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This chapter provides a contemporary view of state-of-the science research and thinking done in the areas of selection and classification. It takes as a starting point the observation that the world of work is undergoing important changes that are likely to result in different occupational and organizational structures. In this context, we review recent research on criteria, especially models of job performance, followed by sections on predictors, including ability, personality, vocational interests, biodata, and situational judgment tests. The paper also discusses person-organization fit models, as alternatives or complements to the traditional person-job fit paradigm.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

The concept of risk is often approached as if it is self-defining. Yet placing an event or activity in the category of “risk” is a categorization with consequences. Framing normatively complex problems like immigration, terrorism, or monetary crisis as risks that require regulating suggests that certain cognitive tools are best suited for analyzing them. It suggests that the problems are measurable or quantifiable, that they lend themselves to utilitarian calculus, and that they have ascertainably correct solutions that require no value judgments. This article employs emotion theory to illustrate the difficulties with approaching normatively complex areas of governmental policy through the framework of risk regulation. It argues that interdisciplinary inquiry into the role of emotion in human behavior sheds light on how risks are assessed, prioritized, and ameliorated, on how the category of risk is constructed, and on how that categorization affects the cognitive tools and approaches we bring to normatively complex problems. The article begins with a brief discussion of behavioral law and economics, which styles itself a corrective to law and economics, but which replicates its fatal flaw: its unrealistic view of human behavior. Next it turns to two more specific problems with the standard notion of risk formulation. First, the standard notion reads out the essential role of emotion in deliberation about risk regulation and overvalues top-down expert knowledge. Second, it reads out the heuristics that erase patterns and maintain the status quo. Finally, the article will focus on two illustrative case studies, the Chicago heat wave of 1995, and Hurricane Katrina.

THE last ten years have seen a remarkable revival of interest in cataloguing in the United States. As late as 1935 the veteran cataloguer, J. C. M. Hanson, was complaining that cataloguing no longer attracted the same attention as the financial, sociological, or even mechanical aspects of librarianship. A few years later the situation had completely changed, and since 1940 the problem of cataloguing has become one of the chief subjects for discussion amongst American librarians. The immediate occasion for this revival of interest was the publication of the preliminary edition of the American revision of the Anglo‐American code. Work on this had begun in 1930, but for the first few years the work of revision was left entirely to cataloguers and treated as a matter exclusively of technical and specialist interest. Then, just before publication of the preliminary edition, as an American cataloguer ruefully remarks, it occurred to some administrators and a few cataloguers that the time was ripe for a review of the whole of current cataloguing theory and practice.

In Sweden, the care of older people and people with disabilities is increasingly carried out by informal carers, often family members, who are unpaid and outside a professional or formal framework. While there is an increasing awareness of the role of carers within service systems and their own needs for support, their involvement in research is underexplored. The purpose of this paper is to explore carers’ views and experiences of involvement in research and development (R&D) work.

A qualitative study was conducted, consisting of 12 individual interviews with carers from different local Swedish carer organizations.

Core findings included carers’ discussions of the perceived challenges and benefits of their involvement in research, both generally and more specifically, in the context of their involvement in the development of a national carer strategy.

Limitations included the relative lack of male carer participants and the convenience sample.

Authentic carer involvement in research demands a high level of engagement from researchers during the entire research process. The provided CRAC framework, with reference to the themes community, reciprocity, advocacy and circumstantiality, may help researchers to understand and interpret carer involvement in research and provide the prerequisites for their involvement.

There is a dearth of studies that systematically examine carer involvement in research. This paper attempts to redress this gap by providing a nuanced analysis of carer involvement in R&D work from the perspective of carers themselves.

This paper seeks to provide a distillation of key research on the health and social care needs arising in the lives of people with sight loss and aims to inform the development of appropriate and integrated services and strategies that effectively meet those needs.

The body of research examined in this paper constitutes a purposeful review of the most recently published and relevant non‐clinical studies in respect of the needs and aspirations of people with sight loss.

Research highlights the emotional and psychological consequences of sight loss and reveals a range of factors that affect their independence and self esteem, household and family responsibilities, employment and financial status, housing options and neighbourhood access, and how these factors impact on social inclusion.

Implications of the studies are discussed, particularly in relation to ways in which relevant service providers may cooperate and engage in creative partnerships that promote greater equality and social inclusion of people with visual impairment.

The paper provides a strong and timely argument for greater public policy attention to the demographic context and cost implications of an increasing population of people with sight loss, and in so doing is of value to professionals working across independent, state and third sector agencies, and their efforts to engage in collaborative and strategic working relationships as well as fruitful partnerships with service users themselves.

The study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module.

Using an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part.

Students who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment.

This is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability.

The results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals.

The findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings.

This paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules.

This study aims to examine how students in business colleges across three countries, the United States, India and China, interpret environmental sustainability. This study also explores where students from different cultures believe responsibility lies in caring for the environment and how these beliefs represent their cultural and millennial values. The purpose of this study, then, is to investigate millennial business students’ perspectives toward the environment across the three countries holding the largest ecological footprint.

College of business students from the United States, India and China were surveyed. Student responses regarding environmental sustainability were compared to values of the millennial generation and placement of responsibility compared to national culture dimensions.

An average of 66.3 per cent of the coded responses reflect the optimism of the generation. Concern for future generations was a frequent theme. Most responses assigned responsibility for environmental sustainability to “all”. Results support the work of Husted (2005) and Park et al. (2007) as well as the expectations of the millennial generation’s values related to environmental sustainability.

The authors connect national cultural research to environmental sustainability. This study explores where students from different cultures believe responsibility lies in caring for the environment and how these beliefs represent their cultural and millennial values. National cultural combined with millennial opinion is an important area of research for understanding the assignment of responsibility related to environmental sustainability.