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Using an ecological model of child participation and drawing on newsletter data from schools across the United States of America (USA), this chapter statistically explores five state factors linked with school protests against gun violence: (1) children’s neighbourhood opportunity; (2) race/ethnicity; (3) voter preference for either a Republican or a Democratic president; (4) child participation policies; and (5) gun laws/violence/ownership. The chapter explores factors linked to both student participation in protests and student nonparticipation in protests that take place at their schools. Three factors were found to be associated with participation and nonparticipation: children’s neighbourhood opportunity, voters’ preference, and participation policies. Findings suggest that Democratic-voting states, mediated by education opportunity, predict the frequency of student protests against gun violence. In Republican-voting states, where education opportunity does not mediate the frequency of school protests, students still organised and participated in protests but to a lesser extent. In addition, states with high overall children’s neighbourhood opportunity and voting student education board members are highly likely to have non-protesting students in schools with protests. The chapter presents five conclusions from these results for the positive and negative exercise of child participation rights and considers what further multilevel explorations can be done to further test the framework employed for this analysis.

The digital platform economy has wide-ranging implications for the nature of work in the twenty-first century. The ease at which suppliers and demanders of labour come together across digital platforms creates a very new kind of labour market characterized by hyper-flexibility and an ambiguous employment relationship. Platform work has been hailed as providing employment opportunities for young people entering the labour market and other groups for whom access to more traditional forms of work is compromised (e.g. women with caring responsibilities or people with chronic health issues), or simply those seeking easily accessible, flexible work (e.g. students). On the other hand, unions and grassroots activist campaigners have highlighted the poor conditions that shape the experience of platform work, such as low pay, lack of choice over working time, tight control over the labour process and a dependency on platforms that belies their self-employed status. These dimensions of decent work are examined in the context of France and the United Kingdom, two countries which represent very different employment contexts (Milner, 2015), and thus provide insights into how specific country contexts may mediate the experience of platform work and the policy response.

‘Decent work’. The very phrase conjures up a range of images and interpretations. But what does it mean for practitioners? What does it mean for academics? Much has been spoken, and even more has been written, but there is still little consensus as to how these questions can be answered. This book aims to offer some answers by exploring the increasingly relevant topic of Decent Work from a range of perspectives. This initial chapter introduces readers to the purpose, rationale and structure of the book. It offers a description of the concept of Decent Work and introduces readers to the work of the Decent Work and Productivity Research Centre of Manchester Metropolitan University.

Empirical evidence indicates that effective management of resources to implement strategy in a balanced scorecard (BSC) system is essential. We present a mathematical model for allocating limited resources in the BSC strategy implementation process.

The proposed facilitated negotiation model provides a systematic approach to prioritizing strategic initiatives in the design and implementation of a BSC.

Our joint decision model prioritizes strategic initiatives and concurrently calculates the optimal (or approximately optimal) set of BSC targets and weights, given multiyear resource restrictions.

The model assumes full, open, and truthful exchange of information between the parties; an assumption that may exclude many organizations.

We address an important gap in the BSC literature on how organizations can effectively link strategy to the potential constraint of resource budgets.

Quantitative models are being used in practice for allocating resources, but we are not aware of their use by organizations for allocating resources in a BSC application.

In defining microcelebrity, media technologies are often described as integral to the self-branding process. This chapter argues that social network platforms are not social utilities, but, in fact, celebrification utilities. That is, they are programmed to necessarily brand users by extracting and filtering identifications to be easily consumed by advertisers, just as microcelebrities promote specific, “authentic” aspects of self that can be easily consumed by fans. Through a discourse analysis of Facebook’s functionalities and in-depth interviews with 45 emerging adults, I present an analysis of microcelebrity culture through the narratives of everyday users who are not actively involved in self-branding but are instead compelled by the site’s inherent design to unintentionally brand – they unknowingly align with corporation-like mission statements; ignore multiple, dynamic selves; and discard their right to anonymity.

