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Purpose – By analysing the experience of homelessness, this chapter aims to understand how individuals experience involuntary life changes in uncertain contexts and analyses the role of consumption, in terms of possessions and practices, along the process.

Methodology/approach – This study adopts a phenomenological approach, focusing on the homelessness experience. It involves an 18 month quasi-ethnography study in a charity that supports the homeless individuals, where interviews about their retrospective biographical accounts were performed. The data was analysed using existential phenomenological procedures.

Findings – Informants’ pathways to homelessness reveal a four-stage process of forced self-transformation (initial self, forced negotiation, transition, transformed self) which takes place across two stressful situational contexts: the triggering events for transformation (i.e. that led informants to lose their home) and the persisting state of uncertainty (i.e. further survival living in the streets).

Social implications – In the current postmodern times there is greater uncertainty surrounding individuals’ life changes. The consequences of the current economic crisis have threatened individuals to lose their homes. By having a better understanding of the way individuals experience this type of loss, the study brings new information about how to support them.

Originality/value of chapter – This study highlights contexts where Van Gennep's transformational routine may not be suitable in the current postmodern times, and provides an alternative transformational routine that takes into account the uncertainty that accompanies involuntary transformations.

Access and inclusion in higher education present different problems to highly selective universities, and to unselective, demand-absorbing colleges. Also, the public policy perspective of the government has its own goals and concerns. This paper examines these differences in the case of Chile. Elite institutions face a problem they interpret as a loss of diversity due to the increasing gentrification of their student body. In the other segment of universities, students ready to work at a college level without support are a minority, and institutions attempt to change the profile of their student body through remedial courses and other palliative measures.

This paper explores the sociological, economic, and political reasons for the collapse of Venezuela's 40-year “pacted” democracy, the eight-year conflict between the country's new president and the opposition, where this conflict has led Venezuela, and what its prospects are for the near future. It proposes that the collapse of Venezuela's “ancien regime” can best be understood by an examination of the impact the rise and fall of oil prices had on its economy, society, and polity. A 20-year economic decline led to the election of Hugo Chavez, a radical outsider, who refused to play along with the country's old political class. This class, in turn, refused to accept Chavez as the legitimately elected president and launched the country on an eight-year roller-coaster ride of counter-revolution and radicalization, which recently ended with the reelection of Chavez and a massive popular endorsement for the establishment of “21st century socialism” in Venezuela. Exactly what such a project means is still unclear, but it so far involves state support for self-managed workplaces and an anti-capitalist and participatory democratic state in the midst of a still functioning capitalist economy. With the apparent defeat of obstacles that are external to the Bolivarian movement, as the pro-Chavez movement is called, such as the domestic opposition and U.S. intervention, the movement is now forced to confront its internal obstacles, such as clientelism, corruption, and personalism, if it is to succeed in the long run.

As elsewhere, inequality has increasingly been on the agenda in recent years in Denmark, which has led to discussion about the redistributive role of welfare states across existing welfare regimes. Perhaps surprisingly, the Danish debate on inequality has revolved more specifically around how the country's tax system influences labour supply, especially the high level of marginal income taxation. The debate on poverty and inequality has become more prominent in Denmark in recent years, with a focus on the living standards of pensioners and children as well as the dynamic relationship between inequality and social policy. Thus, if there is a willingness to reduce inequality, a central challenge is to determine which instruments are available to counter rising inequalities in Denmark. In this context, the interaction between the issue of poverty and political support for specific social policies in Denmark is a challenge. Overall, the analysis suggests that tax reforms focusing on labour market supply have helped increase inequalities, thus indicating a possible trade-off between different aspects of welfare state development. Furthermore, the universality of the Danish model might be questioned in the coming years, which might also imply a debate on the generosity of a number of social security benefits, including those targeting the unemployed.

With the increasing mobility of higher education students across the world, institutions and instructors are confronted with the need to mitigate the linguistic challenges that multilingual students face in learning advanced content in universities or colleges where English or another language is the medium of instruction. This usually pertains to students who have low competence in the language of instruction, as it is a second or third foreign language for them, hence encountering difficulties in the mastery of discipline-specific content and knowledge. First and foremost, this chapter explores the specific linguistic barriers that multilingual students encounter in this context, which relate to several elements of communicative competence in the language of instruction, while investigating empirical studies on instructional strategies for multilingual classes. Secondly, it discusses the use of Merrill’s (2013) first principles of instruction as the main framework in the design of technology-enhanced lesson plans and in the selection implementation of technology-nested instructional strategies, which can assist instructors in creating linguistically inclusive learning environments across disciplines, while maintaining high academic standards. The chapter critically addresses the use of ICT tools in supporting instructional strategies and lesson plan design to mitigate students’ linguistic difficulties with the receptive and productive language skills within discipline-specific contexts. Finally, it provides a lesson plan template and examples encouraging instructors to carefully plan and design instruction and to experiment and monitor the outcomes in their classes.

Models of Child Health Appraised (MOCHA) defines school health services (SHSs) as those that exist due to a formal arrangement between educational institutions and primary health care. SHSs are unique in that they are designed exclusively to address the needs of children and adolescents in this age group and setting.

We investigated SHSs have been provided to schools and how they contribute to primary healthcare services for school children. We did this by mapping the national school health systems against the standards of the World Health Organization, and against a framework measuring the strength of primary care, adapting this from an existing, adult-focused framework.

We found that all but two countries in the European Union and European Economic Area have SHSs. There, however, remains a need for much greater investment in the professional workforce to run the services, including training to ensure appropriateness and acceptability to young people. Greater collaboration between SHSs and primary care services would lead to better coordination and the potential for better health (and educational) outcomes. Involving young people and families in the design of SHSs and as participants in its outputs would also improve school health.