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Various family problems have been identified as risk factors for juvenile delinquency. While providing training on skills (e.g., interpersonal relationship skills) to tackle these family problems, delinquency-prevention programs often overlook the fact that these training components fall under the umbrella of home economics education (HEE). Moreover, they often fail to see the relevance of the entire range of HEE (ranging from cooking, handyman work skills, financial management, to child development and interpersonal relationship skills) in reducing family problems. There is also a scarcity of research examining the relationship between HEE and these family problems.

To fill this void, this study explores the relationships between HEE and three key familial problems – conflict in marital/romantic relationships, ineffective parenting behavior, and family financial conditions. This study utilized data collected from a sample of adults (N = 280) with college or graduate education. Data were analyzed using ordinary least squares (OLS) regression models available in SPSS 26. F tests were used to evaluate the fitness of models.

The results show that HEE is significantly and positively associated with respondents’ use of negotiation in solving conflict in marital/romantic relationships. It also has a marginally significant and positive association with family financial conditions. Specifically, HEE on financial management is significantly and positively associated with family financial conditions. The author concludes that the role of HEE in reducing family problems deserves more research attention.

This chapter reviews the existing empirical evidence on how social insurance affects health. Social insurance encompasses programs primarily designed to insure against health risks, such as health insurance, sick leave insurance, accident insurance, long-term care insurance, and disability insurance as well as other programs, such as unemployment insurance, pension insurance, and country-specific social insurance programs. These insurance systems exist in almost all developed countries around the world. This chapter discusses the state-of-the art evidence on each of these social insurance systems, briefly reviews the empirical methods for identifying causal effects, and examines possible limitations to these methods. The findings reveal robust and rich evidence on first-stage behavioral responses (“moral hazard”) to changes in insurance coverage. Surprisingly, evidence on how changes in coverage impact beneficiaries’ health is scant and inconclusive. This lack of identified causal health effects is directly related to limitations on how human health is typically measured, limitations on the empirical approaches, and a paucity of administrative panel data spanning long-time horizons. Future research must be conducted to fill these gaps. Of particular importance is evidence on how these social insurance systems interact and affect human health over the life cycle.

Purpose – To examine how youth appropriate and resist elements of the developmental discourse as they construct and enforce dating norms.

Methodology – In 2007, we conducted participant observation at a middle school summer camp for youth in sixth, seventh, and eighth grades. Youth ranged in age from 11 to 17 years old.

Findings – Youth borrowed the idea of a normative sequence of behaviors arranged by age from the developmental discourse to establish a set of age-appropriate dating norms for all campers, regardless of chronological age. Youth enforced these norms by treating other dating actions as too young or too old. By tying this linear trajectory to social age instead of chronological age, youth creatively altered the apparently rigid developmental discourse and established dating norms which addressed their own values and concerns. Youth established dating norms and maximized opportunities for pleasurable, collective discussions about dating and romantic relationships. Although the developmental discourse influenced the norms in this peer culture, we argue that the small, heterogeneous composition of the camp facilitated youths' ability to appropriate, refashion, and resist the developmental discourse.

Over 30 years have passed since the enactment of Title IX, the legislation that required all schools receiving federal aid to provide “equal opportunity for both sexes to participate in interscholastic, intercollegiate, intramural, and club athletic programs” (East, 1978, p. 213). Since 1972, girls’ and women's sport participation has increased in high schools, colleges and universities, the Olympics, and professional sports. Researchers interested in the study of gender and sport have raised critical questions and conducted empirical research concerning the meanings of masculinity and femininity, the implications of sport participation, the meanings of heterosexuality and homosexuality, gender equity, and media coverage of sports (Dworkin & Messner, 2002). One persistent theme in the literature on girls’ and women's sport participation is the connection between athleticism and femininity. Historically, researchers have used the role conflict perspective or the apologetic defense strategy to examine girls’ sport participation. In this chapter, I analyze athleticism and femininity on a high school basketball team using a third framework.

Purpose – The purpose of this chapter is to understand how disruptive innovations related to digital literacy can improve traditional approaches of teacher education.

Approach – First, the evolution of teacher education from tradition to the digital era is discussed, highlighting the evolution of various traditions, theories and models of teacher education. The authors then ask the questions, “Why do teacher education programs continue to lag in the creation of a true alignment with the current needs of modern students?” and “How can this be done and where should we begin?”

Findings – The authors believe that professional growth is the key to teacher success. Reformed teacher education programs where digital literacy is grounded in relevant contexts, collaboration, and multimodal designs will promote collective collaboration among students and teachers. Digital literacies curriculum should draw on multimodalities and position students as producers of knowledge for a public audience. These disruptive forces function to improve traditional notions of teacher education, providing a catalyst to the democratization of knowledge for teacher development.

Practical Implications – Collaboration across digital platforms promotes learning through crowd-accelerated learning, rhizomatic learning, citizen inquiry, massive open social learning, maker cultures, and blockchain platforms. These approaches can foster genuine and relevant learning in teacher education programs, modernizing and matching instructional techniques with the teacher preparation demands of today and tomorrow.

Ronald Coase's landmark 1937 article, “The Nature of the Firm,” framed the study of organizational economics for decades. Coase asked three fundamental questions: Why do firms exist? What determines their boundaries? How should firms be organized internally? To answer the first question, Coase famously appealed to “the costs of using the price mechanism,” what we now call transaction costs or contracting costs, a concept that blossomed in the 1970s and 1980s into an elaborate theory of why firms exist (Alchian & Demsetz, 1972; Williamson, 1975, 1979, 1985; Klein, Crawford, & Alchian, 1978; Grossman & Hart, 1986). The second question has generated a huge literature in industrial economics, strategy, corporate finance, and organization theory. “Why,” as Coase (1937, pp. 393–394) put it, “does the entrepreneur not organize one less transaction or one more?” In Williamson's (1996, p. 150) words, “Why can't a large firm do everything that a collection of small firms can do and more?” As Coase recognized in 1937, the transaction-cost advantages of internal organization are not unlimited, and firms have a finite “optimum” size and shape. Describing these limits in detail has proved challenging, however.¹

Drawing on empirical data from two studies of 119 Japanese affiliates located in the United States and Europe, this chapter focuses on three fundamental questions: (1) What organizational factors influence performance of the overseas affiliates of Japanese MNCs? (2) What impact does expatriate staffing have on the affiliate’s performance? (3) What factors influence expatriate staffing patterns in Japanese MNCs? The empirical results lend support to the hypothesis that MNCs characterized by global integration and local responsiveness will outperform less transnational competitors, although there are significant differences between the American and European subsamples on the impact of expatriate presence on affiliate performance. In addition, there is no support for the life-cycle prediction that age or parent company experience influences expatriate staffing levels or for the resource dependence prediction that integration with the parent influences expatriate presence. These results and their implications are discussed.

Behavioral strategy aspires to build theories that are behaviorally plausible. However, the diversity of human behaviors can make it challenging to know what behavioral assumptions to use when building theories about organizations and their strategies. Fortunately, organizational contexts are, to varying degrees, designed. This introduces a powerful set of levers – sorting, framing, and structuring – that reduce this diversity of behavioral possibilities to a tractable yet plausible few. Attention to the organizational contexts that shape individual and group behavior can, therefore, help behavioral strategists attain their objectives of building theories with sound behavioral foundations.