Kooperativer Bibliotheksverbund

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Format: 1 Online-Ressource (xxxviii, 381 Seiten) , Illustrationen

ISBN: 9783030221768

Series Statement: Peace psychology book series

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-22175-1

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-22177-5

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-22178-2

Language: English

Subjects: Education

Keywords: Kind ; Wohlbefinden ; Friedenserziehung

DOI: 10.1007/978-3-030-22176-8

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (405 pages)

Edition: 1st ed.

ISBN: 9783030221768

Series Statement: Peace Psychology Book Series

Note: Children and Peace -- Foreword -- Acknowledgements -- Introduction -- The Partnerships Behind This Book -- A Brief Overview of the Content -- Conclusion -- References -- Contents -- Author Biographies -- Part I: Addressing the Well-Being of Refugee and Migrant Children -- Chapter 1: A Multi-method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and Migrant Families -- 1.1 Introduction -- 1.1.1 The Process-Oriented Model -- 1.1.2 Distal and Proximal Factors -- 1.2 C.Ri.d.e.e. Multi-method Assessment System -- 1.2.1 Risk and Protective Factors Protocol and Graph -- 1.2.2 Todd Map -- 1.2.3 Parenting Stress Index Short Form (PSI-SF) -- 1.2.4 Child Abuse Potential Inventory (CAPI) -- 1.2.5 Resilience Scale for Adults (RSA) -- 1.2.6 Trauma Symptom Checklist for Children (TSCC) -- 1.3 Research Data on the C.Ri.d.e.e. Multi-method Assessment System -- 1.3.1 Exemplary Data on Italian Sample -- 1.3.2 Research Data on Comparisons Between Italian and Migrant Families -- 1.3.3 Decision Trees -- References -- Chapter 2: Engaging Men to Support the Resilience of Syrian Refugee Children and Youth in Lebanon -- 2.1 Introduction -- 2.1.1 Syrian Refugees in Lebanon -- 2.1.2 Early Marriage -- 2.1.3 Child Labor -- 2.2 The Intervention: "Engaging Men to Promote Resilient Communities" -- 2.3 Method -- 2.4 Key Findings -- 2.4.1 Family Atmosphere and Emotional Regulation -- 2.4.2 Men as Fathers and the Impact on Their Children -- 2.4.3 Reduction in Yelling at and Beating Children -- 2.4.4 Increased Dialogue and Positive Time Spent with Children -- 2.4.5 Child Marriage -- 2.4.6 Child Labor -- 2.5 Discussion -- 2.6 Conclusion -- References -- Chapter 3: Promoting Civic Engagement and Social Inclusion Interventions for Minors Involved with Crimes -- 3.1 The Italian Law for Minors -- 3.1.1 Explaining Juvenile Justice Procedures in Italy. , 3.2 About Migrant Minors -- 3.2.1 Migration and Its Impact on Minors -- 3.3 Reflections About Juvenile Detention and the Development of a New Experience: The Project PROVA - Prevention of Violent Radicalisation and of Violent Actions -- 3.3.1 From the PROVA Project's Aims: How to Cope with Youth Violent Radicalisation -- 3.4 Methods -- 3.4.1 Participants and Instruments -- 3.4.2 Data Analysis -- 3.4.3 Results -- 3.5 Discussion and Conclusions -- References -- Chapter 4: Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 4.1 Introduction -- 4.2 Methods of Indirect Intergroup Contact -- 4.2.1 Extended Contact -- 4.2.2 Vicarious Contact -- 4.2.2.1 Parasocial Contact -- 4.2.2.2 Parasocial Exposure Without Cross-Group Interaction -- 4.2.3 Imagined Contact -- 4.3 Optimizing Methods for Practical Application -- 4.4 Future Directions -- 4.5 Conclusion -- References -- Chapter 5: Promoting Prosocial Behavior Toward Refugees: Exploring the Empathy-Attitude-Action Model in Middle Childhood -- 5.1 Introduction -- 5.2 Children as Social Actors and Peacebuilders -- 5.3 Refugees as an Out-Group -- 5.4 Previous Interventions -- 5.5 Empathy-Attitudes-Action Model -- 5.5.1 Empathy -- 5.5.2 Empathy and Prosocial Behaviors -- 5.5.3 Extending Prosocial Behavior to the Group -- 5.5.4 Empathy and Attitudes -- 5.5.5 Attitudes to Action -- 5.5.6 Inducing Intergroup Empathy -- 5.6 Pilot Study -- 5.6.1 Limitations and Future Research -- 5.7 Call to Action -- References -- Chapter 6: Civic Participation and Other Interventions That Promote Children's Tolerance of Migrants -- 6.1 Tolerance Toward Migrants -- 6.1.1 Defining Tolerance: Positive and Negative Connotations -- 6.1.2 A Developmental Approach on the Study of Tolerance -- 6.2 Evidence from the PIDOP and the CATCH-EyoU Projects -- 6.3 Different Approaches for Increasing Tolerance. , 6.3.1 Global Citizenship Education -- 6.3.2 Intercultural Dialogue and Intercultural Competence Education -- 6.3.3 Community-Based Approach -- 6.4 Conclusion -- References -- Chapter 7: Does Participating in National and Ethnic Associations Promote Migrant Integration? A Study with Young First- and Second-Generation Migrants -- 7.1 Introduction: The Challenges of Migration and the Role of Social Participation in National and Ethnic Associations -- 7.2 A Study on Young First- and Second-Generation Migrants in Italy -- 7.2.1 Principal Findings and Discussion -- 7.2.2 Conclusion -- 7.3 