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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.

Cryptocurrency arose, and grew in popularity, following the financial crisis of 2008 built upon a promise of decentralizing money and payments. An examination of the history of money and banking in the United States demonstrates that stable money benefits from strict controls and commitments by a centralized government through chartering restrictions and a broad safety net, rather than decentralization. In addition, financial crises happen when the government allows money creation to occur outside of official channels. The US central bank is then forced into a policy of supporting a range of money-like assets in order to maintain a grip on monetary policy and some semblance of financial stability.

In addition, this chapter argues that cryptocurrency as a form of shadow money shares many of the problematic attributes of both the privately issued bank notes that created instability during the “free banking” era and the “shadow banking” activities that contributed to the 2008 crisis. In this sense, rather than being a novel and disruptive idea, cryptocurrency replicates many of the systemically destabilizing aspects of privately issued money and money-like instruments.

This chapter proposes that, rather than allowing a new, digital “free banking” era to emerge, there are better alternatives. Specifically, it argues that the Federal Reserve (Fed) should use its tools to improve public payment systems, enact robust utility-like regulations for private digital currencies and limit the likelihood of bubbles using prudential measures.

This chapter focuses on the heterogeneous pathways (including marital and cohabiting union and parenting histories) through which people navigate their family life courses from adolescence through mid-life, and their implications for union dissolution in middle and later life. The analyses draw on data (retrospective, cross-sectional) from the 2011 and 2017 Canadian General Social Surveys. The study sample includes individuals aged 50 and over (n = 14,547) who were in a union at age 50. Sequence analyses are used to identify the most common family life course trajectories among these individuals from adolescence through midlife (ages 15–50). Logistic regression analyses then address the implications of these trajectories for union dissolution in middle and later life (ages 50+). The results reveal four main family trajectories that characterize the earlier years of the adult life course: married with children, cohabiting with children, single or cohabiting without children, and married without children. These family trajectories, together with their level of complexity, play an important role in relation to both marital and cohabiting union dissolution outcomes in later life.

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside Black men's lives and college years. After setting the stage through our own reflections, we explore the literature on Black men's lives during their college years and pay particular attention to their social statuses, campus engagement, and health and well-being. Two critical components in many Black men's collegiate experiences are how they are projected in wider US society through deficit-based perspectives and repositioned away from educational success. We interrogate these realities and advance a discussion on ways to improve the conditions, environment, and understanding of their college journeys and possibilities. We conclude with recommendations for research, practice, and policy.

This paper aims to examine how organizational practices such as climate for conflict management (CCM) and high involvement work practices (HIWPs) reduce the negative consequences of workplace bullying (WPB) on work-related depression (WRD).

Data were collected from 468 full-time employees working in the financial sector in Türkiye by applying a student-recruited sampling strategy. The aforesaid relationships were assessed using SPSS AMOS 29.

The results indicated that WPB leads to WRD; however, this effect is alleviated by employee perceptions of strong CCM and the administration of HIWPs in workplace settings.

Collecting data from a single source poses the risks of self-report data bias; however, in the future, data may be collected from multiple sources to lessen this potential threat. The study was a cross-sectional study, which makes it hard to make casual inferences; longitudinal data would be more beneficial to establish casual associations.

Business owners and managers can draw from the study results to create a work environment perceived by employees to be fair when dealing with conflicts and the negative vices of bullying in workplaces. Also, organizations may administer practices that empower employees’ confidence and competence to deal with negative persecution in organizations.

Few studies, if any, have focused on examining the moderating effect of CCM and HIWPs in the association between WPB and WRD. Drawing upon conservation of resources theory, the study stands out as it tests the moderating effect of CCM and HIWPs in the connection between WPB and WRD. The findings contribute to the few available studies tackling organizational factors relevant to alleviating the negative consequences of WPB in organizations.

Health profession education has evolved to incorporate didactic instruction and experiential learning opportunities over time. Constructivism and interprofessional education are essential theoretical concepts that have shaped modern health profession education. However, transformative active learning is an approach that is particularly well suited to the needs of healthcare professionals. By integrating theoretical knowledge with practical skills, transformative active learning helps prepare students for the complex challenges they will face in their future careers and encourages them to become agents of change committed to improving healthcare practice. Saudi National Institute of Health (Saudi NIH) is one of the Ministry of Health's initiatives in the National Transformation Program 2020 to achieve the Kingdom's Vision 2030, as it supports biomedical research in the health sector in Saudi Arabia. One of the mandates of Saudi NIH is to build the research capacity through well-designed educational and training programs through the directory of education and research skills adopting active learning strategies. This chapter aims to communicate the methodological framework of the Education and Research Skills Directory of the SNIH for integrating active learning in the various training programs and initiatives aiming to promote the core learning capabilities with excellence, diversity, diversity, uniqueness, competency, and efficiency values.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.