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Third sector organizations regularly innovate through collaboration with other organizations in order to secure resources and to increase the potential to more effectively meet each collaborator's mission. Following a review of relevant literature, the purpose of this paper is to explore and document the variety of ways that third sector organizations collaborate with other nonprofit organizations.

The paper reviews the literature regarding motivations to collaborate, barriers to collaboration, and ways to ensure that collaboration is successful. Drawing on exemplary cases of collaboration that applied for a national (USA) prize, the paper describes the range of collaborations that third sector organizations used to enhance their performance and productivity.

The analysis culminates in eight models: the fully integrated merger, partially integrated merger, joint program office, joint partnership with affiliated programming, joint partnership for issue advocacy, joint partnership with a new formal organization, joint administrative operations, and confederation.

All cases are drawn from one country in one part of the world, the USA; some models will have less veracity in other countries or contexts, and the nonprofit sectors of other countries will likely generate additional kinds of models not anticipated by the USA cases. Second, the eight models generated by the method are the result of debate, deliberation, and iterative process carried out by two coders. Other coders employing the same analytic process might generate more or fewer models.

Once nonprofit boards, staff, and other advocates understand the potential that can come with collaboration, blurring boundaries and giving up autonomy might not seem so intimidating. The practical value of our work is in reporting the wide array of options available to nonprofits – models that staff and board can use to plot their way forward.

The value of our work to research is identification of the assortment of ways that nonprofits collaborate. Future research may consider how any of the issues discussed in the literature – trust, co-opetition, resource dependence, network connectedness – vary or are conditioned by differences across these models of collaboration.

The paper documents collaboration as a viable strategy for the enhancement of performance and productivity among third sector organizations in the USA. For each model described, the paper discusses the circumstances in which they might be used, as well as the challenges and advantages associated with implementation.

Sports leagues, such as Major League Soccer (MLS), aim at expanding their audience at global level through alternative media other than television (TV). Brazil stands out among football media consumer audiences as one of the main markets worldwide. Brazilian MLS consumers play the role of fans to converge between TV media and digital platforms, in a phenomenon that has been called Social TV.

The aim of the current research is to investigate how Brazilian MLS fans' consumption process is established through Social TV; it was done based on netnography performed between 2018 and 2020.

Results have indicated that Social TV is a catalyst of practices associated with fan culture: cultural convergence, technologies appropriations, poaching experiences and production of a collective intelligence.

Current research reinforces how ethnography methodology has been gaining room as likely consumer market research, working as alternative method based on the prevalence of focus group and survey techniques.

Social TV phenomenon presents itself as a possibility to expand and direct marketing strategies focused on sports management, just as the media often consumed by fans.

From the results, it is possible assuming that connections between fans are punctually guided by their relationship with the cultural object consumed by them in a network relationship whose actors deindividualize sociocultural practices such as consumption. Thus, the main contribution of the study lies on identifying how fan culture can be autonomously established in the market arena in comparison to other cultures.

Imprisonment has the potential to significantly impact mothering (Lockwood, 2017). For some women, imprisonment may present the opportunity to repair and rebuild fractured relationships with their children; however, for many, being separated from their children is constructed as the most difficult aspect of imprisonment (Crewe, Hulley, & Wright, 2017), with the potential to severely alter, disrupt or even terminate mothering (Lockwood, 2017; 2018). Available research highlights the importance of mothering in relation to women's adjustment to and experiences of imprisonment and upon their rehabilitation, resettlement and potential reunification (Baldwin, 2017; Lockwood, 2017, Lockwood, 2018). However, consistent with prison policy and practice, available research tends to rely on narrow definitions that often construct motherhood in relation to younger children, under the age of 18 (Caddle & Crisp, 1997). Consequently, the stories, experiences and needs of mothers in prison with older adult children often remain unheard.

Focussing on the individual stories of mothers in prison and those who have recently been released from prison, within this chapter, I consider the way in which women story motherhood in relation to older adult children. Presenting three interrelated narratives, ‘Mothering from a distance: stories of missing out on children's transitions to adulthood’; ‘“Motherwork”: stories of participating in mothering adult children’ and ‘“Role reversal”: stories of receiving support from adult children’, I consider the specific challenges and opportunities for mothers in prison with older adult children.

This chapter covers two behaviors that greatly affect college students’ mental health and wellbeing: eating and sleeping. The chapter begins with a definition of eating disorders and distinguishes clinically disordered eating from other forms of problematic eating. The chapter describes common eating disorders among college students: anorexia nervosa, bulimia nervosa, avoidant restrictive food intake disorder (ARFID) and binge eating disorder. The chapter then discusses measures of problematic eating among college students, including the SCOFF, the Eating Disorder Inventory and the Eating Concerns subscale of the Counseling Center Assessment of Psychological Symptoms (CCAPS). Next, the chapter discusses the prevalence of problematic eating among college students. Cultural considerations are described, with particular attention paid to gender, sexual orientation and ethnicity. Causes of problematic eating among college students are discussed, and the consequences of problematic eating are explored, from shame to medical complications to death. Treatment options are detailed, as are barriers to seeking professional help. The chapter follows a similar structure in covering healthy and problematic sleep behaviors among college students. In particular, the chapter explores measures of sleep quality, the prevalence of problematic sleep among college students, their causes and consequences, as well as strategies for correcting poor sleep and interventions for promoting healthy sleep habits.

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.