Implications -- References -- Chapter 8: Empowerment of Intergroup Harmony and Equity -- 8.1 Introduction -- 8.2 Theoretical Framework: Social Representation Theory and Social Identity Theory -- 8.3 Empowerment Interventions -- 8.3.1 The Role of Social Interactions -- 8.3.2 The Role of Power -- 8.3.3 The Role of Communities -- 8.3.4 The Primacy of Context -- 8.4 Conclusions -- References -- Part II: Children Growing Up in Violent Geopolitical Contexts -- Chapter 9: Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 9.1 Introduction -- 9.2 Methods and the Process -- 9.3 Linking the Global and the Local: The Structural Drivers of Violence Affecting Children -- 9.3.1 Poverty -- 9.3.2 Migration -- 9.4 Understanding the Importance of Historical Inequalities to Present-Day Experiences: A Case Study of Peru -- 9.5 Conclusion -- References -- Chapter 10: Growing Up in Violent Contexts: Differential Effects of Community, Family, and School Violence on Child Adjustment -- 10.1 Introduction -- 10.2 Defining Exposure to Violence -- 10.3 Violence Exposure aAcross Multiple Contexts: Prevalence Estimates and Differential Effects -- 10.4 Youth Exposure to Community Violence: The Case of Naples -- 10.4.1 Why Do We Work on Youth Community Violence in Naples?. , 10.5 Linking Violent Exposure to Negative Developmental Outcomes -- 10.5.1 Exposure to Community Violence and the Role of Effortful Control -- 10.5.2 The Paradigm of Pathologic Adaptation to Community Violence -- 10.5.3 The Role of Parental Monitoring in Violent Neighborhoods -- 10.6 Implications for Policy and Practice -- 10.7 Conclusions -- References -- Chapter 11: Historical Culture and Peace: How Older Generations Address the Need of Younger Generations to Learn About Their In-Group Past -- 11.1 The Need of Young Generations to Learn About Their In-Group past -- 11.2 Silence and Self-Denials of Older Generations -- 11.2.1 Why Do Older Generations Keep Troubled Memories Hidden? -- 11.3 Peace as an Intergenerational Task -- 11.3.1 Peace as an Intergenerational Task -- 11.4 Breaking the Silence on Italian Colonialism: An Applied Example -- 11.5 Concluding Remarks -- 11.6 Application to Policy and Practice -- References -- Chapter 12: Youth Identity, Peace and Conflict: Insights from Conflict and Diverse Settings -- 12.1 Introduction -- 12.2 Youth Identity Development -- 12.2.1 Ethnic Identity Development -- 12.3 Case Study 1: Youth Identity in Conflict Settings -- 12.3.1 Youth Identity in Northern Ireland -- 12.4 Case Study 2: Youth Identity in Diverse Settings -- 12.4.1 Turkish Youth Identity in England -- 12.5 Policy and Practice Implications -- 12.6 Conclusion and Future Research Directions -- References -- Chapter 13: Children's Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- 13.1 Introduction -- 13.1.1 Effect of Armed Conflict on Children -- 13.1.2 The Participatory Role of Children -- 13.1.3 Multidimensional Model of Peacebuilding -- 13.1.4 Forgiveness and Reconciliation Related to Peacebuilding -- 13.1.4.1 Forgiveness -- 13.1.4.2 Reconciliation -- 13.2 Research Context. , 13.2.1 The Method Employed -- 13.3 Results -- 13.3.1 Forgiveness -- 13.3.2 Reconciliation -- 13.3.3 Peacebuilding in Colombia -- 13.4 Conclusions and Implications -- References -- Part III: Promoting Peace and Well-Being in Children -- Chapter 14: Learning for Peace: Lessons Learned from UNICEF's Peacebuilding, Education, and Advocacy in Conflict-Affected Context Programme -- 14.1 Insecurity: The Primary Development Challenge of Our Time -- 14.2 Child Development and Protection Prerequisites for Sustainable Peace -- 14.2.1 UN Resolutions on Child Well-Being and Conflict Prevention -- 14.2.2 Basic Human Needs, Altruism, and Aggression -- 14.3 UNICEF's Peacebuilding, Education, and Advocacy Programme [Learning for Peace] -- 14.4 Theoretical Framework for Understanding Education in Conflict and Peace and Education for Peacebuilding Programming -- 14.4.1 Redistribution of Education Resources: To Counter Education Inequities and Inequalities -- 14.4.2 Recognition: Of Identity, Voices, and Needs -- 14.4.3 Representation: Participation in Decision-Making -- 14.4.4 Reconciliation -- 14.5 Assessing Education for Peacebuilding Interventions -- 14.6 Conclusion: Learning for Peace -- References -- Chapter 15: Educating Toward a Culture of Peace Through an Innovative Teaching Method -- 15.1 Introduction to the Education Program -- 15.2 Peace Education in Italy: An Overview -- 15.2.1 Proposals for Peace Education -- 15.3 Peace and Peer Education: A Proposal -- 15.3.1 Context and Contents of the Education Program Aimed at Peace and Cultural Diversity -- 15.3.2 Cooperation in Education and Learning by Doing -- 15.4 Conclusions -- References -- Chapter 16: Experiencing Diversity: Complexity, Education, and Peace Construction -- 16.1 Introduction -- 16.2 The Relationship with Diversity -- 16.3 Diversity and Complexity. , 16.4 Diversity, Complex Thinking, Peace Construction, and School.

