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Wellbeing evaluation using ordered categorical response data is hazardous given the scale dependent nature of most measures of wellbeing and inequality. Here, scale independent instruments for measuring levels of wellbeing and inequalities between groups in multidimensional ordered categorical environments are introduced and applied in a study of health and consumption wellbeing and the aging process in twenty‐first century China. Urban/rural location, gender, age and the availability of welfare support were considered circumstances in what is in essence a study of equality of opportunity in the acquisition of health and consumption wellbeing in Chinas’ aging population. Older populations are found to experience diminished and increasingly diverse wellbeing outcomes that are, to some extent, ameliorated by welfare support.

This chapter examines the research practices, procedures and problems involved in a study investigating the digital lifeworlds of rural and urban youth aged 13–18 years in Nigeria. First, the chapter maps the key aspects of the ethical guidelines that were followed before and during the course of the study. The key aspects of the guidelines covered issues linked to information disclosure, assent/consent, confidentiality, potential harms to participants, and institutions, and financial compensation and other inducements. In addition, the chapter unpacks some of the ethical complexities and dilemmas that emerged during the research. Drawing on perspectives from the new sociology of childhood and youth-centred research approaches, the chapter examines both the opportunities and challenges involved in doing research with young people on digital technology within the African context. In line with a youth-centred approach, the study privileges young people’s views and voices to facilitate their full autonomy and rights to participate in research. The chapter draws attention to the important contextual influences and dynamics that can affect all aspects of the research process and shape the emergent ethical considerations. These include ethical conundrums such as adult–child power relationship, gendered relations and group dynamics, problems of language and cognition, ‘techno-shame’, shy and assertive participants, the drawbacks of conducting fieldwork in school settings and absent participants.

Teenagers are typically described as impulsive and risk taking. Yet recent research shows that this observation does not hold in all contexts. Rather, adolescents show higher impulsivity and risk taking than children or adults in affective contexts. Motivational and affective processes are therefore of particular interest when trying to understand typical adolescent behavior. Additionally, pubertal hormones are hypothesized to play a special role in adolescents’ motivated decision making. However, evidence for the mechanisms underlying this relationship is sparse. In this chapter, we aim to integrate findings from human and animal studies in order to elucidate the specific impact of pubertal hormones on motivational processes in adolescence. Against this background, we critically discuss and reinterpret recent findings in psychology and neuroscience, speculate about underlying mechanisms, and suggest new approaches for future studies of adolescent behavior.

This chapter will portray the long and up-hill battle to abolish child marriage in India. It will focus on a few key moments of changing discourses on child marriage. While being categorized as a legitimate customary cultural practice over the centuries, there was a crucial generational shift towards addressing it as a violation of human rights within the past decade/s. For portraying these shifts, the metaphor of an up-hill battle has been chosen mainly for two reasons. On the one hand, it explicitly asks for investigating into the two parties (armies) involved in the violent “battle” over territory and/or ideas. On the other hand, it requests an understanding about the (metaphorical) landscape, with its slopes and pitfalls, reflecting the socio-cultural and political “landscape” where the battle is set.

At the global level, the United Nations has consistently advanced the agenda of addressing and safeguarding human rights, specifically for children. In India, successive governments have contributed to improving the protection of young girls, and boys, and tackling child marriage has been a crucial step to doing so. Thus, global conventions have been translated not only into national policies, but also into comprehensive legislation/s. Above all, the current Modi government strongly endeavours to (re-)brand India as a rapidly emerging digital global economy, rather than one characterized by violations of human rights, such as child marriage. Conceptually, the chapter will portray child marriage as a form of structural violence, where governance mechanisms fail to protect children from falling victim to human right abuses.

This paper asserts that sustainable tourism education is an issue of extreme importance, especially for young adolescents, ages 10 to 12. Despite little intersection between middle-school education and tourism education, these two fields can become natural allies. Today's preteens not only influence their parent's tourism choices but will shape tomorrow's tourism, both as tourists and as hosts. This study is addressing the following research questions: if transformational school trips with tourism sustainability education proposes improve or enhance students' confidence and initiative, and how middle school individuals can become familiar with responsible and sustainable tourism and act upon it. Thus, the conceptual framework offered in this article is intended to contribute to a more systematic, programmatic, theory-based approach to the study of education for sustainable tourism in middle schools, and that by empowering students through travel. Results suggest that empowering middle-school individuals is halfway to achieve tourism sustainability goals.

Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.