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In this chapter we reinvigorate socialization as a theoretical framework for studying gender and sexuality, and we do so by focusing attention on the sexual socialization of young children. We provide an overview of the literature on the sexual socialization of young children. We discuss why researchers should be interested in childhood sexuality, and the role of parents, peers and schools, and the media in sexual socialization. We also address three overarching issues: methodology, the hegemony of heterosexuality, and child sexual abuse. Throughout, we suggest and organize some of the empirical questions that form a research agenda for those interested in this topic.

Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.

Cross-border student mobility represents a critical educational transition, especially for those students who choose to pursue a degree abroad as opposed to a short-term stay, and implies a complex adaptation process with regard to academic, sociocultural, and psychological factors. As a consequence of growing demand for international education and availability of resources and policies that encourage cross-border mobility, the number of international students worldwide is increasing continuously. Yet, little is known about the factors that motivate students to study abroad, and especially why some students choose to go whereas others to stay, given similar opportunities to study abroad. Accordingly, the purpose of the present chapter is to synthesize existing research on the decision-making process to study abroad, to outline important distinctions in types of student mobility and associated motivational implications, and to outline ways in which motivation theory can contribute to a better understanding of this process. The chapter concludes with a discussion of how motivation theories can help to address some of the open questions identified in prior research and thus contribute to a better understanding of the decision-making process to study in a foreign country.

The emergence of the intermediate care agenda has added momentum to the debate on the use of alternative care settings for the delivery of rehabilitative interventions for older persons. This paper reports on the findings of the first stage of a research programme to investigate the extent of the use of care home environments for the rehabilitation of older people in England. Stage two of the project will explore in more depth the characteristics of the rehabilitation provision identified in stage one.

THE RE‐PROFILING, RE‐SHAPING OR re‐modelling of sheltered housing has become a topical issue. At Eastleigh, we first considered the problem of difficult‐to‐let sheltered accommodation and the need for upgraded support ten years ago. The focus of this article is on the conversion of three conventional Category 2 schemes built in the mid‐1960s.

First results of a research project at Bolton Institute show advantages in using a text‐based off‐line programmer in conjunction with a low‐cost PC‐based kinematic simulator. The system being developed could mean for small companies an economical alternative to using comprehensive robot simulation packages.

Research has documented post-school outcomes for students with emotional and behavioral disabilities and learning disabilities continue to be poor. To improve student outcomes for these populations, research has recommended implementing evidence-based practices and predictors in the classroom. The purpose of this chapter is to identify evidence-based practices and predictors targeted for students with emotional and behavioral disorders and learning disabilities in the area of secondary transition. We identify and briefly describe 12 evidence-based practices and 14 evidence-based predictors for students with emotional and behavioral disorders and learning disabilities. Implications for practice and suggestions for future research are also discussed.

Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.

The purpose of the paper is to review issues and concepts related to the use of knowledge in business for the purpose of generating profit, and show their application in relation to the author's own company, Ricardo. As far as possible, both the conditions common to other knowledge companies, and those unique to Ricardo, are identified, with a view to furthering the management of knowledge by others.

The paper approaches the topic of knowledge management from a case‐study angle, with a view to identifying the knowledge inputs into the company's work, its processing of those inputs, and the generation of outputs in the form of profitable knowledge products and services.

The paper finds that knowledge is presented as a differentiated concept with various levels and functions. Following a description of how the various types of knowledge are used by the author's company, some of the lessons to be learned are listed.

The paper offers, both explicitly and by implication, some useful guidelines for KM practitioners.

The paper reveals how far theoretical concepts, such as tacit and explicit knowledge, knowledge bases and knowledge or learning communities, are reflected in the real world situation of Ricardo.

Research on self-regulation has tended to focus on goal-related performance, with limited attention paid to individuals’ affect and the role it plays during the goal-striving process. In this chapter we discuss three mechanisms to integrate affect within a control theory-based self-regulation framework, and how such integrations inform future research concerning employee stress and well-being. Specifically, affect can be viewed as a result of velocity made toward one’s desired states at work. Fast progress results in positive affect, which enhances employee well-being and reduces the detrimental effects associated with exposure to occupational stressors. On the other hand, slow or no progress elicits negative affect, which induces employee distress. Second, affect can also be considered an input of self-regulation, such that employees are required to regulate their emotional displays at work. Employees who perform emotional labor compare their actual emotional display against the desired display prescribed by display rules. Third, affect can function as a situational disturbance, altering employees’ perceptions or assessments of the input, comparator, and output for other self-regulatory processes.