Additional Edition: Print version: Balvin, Nikola Children and Peace Cham : Springer International Publishing AG,c2019 ISBN 9783030221751

Language: English

Keywords: Electronic books.

URL: Click to View

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UID:

Format: 1 Online-Ressource (xxxviii, 381 Seiten) , Diagramme

ISBN: 9783030221768

Series Statement: Peace psychology

Content: This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe's "migration crisis", radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.

Note: Aus dem Vorwort: "The papers were initially presented at the 15th International Symposium on the Contributions of Psychology to Peace hosted at UNICEF's Office of Research-Innocenti in Florence and co-organized with the Sapienza University of Rome under the title 'Bridging across generations: turning research into action for children and families'." , Addressing the well-being of refugee and migrant children , A multi-method assessment of risk and protective factors in family violence: comparing Italian and migrant families , Engaging men to support the resilience of Syrian refugee children and youth in Lebanon , Promoting civic engagement and social inclusion interventions for minors involved with crimes , Indirect contact interventions to promote peace in multicultural societies , Promoting prosocial behavior toward refugees : exploring the empathy-attitude-action model in middle childhood , Civic participation and other interventions that promote children's tolerance of migrants , Does participating in national and ethnic associations promote migrant integration? : a study with young first- and second-generation migrants , Empowerment of intergroup harmony and equity , Children growing up in violent geopolitical contexts , Beyond risk factors : structural drivers of violence affecting children , Growing up in violent contexts: differential effects of community, family, and school violence on child adjustment , Historical culture and peace : how older generations address the need of younger generations to learn about their in-group past , Youth identity, peace and conflict : insights from conflict and diverse settings , Children's conceptualizations of forgiveness, reconciliation, and peacebuilding in the context of armed conflict , Promoting peace and well-being in children , Learning for peace: lessons learned from UNICEF's peacebuilding, education, and advocacy in Conflict-Affected Context Programme , Educating toward a culture of peace through an innovative teaching method , Experiencing diversity: complexity, education, and peace construction , Developmental trajectories of political engagement from adolescence to mid-adulthood : a review with empirical underpinnings from the German Peace Movement , Enabling full participation : a community-led approach to child protection , From research to action and the spaces in -between : experiences from peacebuilding programs for young people in Cambodia and Uganda , Working for the well-being of children : the value and efficacy of adopting a cooperative, inter-agency approach , Children and survival of the species , Climate change and children : an issue of intergenerational justice

Additional Edition: ISBN 9783030221751

Language: English

URL: Description of rights in Directory of Open Access Books (DOAB): Attribution (CC by)

UID:

Format: XXXVIII, 381 p. 20 illus., 9 illus. in color. , online resource.

