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In this chapter, the authors offer a critical appraisal of predictions of a jobless future due do rapid technological change, as well as provide evidence on whether the rate of occupational change has been increasing. The authors critique the “task replacement” methodology that underlies the most powerful and specific predictions about the impact of technology on employment in particular occupations. There are a number of reasons why assuming a correspondence between task replacement and employment declines is not warranted. The authors also raise questions about how rapidly the development, acceptance, and diffiusion of labor-displacing technologies is likely to occur. In the empirical portion of the chapter, the authors compare the current rate of employment disruption with those observed in earlier periods. This analysis is based on an analysis of occupation data in the US covering the period 1870–2015. Using an index of dissimilarity as the metric, the authors find that the rate of occupational change from 1870 to 2015 does not provide evidence of a sharp uptick in the rate of occupational shifts in the information age. Instead, the rate of occupation shifts has been declining slowly throughout the second half of the twentieth century. Thus, the issues and results discussed here suggest that imminent massive employment displacement is not a foregone conclusion.

This chapter considers the disruption in employment and job growth due to the pervasive adoption of cognitive technologies that substitute for or augment humans. The educational system, which operates on regulated and prescribed practices for many academic majors, will be tested by rapidly changing requirements to be gainfully employed. Disruption, due to technological advances of cognitive systems, will be a constant in graduates’ professional life. We make a case for the adaptive innovator or T-shaped professional as the individual best suited to adapting to disruptions and constant change. Emphasis is placed on the importance of internships and co-ops as the strongest learning strategy institutions can use if they adjust their program practices for longer, continuous learning periods, and higher outcome expectations.

Sustainable transport is often defined according to energy efficiency and environmental impacts. With global approval during Habitat III, however, a set of Sustainable Development Goals have become the focus for human development until 2030, underlining the relevance of health, equity and other social issues.

These goals raise the challenge of achieving significant progress towards ‘transport justice’ in diverse societies and contexts. While exclusion occurs for different reasons, discrimination, based on cultural roles, combines with sexual harassment and other mobility barriers to limit women’s mobility. This makes gender an area of particular interest and potential insight for considering equity within sustainability and its social components.

Using data from Metropolitan Santiago to ground a conceptual exploration, this chapter examines the equity implications of women’s travel patterns and sustainable transport. Key findings underline the importance of considering non-work trip purposes and achieving better land-use combinations to accommodate care-oriented trips. Moreover, barriers linked to unsafe public transport environments limit women’s mobility and, therefore, their participation. Women account for a disproportionately high number of walking trips, a situation that can be interpreted as ‘greater sustainability’ in terms of energy use and emissions, but suggests significant inequalities in access. Environmental and economic sustainability gains may be achieved at a high social cost, unless specific measures are taken.

Improvements in digital technology, increased automation and the sharing economy are all promised changes in transport provision over the next few years. How will such changes effect an increasing ageing society? There are obvious advantages that technology can bring to improve tickets on public transport with smartcards which will help older people. Trip planning can be facilitated with better more bespoke travel information and improved satnav and real-time information. Mobility scooters, electronic bikes and better inclusive designed cars and buses all help the offering to older people to maintain their mobility. Internet-based platforms facilitate collective transport offerings and can facilitate community transport and transport networks which help older people stay mobile. Supporting policy and legislation can help older people achieve quality mobility, for example accessibility has increased step-free access to public transport across Europe, though there remains still some inaccessibility especially where modification of existing infrastructure remains a costly barrier.

This chapter elaborates a “pedagogy of narrative shifting” as conceptualized by Li, Conle, and Elbaz-Luwisch (2009) in a course that seeks to foster dialogue across difference in an Israeli university located in a highly polarized setting. The approach draws on personal life stories as a vehicle for examining multiculturalism in teacher education, in the context of the multiple and overlapping identities, conflict and narratives of exclusion that characterize Israeli society. For prospective teachers, the opportunity to tell an important personal story and to have that story heard and validated by others, contributed to both personal and professional development. Working with their stories in a small-group format allowed students to develop their own “internally persuasive discourse” (Bakhtin, 1981) in discussions of controversial issues. Prominent themes emerging in the work included “recognition” (Taylor, 1994) and “resonance” (Conle, 1996). Engaging with bodily experience and with the imagination helped participants to transcend limited understandings and create shared visions of their present and future. The course afforded a unique space for dialogue that can be adapted for other contexts, to allow teacher educators to engage with their students in new and creative ways.

This chapter presents findings from a study into reading interests and habits of prisoners in six Croatian penitentiaries, and their perception and use of prison libraries. The study was conducted with the help of self-administered print survey. A total of 30% of prison population (male and female) in selected prisons was included in the study and a total of 504 valid questionnaires were returned (response rate of 81.3%). Findings indicate that reading is the respondents’ most popular leisure activity and that they read more now than before coming to prison. Respondents read more fiction than non-fiction. Most frequently they read crime novels, thrillers, and historical novels. To a lesser degree, they read religious literature, biographies, spiritual novels, social problem novels, self-help, war novels, science fiction, erotic novels, romances, spy novels and horrors. Respondents would like to read daily newspapers and magazines, and books about sport, health, travel, computers, hobbies, cookbooks, etc. Respondents have wide reading interests (both in relation to fiction and non-fiction) but they do not have access to them in their prison library. Respondents reported that reading makes their life in prison easier and their time in prison passes faster with books. Only about a quarter of respondents are satisfied with their prison library collection. Almost a fifth of respondents does not visit the library at all because it does not have anything they would like to find there: newspapers, modern literature, non-fiction, reading material for visually impaired and computers.