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Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to mental health problems. These problems along with a lack of adequate relationships with teachers can affect their schooling and attainment. No wonder, black males often suffer disproportionately from poor achievement, high suspension, exclusions, and drop-out rates. Young people who struggle in school often lack the social and emotional skills (or “soft skills”) needed to succeed academically, deal with anger, make sound choices, and handle challenging situations constructively, ethically, and manage behaviors that prevent them from being suspended/excluded from school. It does not help that teachers who are often afraid of them, and do not know how to relate to them and lack emotional literacy (EL) themselves. Unfortunately, because of these challenges schools will often place black males in special education classes.

There is a cognitive/non-cognitive divide in education. Most of the school curriculum/pedagogy focus on cognitive aspects of education/learning (e.g., memory-based education) when compared to non-cognitive aspects of learning (social and emotional skills/learning). If our young people are to realize their full potential in our schools, it is crucial we begin educating the “whole child” and increase social and emotional provisions in our schools. It is the cognitive and non-cognitive aspects of learning combined that make young people successful. We need a new educational paradigm/mind shift. After all, educating the whole child makes good sense of course, all learning has an emotional base.

While there has been a proliferation of social and emotional learning programs in schools in recent years, social and emotional learning programs that focus on black males and cultural competence are limited. Therefore, we propose a new framework for social and emotional development/learning model for black males that focus on cultural competence. Our EL/cultural competence model is called teacher empathy, which focuses on relationship black males have with their teachers and therefore focuses on both the pupil/student EL and the teachers. The aim/goal of our model/curriculum is to: improve academic performance, motivate and help both black males and teachers, regulate and manage their behaviors more effectively, and reduce suspensions, exclusions, and drop-outs.

This chapter takes a new approach to emotions through the lens of a relational identity among hybrid professionals, using those in healthcare as particularly relevant examples. Sharpening the focus on underpinning emotional dynamics may further explain how professional managers can be effective in hybrid roles. The chapter seeks to build on the internal emotional states of these professional managers by understanding how outward emotional displays might influence their subordinates. The understanding of how emotional states/displays in manager–employee relationships influence target behaviors may help multiprofessional organizations generate better-informed leadership practice in relation to desired organizational outcomes, e.g. more efficient and effective health services.

Labeling women as risk‐averse limits the positive benefits both women and organizations can gain from their risk taking. The purpose of this paper is to explore women's risk taking and reasons for stereotype persistence in order to inform human resource practice and women's career development.

The paper draws on literature about gender and organizations to identify reasons for the persisting stereotype of women's risk aversion. Utilizing literature and concepts about risk appetite and decision making, the paper evaluates results of the Simmons Gender and Risk Survey database of 661 female managers.

The paper finds evidence of gender neutrality in risk propensity and decision making in specific managerial contexts other than portfolio allocation.

More in‐depth research is needed to explore the gender‐neutral motivators of risk decision making and to explore risk taking in a more diverse sample population.

The paper explores why women's risk taking remains invisible even as they take risks and offers suggestions on how women and organizations may benefit from their risk‐taking activities.

The paper synthesizes evidence on risk taking and gender, and the evidence of female risk taking is an important antidote to persisting stereotypes. The paper outlines reasons for this stereotype persistence and implications for human resource development.

This paper aims to investigate the potential challenges that governments in the Commonwealth Caribbean are likely to face combating crimes facilitated by the dark Web.

The “lived experience” methodology guided by a contextual systematic literature review was used to ground the investigation of the research phenomena in the researchers’ collective experiences working in, living in and engaging in research with governments in the Commonwealth Caribbean.

The two major findings emerging from the analysis are that jurisdictional and technical challenges are producing major hindrances to the creation of an efficient and authoritative legislative framework and the building of the capacity of governments in the Commonwealth Caribbean to confront the technicalities that affect systematic efforts to manage problems created by the dark Web.

The findings indicate the urgency that authorities in the Caribbean region must place on reevaluating their administrative, legislative and investment priorities to emphasize cyber-risk management strategies that will enable their seamless and wholesome integration into this digital world.

The research aids in developing and extending theory and praxis related to the problematization of the dark Web for governments by situating the experiences of Small Island Developing States into the ongoing discourse.

In this chapter, my aim is to describe and analyse conceptually and provide direction for the identification, selection and use of assistive technologies (ATs) to support the education and development of young children with disabilities. The chapter discusses the quality of early intervention practices and the pragmatic role of ATs in delivering effective early intervention impacts. In making this case, the chapter draws upon Vygotsky's cultural-historical theory to illuminate how ATs can be selected and used effectively in schools to enable all young children to thrive in their learning and development in inclusive classrooms.

In 2016 all new houses in England and Wales must be zero carbon. To date most work in zero carbon housing has been carried out on detached family housing typologies. Practice has shown that one of the overriding factors in the struggle to achieve zero carbon status (Code for Sustainable Homes Level 6) is the projected significant increase in construction cost. While grant funding can offset some of this increase, further costs savings will be required to allow developers to deliver affordable homes within reasonable profit margins. One result of this will be a reduction in design quality; which will impact on the quality of the spaces provided and the robustness and longevity of the construction and finishes. In order to deliver better design standards, higher density attached family housing models should be considered to ensure that a proportion of the projected increase in cost of the building fabric can be transferred to the internal volume of the house, thus achieving better quality living spaces. The following paper reviews the context for future housing provision in the UK and examines two existing medium density terraced housing developments. The existing examples reflect two contrasting approaches: one derived from low-energy principles utilising minimum space standards, the other reflecting the need for high quality spaces but at premium cost. A new medium density terrace model is proposed that deals with these conflicting demands to demonstrate that it is possible to provide affordable, high quality, higher density, family housing whilst meeting low energy targets.