Edition: 1st ed. 2020.

ISBN: 9783030221768

Series Statement: Peace Psychology Book Series,

Content: This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe's "migration crisis", radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.

Note: Foreword -- Introduction -- Part I Addressing the Well-Being of Refugee and Migrant Children -- 1. A Multi-Method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and migrant families -- 2. Engaging Men to Support the Resilience of Syrian Refugee Children & Youth in Lebanon -- 3. Promoting civic engagement and social inclusion interventions for minors involved with crimes -- 4. Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 5. Promoting prosocial behaviour toward refugees: Exploring the empathy-attitude-action model in middle childhood -- 6. Civic Participation and Other Interventions that Promote Children's Tolerance of Migrants -- 7. Does Participating in Volunteer Organizations Promote Migrant Integration? A Study with Young First and Second Generation Immigrants -- 8. About power and empowerment for intergroup harmony -- Part II Children Growing Up in Violent Geopolitical Contexts -- 9. Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 10. Growing up in violent contexts: Differential effects of community, family and school violence on child adjustment -- 11. When do Intergenerational Narratives of Ingroup Responsibility for Past Violence Result in Peace and Violence? -- 12. Youth identity, peace and conflict: Insights from conflict and diverse settings -- 13. Children's Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- Part III Promoting Peace and Well-Being in Children -- 14. Learning for Peace: Lessons Learned from UNICEF's Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme -- 15. Educating towards a culture of peace through an innovative teaching method and experiences between secondary school and university -- 16. The Role of Cognitive Complexity in Promoting a Positive Representation of Diversity in Children -- 17. Political Orientation and Engagement from Adolescence to Adulthood: Evidence of (Dis)Continuity from a Three-Decade Longitudinal Study in the German Peace Movement -- 18. Enabling Full Participation: A Community-Led Approach to Child Protection -- 19. From research to action and the spaces in-between: experiences from peacebuilding programs for young people in Cambodia and Uganda -- 20. Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-Agency Approach -- Part IV Children and Survival of the Species -- 21. Climate change and children: An issue of intergenerational justice -- Conclusion.

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9783030221751

Additional Edition: Printed edition: ISBN 9783030221775

Additional Edition: Printed edition: ISBN 9783030221782

Language: English

DOI: 10.1007/978-3-030-22176-8

URL: https://doi.org/10.1007/978-3-030-22176-8

UID:

Format: 1 online resource (405 pages)

Edition: 1st ed.

