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The purpose of this paper is to highlight the vulnerability of individuals living with tri-morbidity and the complexity of care required to serve this patient group, moreover to consider how a life course approach may assist.

This paper uses a case study of a death of a young male adult experiencing homelessness and tri-morbidity in the UK and comparison of the mortality data for homeless adults in the UK with the general population. A synopsis of the mental health and health inclusion guidance for vulnerable adults is used.

This paper found the importance of considering a life course approach and the impact of negative life events on individuals living with tri-morbidity and also the role of specialist services to support the complex needs of vulnerable adults including the importance of multi-disciplinary working and holistic care.

The research implications of this study are to consider how individuals living with tri-morbidity fit in to evidence-based care.

The practical implication is to consider that those living with tri-morbidity have extra-ordinary lives often with a high concentration of negative life events. Therefore, an extra-ordinary approach to care maybe needed to ensure health inequalities are reduced.

This paper is an important case highlighting health inequalities, specifically mortality, in the homeless population.

This paper is an original piece of work, with real cases discussed but anonymised according to guidance on reporting death case reports.

This article considers the current state of teacher discourse and reflection, situated in daily practice, craft knowledge, multiliteracies and new literacies. Based on studies of content area teachers' use of multiple texts in social studies fields like economics, the authors profile Kenneth, an experienced teacher whose practice is grounded in craft knowledge and ideas about principled practices. In addition, Kenneth is an active proponent of new and digital literacy practices in his classroom simulations. The case example of Kenneth is then used to suggest how the process of practical argument might offer other content area teachers a useful framework for teacher reflection based on teachers’ craft knowledge and principled practices.

Growing interest in the use of digital technologies and a Putnam-inspired debate about youth engagement has drawn researchers from outside of the study of social movements into research on the topic. This interest in youth protest participation has, in turn, developed into a substantial area of research of its own. While offering important research contributions, we argue that these areas of scholarship are often not well grounded in classic social movement theory and research, instead focusing on new media and/or the relationship between activism and other forms of youth engagement. This chapter seeks to correct this by drawing on interviews with 40 high school and college students from a moderately sized southwestern city to examine whether traditional paths to youth activism (i.e., family, friends, and institutions) have changed or eroded as online technology use and extra-institutional engagement among youth has risen. We find that youth continue to be mobilized by supportive family, friends, and institutional opportunities, and that the students who were least engaged are missing these vital support networks. Thus, it is not so much that the process driving youth activism has changed, but that some youth are not receiving support that has been traditionally necessary to spur activism. This offers an important reminder for scholars studying youth and digital activism and youth participation more broadly that existing theory and research about traditional pathways to activism needs to be evaluated in contemporary research.

The unique employment status of gig workers as independent contractors and their impact on consumers provide an important opportunity for the current research to understand gig workers' perceptions of their employment and how that affects job performance outcomes. These gig workers serve as the frontline service providers for platforms like Airbnb hosts, Lyft drivers and Wag walkers performing customer-facing services. However, their status as gig workers, not traditional employees, presents challenges to platforms. The purpose of this research is to gain insights into the profiles of gig workers, examine the challenges platforms have in retaining high-performing workers and provide a research agenda on this important group of frontline service providers.

Incorporating variables deemed important in examining self-determination theory, a large-scale data collection via an online survey was administered, yielding 447 completed surveys. A two-step cluster analysis procedure was conducted to categorize sample respondents into four distinct groups.

Four groups emerged from the cluster analysis, labeled “Ambivalent Outsider,” “Competent Cog,” “Independent Insider” and “Committed Comrade.” The results suggest that there are significant differences across all variables and groups based on gig worker responses and self-reported customer satisfaction scores. The gig worker profiles developed are then utilized to formulate research propositions that are the basis for the research agenda presented.

The goal of many collaborative consumption platforms may be to hire Independent Insiders or Committed Comrades; however, that is difficult to attain with every hire. Thus, the segmentation results provide insights for companies seeking to hire, retain, and successfully motivate their workforce.

Given the freedom and flexibility afforded to gig workers, and the importance they have on the service experience for customers, understanding their own perceptions of employment and performance is critical to ensuring a positive experience for all parties. Research on collaborative consumption has largely focused on consumers or the management of freelance workers with only tangential applicability to gig work. This paper offers a comprehensive research agenda for gig worker management based on the typology of gig workers created.

The purpose of this paper is to evaluate the organisational impact of the New to Forensic Mental Health education programme, developed for use across all forensic services in Scotland. To date, 267 have been trained as a trainer or mentor; 502 have completed the programme and 375 are yet to complete. The programme is designed to promote self‐directed learning and is multi‐disciplinary and multi‐agency in approach. It includes case studies and problem‐based learning relating to patients in a variety of settings, from the community to high secure care.

As part of a larger longitudinal study to assess the value of this New to Forensic Mental Health education programme, organisational impact was assessed using semi‐structured interviews with (n=13) senior staff working in forensic services. Participants were purposively selected for interview.

Transcripts were analysed using thematic analysis, which revealed three themes: “Acquiring knowledge: what you learn and how you learn”, “Developing skills” and “Shift in attitudes and behaviour”. The results demonstrate the positive impact the programme has had at an organisational level and what changes can occur when staff become more knowledgeable, skilful and confident. The implications for practice, along with the limitations of the study, are discussed. One of the weaknesses of this type of analysis is that it is always dependent on the analyst's interpretation, and is thus the product of that person's bias, filters or prejudices.

This evaluation is one of the limited few that explore organisational impact of an education programme.