Morgan State University (Morgan) is a leading undergraduate institution for black science and engineering doctoral degree recipients. Morgan also is a leader in the production of black engineering degree recipients in the United States. This chapter provides a historic overview of the major programs with a tie to the impact on the institutional metrics, a discussion of the process for developing researchers in science and engineering, and alumni perspectives. The undergraduate research development models used in engineering at Morgan are compared and contrasted with the life sciences and physical sciences. The programs focus on developing communities of engineering practice and communities of science, thereby enhancing students’ self-efficacy and resilience, shaping disciplinary identity, and creating learning communities. These approaches are critical for the success of minority students and are supported by the social science literature. Best practices have been adopted at varying levels by the School of Engineering, the School of Computer Mathematics and Natural Science and the Behavioral Science departments that have netted these Ph.D. outcomes including multiyear mentored research, research training courses, and participation in professional meetings. Multiple approaches to student development, when matched with the disciplinary culture, are shown to result in national impact.

Purpose: To describe how an approach to instruction that intentionally considers elements of motivation and engagement, intensity of instruction, and cognitive challenge can accelerate the reading achievement of lower-performing readers by giving them access to and support to meet reading and knowledge building with success.

Design: The authors discuss a set of high-leverage practices squarely under the teacher’s control. Grounded in longstanding and rigorous research, the integrated set of practices have been shown time and time again to accelerate achievement beyond typical growth while also intentionally considering the experiences, cultures, and linguistic knowledge students bring to the classroom. The re-conceptualized approach forefronts student agency and engages students in meaningful interactions with text to build knowledge of the world they live in.

Findings: The authors illustrate the comprehensive approach through a composite vignette drawn from work with teachers and students in school and clinical contexts. The focus of the vignette is on the actions of the classroom teacher who is working to meet the needs of three struggling readers within the broader context of her 5th-grade classroom, while also establishing a coherent instructional approach with fellow teachers.

Practical Implications: By re-conceptualizing their approaches to working with struggling readers, teachers increase the likelihood that students will not only develop component skills related to reading but also integrate these components and develop the conceptual expertise that anchors future reading and learning.

The purpose of this paper is to frame organisational cybersecurity through a strategic lens, as a function of an interplay of pragmatism, inference, holism and adaptation. The authors address the hostile epistemic climate for intellectual capital management presented by the dynamics of cybersecurity as a phenomenon. The drivers of this hostility are identified and their implications for research and practice are discussed.

The philosophical foundations of cybersecurity in its relation with strategy, knowledge and intellectual capital are explored through a review of the literature as a mechanism to contribute to the emerging theoretical underpinnings of the cybersecurity domain.

This conceptual paper argues that a knowledge-based perspective can serve as the necessary platform for a phenomenon-based view of organisational cybersecurity, given its multi-disciplinary nature.

By recognising the knowledge-related vectors, mechanisms and tendencies at play, a novel perspective on the topic can be developed: cybersecurity as a “knowledge problem”. In order to facilitate such a perspective, the paper proposes an emergent epistemology, rooted in systems thinking and pragmatism.

In practice, the knowledge-problem narrative can underpin the development of new organisational support constructs and systems. These can address the distinctiveness of the strategic challenges that cybersecurity poses for the growing operational reliance on intellectual capital.

The research narrative presents a novel knowledge-based analysis of organisational cybersecurity, with significant implications for both interdisciplinary research in the field, and practice.

This study aims to present a new framework for ethical creation and evaluation of multi-perspective knowledge organization systems.

Applying Held's understanding of the ethics of care, this paper proposes five operative criteria for ethical building and evaluation of multi-perspective knowledge representation and organization systems.

This paper argues that a carefully designed multipoint view of representation and organization conforms to the proposed ethical criteria and shifts concerns associated with the expectation of neutrality of library information professionals to the necessity to humanize and diversify the representation and organization of knowledge to build inclusive and equitable systems.

This paper presents multi-perspectiveness as key to ethical knowledge organization. The paper proposes a generic taxonomy of the main stages in the creation of multi-perspective knowledge representation and organization systems and demonstrates how to apply the proposed framework in each stage to ensure ethical outcomes.