ISBN: 9783030221768

Series Statement: Peace Psychology Book Series

Note: Children and Peace -- Foreword -- Acknowledgements -- Introduction -- The Partnerships Behind This Book -- A Brief Overview of the Content -- Conclusion -- References -- Contents -- Author Biographies -- Part I: Addressing the Well-Being of Refugee and Migrant Children -- Chapter 1: A Multi-method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and Migrant Families -- 1.1 Introduction -- 1.1.1 The Process-Oriented Model -- 1.1.2 Distal and Proximal Factors -- 1.2 C.Ri.d.e.e. Multi-method Assessment System -- 1.2.1 Risk and Protective Factors Protocol and Graph -- 1.2.2 Todd Map -- 1.2.3 Parenting Stress Index Short Form (PSI-SF) -- 1.2.4 Child Abuse Potential Inventory (CAPI) -- 1.2.5 Resilience Scale for Adults (RSA) -- 1.2.6 Trauma Symptom Checklist for Children (TSCC) -- 1.3 Research Data on the C.Ri.d.e.e. Multi-method Assessment System -- 1.3.1 Exemplary Data on Italian Sample -- 1.3.2 Research Data on Comparisons Between Italian and Migrant Families -- 1.3.3 Decision Trees -- References -- Chapter 2: Engaging Men to Support the Resilience of Syrian Refugee Children and Youth in Lebanon -- 2.1 Introduction -- 2.1.1 Syrian Refugees in Lebanon -- 2.1.2 Early Marriage -- 2.1.3 Child Labor -- 2.2 The Intervention: "Engaging Men to Promote Resilient Communities" -- 2.3 Method -- 2.4 Key Findings -- 2.4.1 Family Atmosphere and Emotional Regulation -- 2.4.2 Men as Fathers and the Impact on Their Children -- 2.4.3 Reduction in Yelling at and Beating Children -- 2.4.4 Increased Dialogue and Positive Time Spent with Children -- 2.4.5 Child Marriage -- 2.4.6 Child Labor -- 2.5 Discussion -- 2.6 Conclusion -- References -- Chapter 3: Promoting Civic Engagement and Social Inclusion Interventions for Minors Involved with Crimes -- 3.1 The Italian Law for Minors -- 3.1.1 Explaining Juvenile Justice Procedures in Italy , 3.2 About Migrant Minors -- 3.2.1 Migration and Its Impact on Minors -- 3.3 Reflections About Juvenile Detention and the Development of a New Experience: The Project PROVA - Prevention of Violent Radicalisation and of Violent Actions -- 3.3.1 From the PROVA Project's Aims: How to Cope with Youth Violent Radicalisation -- 3.4 Methods -- 3.4.1 Participants and Instruments -- 3.4.2 Data Analysis -- 3.4.3 Results -- 3.5 Discussion and Conclusions -- References -- Chapter 4: Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 4.1 Introduction -- 4.2 Methods of Indirect Intergroup Contact -- 4.2.1 Extended Contact -- 4.2.2 Vicarious Contact -- 4.2.2.1 Parasocial Contact -- 4.2.2.2 Parasocial Exposure Without Cross-Group Interaction -- 4.2.3 Imagined Contact -- 4.3 Optimizing Methods for Practical Application -- 4.4 Future Directions -- 4.5 Conclusion -- References -- Chapter 5: Promoting Prosocial Behavior Toward Refugees: Exploring the Empathy-Attitude-Action Model in Middle Childhood -- 5.1 Introduction -- 5.2 Children as Social Actors and Peacebuilders -- 5.3 Refugees as an Out-Group -- 5.4 Previous Interventions -- 5.5 Empathy-Attitudes-Action Model -- 5.5.1 Empathy -- 5.5.2 Empathy and Prosocial Behaviors -- 5.5.3 Extending Prosocial Behavior to the Group -- 5.5.4 Empathy and Attitudes -- 5.5.5 Attitudes to Action -- 5.5.6 Inducing Intergroup Empathy -- 5.6 Pilot Study -- 5.6.1 Limitations and Future Research -- 5.7 Call to Action -- References -- Chapter 6: Civic Participation and Other Interventions That Promote Children's Tolerance of Migrants -- 6.1 Tolerance Toward Migrants -- 6.1.1 Defining Tolerance: Positive and Negative Connotations -- 6.1.2 A Developmental Approach on the Study of Tolerance -- 6.2 Evidence from the PIDOP and the CATCH-EyoU Projects -- 6.3 Different Approaches for Increasing Tolerance , 6.3.1 Global Citizenship Education -- 6.3.2 Intercultural Dialogue and Intercultural Competence Education -- 6.3.3 Community-Based Approach -- 6.4 Conclusion -- References -- Chapter 7: Does Participating in National and Ethnic Associations Promote Migrant Integration? A Study with Young First- and Second-Generation Migrants -- 7.1 Introduction: The Challenges of Migration and the Role of Social Participation in National and Ethnic Associations -- 7.2 A Study on Young First- and Second-Generation Migrants in Italy -- 7.2.1 Principal Findings and Discussion -- 7.2.2 Conclusion -- 7.3 Implications -- References -- Chapter 8: Empowerment of Intergroup Harmony and Equity -- 8.1 Introduction -- 8.2 Theoretical Framework: Social Representation Theory and Social Identity Theory -- 8.3 Empowerment Interventions -- 8.3.1 The Role of Social Interactions -- 8.3.2 The Role of Power -- 8.3.3 The Role of