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The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

This performance autoethnography may or may not be interpreted as a continuation of a conversation regarding the experiences of those with devalued statuses in academic settings. The authors rely on “strange accounting” to consider their experiences in the academy from various standpoints: before and after promotion, before and after leaving academia. While reflecting on our past experiences, we introduce the concept of “everyday precariousness” as a way of explaining the normalization of instability, insecurity, and negative affect that is part of everyday life for those with devalued statuses in academic settings and beyond. Everyday precariousness is an embodied experience for those in vulnerable positions. Normalized exposure to risks, such as discrimination, harassment, bullying, or structural instability, produces an undercurrent of threat that permeates academic culture. Our stories of everyday precariousness span race, ethnicity, class, academic roles, and gender boundaries (among many others). Analyzing these experiences furthers previous work on the uses of strange accounting as well as the dynamics of status silencing. In the final analysis, unresisted and unabated, everyday precariousness and status silencing can lead to institutional failure and resonance disasters.

One of the major goals of sustainable development is creating employment opportunity among all. Despite its largest demographic dividends, the whole world faces challenges in employment generation among youth. The growing number of unemployed youths is one of the important problems faced by developed as well-developing countries. Youth unemployment is the situation of young people who are looking for a job but cannot find a job in the age between 15 and 24. Mismatch between education and employability resulted in high unemployment rates among the youth. A key research question is that how we can bridge the gap and equip the youth for job field. Although eminent economists, newspapers, international statistical bodies continuously put fingers towards this vulnerability, research work in this field is really scant. On this backdrop, this chapter wants to explore the intensity of youth unemployment in India; keeping in mind, India has the largest youth population in the world. Based on data sources from World Development Indicators, the chapter studies the time series since globalisation to COVID periods. This chapter also tries to search the macroeconomic variables related anyway to the youth unemployment rate. As research methodology, we use vector autoregressive (VAR) Granger causality test. Based on our results, the author has concluded that human development index in India and GDP both ways causes each other. And youth unemployment rate in India causes HDI. However, our econometric investigations can be useful to better assessment of youth unemployment in India from liberalisation to pandemic. At the end of this chapter, some final considerations and policy implications on youth labour market dynamics are analysed and discussed.

Purpose: This study aims to evaluate, explore, and characterise the perceptions of the Indian private sector employers on the 21st century 4Cs (critical thinking, communication, creativity, and collaboration) skills gap, which affects their productivity.

Need for Study: This research aims to shed light on the significant issue of the soft skills gap, precisely the 4Cs skills in India. Soft skills, including the 4Cs, are complex and crucial for organisations, and the shortage of these skills among the workforce is a growing concern. This research addresses enterprises’ challenges in bridging this gap by exploring different ways to utilise these skills.

Methodology: Fifty-six respondents were interviewed based on cluster sampling. An invitation was sent to 40 private sector organisations from five different industries. Only 15 organisations agreed to participate in the interview process.

Findings: A total of seven were generated from the data, which included: (1) explicit and timely feedback; (2) compassion and understanding; (3) motivation deficiency; (4) lack of collaboration synergies; (5) lack of practical knowledge; (6) interpersonal skills; and (7) creating team culture.

Implication: Given the prevalent skills gap, it is challenging for Indian industries and organisations to remain competitive in the global market. Investing in the education system, providing students with the necessary academic and vocational skills, and equipping them with soft skills, such as the 21st century 4Cs skills is essential to address this issue. Investment is necessary to prepare the workforce to meet the demands of emerging businesses and technologies, ensuring that industries and organisations remain competitive.

This chapter is focussed on the macro context of higher education and describes the historical developments in higher education and how these developments affect academic jobs and academic work. When we sketch the development of higher education with a few broad strokes of the pen, we see (1) a development from a small-scale elite institution to broad training (and research) institutes; (2) a struggle over control of higher education; and (3) a movement in which higher education is professionalized and increasingly assigned a societal task, with a series of consequences for education, research and impact. These developments contribute to a field of tension in which old traditions of academic behaviour must be reconciled with demands that are placed on higher education by society. This makes talent management, both on an individual and collective level, no easy task.

This chapter addresses one of the most crucial areas for critical thinking: the morality of turbulent markets around the world. All of us are overwhelmed by such turbulent markets. Following Nassim Nicholas Taleb (2004, 2010), we distinguish between nonscalable industries (ordinary professions where income grows linearly, piecemeal or by marginal jumps) and scalable industries (extraordinary risk-prone professions where income grows in a nonlinear fashion, and by exponential jumps and fractures). Nonscalable industries generate tame and predictable markets of goods and services, while scalable industries regularly explode into behemoth virulent markets where rewards are disproportionately large compared to effort, and they are the major causes of turbulent financial markets that rock our world causing ever-widening inequities and inequalities. Part I describes both scalable and nonscalable markets in sufficient detail, including propensity of scalable industries to randomness, and the turbulent markets they create. Part II seeks understanding of moral responsibility of turbulent markets and discusses who should appropriate moral responsibility for turbulent markets and under what conditions. Part III synthesizes various theories of necessary and sufficient conditions for accepting or assigning moral responsibility. We also analyze the necessary and sufficient conditions for attribution of moral responsibility such as rationality, intentionality, autonomy or freedom, causality, accountability, and avoidability of various actors as moral agents or as moral persons. By grouping these conditions, we then derive some useful models for assigning moral responsibility to various entities such as individual executives, corporations, or joint bodies. We discuss the challenges and limitations of such models.