Having relevant indicator(s) of students’ school adjustment is the basis for making educational decisions with regard to an enormous scope of topics that refer to either individual students, a specific class, or even the entire school level. Thus, a major cornerstone in the effort to promote students’ school adjustment is the ability to correctly and accurately measure it. The problem of defining a given student’s state is a multi-aspect and multi-level challenge that is shaped by the local authorities’ guidelines, cultural norms, economic circumstances, and the student’s intellectual qualifications and personal characteristics. The existing literature suggests a rich list of measurements of the student’s feelings and the teacher’s evaluation of the student’s academic achievements, but parental and peer reflections are relatively underrepresented. This chapter advocates the priority of students’ subjective evaluations. Such measurements appear under various titles: students’ belonging, engagement, attitude, feelings, satisfaction, well-being, liking, burnout, sentiment, and more. In order to conduct routine evaluations of students’ school adjustment there is a need for a short and easily administered scale. For this end, the School Adjustment Questionnaire (SAQ) is presented as a possible example.

In this chapter, we introduce and explain the key principles of integrated learning and outline ways in which it can be put into practice to provide quality Arts experiences, as well as quality learning in other areas. We suggest ways to achieve integrated learning that you can adapt to construct your own successful program. We also move beyond the concept of curriculum integration to look at child integration as it should be applied in the classroom. Schools do exclude, both intentionally and otherwise. We explore the justifications offered for, and ways to remove, these barriers to engagement in the Arts by all. We argue that everyone needs to experience the Arts equally, no matter what their background or what form of diverse learning is brought to the classroom. For some children, this is the only pathway to success. In the Arts, anyone can engage; everyone gets to live them.

The changes at play in the contemporary world bring about challenges that are impacting political legitimacy. They make legitimacy at the same time more problematic and more relevant, at both the national and international levels. From this perspective, how these changes and challenges are going to be addressed in the coming years is likely to determine, to a large extent, the evolution of political legitimacy—nationally and internationally. Among the changes and challenges underway, and their associated events and trends, I highlight the following eight: (1) the challenge of integration and disintegration, (2) the economic and financial challenge, (3) the geopolitical challenge, (4) the normative challenge, (5) the technological challenge, (6) the reassessment of globalization challenge, (7) the crisis of democracy challenge, and (8) the governance challenge. I unpack them in turn and, for each of them, allude to their possible meaning and implications for political legitimacy.

The worldwide scope and depth of the present international system and its sense of legitimacy have not been applied in the same way everywhere. There is still much diversity among countries and the courses of action and the policies that they embrace. This explains, in part, the tensions and disagreements concerning the nature and dynamic of this international system as well as the claims of legitimacy in it. The redistribution of power currently underway at the international level, epitomized by the rise of China, could create more stress in the future. Nevertheless, overlooking the scope and depth of the present international order and its culture of legitimacy would be a mistake. The scope and depth of the present international order and its culture of legitimacy are the manifestations and the products of the following elements working together: position of power dominance, means of penetration and integration, values and norms, and secularization and democratization.

Trauma refers to an event or series of events that overwhelms the capacities of the person. Trauma disrupts all developing systems from brain to self. Trauma is especially devastating in the early years because of the nature of development. Development is cumulative and follows the principle of differentiation. Basic forms are laid down and then refined; therefore, there is a lasting impact of early disruption. Trauma can be especially devasting with regard to meaning making, because the major impact of trauma is to compromise integration. Integration is precisely what meaning making is. When early integration is compromised, gaps in the mind in the form of dissociation will result.

The power of meaning is revealed in diverse arenas from health and wellbeing, to economics, to the way children engage their worlds, to the organized worldviews of adults. The goal of this book is to go beyond past work on meaning and social relationships by considering comprehensive developmental data at each phase of life that was not previously available.

This chapter examines images of two important events in African American history that took place on September 13, 1957 – Hank Aaron and his Milwaukee Braves teammates winning the National League Pennant against the St. Louis Cardinal and the Little Rock Nine integrating Central High School – to consider how this concurrence of disparate events can help readers recognize the dynamic of hope and despair that is essential to Fences, as well as to other plays by August Wilson.