Communities -- 8.3.4 The Primacy of Context -- 8.4 Conclusions -- References -- Part II: Children Growing Up in Violent Geopolitical Contexts -- Chapter 9: Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 9.1 Introduction -- 9.2 Methods and the Process -- 9.3 Linking the Global and the Local: The Structural Drivers of Violence Affecting Children -- 9.3.1 Poverty -- 9.3.2 Migration -- 9.4 Understanding the Importance of Historical Inequalities to Present-Day Experiences: A Case Study of Peru -- 9.5 Conclusion -- References -- Chapter 10: Growing Up in Violent Contexts: Differential Effects of Community, Family, and School Violence on Child Adjustment -- 10.1 Introduction -- 10.2 Defining Exposure to Violence -- 10.3 Violence Exposure aAcross Multiple Contexts: Prevalence Estimates and Differential Effects -- 10.4 Youth Exposure to Community Violence: The Case of Naples -- 10.4.1 Why Do We Work on Youth Community Violence in Naples? , 10.5 Linking Violent Exposure to Negative Developmental Outcomes -- 10.5.1 Exposure to Community Violence and the Role of Effortful Control -- 10.5.2 The Paradigm of Pathologic Adaptation to Community Violence -- 10.5.3 The Role of Parental Monitoring in Violent Neighborhoods -- 10.6 Implications for Policy and Practice -- 10.7 Conclusions -- References -- Chapter 11: Historical Culture and Peace: How Older Generations Address the Need of Younger Generations to Learn About Their In-Group Past -- 11.1 The Need of Young Generations to Learn About Their In-Group past -- 11.2 Silence and Self-Denials of Older Generations -- 11.2.1 Why Do Older Generations Keep Troubled Memories Hidden? -- 11.3 Peace as an Intergenerational Task -- 11.3.1 Peace as an Intergenerational Task -- 11.4 Breaking the Silence on Italian Colonialism: An Applied Example -- 11.5 Concluding Remarks -- 11.6 Application to Policy and Practice -- References -- Chapter 12: Youth Identity, Peace and Conflict: Insights from Conflict and Diverse Settings -- 12.1 Introduction -- 12.2 Youth Identity Development -- 12.2.1 Ethnic Identity Development -- 12.3 Case Study 1: Youth Identity in Conflict Settings -- 12.3.1 Youth Identity in Northern Ireland -- 12.4 Case Study 2: Youth Identity in Diverse Settings -- 12.4.1 Turkish Youth Identity in England -- 12.5 Policy and Practice Implications -- 12.6 Conclusion and Future Research Directions -- References -- Chapter 13: Children's Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- 13.1 Introduction -- 13.1.1 Effect of Armed Conflict on Children -- 13.1.2 The Participatory Role of Children -- 13.1.3 Multidimensional Model of Peacebuilding -- 13.1.4 Forgiveness and Reconciliation Related to Peacebuilding -- 13.1.4.1 Forgiveness -- 13.1.4.2 Reconciliation -- 13.2 Research Context , 13.2.1 The Method Employed -- 13.3 Results -- 13.3.1 Forgiveness -- 13.3.2 Reconciliation -- 13.3.3 Peacebuilding in Colombia -- 13.4 Conclusions and Implications -- References -- Part III: Promoting Peace and Well-Being in Children -- Chapter 14: Learning for Peace: Lessons Learned from UNICEF's Peacebuilding, Education, and Advocacy in Conflict-Affected Context Programme -- 14.1 Insecurity: The Primary Development Challenge of Our Time -- 14.2 Child Development and Protection Prerequisites for Sustainable Peace -- 14.2.1 UN Resolutions on Child Well-Being and Conflict Prevention -- 14.2.2 Basic Human Needs, Altruism, and Aggression -- 14.3 UNICEF's Peacebuilding, Education, and Advocacy Programme [Learning for Peace] -- 14.4 Theoretical Framework for Understanding Education in Conflict and Peace and Education for Peacebuilding Programming -- 14.4.1 Redistribution of Education Resources: To Counter Education Inequities and Inequalities -- 14.4.2 Recognition: Of Identity, Voices, and Needs -- 14.4.3 Representation: Participation in Decision-Making -- 14.4.4 Reconciliation -- 14.5 Assessing Education for Peacebuilding Interventions -- 14.6 Conclusion: Learning for Peace -- References -- Chapter 15: Educating Toward a Culture of Peace Through an Innovative Teaching Method -- 15.1 Introduction to the Education Program -- 15.2 Peace Education in Italy: An Overview -- 15.2.1 Proposals for Peace Education -- 15.3 Peace and Peer Education: A Proposal -- 15.3.1 Context and Contents of the Education Program Aimed at Peace and Cultural Diversity -- 15.3.2 Cooperation in Education and Learning by Doing -- 15.4 Conclusions -- References -- Chapter 16: Experiencing Diversity: Complexity, Education, and Peace Construction -- 16.1 Introduction -- 16.2 The Relationship with Diversity -- 16.3 Diversity and Complexity , 16.4 Diversity, Complex Thinking, Peace Construction, and School

