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The author addresses the world of Instagram influencers but offers a very different perspective by focusing on the gendering of claims to authenticity on social media. The author observes how high-profile male and female Czech influencers are required to navigate an authenticity bind (Duffy & Hund, 2019) through two key strategies: the opinion-leader strategy and the community-building strategy. Men rely predominantly on the opinion-leader strategy while women position themselves as community builders. By focusing on the communicative strategies of the influencers, the author offers an analysis of authenticity as performative process, rather than a static concept, that gets negotiated in everyday interactions between influencers and their followers.

The great success of unmanned aerial vehicles (UAVs) in performing near-real time tactical, reconnaissance, intelligence, surveillance and other various missions has attracted broad attention from military and civilian communities. A critical contribution to the increase and extension of UAV applications, resides in the separation of pilot and vehicle allowing the operator to avoid dangerous and harmful situations. However, this apparent benefit has the potential to lead to problems when the role of humans in remotely operating “unmanned” vehicles is not considered. Although, UAVs do not carry humans onboard, they do require human control and maintenance. To control UAVs, skilled and coordinated work of operators on the ground is required.

This chapter explores the alignment of teacher leadership and student learning in a professional development school (PDS) by reporting on a successful teacher-initiated PDS project at a southeastern United States high school. De-tracking efforts using teacher collaboration and efficacy in ninth grade Algebra I College Prep courses were examined for effectiveness to improve the achievement in mathematics of students who enter high school without pre-algebra skills. The chapter critiques the lack of democracy inherent in educational tracking as a default system of student grouping because it perpetuates inequities, particularly for students most likely to experience challenges with academic achievement.

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

Wide area search munitions (WASMs) are a cross between an unmanned aerial vehicle and a munition. With an impressive array of onboard sensors and autonomous flight capabilities WASMs might play a variety of roles on the modern battle field including reconnaissance, search, battle damage assessment, or communications relay.

A fundamental issue driving much of the current research is the design of the interface between humans and ROVs. Autonomous robots are sufficiently different from most computer systems as to require new research and design principles (Adams & Skubic, 2005; Kiesler & Hinds, 2004). Previous work on coordination between humans and automated agents has revealed both benefits and costs of automation for system performance (Parasuraman & Riley, 1997). Automation is clearly essential for the operation of many complex human–machine systems. But in some circumstances automation can also lead to novel problems for operators. Automation can increase workload and training requirements, impair situation awareness and, when particular events co-occur in combination with poorly designed interfaces, lead to accidents (e.g., Degani, 2004; Parasuraman & Riley, 1997).

The foreword to Women's Work in Public Relations discusses the multitude of ways that women experience public relations (PR) work. Each women's experience depends on, for instance, location, culture, the presence (or otherwise) of a union or professional association, the support of colleagues, the practitioner's domestic circumstances and more. There is not just one female experience of PR.

This foreword reviews the chapters in Women's Work in Public Relations and points to the parallels, contradictions, and struggles faced by women working in the little-understood occupation of PR where the everyday work of women is largely invisible. It explains how women working in PR carry out tasks which can at once be necessary, unnecessary, the whim of a client or management, performative, or exploitative – such is the varied and unstructured occupation of PR.

Women face barriers and discrimination at work but past research has not always explained the form that this takes. The foreword notes that much discrimination takes place in plain sight (for instance in terms of erratically applied flexible working policies, unpredictable workloads, or language in professional documents that accepts inequality) and observes that unless we recognise discrimination it's difficult to vocalise opposition to it.

The foreword's discussion of methodology shows that there is no one way to study women working in PR and this book represents a small but rich range of largely qualitative research methodology. It demonstrates that, just as there are many experiences of women in PR, there are also many ways to research them.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

Criminal law has dramatically expanded since the 1970s. Despite popular and academic attention to overcriminalization in the United States, empirical research on how court actors and, in particular, prosecutors, use the legal tools associated with overcriminalization is scarce. In this chapter, we describe three forms of overcriminalization that, in theory, have created new tools for prosecutors: the criminalization of new behaviors, mandatory minimum sentencing statutes, and the internal expansion of criminal laws. We then use a unique dataset of felony filings and dispositions in Florida from 1995 to 2015 to test a series of hypotheses examining how overcriminalization influences prosecutorial practices given three changes to the political economy during this time: the decline in violent and property crime, the Great Recession, and a growing call for criminal justice reform. We find that prosecutors have been unconstrained by declining crime rates. Yet, rather than rely on new criminal statutes or mandatory minimum sentence laws, they maintained their caseloads by increasing their filing rates for traditional violent, property and drug offenses. At the same time, the data demonstrate nonviolent other offenses are the top charge in almost 20% of the felony caseload between 2005 and 2015. Our findings also suggest that, despite reform rhetoric, filing and conviction rates decreased due to the Recession, not changes in the law. We discuss the implications of these findings for criminal justice reform.

This article calls for educational leaders to reexamine Equity, Diversity, and Inclusion (EDI) frameworks through decolonial leadership lens, during and post-COVID-19. “Based on our individual journeys, our collective voice is grounded on a bond that spans the decades …Our voice here is the enactment of our decision to listen to the oral traditions and connection to spirit of our ancestors…as mentors and collaborators in this work…[t]he validity of their voices…is unquestionable” (Sullivan TwoTrees and Pinto, p. 197). In this article, I intentionally center Mother Africa/Earth and incorporate indigenized expressions from narratives, dialogues, and interviews from assorted studies and sources. In the article Rekindling the Sacred: Toward A Decolonizing Pedagogy in Higher Education, Shahjahan et al. (2009) use a “tapestry of dialogical insights into… theorizing of how spirituality may be incorporated into teaching in higher education” (p. 1). So, with respect to K-12 education, anchoring decolonizing educational leadership to Mother Africa and practices and attitudes which support students who are behaviorally racialized and marginalized in our schools is integral. All through the chapter, I interweave my story with the narratives and dialogues of other voices to make the case for decolonization leadership approaches in our schools. Joining my voice are voices taken from a previous study focused on Special Education Workers who foster relationship and work directly with Students Labeled as Behavioral (will be defined later in this chapter) (Mitchell, 2020). In section one I locate myself in relationship to Mother Africa which informs this anthology chapter. Section two focuses on defining colonization and the theoretical framework and themes discussed in the anthology chapter. Section three examines the role educational leaders may play in creating school spaces for socially just relationship building, nimble student and teacher dissent, and opportunities for personal and community transformation. Section four provides a contextual analysis of educational leadership's response to the COVID-19 pandemic, namely how they impacted schools, classrooms, students, and teachers. Lastly, Section five introduces “ROCK”, a forward-looking conceptualization of a decolonizing leadership practice aimed at reclaiming one's indigeneity through nurturing connections to Mother Africa.