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A great deal has been learned about autism and childhood developmental disorders since the 1960s. No longer is the teaching of children with developmental disorders nebulous or a matter of guesswork,. The special education field has become better delineated, and its goals have been clarified. Teaching materials and techniques are constantly improving and expanding.In the 1960s, teachers had to teach children with autism with intuition and often with handmade materials (Cohen & Volkmar, 1997). Teachers now have textbooks and workbooks especially geared for students with developmental disabilities and autism, as well as other teaching aids such as computers, cassettes, television, videocassette recorders, and copying machines. A generation of teachers has developed and refined teaching approaches such as behavior modification, signing, inclusion, prevocational and vocational training, special physical education and special techniques for music, art, and recreation. Special educators have been joined by occupational therapists, physical therapists, music and dance therapists, and specialists in other disciplines. They all work together in addressing the difficult task of communicating with, enhancing the general learning potential of, and otherwise solving or alleviating developmental problems of children and youth with autism.The college student who today contemplates teaching children with autism has a good chance of making a realistic decision. A variety of classes and programs for individuals with developmental disabilities can be observed in private schools, public school general and special education programs, state sponsored service centers, and early intervention programs. From these observations, the aspiring future teacher can decide whether she or he has the capabilities and personality traits needed to be a successful teacher of individuals with autism.All the progress made in the past 25 years has still not made teaching an easy job. Anyone starting off on a career of teaching individuals with autism or other disabilities often feels lost, not knowing which way to turn, where to go, or what to do. Physical endurance, emotional stability, flexibility, ability and willingness to improvise, and respect for the value of one's own intuition are all needed to work with children who have developmental disabilities. Various methods of research, new interventions and treatments are becoming available. These methods will ultimately have an impact on teachers and teaching methods. Even now, they are raising questions and beginning to bring about change. The basic necessary approach to teaching, however, has not changed: each child's strengths must be analyzed and used.Children with autism present unique and challenging qualities for instruction. Hardman et al. (2000) summarized it well when they stated: “These students need creative and innovative teachers with positive attitudes” (p. 269). Preparing an increasing supply of well trained professionals to serve the needs of students with autism is, by any standard, a daunting challenge.

Generation Z comprises the newest cohort to enter the workforce, and they not content to be the Millennials’ younger sibling. Born between 1997 and 2012, Gen Z’s identity is shaped by being the first generation to come into a post-9/11 world, by the effects of the Great Recession on their parents’ and families’ economic well-being, by the proliferation of technology and social media, by the specter of school shootings and violence, and by the current period of reckoning with past and present racial injustice. The defining moment for this generation, however, is entering adulthood during or in the wake of a global pandemic that significantly changed both education and industry. The confluence of this new generation of career entrants, the dramatically shifting job forms and careers (e.g., contingent work and the gig economy), and the post-COVID landscape of work provides a rich and compelling research agenda for management and human resource management as Gen Z enters workplace and progresses through their careers. Little academic research has examined this generation and its complexity, but the business community is very interested in preparing for the influx of Gen Z into their organizations and as consumers. Gen Z is diverse, global, and mobile. They are defined by their almost symbiotic relationship with technology, but surprisingly desire in-person connection. This generation was hard hit by the COVID-19 pandemic, in their education, finances, relationships, and well-being. They are a generation in flux. Future research directions are explored and presented.

This paper investigates the impact of peer-to-peer networks that promote the unauthorized downloading of MP3 files exert on the recording industry. Although Napster was the most famous of these systems, its progeny have continued to allow millions of music listeners to download music (and other) files without remuneration to the copyright owners. Economic theory does not allow us to determine what the impact of such downloading will be. Using data on the historical sales of prerecorded music I examine in detail the recent decline in record sales and attempt to gauge the importance of various factors that have been put forward to explain this decline. My conclusion is that the evidence is most consistent with a claim that MP3 downloads decrease sales. Nevertheless, it is unclear whether the damage to the industry will be fatal.

This chapter examines how the stories can shape the leadership and followership schemas of children. We explore how television programs can shape attitudes toward leaders as well as providing role models for effective or desirable leadership and followership behaviors. In particular, we use personality assessments of characters from the popular children’s television show The Transformers to demonstrate how fictional stories can inform children of what characteristics are associated with leadership. Moreover, we demonstrate how the television program provided examples of both positive and negative styles of leadership and followership as well as providing normative information of what constitutes appropriate interpersonal behavior within organizations. These findings help illustrate the power of storytelling as a tool for leadership development, particularly in children.

This chapter deals with labour conditions and discrimination of migrant workers in Italy, with a particular focus on the agricultural sector in two Southern Italian areas: Northern Basilicata and Western Sicily. The first part of the chapter describes the history of migration to Italy and the most relevant transformations occurred over the last years, as well as an overview of the relevant legislation on migration and racial discrimination at work. The second part, on the basis of two ethnographic studies realized by the two authors, analyses the complex intertwinement of structural and symbolic violence in determining the conditions of exploitation and discrimination of migrant seasonal labourers in the two areas. The study focuses on three topics: piecework payment; the ghettoization and segregation of seasonal labourers; the system of informal and illegal labour intermediation called caporalato. It is argued that that the main source of symbolic violence is represented by the brokers called caporali, who are usually of the same nationality of the labourers. If, on a certain extent, migrant workers perceive their ghettoization, discrimination and exploitation as ‘normal’ and ‘acceptable’, this is due to the communitarian relationships built and manipulated by the caporali. On the contrary, the State and the local administrations seem to act exclusively as a source of structural violence. The national legislation on migration, as well as the lack of public policies concerning labour intermediation, transport and accommodation for seasonal labourers, appears as the main reason of the vulnerability of migrant workers in the considered areas.