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This paper analyzes the communal fund of a school alumni association in South Korea and attempts to expand the understanding of money's social role in maintaining its network. The analysis concentrates on the account book of the 1974 alumni association of Hani High School in Seoul and follows the expenditure traces of its communal fund since 1987. Over the last 30 years, money for the communal fund has been regularly collected at the alumni reunions and distributed on various ceremonial occasions, such as member weddings and funerals. By defining the alumni association as a type of kye, this study explores the correlation between the communal fund's operation and the members' belongingness in the association. Most of them have actively engaged in operating their communal fund. They have applied flexible management regulations, reflecting members' respective financial conditions and life events. In the distribution of their fund, not only economic principles but also moral and normative standards are manifested. The 1974 alumni association and their communal fund demonstrate the symbolic meaning of money and its active role in a community. It also challenges the widespread belief that money is an alienating object in the market society. Indeed, money has morality and the potential to help maintain social ties in the long run.

This chapter describes a new video-coding tool, Edthena, and how two teacher preparation programs adopted and implemented this technology. We present our successes and our missteps to help other teacher preparation programs learn from our experiences.

Multiple stakeholders were involved in the implementation of Edthena: teacher candidates, cooperating teachers, university supervisors, and university course instructors. Each of the authors of this chapter fills at least one of these roles. Each author reflected on his or her use of this tool, and we collaboratively analyzed our reflections to ascertain successes and lessons learned in the implementation of a new tool.

We found that Edthena provided many enhancements to traditional teacher candidate field experiences and internships, most notably more consistent and richer reflection on and communication about instruction.

When implementing a new technological tool, teacher educators need to be very strategic and intentional in introducing the tool. All stakeholders need to know the benefits of using a new tool and also require clear guidelines for its use to reduce the natural tendency of resisting change.

This paper is based on a personal journey of starting a long-term sociological research project in a conflict zone: the research was to be carried out in Israel and the Palestinian Territories. The question posed is: what sort of problems and concerns arise for researchers and ethnographers who work with traditionally marginal communities in violently divided societies? In an attempt to provide an answer, I focus here on such issues as: the social constructions of fears and dangers in what are perceived to be dangerous places; difficulties of access to traditionally underrepresented and marginal social groups; useful methodological and ethical precepts for doing research in risky environments; as well as the advantages of working with, rather than on communities. Moreover, I suggest that conducting research in politically and socially unstable contexts puts into stark relief the advantages of conducting participatory and collaborative research. Such approaches provide researchers with networks of trusted local protagonists, offer more in-depth insights into traditionally marginalized and frequently misrepresented social groups, whilst also generating knowledge that may facilitate beneficial social changes for local communities.

Education for sustainability has become the mechanism for creating a pool of graduates who can understand, appreciate, practice and support the achievement of Sustainable Development Goals (SDGs). In a world with diverse cultures, demographics, political ideologies, etc. faster progress towards sustainable development needs increased use of digital technologies. Integration of digital technologies like artificial intelligence (AI), metaverse, visualisation techniques, cloud computing, Internet of Things (IoT), open data repositories, geographic information system (GIS), etc. with classroom teaching can build awareness, skills, attitudes and values among students in the journey towards sustainable development and scale up the efforts towards the goals.

In this chapter, the authors have tried to bring out a list of digital technologies and the way in which they can be used in classroom teaching to ensure education for sustainability. It may be noticed that there are watertight compartments between those who know the SDGs and those with proficiency in technology. What is also needed is integration between both silos for mapping the digital technologies with the appropriate SDGs. The teachers in the higher education system need more exposure to understand and implement this integration.

The chapter revisits and updates an earlier analysis to assess the extent to which sociological social psychology’s treatment of race has changed since 2000, and evaluates the degree to which issues of intersectionality and sexuality are engaged in social psychological scholarship.

The chapter provides a content analysis of articles published between 2000 and 2012 in Social Psychology Quarterly, a leading journal in sociological social psychology, and of chapters published in two influential handbooks in social psychology.

It documents a notable increase in the percentage of articles in Social Psychology Quarterly in which race/ethnicity is referred to, included in the analysis, or seriously engaged. Patterns vary by methodological approach used in these articles. Social psychological attention to intersectionality and sexuality, as measured by the percentage of articles that broach these topics, is minimal.

This chapter restricts its analysis to the leading journal in sociological social psychology, but still demonstrates that there is potential for greater movement toward the incorporation of race/ethnicity, intersectionality, and sexuality in social psychological scholarship.

It calls attention to core topics in sociology that would benefit from greater scholarly engagement by social psychologists.

The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.

When examining anecdotal evidence of migration processes, from historical and geographical perspectives, stories of individual immigrants that became successful entrepreneurs in the host country are commonplace. These narratives help individualize and romanticize the usually crude statistics of the increasingly common population movements across political borders. They also serve a number of purposes within the ethnic community, most of them associated with the creation and nurturing of the group's social capital. This critical ethnic resource has been consistently shown to provide significant benefits to immigrant communities, particularly in environments with higher levels of perceived risk (e.g., Portes, 1998; Martes & Rodriguez, 2004).

The public relies upon the government for many areas of their lives such as: obtaining a driver’s license, applying for a job, licensing pets, applying for a business license, paying taxes, buying a home, or even applying for college admission. Starting from humble beginnings the invention of the computer system opened pathways for the community to interact with government agencies. In the early years of the computer and internet the federal government was known for their advances and for being at the forefront of technology. However, the same was not true for state and local governments who found themselves left behind the technological race. Somewhere in the early 2000’s even the federal government found themselves behind the private sector as integration and innovation became stagnate within government agencies. The workforce of these agencies did not change into a highly technical workforce until the costs of technology lowered and access and availability were more widely distributed to conduct business (Moon, 2002). Once technology started to trickle down to state and local governments it began to expand to all avenues of public service. In addition, the processes were streamlined for the public. However, issues such as lack of access, lack of computer skills, lack of government trust, and the risk to safety of personal information still hinder technological use at this level.