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Purpose – Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.Methods – Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.Findings – Armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers’ civic expectations of them and instructional emphasis on critical thinking skills.Social implications – The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.Originality – This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

School resource officers (SROs) are sworn law enforcement who are responsible for providing security and crime prevention services in the American school environment. SROs have become commonplace in American schools, but support for their continued work is meeting more resistance from those who feel that schools need to be focused on education and not police actions. The responsibilities of SROs are similar to regular police officers in that they have the ability to make arrests, respond to calls for service, and document incidents that occur within their jurisdiction. They are expected to be more than a law enforcement officer; they are expected to be leaders, educate students about law-related topics; be a role model to youth; and typically have additional duties to include mentoring and conducting presentations on youth-related issues. SRO programs receive valuable augmented training from a partner in school safety, the non-profit organization – National Association of School Resource Officers (NASRO). Towards this end, we will: (1) provide a historical context of SRO programs in the United States, (2) highlight concerns and challenges of school communities, (3) briefly present the case of SRO in Los Angeles, and (4) highlight implications for educational leadership. Conclusions and recommendations are presented.

In this chapter, I develop an analysis of the institutional logics which have shaped the organizational field of public sector mental health and which provide a framework for understanding the complexities facing policy makers, providers, researchers, and community mental health advocates.

I first assess the current state of public sector mental health care. I then describe institutional theory, which focuses our attention on the wider social values and priorities (i.e., institutional logics) which shape mental health care. In the current post-deinstitutionalization era, there are three competing institutional logics: recovery and community integration, cost containment and commodification, and increased social control over those with severe mental disorders. Each of these logics, and the conflict between them, is explicated and analyzed. I then develop a theoretical framework for understanding how conflicting institutional logics are resolved. In the concluding section of this chapter, I offer some guidance to both researchers and advocates seeking meaningful system level reform.

Researchers studying mental health policy need to understand how competing institutional logics work to shape the political climate, economic priorities, and types of services available.

Advocacy is critical for meaningful reform, and a fourth institutional logic – that of social justice – needs to be developed by which to evaluate policy reforms and service offerings.

Our planet's essential goods and services emanate from the functions of biological diversity. An ecological sphere rich in variety and endowed with highly productive ecosystem services in which fishery resources are present provides attractive benefits. Fishery resource is the primary form of people's livelihood for survival, especially in coastal areas. It is a major source of food protein for human beings representing at least 15 percent of the average per capita animal protein intake of more than 2.9 billion people [Food and Agriculture Organization (FAO), 2009]. Significant demands for fishery resources create employment opportunities for many people around the world (FAO, 1995). Indeed, the number of fishers, including aquaculturists, has grown faster than the world's population and faster than employment in traditional agriculture during the past three decades (FAO, 2007a, 2009). In 2004, an estimated 51 million people were making their entire or partial living from fish production and capture (Pomeroy & Rivera-Guieb, 2006), the great majority of these in Asian countries (FAO, 2007a, 2009). According to FAO (2009), it has been estimated that for each person employed in the fishery primary sector, there could be four employed in the secondary sector (including fish processing, marketing, and related service industries). The estimated total population employed in the entire fish industry is approximately 204 million people. The total amounts of fish landing, including aquaculture, have maintained an upward trend, as shown in Fig. 1.1. To a large extent, advanced fishing technology that is efficiently and effectively capable of catching or harvesting fishery resources attracted a large number of fishers and has contributed to an increase in fish landing quantity.

Purpose – Educating active citizens engaged in civic life is a critical goal of citizenship education. This study examines how citizenship education is practiced in three public high schools in the City of Ottawa, Canada, and how teachers through their instruction prepare their students for active citizenship.Design – This investigation draws on citizenship theories and an examination of citizenship pedagogy through observations of class instruction and interviews with teachers and students.Findings – The research shows that despite shared provincial guidelines, in practice, there are dramatic differences in the design and provision of citizenship instruction across classrooms, shaped largely by teachers’ understandings of what constitutes active citizenship. I detail three distinct understandings of active citizenship that are advanced through class instruction: the duty-based, the make-a-difference, and the politically oriented active citizenship.Value – The article discusses important implications that these differing understandings and pedagogical approaches have as they delineate different expectations and paths for youth citizenship participation in public life.