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This work examines the intersection between traditional human resource management and the novel employment arrangements of the expanding gig economy. While there is a substantial multidisciplinary literature on the digital platform labor phenomenon, it has been largely centered on the experiences of gig workers. As digital labor platforms continue to grow and specialize, more managers, executives, and human resource practitioners will need to make decisions about whether and how to utilize gig workers. Here the authors explore and interrogate the unique features of human resource management (HRM) activities in the context of digital labor platforms. The authors discuss challenges and opportunities regarding (1) HRM in organizations that outsource labor needs to external labor platforms, (2) HRM functions within digital labor platform firms, and (3) HRM policies and practices for organizations that develop their own spin-off digital labor platform. To foster a more nuanced understanding of work in the gig economy, the authors identify common themes across these contexts, highlight knowledge gaps, offer recommendations for future research, and outline pathways for collecting empirical data on HRM in the gig economy.

The landscape of the Probation Service in England and Wales continues to be challenged by issues of priorities, workload, and lack of meaningful relationships between offenders and practitioners. In this climate of uncertainty and ‘transformation’, vulnerable offenders on probation become the ones mostly affected due to management plans and license conditions that do not respond to the variability of their needs. This chapter explores the older individuals on probation and uses the framework of Multi-Agency Public Protection Arrangements (MAPPA) to examine the extent to which it may accommodate the needs of this group of offenders in an otherwise risk-based context. This study draws ideas from previous research of the author and aims to develop the existing limited academic attention that older offenders supervised under specialised probation contexts have received. The structure of the chapter remains doctrinal in nature as a response to the need for a more comprehensive and inclusive perception of the risk of reoffending later in life and its implications for bespoke community reintegration strategies. This approach also allows for theorisation of MAPPA’s multi-agency structure and its prospects for the rehabilitation of older offenders. This study finds that as MAPPA only manages violent and sexual offenders, the ‘older MAPPA offender’ becomes a special category for probation that may exhibit a variety of needs and life circumstances. It thereby becomes even more important for these offenders that a constructive working relationship between them and the probation officer is in place. This supports the latter in appreciating what factors lead the individual to offending later in life, and what interventions may be most effective to address their risk of reoffending as well as their needs in the community.

This chapter explores how eight children from five Bolivian migrant families living in Madrid perceive their participation within their families. Children understand their participation as taking responsibility for domestic chores and taking care of younger siblings. Children's ideas of participation are associated with their school experience and are about simply having a voice in everyday mundane interactions with adults and peers.

Parents' cultural values, power and authority dominate decisions in the family. These children were born in Spain and practices in their family homes are influenced by their parent's strong cultural ties with Bolivia. The data collected show that the lives of these children and their views of participation need to be understood beyond the binary of the Global North and Global South (Twum-Danso Imoh et al., 2019).

The research employed the ‘routes of participation’, a playful and creative research method that aimed to empower children to explore their ‘interdependent agency’ (Abebe, 2019) and the meaning of participation within the context of their family lives. We conclude that any successful intervention with children needs to understand the meaning of what children say in relation to the various situations in which they live. Listening to children's voices and paying attention to the language that they use in their everyday lives should continue to be the basis of child-centred research and child-centred practice. The chapter encourages to reflect on the value of culturally grounded playful activities to understand children's agentic experiences and their contribution that they can make to their own lives.

To explain how the components of attraction theory work in unison to prompt students to take an initial stimulus and progress through critical thinking processes and into knowledge acquisition, organization, and synthesis.

Although schema theory has an important role in understanding knowledge acquisition, it does not provide directives for how to plan instruction so students can build their understandings and comprehension of subject matter. This chapter outlines a pedagogical approach to the implementation of a new theory of learning that builds on cognitive science, affect, and interest.

Students can become re-attracted to learning through effective teaching inclusive of a jolt, curiosity, retrieving explanations, counterexamples, clarifications, and embedding that information within schemata.

Proactive investigations and continued research on attraction theory can enrich our understanding of teaching and learning, provide answers for what works in the classroom, and equip us with tools from which to select for unique classroom circumstances.

Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These young adults with ASD represent Generation A. The workplace will be a major element in cultivating fulfilling lives for Generation A. Social interaction is an integral component for functioning within most postsecondary and occupational settings. It is necessary to understand the interaction between autistic adults and organizations to understand potential social and behavioral deficits. The workplace is inherently a social place. Understanding both formal and informal social information in the workplace may be critical to successful job performance. Fit, particularly person–organization fit, is used to address this social nature of the workplace. Understanding this interaction helps provide a means for crafting both individual and organizational interventions which support autistic adults in the workplace. This chapter provides an analysis of interventions that support those with ASD in the workplace. It is proposed that these interventions will help create a more supportive work environment for those with ASD. As important, it is proposed that the accommodations for those with ASD are reasonable for any organization seeking to improve both satisfaction and performance for all its employees. By addressing these issues, organizations have the potential to create a more satisfying workplace for all workers, not just those in Generation A.

Purpose – This chapter argues that assistive technology itself, rather than a shared disabled identity, can be the basis for peer interaction and therefore serve as the basis for community. Specifically, prosthetic technology serves as a point of connection between amputees of different backgrounds.

Methodology – Data are from 20 in-depth qualitative interviews with a diverse group of men and women who lost legs or feet since 2002. The analysis of these interviews is enriched by ethnographic observation of support groups, mobility clinics, and visits to rehabilitation facilities.

Findings – Despite misgivings about support groups and socializing with others simply because of shared impairment, respondents reported connecting with peers through trading technical information and insights into prosthesis use. Thus, the notion of community may be most clearly understood in terms of interaction with shared objects and environments rather than shared identity.

Limitations – As with most qualitative studies, the findings here cannot be generalized to the greater amputee population in the United States.

Practical implications – The findings suggest that groups organized around activities that help people learn prosthetic legs can be the basis for community.

Social implications – This example suggests that communities of users can be a unique source of technical information about assistive technology that professionals cannot necessarily provide.

Value of paper – The analysis brings a unique perspective to the question of community and disability by drawing on sources from science and technology studies to theorize communities of users of assistive technology.

Mothers – The Silent supporters focus on the potential role of the mother in the restorative justice (RJ) process. This chapter provides a contextual framework for the research highlighting debates pertaining to RJ and parents, especially mothers. This was made possible with a grant from the BA/Leverhulme Small Research Grants. The research provided a holistic understanding of social backgrounds and links between theory and the practice of RJ. The workshop provided a multi-perspective analysis of the interactions within significant relationships between mothers and sons. The author’s focus was on the role of the mother prior to the RJ process. The workshops were held in a safe space in a northern region. The mothers were from different economic and social backgrounds.

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative formative assessment strategies for students with ASD, and innovative summative assessment strategies for students with ASD are included. Discussion includes case studies and clear examples of how technology can support the assessment process. Practitioners may combine the assessment supports presented in this chapter because each support addresses more than one characteristic or need.