make libraries of all sizes and shapes come alive as spaces for art-making and cultural engagement. Case studies included in the book range from the crafty (pop-up books) to the community-minded (library galleries) to documentary (photo projects) to the technically complex ('listening' to libraries via Dewey decimal frequencies)\"-- Provided by publisher.

Without formal avenues for claims-making or political participation, refugees must find their own means of securing services from state and non-state providers. This article asks why some refugee communities are more effective than others in mitigating community problems. I present a framework for understanding how refugees’ social networks shape the constraints and capabilities for collective action. I analyze a field experiment where I organized community meetings with Syrian refugees in Lebanon and Jordan, randomly assigning the recruitment method for meetings to introduce exogenous variation in network structure. During meetings, participants were tasked with resolving collective action problems. I examine the dynamics of subsequent group discussion. Results show that although densely networked refugee groups exhibit more cooperation, they suffer from a resource diversity disadvantage. Group diversity facilitates access to resources that may help refugee communities confront community problems. The novel experimental design allows for separately identifying group-level and individual-level mechanisms.

Purpose This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development. Design/methodology/approach In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise. Findings The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics. Research limitations/implications While this research is based on publications from two prominent databases, it may not include significant studies published in other databases. Practical implications These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability. Originality/value This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.

Community partnerships or networks of collaborating public and nonprofit organizations are an important way of addressing a wide range of problems and needs that communities face. In the academic literature, network analysis has been used to analyze and understand the structure of the relationships that make up multiorganizational partnerships. But this tool is not well-known outside the small group of researchers who study networks, and it is seldom used as a method of assisting communities. This article briefly discusses network analysis and how community leaders can use the results generated by this tool to strengthen relationships among public and nonprofit organizations, thereby building the community's capacity to address critical needs in areas such as health, human services, social problems, and economic development.

Background Medical schools are called to be socially accountable by medical education and healthcare system stakeholders. Social accountability is a feature of excellent medical education. Medical students are essential to the development of socially accountable medical schools. Therefore, understanding the perceptions and experiences of medical students regarding social accountability is critical for efforts to improve social accountability practices and outcomes. Methods This cross-sectional online questionnaire-based survey used Google Forms and involved medical students in their fourth and fifth years of study at the Makerere University School of Medicine. The survey was conducted between September 2022 and October 2023. We used a study questionnaire and a validated toolkit designed by students as part of The Training for Health Equity Collaborative to gauge a school’s progress towards social accountability in medical schools to collect data on demographics, perceptions and experiences and evaluate social accountability. Results Out of 555 eligible medical students, 426 responded to the online questionnaire. The response rate was 77%. The mean age of the students was 25.24 ± 4.4 years. Almost three fourths of the students were male (71.3%), and slightly less than two thirds were in their fourth year of study (65%). Almost half of the students (48.1%%) evaluated the school as doing well with regard to social accountability. The evaluation items referring to community-based research and positive impact on the community had the highest mean scores. Only 6 (3.6%) students who reported hearing of social accountability had a clear understanding of social accountability. Students receiving career guidance in secondary school was associated with evaluating social accountability in the medical school as strong (p-0.003). Conclusions Medical students evaluated the medical school favorably forsocial accountability despite lacking a clear understanding of social accountability. Receiving career guidance in secondary school was significantly associated with a positive evaluation of social accountability.

PurposeThis study examines the direct and indirect effect mechanisms of how using smartphones for social media is associated with college students' civic engagement via levels of communication network heterogeneity and social capital. In addition, this study tests whether such indirect effects mechanisms are moderated by the need to belong.Design/methodology/approachThe study analyzes data from an online survey (N = 580) conducted at a public university. The PROCESS macro is used to examine the mediation association between mobile social media use, communication network heterogeneity, social capital, and civic engagement and the moderated mediation conditional upon need to belong.FindingsCollege students who often use smartphones for social media were more likely to communicate with people who have different socio-demographic characteristics and different opinions. There was also a positive mediation mechanism between smartphone use for social media, network heterogeneity, social capital and civic engagement, which means that college students who often use mobile social media are more likely to communicate with heterogeneous others and develop a sense of social capital, which in turn led to greater levels of civic engagement. Importantly, these indirect effects of smartphone use for social media on civic engagement were stronger for those with greater levels of need to belong.Originality/valueThe findings of the current study are significant given that little is known about how young adults' mobile social media use is associated with communication network heterogeneity and civic engagement in their everyday life. The research expands the research agenda by investigating the most popular interactive communication media platforms.