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The purpose of this paper is to present a case study‐based evaluation of a newly accredited career exploration and development module for researchers. It assesses the value of the pilot module in terms of how it succeeded in stimulating career thinking and “work wisdom” in researchers. Career destinations data suggest that fewer than 50 per cent of researchers will establish careers in academia or higher education; it is therefore notable that 73 per cent of respondents to the postgraduate research experience survey expected to pursue a research career in higher education. Given that researchers' expectations conflict somewhat with the reality of potential career directions, the need for a career development programme that allows them to explore career possibilities within and without academia seems relevant. The module examined was delivered through a mixture of taught and interactive workshops (examined in this article), structured reflective journaling, online peer‐sharing discussions and group driven action learning.

A practitioner research, case study, approach was employed, with the intention of informing practice and delivery.

The paper presents evidence of positive qualitative outcomes for the researcher participants, and of a successful learning intervention.

The paper describes an accredited programme incorporating action learning. It is unusual since much career training for researchers within universities is ad hoc and unaccredited.

While digital technologies have led to many important social and cultural advances worldwide, they also facilitate the perpetration of violence, abuse and harassment, known as technology-facilitated violence and abuse (TFVA). TFVA includes a spectrum of behaviors perpetrated online, offline, and through a range of technologies, including artificial intelligence, livestreaming, GPS tracking, and social media. This chapter provides an overview of TFVA, including a brief snapshot of existing quantitative and qualitative research relating to various forms of TFVA. It then discusses the aims and contributions of this book as a whole, before outlining five overarching themes arising from the contributions. The chapter concludes by mapping out the structure of the book.

The statement of the Minister of Agriculture, Fisheries and Food, coming so quickly after the ban on the use of cyclamates in food and drink in the United States, indicates that the new evidence of carcinogenesis in animals, placed at the disposal of the authorities by the U.S. F.D.A., has been accepted; at least, until the results of investigations being carried out in this country are available. The evidence was as new to the U.S. authorities as to our own and in the light of it, they could no longer regard the substances as in the GRAS class of food additives. It is, of course, right that any substance of which there is the slightest doubt should be removed from use; not as the result of food neuroses and health scares, but only on the basis of scientific evidence, however remote the connection. It is also right that there should always be power of selection by consumers avoidance is usually possible with other things known to be harmful, such as smoking and alcohol; in other cases, especially with chemical additives to food and drink, there must be pre‐knowledge, so that those who do not wish to consume food or drink containing such additives can ascertain from labelling those commodities which contain them.

In this chapter, I will outline the labels of giftedness and underachievement and present the theoretical debates surrounding these labels. A historicist examination of these labels follows, highlighting how the gifted underachievement (GUA) label emerges through the negation of “giftedness.” Subsequently, I explore the concept of GUA and its negative connotations, stemming from the positive valuation inherent in the term “giftedness” and its implications for what is considered “normal.” This chapter also reviews perspectives on shifting the focus away from the individual within the current paradigm of labeling giftedness and explores insights from systemic thinking and symbolic interactionism (SI). The conclusion underscores the necessity of a symbolic interactionist perspective to address the gaps in research on the labeling of giftedness and underachievement. Finally, I propose a generic definition that can be used in GUA research in the light of SI.

Technology-facilitated violence against women (TFVW) is readily becoming a key site of analysis for feminist criminologists. The scholarship in this area has identified online sexual harassment, contact-based harassment, image-based abuse, and gender-based cyberhate – among others – as key manifestations of TFVW. It has also unpacked the legal strategies available to women seeking formal justice outcomes. However, much of the existing empirical scholarship has been produced within countries like the United States, United Kingdom, and Australia, and there has been limited research on this phenomenon within South East Asia. As such, this chapter maps how technology is shaping Singaporean women's experiences of gendered, sexual, and domestic violence. To do so, it draws upon findings from a research project which examined TFVW in Singapore by utilizing semistructured interviews with frontline workers in the fields of domestic and sexual violence and LGBT services. Drawing from Dragiewicz et al.’s (2018) work on technology-facilitated coercive control (TFCC), I argue that victims-survivors of dating, domestic, and family violence need to be provided with support that is TFCC informed and technically guided. I also suggest that further research is needed to fully understand the prevalence and nature of TFVW in the Singaporean context.

Mindfulness-based interventions are on the rise in workplace settings to enhance Well-Being and address work stress. Their popularity is in part due to the fact that they are often assumed to have a net positive impact on both workers’ Well-Being and organizational functioning. However, the majority of workplace mindfulness practice and research focuses on individual-level mindfulness interventions and their associated outcomes, like reduced stress. However, the modern workplace is highly dependent on positive team functioning, and the impact of mindfulness in teams is lesser known. This review differentiates individual mindfulness from team mindfulness and explores how both individual and team mindfulness impact team functioning. The authors review mindfulness and teams’ literature to understand antecedents, correlated mediators, and consequences of mindfulness in team contexts, team processes, and the boundary conditions related to mindfulness outcomes. This review adds to the budding theoretical conversation regarding mindfulness at work and contributes valuable insight into the practical applications of mindfulness in teams.

In this study we aim to examine a Durkheimian solution to the problem of social cooperation. Drawing on relevant literature on rituals and social solidarity, we make a case that both synchronous and complementary ritualistic acts can promote social cooperation by strengthening solidarity.

We used a lab experiment in which participants performed either synchronous, complementary, or uncoordinated group drumming. After the drumming, they self-reported their positive affect, feeling of being in the same group and trust. Then they played a five-round public goods game in which their levels of cooperation were observed.

We found both synchrony and complementarity help sustain group cooperation. Participants who drummed synchronously or complementarily contributed more to the public good than those in the baseline condition, especially in later rounds of the game. Individuals in the synchronous and complementary conditions also showed stronger feelings of being in the same group. Mediation analysis confirmed that the effects of ritual performance on cooperation are partially mediated by feelings of same-groupness.

Results of our study imply that ritual performance based on either members’ similarities or complementary differences can promote group solidarity and cooperation.

The study supports the classic Durkheimian solution to the problem of social cooperation. Consistent with recent research, we find the causal effect of synchrony on cooperation. Moreover, our new test of the effect of complementarity shows that being different but mutually supportive can effectively enhance solidarity and cooperation as well.

As the role and uptake of digital media, devices and other technologies increases, so has their presence in our lives. Technology has revolutionised the speed, type and extent of communication and contact between individuals and groups, transforming temporal, geographic and personal boundaries. There have undoubtedly been benefits associated with such shifts, but technologies have also exacerbated existing patterns of gendered violence and introduced new forms of intrusion, abuse and surveillance. In order to understand and combat harm and, protect and empower women, criminologists must investigate these practices. This chapter discusses how technology has transformed the enactment of violence against women.

Typically, studies have focussed on particular types of technology-facilitated violence as isolated phenomenon. Here, the author examines, more holistically, a range of digital perpetration: by persons unknown, who may be known and are known to female targets. These digital harms should, the author contends, be viewed as part of what Kelly (1988) conceptualised as a ‘continuum of violence’ (and Stanko, 1985 as ‘continuums of unsafety’) to which women are exposed, throughout the course of our lives. These behaviours do not occur in a vacuum. Violence is the cause and effect of inequalities and social control, which manifests structurally and institutionally, offline and online. Technologies are shaped by these forces, and investigating the creation, governance and use of technologies provides insight how violence is enacted, fostered and normalised.