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This article explores differentiation in the responses of precarious workers to the instability and uncertainty imposed on their work by employing organizations. Our focus is on the ways in which different workers respond to precarious working conditions, with a particular interest on marginalised groups who have been especially overlooked by studies of workforce precarity.

Employs an approach akin to grounded theory in an exploratory research design and utilizes in-depth, semi-structured interviews of 56 precarious workers.

Finds that different precarious workers, with divergent characteristics and resources, facing differing working conditions, and diverse structural constraints vary in the ways in which their strategies of surviving precarious work are manifested. Uncovers three differing forms of precarious workers who each employ a different range of tactics and strategies in work.

Generates insights into differentiation of precarious workers in their responses to the ambiguous, challenging and, in many ways, subjugating conditions of their working conditions.

Our core aim was to explore the perceptions of precarious workers on the ways in which the pandemic impacted their relationships with their employing organizations and to explore the ways in which they viewed the pandemic as (re)shaping the dynamics of precarious work and the extent to which they saw the pandemic as contributing to substantive improvement in their working lives or whether the pandemic is exacerbating their marginalisation.

We adopted an approach akin to grounded theory in an exploratory research design and utilized in-depth, semi-structured interviews as the most apposite method of data collection. Our research design centred on a two-phase data collection approach, which were intended to gather data at two points. First, during the most difficult part of the pandemic, which we describe as the “Lockdown phase” and second, during the period wherein the pandemic rules were eased but elements of the risks remained; the “New Normal phase”.

This article reports the findings of a longitudinal study of the reflections and interpretations of precarious workers on the impacts of the pandemic on their relationships with their employing organizations. We supply findings across three periods – pre-the COVID-19 pandemic, during the pandemic lockdown phase and post-lockdowns in the “new normal phase”.

The first contribution of the study is the importance of “voice” and giving voice to workers in nontraditional, fragmented and marginalised employment. Our study builds on these contributions by exploring the journeys of precarious workers and is particularly valuable in that we explore the perceptions of these workers across the societal, organizational and employment/working turbulence of the pandemic. The second contribution arises from the insights developed through studying the working lives and experiences of precarious workers longitudinally rather than in a single, snapshot fashion. A third contribution centres on how precarious workers felt they were treated by others during both the two phases of the study. The insights here are complex and, in parts, contradictory – reflecting the interpretations and conflicted opinions/deeds of those connected with precarious workers.

It is particularly important for scholars to understand the ways in which the pandemic shaped (or reshaped) the dynamics of precarious work and to understand whether the evolving conceptions of the centrality of such workers as “essential” during the pandemic (Crane and Matten, 2021) contributed to substantive or merely illusory, improvements in their working lives. Thus, we analyse the reflections of precarious workers on changes to their working lives that are linked to the pandemic.

Falsified online reviews (FORs) are the published/viewable consumer-generated online content regarding a firm (or its representatives) or its services and goods that is, to some degree, untruthful or falsified. The purpose of this study is first to explore the nature of FORs, focusing on reviewers' interpretations and refections on falsity, intent, anonymity and the target of their FOR. Secondly, the authors examine the valence and veracity dimensions of FORs and introduce a typology to differentiate their variations.

using an exploratory research design, 48 interviews were conducted with participants who post online reviews on social media about their experiences with food and beverage serving outlets.

The results show four common forms of FORs on social media. These are reviews focused on equity equalizing, friendly flattery, opinionated opportunism and malicious profiteering.

The authors provide exploratory and in-depth information via interviews, but do not analyse the content of FORs.

Firms should be aware of varieties of FORs and that these may not be limited to malicious content. This is important in terms of showing that in dealing with FORs, a one-size-fits-all approach will not work. FORs are not always entirely fabricated, and instead various levels of falseness are observed, ranging from slight alterations to complete fabrications.

Previous research explored how to identify and differentiate FORs from truthful ones, focusing on the reviews or how they are perceived by readers. However, comparatively little is known of the reviewers of FORs. Hence, this study focuses on reviewers and offers new insights into the nature of FORs by identifying and examining the main forms of FORs on social media.

This article aims to explore the impact of interpersonal relationship stimuli and click-like on purchase intention across different generations of bank customers, with a focus on the moderating effect of online trust.

The sample consists of 435 online bank customers from the Facebook community and the data collection was conducted using an online survey method. The model estimation utilized the partial least squares technique, along with multigroup analysis and importance-performance map analysis.

The empirical evidence supports the hypothesized relationships between interpersonal relationship stimuli, click-like and purchase intention, but varies across different generations and is contingent upon online trust. The analysis reveals commonalities in how Generation Z, Millennials and Generation X respond to interpersonal relationship stimuli while exhibiting distinct responses to click-like.

The empirical evidence confirms the hypothesized relationships between interpersonal relationship stimuli, click-like and purchase intention. However, these relationships exhibit variations across different generations and are contingent upon the level of online trust. The analysis highlights shared responses to interpersonal relationship stimuli among Generation Z, Millennials and Generation X, while also revealing distinct reactions to click-like within these generational groups.

This research investigates the collective impact of interpersonal relationship stimuli and click-like on purchase intention, taking into account the moderating role of online trust within various generational cohorts in the banking sector.

In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

Lived experience has increasingly been incorporated into service delivery across health and social care settings. One of the methods used to do this is through the provision of peer support work. While many people will have lived experience of an issue, condition and may even work in services, peers are markedly different insofar as they are employed specifically because they are using this lived experience to explicitly inform their way of providing an intervention. As we will see throughout this book, peers are not a homogenous group; however, they do use some of the same processes to engage and offer support to people with a variety of health and social vulnerabilities. This chapter contextualises these issues before delving into further chapters authored and co-authored by those with lived experience across multiple areas of peer support work.