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The study draws on emerging research on declining employee mental health, particularly employees with low educational attainment, in human resource management (HRM) and health and tests whether labor market institutions are empirically associated with better mental health among workers from different educational backgrounds.

This study draws on a large national sample of part- and full-time workers and models a conditional relationship between labor market institutions and employee self-rated mental health using ordinary least squares (OLS) models with fixed effects.

The findings indicate membership in a labor market institution such as a union is positively associated with improved employee mental health, but the relationship is moderated by educational attainment. Union membership is associated with better mental health among employees with low educational attainment and appears to bring these workers up to a level of mental health that is comparable to more highly educated workers, thereby reducing mental health inequality. However, union membership has no effect on the mental health of more highly educated employees.

Despite the recognition that declining worker mental health presents challenges for workers, organizations and society, systematic empirical research on institutional mechanisms that may affect mental health is limited. This study draws on data of part- and full-time workers to model the relationship with a sample large enough to specify conditional models to account for heterogeneous relationships conditional on workers' educational attainment. The findings have important implications for our understanding of employee mental health, employment relations and institutional mechanisms to help workers and improve organizational performance.

War is one of the worst characteristics of human nature. Wars over territory, religion, and governance were and are always present through history. War and tourism seem dissonant at first glance. However, the post effects of war enable its components, such as battlefields and artefacts, to become tourist attractions. People share the impetus to visit war attractions such as battlefields, military museums, cemeteries, memorials, and other war-related sites. There is a supply for this type of tourism in exchange for the demand. This type of tourism is referred to in the literature as battlefield tourism. The meaning and definition of battlefield tourism are the main aim of this chapter. What is battlefield tourism? What are the components of battlefield tourism? How can battlefield tourism be defined? These are the primary questions this study tries to address.

The purpose of this article is to meet Professor Paul T.P. Wong, PhD, CPscyh, who is based at the Department of Psychology, Trent University, Peterborough, Ontario, Canada. Wong represents an interesting case of how a racial/cultural minority could achieve success in a hostile environment consisting of the systemic biases of injustice, discrimination and marginalization. His life also epitomizes how one can experience the paradoxical truth of healing and flourishing in an upside-down world through the positive suffering mindset (PSM).

This case study is presented in two sections: a positive autoethnography written by Wong, followed by his answers to ten questions. The core methodology of positive autoethnography allows people to understand how Wong’s life experience of being a war baby in China, a constant outsider and a lone voice in Western culture, has shaped a very different vision of meaning, positive mental health and global flourishing.

Wong reveals how to live a life of meaning and happiness for all the suffering people in a difficult world. He has researched the positive psychology of suffering for 60 years, from effective coping with stress and searching for meaning to successful aging and positive death. According to Wong’s suffering hypothesis and the emerging paradigm of existential positive psychology (Wong, 2021), cultivating a PSM is essential for healing and flourishing in all seasons of life.

An expanding literature has been developed to illustrate why the missing link in well-being research is how to transcend and transform suffering into triumph. Wong reveals how this emerging area of research is still not fully embraced by mainstream psychology dominated by the individualistic Euro-American culture, and thus why, in an adversarial milieu, existential positive psychology is limited by its inability to attract more researchers to test out Wong’s suffering hypothesis.

The wisdom and helpful tools presented here may enable people to achieve mature happiness and existential well-being even when they have a very painful past, a very difficult present and a bleak future.

This autoethnographic case study offers new grounds for hope for all those who are injured by life, marginalized by systemic biases or tormented by chronic illnesses and disorders. It also provides a road map for a better world with more decent human beings who dare to stand up for justice, integrity and compassion.

Meaning as reflected in suffering is according to Wong the most powerful force to bring out either the worst or the best in people. The new science of suffering shows us how the authors can achieve positive transformation through cultivating a PSM, no matter how harsh one’s fate may be.

The purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums.

I participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland.

The findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms.

This study is not under review with another journal.

The paper argues for the introduction of pedagogies of optimism (and implicitly of hope) in schools as a response to the danger of pessimism, skepticism and helplessness characterizing periods of armed conflicts.

A conceptual analysis.

Following an analysis of armed conflicts and their impact on educational systems, the critical contribution of pedagogies of optimism is illuminated. Teachers are encouraged to follow major phases in this kind of pedagogy, such as discovery, acceptance of the situation, imagination and critical thinking.

Practical suggestions are provided at the end of the paper.

The modern fairy tale hero identity falls into a general spectrum of tropes that spans from the charming prince who seals the fate of the beautiful princess with a kiss to borderline villains with little break in this spectrum. The Witcher's Geralt of Rivia brings to light an often overlooked hero's identity by representing neither ends of this heroic spectrum but rather a different breed of hero entirely. We argue that Geralt of Rivia differs from the typical representation of the fairy tale hero by embodying the spirit of the Huntsman archetype as depicted in stories such as Snow White and Little Red Riding Hood.

This creates a new means of exploring fairy tales as genres by giving perspective to the bloodier, messier sides of these tales which have since deviated from their darker origins. Geralt exists as neither hero nor antihero, but rather a sword-for-hire who cleans up messes that ‘heroes’ otherwise cannot or will not handle themselves. Across his depictions in the books, games, and show, Geralt involves himself as a witcher; hunter of monsters. Geralt's method in overcoming this style of quest is unlike the usual hero. Standing in for the Huntsman, Geralt understands the nature and balance of man and beast and carries this responsibility while looking to accomplish his goals. In this chapter, we seek to document and bring to light this underrepresented style of hero that the witcher has to offer to show that such a hero needs not be black nor white.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.

Dark (Netflix, 2017–2020) is a German-produced science fiction television series, created by Baran bo Odar and Jantje Friese. Set in the geographically ambiguous small town of Winden, Dark is an intricate time-travel saga primarily across different epochs. With its emphasis on uncanny natural settings and fairy tale tropes (such as lost children, mysterious travelers, magical devices, etc.), Dark can easily be interpreted as fairy tale. Central is young Jonas Kahnwald who loses his father and witnesses the mysterious disappearance of a local boy. These traumas lead to shocking truths about his heritage. Jonas is the hero (both victim and seeker, after Propp's definition) though his twisting quest brings him face-to-face with two older versions of himself: The middle-aged Jonas fulfils a mentor/donor role for the younger but is conflicted in his desires to both perpetuate and unpick ‘the knot’. Later, Jonas encounters cataclysmic extremist ‘Adam’, a mature version of himself who acts as antagonist. Thusly, Dark centres White male trauma, agency, and ego to reflect responses to historic cultural trauma (such as the notion of the ‘anti-Heimat’) whilst also critiquing traditional conceptions of masculinity through young Jonas's actions. This chapter maps the interplay and representation of ego and trauma. Through textual analysis and with reference to relevant cultural, psychological, and philosophical scholarship, my exploration follows the threads of what Dark communicates about contemporary German masculinity in the face of trauma and how it reflects Western, White cultural thinking about the self.