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Purpose: This chapter analyses the effects of social stratification and inequalities on the outcomes of transnational mobilities, especially on the educational trajectory of returning migrant children.

Study approach: It places the Bourdieusian capital concepts (Bourdieu, 1977, 1984) centre stage, and analyses the convertibility or transferability of the cultural and social capital across different transnational locations. It examines the serious limitations of this process, using the concept of non-dominant cultural capital as a heuristic analytical tool and the education system (school) as a way of approaching the field. As we examine ‘successful mobilities’ of high-status families with children and racialised low-status families experiencing mobility failures, our intention is to draw attention on the effect of the starting position of the migrating families on the outcomes of their cross-border mobilities through a closer reading of insightful cases. We look at the interrelations of social position or class race and mobility experiences through several empirical case studies from different regions of Hungary by examining the narratives of people belonging to very different social strata with a focus on the ‘top’ and the ‘bottom’ of the socio-economic hierarchy. We examine the transnational mobility trajectories, strategies and the reintegration of school age children from transnationally mobile families upon their return to Hungary.

Findings: Our qualitative research indicates that for returning migrants not only their available capitals in a Bourdieasian sense but also their (de)valuation by the different Hungarian schools has direct consequences on mobility-affected educational trajectories, on the individual outcomes of mobilities, and the circumstances of return and chances for reintegration.

Originality: There is little qualitative research on the effects of emigration from Hungary in recent decades. A more recent edited volume (Váradi, 2018) discusses various intersectionalities of migration such as gender, ethnicity and age. This chapter intends to advance this line of research, analysing the intersectionality of class, ethnicity and race in the context of spatial mobilities through operationalising a critical reading of the Bourdieusian capitals.

The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.

During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.

Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.

The study was correlational, based on self-report, and had a small sample with no comparison group.

This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.

This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.

The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

In this chapter, we discuss talent development in the context of higher education. After discussing the advantages and disadvantages of inclusive and exclusive approaches to talent development, we present empirical data that detail how the participants of a focus group study perceive talent development in higher education. Our data show the importance of a contextualized reading of talent development as the competitive context in academia hinders an inclusive focus on talent development. This context results in a performance-centred, instead of a development-centred approach to talent management, where outperforming others in narrowly defined areas (e.g. publication record) is the main goal. We show that in such a context the development of competitive talent is rewarded, and the development of communal talent is not. The focus on performance instead of (inclusive) development becomes more pronounced when employees move through their career and is believed to have several negative consequences. Mostly women perceived that such a non-inclusive approach to talent development hinders the development and deployment of their talents and obstructs their career progression.

Talent management in higher education institutes is an underexplored topic. Only a small portion of talent management publications is focussed on describing talent management in higher education institutes. In this chapter, we give an overview of the most important topics in the talent management literature in general and link it to what is known about these issues in higher education. It discusses the definition of talent and talent management, the talent management process and the multilevel outcomes of talent management, the fairness and justice issues related to talent management and the importance of embedding the analysis of talent management in its broader organizational and institutional context. In the final part of this introduction chapter, we will explain how the talent management topics are discussed in the subsequent chapters of this book.

This article reviews New Zealand's journey through managing Covid-19. It provides a chronological overview of key developments. The article analyses the impacts of Covid-19 on business and society and offers lessons for others from the New Zealand case.

The article draws on various sources, primarily media pieces and government information. It also critically analyses and interprets the New Zealand response.

The initial onset and response from the New Zealand government, albeit with closed borders, was effective in terms of keeping the country relatively Covid free. The country was slow to introduce vaccinations, but the uptake was swift. A vaccine mandate to coincide with a Delta outbreak was controversial. Importantly, the New Zealand case is characterised by political leadership strongly and explicitly informed by public health expertise and advice which was routinely demonstrated throughout the period in discussion.

The article offers an important overview and analysis of New Zealand's experience with Covid-19 and its response, with particular focus on the way in which the government and public health specialist advisors interacted.

This study investigates how the consumption of sugar products and non-alcoholic beverages has changed across birth cohorts. In addition, this study examines how the socio-economic gaps in the consumption of said products have evolved across birth cohorts.