Additional Edition: Print version Balvin, Nikola Children and Peace Cham : Springer International Publishing AG,c2019 ISBN 9783030221751

Language: English

Keywords: Electronic books

URL: Full-text  ((OIS Credentials Required))

UID:

Format: 1 Online-Ressource (XXXVIII, 381 p. 20 illus., 9 illus. in color)

Edition: 1st ed. 2020

ISBN: 9783030221768

Series Statement: Peace Psychology Book Series

Content: Foreword -- Introduction -- Part I Addressing the Well-Being of Refugee and Migrant Children -- 1. A Multi-Method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and migrant families -- 2. Engaging Men to Support the Resilience of Syrian Refugee Children & Youth in Lebanon -- 3. Promoting civic engagement and social inclusion interventions for minors involved with crimes -- 4. Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 5. Promoting prosocial behaviour toward refugees: Exploring the empathy-attitude-action model in middle childhood -- 6. Civic Participation and Other Interventions that Promote Children’s Tolerance of Migrants -- 7. Does Participating in Volunteer Organizations Promote Migrant Integration? A Study with Young First and Second Generation Immigrants -- 8. About power and empowerment for intergroup harmony -- Part II Children Growing Up in Violent Geopolitical Contexts -- 9. Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 10. Growing up in violent contexts: Differential effects of community, family and school violence on child adjustment -- 11. When do Intergenerational Narratives of Ingroup Responsibility for Past Violence Result in Peace and Violence? -- 12. Youth identity, peace and conflict: Insights from conflict and diverse settings -- 13. Children’s Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- Part III Promoting Peace and Well-Being in Children -- 14. Learning for Peace: Lessons Learned from UNICEF’s Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme -- 15. Educating towards a culture of peace through an innovative teaching method and experiences between secondary school and university -- 16. The Role of Cognitive Complexity in Promoting a Positive Representation of Diversity in Children -- 17. Political Orientation and Engagement from Adolescence to Adulthood: Evidence of (Dis)Continuity from a Three-Decade Longitudinal Study in the German Peace Movement -- 18. Enabling Full Participation: A Community-Led Approach to Child Protection -- 19. From research to action and the spaces in-between: experiences from peacebuilding programs for young people in Cambodia and Uganda -- 20. Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-Agency Approach -- Part IV Children and Survival of the Species -- 21. Climate change and children: An issue of intergenerational justice -- Conclusion

Content: This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN

Additional Edition: ISBN 9783030221751

Additional Edition: ISBN 9783030221782

Additional Edition: Erscheint auch als Druck-Ausgabe Children and peace Cham, Switzerland : Springer Open, 2020 ISBN 9783030221782

Language: English

DOI: 10.1007/978-3-030-22176-8

URL: kostenfrei

UID:

Format: 1 online resource (381)

Edition: 1st ed. 2020.

ISBN: 3-030-22176-8

Series Statement: Peace Psychology Book Series,

Content: This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.

Note: Foreword -- Introduction -- Part I Addressing the Well-Being of Refugee and Migrant Children -- 1. A Multi-Method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and migrant families -- 2. Engaging Men to Support the Resilience of Syrian Refugee Children & Youth in Lebanon -- 3. Promoting civic engagement and social inclusion interventions for minors involved with crimes -- 4. Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 5. Promoting prosocial behaviour toward refugees: Exploring the empathy-attitude-action model in middle childhood -- 6. Civic Participation and Other Interventions that Promote Children’s Tolerance of Migrants -- 7. Does Participating in Volunteer Organizations Promote Migrant Integration? A Study with Young First and Second Generation Immigrants -- 8. About power and empowerment for intergroup harmony -- Part II Children Growing Up in Violent Geopolitical Contexts -- 9. Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 10. Growing up in violent contexts: Differential effects of community, family and school violence on child adjustment -- 11. When do Intergenerational Narratives of Ingroup Responsibility for Past Violence Result in Peace and Violence? -- 12. Youth identity, peace and conflict: Insights from conflict and diverse settings -- 13. Children’s Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- Part III Promoting Peace and Well-Being in Children -- 14. Learning for Peace: Lessons Learned from UNICEF’s Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme -- 15. Educating towards a culture of peace through an innovative teaching method and experiences between secondary school and university -- 16. The Role of Cognitive Complexity in Promoting a Positive Representation of Diversity in Children -- 17. Political Orientation and Engagement from Adolescence to Adulthood: Evidence of (Dis)Continuity from a Three-Decade Longitudinal Study in the German Peace Movement -- 18. Enabling Full Participation: A Community-Led Approach to Child Protection -- 19. From research to action and the spaces in-between: experiences from peacebuilding programs for young people in Cambodia and Uganda -- 20. Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-Agency Approach -- Part IV Children and Survival of the Species -- 21. Climate change and children: An issue of intergenerational justice -- Conclusion. , English.

