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Carles Alsinet is Professor of Social Psychology in the Faculty of Pedagogy and Psychology at the University of Lleida, Spain. His primary research interests are on children's rights and children's well-being.Loretta E. Bass is an Assistant Professor of Sociology at the University of Oklahoma. She focuses her research on children and stratification issues, and completes research in West Africa and the U.S. She recently completed a book, Child Labor in Sub-Saharan Africa, (Lynne Rienner Publishers, 2004) which offers a window on the lives of Africa's child workers drawing on research and demographic data from 43 countries. Dr. Bass’ research has appeared in Population Research and Policy Review, Political Behavior, Anthropology of Work Review, and the International Journal of Sociology and Social Policy.Michael F. C. Bourdillon was born in Africa and has spent most of his life in Zimbabwe. He is a social anthropologist, who has taught for over 25 years in the Department of Sociology, University of Zimbabwe. He has researched and published extensively on African religion. In recent years, his focus has turned to disadvantaged children in Zimbabwe. Apart from his academic work, he has long worked with an organization supporting street children in Harare. He has also cooperated with Save the Children Alliance, facilitating the establishment of a movement of working children in that country.Doris Bühler-Niederberger is Professor in Sociology at the University of Wuppertal, Germany. Several of her recent research projects have concerned childhood as a domain of professional, moral and political interest and images of childhood and children in public and professional debates. Her teaching and research interests are mainly focused on the sociology of private life and on private strategies of production and reproduction of social status and social order.Suellen Butler is currently the College Program Head of Urban Education (URBCC) and soon will be the coordinator of the Elementary Education in Multicultural Settings (ELEDM) program at Penn State Delaware County. Dr. Butler's contribution to this volume explores the activities and practices of the National School and Community Corp (NSCC), an AMERICORP school-based mentoring program in Philadelphia. Dr. Butler examines in what ways these school-based mentoring programs impact the childhood experiences of children and their schools.Steve Carlton-Ford is Associate Professor of Sociology at the University of Cincinnati, and an affiliate with the Department of Sociology's Kunz Center for the Study of Work and Family. His research examines both the impact of war on children's life chances and the effect of chronic childhood illness (particularly epilepsy) on family relationships and children's well being. He currently edits Sociological Focus, the journal of the North Central Sociological Association.Ferran Casas is Senior Professor of Social Psychology in the Faculty of Education and Psychology at the University of Girona, Spain. He is Director of the Research Institute on Quality of Life. He is author of many books and articles on children's rights. His main topics of research are well-being and quality of life, children's rights and intergenerational relationships.Verna Chow has training in neuropsychology and is a researcher at the University of Calgary. Verna Chow's and Dr. Hiller's contribution to this volume stems from a mutual interest in second-generation immigrants and their adaptation to Canadian Society, which officially proclaims itself as multicultural.Laura Daniel received a FAPESP Award as a student at Sao Paulo State University (UNESP) – Marilia, for researching “Toys and Games: Childhood in the Parque das Nações Favela,” which was supervised by Dr. Ethel Volfzon Kosminsky. She is currently a Social Sciences Master's degree student at the same university in Brazil, researching children and gender.Fabio Ferrucci is an Associate Professor of Sociology of Culture and Sociology of Education at the Faculty of Human Sciences of the University of Molise (Italy). His research focuses on the family, social policy and non-profit sector. He is the author of several articles on childhood and family policies in Italy.Cristina Figuer holds a Master's in Psychology and is currently a doctoral student in the Psychology and Quality of Life Program and researcher of the Institute on Quality of Life at the University of Girona, Spain.Kevin M. Fitzpatrick is a Professor of Sociology at the University of Birmingham, Birmingham, Alabama. His primary research focus is on health-compromising behavior among children and adolescents. In addition, he continues his work examining the role of environments and their impact on the mental health and well-being of homeless, youth, and other high-risk populations.Mònica González holds a Master's in Psychology and is currently a doctoral student in the Psychology and Quality of Life Program and researcher of the Institute on Quality of Life at the University of Girona, Spain.Daniela Grignoli is a Researcher at the Department of Economics, Management and Social Sciences of the University of Molise (Italy). She teaches Sociological Methodology and conducts research on children and new technologies.Mireia Gusó holds a Master's in Economics and is currently a researcher of the Institute on Quality of Life at the University of Girona, Spain.Patrick Heuveline is Assistant Professor in the Department of Sociology at the University of Chicago, and Research Associate at the Population Research Center, NORC and the University of Chicago. His research centers on the family as an adaptive institution and its key role in linking macro-level changes and individual behaviors. He is currently studying the consequences of mortality change in Cambodia and in high HIV-prevalence populations in Southern Africa. In addition, he is launching an international study of the effects of the relationship between the family and the State on youth well being across Western countries.Harry H. Hiller is Professor of Sociology at the University of Calgary. His specialization is dealing with macro-level questions about Canadian Society and he is the author of Canadian Society: A Macro Analysis (Prentice-Hall, numerous editions). Dr. Hiller's and Verna Chow's contribution to this volume stems from a mutual interest in second-generation immigrants and their adaptation to Canadian Society, which officially proclaims itself as multicultural.David A. Kinney received his Ph.D. in Sociology from Indiana University-Bloomington and did post-doctoral work at the University of Chicago. He is currently Associate Professor of Sociology at Central Michigan University and an affiliate faculty member at the Center for the Ethnography of Everyday Life at the University of Michigan. In addition to being the current Co-Series Editor of the Sociological Studies of Children and Youth with Katherine Brown Rosier, his publications have appeared in Sociology of Education, Youth and Society, Personal Relationships During Adolescence (Sage), and