The research data are drawn from the Finnish household expenditure surveys covering the period 1985–2016 (n = 44,286). An age-period-cohort methodology is utilised through the age-period-cohort-trended lag model. The model assumes that the linear long-term component of change is caused by generations replacing one-another, and that the age effect is similar across cohorts.

Sugar products and non-alcoholic beverages occupied a larger portion of more recent birth cohorts' food baskets. Cohort differences were larger in beverage consumption. Lower income was associated with a higher food expenditure share of sugar products in several cohorts. A higher education level was linked to a higher food expenditure share of sugar products in more cohorts than a lower education level. In cohorts born before the 1950s, non-alcoholic beverages occupied a larger portion of the food baskets of the high socio-economic status groups. This gap reversed over time, leading to larger food expenditure shares of non-alcoholic beverages in low socio-economic status groups.

This study assessed how the consumption of sugar products and non-alcoholic beverages has changed across birth cohorts. In addition, this study assessed how socio-economic differences in the consumption of said products have changed. The results highlight that sugar products and non-alcoholic beverages occupy larger portions of more recent birth cohorts’ food baskets. The results also highlight a reversal of socioeconomic differences in non-alcoholic beverage consumption.

This paper aims to study the effect of family socioeconomic status (SES) on academic and labor market outcomes.

The authors used a rich data set of administrative records for test scores, individual background and adult earnings of a cohort of agents, covering a period spanning the agents' upper-secondary education and their early years in the labor market.

The authors find that students with the highest SES obtained a 1.5 standard deviations higher score in the college admission test than students who had the same academic outcomes in the eighth grade test but belong to the lowest SES. Similarly, among students that obtained the same scores in the college admission test, those with the highest SES earned monthly wages 0.7 standard deviations higher than those with the lowest SES.

The findings highlight that family socioeconomic background continues to influence outcomes during individuals’ upper secondary education and early years in the labor market.

The purpose of this study is to examine gender and rural economic relations of the Nrobo of Southeastern Nigeria. Specifically, the study was designed to examine the subsistence strategies, gendered role patterns and gender gaps in economic relations of the Nrobo.

This study used ethnographic methods of participant observation – adopting chitchatting and semi-structured interviews. Also, focus group discussion (FGD) was used to cross-check the validity of data from the other instrument.

This study found among other things, that although there is still verbal expression of gendered roles division, it does not mirror what actually obtains in society, except bio-social roles. Ideological superiority of men reflects the patrilineal kinship arrangement of society. Theoretically, some of the hypotheses of gender inequality theory were disputed for lack of adequate explanation of gender and economic relations in an egalitarian-reflected society such as Nrobo.

This study, to the best of my knowledge, is the first attempt to ethnographically examine gender and economic relations among this group. As such it adds to the corpus of ethnographies on the Igbo of Southeastern Nigeria.

The article introduces selected theoretical approaches to time and temporality relevant to the field of library and information science, and it briefly introduces the papers gathered in this special issue. A number of issues that could potentially be followed in future research are presented.

The authors review a selection of theoretical and empirical approaches to the study of time that originate in or are of particular relevance to library and information science. Four main themes are identified: (1) information as object in temporal perspectives; (2) time and information as tools of power and control; (3) time in society; and (4) experiencing and practicing time.

The paper advocates a thorough engagement with how time and temporality shape notions of information more broadly. This includes, for example, paying attention to how various dimensions of the late-modern time regime of acceleration feed into the ways in which information is operationalised, how information work is commodified, and how hierarchies of information are established; paying attention to the changing temporal dynamics that networked information systems imply for our understanding of documents or of memory institutions; or how external events such as social and natural crises quickly alter modes, speed, and forms of data production and use, in areas as diverse as information practices, policy, management, representation, and organisation, amongst others.

By foregrounding temporal perspectives in library and information science, the authors advocate dialogue with important perspectives on time that come from other fields. Rather than just including such perspectives in library and information science, however, the authors find that the focus on information and documents that the library and information science field contributes has great potential to advance the understanding of how notions and experiences of time shape late-modern societies and individuals.