Cities demobilize migrant workers through partial and incomplete inclusion at what is perceived by local authorities and migrants as the higher meso-level of regulation of institutions. The local state plays two main roles in migrant education services. As regulators, municipal authorities shut down, take over, or certify private, “people-run” migrant schools that serve as informal substitutes when rural students cannot enroll in urban public schools. At the same time, they exclude, segregate and separate, or include those students in public schools as providers. Three main approaches to regulation and integration are (1) suppression and exclusion, (2) selective absorption and segregated inclusion, and (3) certification and full inclusion, as exemplified by Beijing, Shanghai, and Chengdu, respectively. Municipal and district officials use migrant social policy in this area to push visible results and avoid blame and criticism and employ complementary approaches between private regulation and public integration.

This study examines the role of art as a crucible of capital and property during the First World War and constructs a large-scale historical narrative of European auctions held between 1910 and 1925. By combining sources such as auction reports, newspaper articles, caricatures, individual memoirs, and financial and legal documents with an analysis of art prices, this study allows for making new observations about the evolution of European art markets, their disruption by the events of the First World War, and their transnational entanglements. Far from focusing solely on reconstructing the collecting patterns of prominent individuals or shedding light on specific histories of appropriation and looting, this book explores broader cultural and social developments across the British, French, and German art markets and their milieus and also touches upon trade spheres such as Italy, Switzerland, the Netherlands, Scandinavia, and Russia. While the First World War has often been neglected in scholarly studies as a phase of stagnation and stasis, this study shows that it had a disruptive impact on the art trade in the twentieth century and introduces a new transnational methodology for historical inquiries into cultural and artistic markets.

Chapter 8 analyzes East Asian regionalism projects, which demonstrate that the choices of governments and non-state actors constitute the structure of East Asian international relations, albeit within evolutionary constraints. East Asian countries are not integrating in a European Union sense, but their desire for and efforts at regional cooperation remain strong. East Asian regionalism was underdeveloped compared to Europe and some other developing regions, but an economic regionalism open to non-East Asian countries emerged when the Cold War ended. The 1997 Asian Financial Crisis trigged greater East Asian efforts at creating more exclusive economic and financial groups, but East Asia has shifted to mega regionalism since the early 2010s, reflecting growing great power rivalries between Japan, China, and the United States. Other East Asian countries, particularly those in the Association of Southeast Asian Nations (ASEAN), have their own agency and drive the process in more immediate terms.

Distance is a central concern for global historians. It is a physical and external condition of social life that global processes bridge. Exchanges, encounters and conflicts between strangers are common themes of global historians. Distance is also a cultural and conceptual condition, one that defines relations between strangers far – and near. Mobility and the advent of new modes of transportation and communications had ambiguous effects of closing the gap between strangers while heightening social distances, the need to explain them and policies to redress them.

The introduction introduces the concept of imagination used in the book, explains the relation of art and of faith to this concept, and discusses the approach and method of the book, highlighting its understanding of theology and theology’s relationship to phenomenology and to other disciplines. The introduction concludes with an overview of the plan of the book.

For the thousands of children and teenagers who returned to Turkey with their parents during the mass exodus of 1984, the very concept of “return” was fraught. For many children, leaving West Germany in the 1980s was not a return or a remigration, but rather an immigration to a new country as emigrants from West Germany. The struggle of these archetypical “return children” was especially pronounced because they bore the burden of another label: “Almancı children,” or “Germanized children.” These children had particular difficulties reintegrating into the Turkish school system, and both the Turkish and West German media regularly emphasized the “liberal,” “democratic” education in Germany in contrast to an allegedly “authoritarian” education in Turkey. Although West German policymakers were initially relieved to export the burden of integrating these children to Turkey, they soon developed sympathy. Though twisted in the service of racism, this sympathy for the children’s plight compelled a rare relaxation of West German immigration policy. In 1989, just five years after kicking them out, Kohl’s government permitted the children to return once again – this time, not to their parents’ homeland but to the one that many considered their own: Germany.