New Directions for Child and Adolescent Development (Jossey-Bass). He is currently conducting ethnographic research with children and their parents in a study of how families manage work, home life, and children's activity involvement in a fast-paced society.Ethel Volfzon Kosminsky, Professor of Sociology at Sao Paulo State University (UNESP) – Marilia, has been a recipient of research grants from the Brazilian organization CNPq and was a Fulbright grantee in the U.S. in 1995. Chair of the Graduate Program of Social Sciences at UNESP-Marilia from 2000 to 2004, she currently leads the Center of Studies of Children and Adolescents at UNESP-Marilia, and the Network for the Study of Latin American Children and Youth.Madeleine Leonard is a Reader in Sociology at the School of Sociology and Social Policy, Queen's University, Belfast. Her research interests fall within the broad remit of the “new sociology” of childhood and she has conducted research with children on a wide range of topics including their experiences of poverty, their experiences of paid employment and their participation in domestic labor within the household. Her current research concerns Protestant and Catholic children growing up along one of the most contentious peace-lines in Belfast and the research examines children's roles as political actors in Northern Irish society.Antonio Mancini is a Junior Researcher at the Department of Economics, Management and Social Sciences of the University of Molise (Italy). He is the author of several articles on children's rights. He has also co-edited a book about the rights of the children.Hyunjoon Park is a Doctoral Candidate in Sociology at the University of Wisconsin-Madison. His research focuses on the process of transition to adulthood, particularly among young people in East Asia, across several dimensions including educational and occupational attainment. Currently, he is working on a dissertation project that compares the effects of family and school on educational achievement among 15-year olds in 30 countries using the PISA data. Recent publications include “Age and Self-Rated Health in Korea: A Research Note” (Social Forces, forthcoming) and “Racial/Ethnic Differences in Voluntary and Involuntary Job Mobility among Young Men” (with Gary Sandefur, Social Science Research, 2003).Bettina F. Piko, M.D., Ph.D., graduated from medical school in 1991, then started her career in the field of public health. In the meantime, she earned an M.A. degree in sociology and a Ph.D. in health psychology and behavioral sciences. Currently she is an associate professor of behavioral sciences at the University of Szeged Hungary, and her research activities embrace research topics from psychosocial youth development, substance use and problem behavior, up to psychosocial work environment, social support and societal stress.Samantha Punch is a Lecturer in Sociology in the Department of Applied Social Science at Stirling University. She recently completed a British Academy Postdoctoral Fellowship during which time she conducted a study of children's experiences of sibling relationships and birth order in the U.K. Prior to this, she worked with Roger Fuller, Christine Hallett and Cathy Murray on the project “Young People and Welfare: Negotiating Pathways” which explored Scottish children's problems and their coping strategies, as part of the ESRC's Children 5–16 Programme. Her doctoral research included two years of ethnographic fieldwork on rural childhoods in Bolivia where she investigated the ways in which children and young people negotiate their autonomy at home, school, work and play.Marina Rago is a Junior Researcher at the Department of Economics, Management and Social Sciences of the University of Molise (Italy). She is currently involved in research projects on the implementation of children's rights.Katherine Brown Rosier is currently Associate Professor of Sociology at Central Michigan University. She published Mothering Inner-City Children in 2000 with Rutgers University Press and is currently the Co-Series Editor of the Sociological Studies of Children and Youth with David Kinney. Other publications have appeared in The Journal of Contemporary Ethnography, Human Development, The Journal of Comparative Family Studies, and several other journals and edited volumes. While continuing to write on experiences of low-income African-American children and families, she is also conducting research and writing a book with colleague Scott L. Feld on Louisiana's Covenant Marriage.Carles Rostan is Professor of Developmental Psychology in the Faculty of Education and Psychology at the University of Girona, Spain and researcher of the Institute on Quality of Life. His primary research interests are on children's development and children's rights.Marta Sadurní is Professor of Developmental Psychology in the Faculty of Education and Psychology at the University of Girona, Spain. She is researcher of the Institute on Quality of Life. Her primary research interests are on children's development and children's rights.Gary D. Sandefur is Professor of Sociology at the University of Wisconsin-Madison. His publications include Growing Up with a Single Parent (Harvard University Press, 1994) with Sara McLanahan, “What Happens after the High School Years among Young Persons with Disabilities,” Social Forces, 82 (2003), 803–832 with Thomas Wells and Dennis Hogan, and “Off to a Good Start? Postsecondary Education and Early Adult Life,” in Richard Settersten, Frank Furstenberg, and Ruben Rumbaut (Eds), On the Frontier of Adulthood: Theory, Research, and Public Policy, University of Chicago Press, forthcoming with Jennifer Eggerling-Boeck and Hyunjoon Park. He is currently working on quantitative and qualitative analyses of the transition to adulthood in the United States and other countries.Angelo Saporiti is Professor of Sociology at the Faculty of Economics of the University of Molise (Italy). Dr. Saporiti also teaches Social Ethics, and is the author of books and articles on children's rights. Angelo Saporiti is involved in various research international networks on childhood sociology and children's rights.Jeffrey M. Timberlake is Assistant Professor of Sociology and Research Associate at the Kunz Center for the Study of Work and Family at the University of Cincinnati. He primarily studies the causes and consequences of urban inequality, particularly race-ethnic residential segregation. Current projects include analyzing data from the 1970 to 2001 Panel Study of Income Dynamics and the 1970 to 2000 U.S. Censuses to estimate racial inequality in children's neighborhood socioeconomic status. In addition to his work with Patrick Heuveline on comparative family demography, he is also conducting several studies of race-ethnic attitudes in America.Darlene Romania Wright is Assistant Professor of Sociology at Birmingham-Southern College. Her primary research interests pertain to adolescent health-compromising behavior. Her current research is on the effects of social capital on violent behavior among secondary school students.

Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others, such as psychopathy, may strengthen them. In the present chapter, we consider the ramifications of individuals with high levels of psychopathy or psychopathic tendencies in the military with regard to both their own stress and performance and that of those around them. We discuss different reactions to psychological and physical stress, as well as the implications of psychopathic tendencies as they relate to current military issues, including gender, leadership, teamwork, turnover, post-traumatic stress disorder, and suicide. By juxtaposing relevant research findings on stress and psychopathy, we conclude that psychopathic tendencies should have neither uniformly negative nor positive effects on stress and performance in the military. Rather, effects on such individuals and the peripheral others with whom they interact will likely vary greatly depending on numerous factors.

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

An educator’s goal is to create experiences that provide students with opportunities to learn. This goal is the same whether the opportunities are presented face-to-face, fully online or hybrid formats in both formal and informal educational settings. All of the examples presented in this chapter come from experiences in a R1 university, however, the information presented is just as valid in any educational setting. For more than a decade, the authors have used knowledge checking to help students test their understanding of the content whether it is using clickers in large-enrollment lectures or embedding questions directly into the course content online. Knowledge-checks and other types of low-stakes quizzing are examples of a learning strategy called retrieval practice. This chapter briefly reviews the rich history of retrieval practice and what the research says about it, mainly that students benefit when they take time as they learn to practice retrieving stored information (Roediger & Butler, 2011). Examples from current courses as well as a fictional case study illustrate how retrieval practice can be used in online courses to keep students engaged and give them opportunities to practice retrieving information that they have learned.

Good pedagogy is good pedagogy whether being taught in a traditional brick and mortar building, fully online using a course management system or leveraging the best of both formats using a hybrid model. Retrieval practice is an example of this. In this chapter, the authors will provide a brief history and literature review on retrieval practice. Following our literature review, the authors provide examples of how different retrieval practice options have been incorporated into the online courses they design at Penn State, as well as a case example of a course redesigned with retrieval practice in mind.

In 1990s America, the question of what made a ‘real’ man was at the forefront of debates about sex and gender. During this pivotal moment, hegemonic masculinity was experiencing numerous threats to its ontological security. For instance, masculinity was infamously pronounced in crisis, the advent of the ‘new man’ betrayed anxieties about an image-conscious and feminine performance of masculinity, and there was mounting pressure from civil rights, feminist and queer groups for straight, white, masculinity to be held accountable. In short, the issue for masculinity in the 90s was that of legitimacy. The response from Hollywood was hardly to be expected: during this time of ontological crisis for masculinities, cinema experienced an influx of crisis films which featured leading men in disguise or masquerade. Kathryn Bigelow's Point Break is one such film that represents the masculinities of its protagonists as masquerades to represent a crisis in the definition of manhood. Through Judith Butler's pioneering theory of gender as a performance, this chapter argues that Point Break's depiction of masculine masquerade both complicates and confirms masculinity's insistence on invoking the rhetoric of ‘the real’ in order to retain hegemonic dominance. Masculinity crisis cinema has been extensively studied, yet the action genre is frequently left out of this discussion (the exception being David Fincher's Fight Club) despite its unique questioning of how manhood is built. Thus, in this chapter there will be an exploration as to how Point Break demonstrates that masculinities both abhor and need crisis in order to secure their continuation in patriarchy.

Service learning is a pedagogical approach that primarily focuses upon achieving student learning outcomes through meaningful community engagement. While service-learning pedagogies provide “service” to community, the view of community partners from a deficit-oriented perspective can render service learning ineffective and, at worst, potentially harmful to the community served. This chapter presents a course that uses food as a civic lens through which to engage community, instructors, and students in CRITICAL-SERVICE-LEARNING where systemic inequities that contribute to community needs are focused upon, community partners are co-creators of course design, outcomes to student learning and community benefits are equitably considered, and collective knowledge and experience of stakeholders is valued.

Diaspora tourism primarily refers to various population groups, including migrants, foreign workers, political refugees, ethnic and religious minorities and overseas communities living away from their ancestral homeland for various reasons. Throughout history, people have been forced to leave their original homeland due to various factors ranging from economic crises to natural and human-made tragedies, including war. The 24 February 2022 unjustified and unproved Russia's war of aggression against Ukraine, which started on the heels of the two-year COVID-19 pandemic, has resulted in massive and terrible consequences for many domains of political, economic and social life. The Russian invasion of Ukraine has generated the largest historical migration flows at a scale unforeseen in Europe since World War II. Since Russia invaded Ukraine, at least 12 million people have been displaced from their homes, according to the United Nations. The unprecedented influx of the Ukrainian people raises concerns about future developments, issues and challenges associated with Ukrainians' presence in other countries, particularly neighbouring ones. Therefore, this chapter analyses the possibility of diaspora tourism for Ukrainians shortly by utilising a critical approach when the situation stabilises in Ukraine. To begin with, this chapter first explains diaspora tourism with its definition and characteristics. Furthermore, it reviews the literature on the Russia–Ukraine war and its impact on Ukrainian tourism. In conclusion, it discusses the new Ukrainian diaspora wave soon.