Additional Edition: ISBN 3-030-22175-X

Language: English

DOI: 10.1007/978-3-030-22176-8

UID:

Format: 1 online resource (381)

Edition: 1st ed. 2020.

ISBN: 3-030-22176-8

Series Statement: Peace Psychology Book Series,

Content: This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.

Note: Foreword -- Introduction -- Part I Addressing the Well-Being of Refugee and Migrant Children -- 1. A Multi-Method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and migrant families -- 2. Engaging Men to Support the Resilience of Syrian Refugee Children & Youth in Lebanon -- 3. Promoting civic engagement and social inclusion interventions for minors involved with crimes -- 4. Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 5. Promoting prosocial behaviour toward refugees: Exploring the empathy-attitude-action model in middle childhood -- 6. Civic Participation and Other Interventions that Promote Children’s Tolerance of Migrants -- 7. Does Participating in Volunteer Organizations Promote Migrant Integration? A Study with Young First and Second Generation Immigrants -- 8. About power and empowerment for intergroup harmony -- Part II Children Growing Up in Violent Geopolitical Contexts -- 9. Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 10. Growing up in violent contexts: Differential effects of community, family and school violence on child adjustment -- 11. When do Intergenerational Narratives of Ingroup Responsibility for Past Violence Result in Peace and Violence? -- 12. Youth identity, peace and conflict: Insights from conflict and diverse settings -- 13. Children’s Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- Part III Promoting Peace and Well-Being in Children -- 14. Learning for Peace: Lessons Learned from UNICEF’s Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme -- 15. Educating towards a culture of peace through an innovative teaching method and experiences between secondary school and university -- 16. The Role of Cognitive Complexity in Promoting a Positive Representation of Diversity in Children -- 17. Political Orientation and Engagement from Adolescence to Adulthood: Evidence of (Dis)Continuity from a Three-Decade Longitudinal Study in the German Peace Movement -- 18. Enabling Full Participation: A Community-Led Approach to Child Protection -- 19. From research to action and the spaces in-between: experiences from peacebuilding programs for young people in Cambodia and Uganda -- 20. Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-Agency Approach -- Part IV Children and Survival of the Species -- 21. Climate change and children: An issue of intergenerational justice -- Conclusion. , English.

Additional Edition: ISBN 3-030-22175-X

Language: English

DOI: 10.1007/978-3-030-22176-8

UID:

Format: 1 online resource (381)

Edition: 1st ed. 2020.

ISBN: 3-030-22176-8

Series Statement: Peace Psychology Book Series,

Content: This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.

Note: Foreword -- Introduction -- Part I Addressing the Well-Being of Refugee and Migrant Children -- 1. A Multi-Method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and migrant families -- 2. Engaging Men to Support the Resilience of Syrian Refugee Children & Youth in Lebanon -- 3. Promoting civic engagement and social inclusion interventions for minors involved with crimes -- 4. Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 5. Promoting prosocial behaviour toward refugees: Exploring the empathy-attitude-action model in middle childhood -- 6. Civic Participation and Other Interventions that Promote Children’s Tolerance of Migrants -- 7. Does Participating in Volunteer Organizations Promote Migrant Integration? A Study with Young First and Second Generation Immigrants -- 8. About power and empowerment for intergroup harmony -- Part II Children Growing Up in Violent Geopolitical Contexts -- 9. Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 10. Growing up in violent contexts: Differential effects of community, family and school violence on child adjustment -- 11. When do Intergenerational Narratives of Ingroup Responsibility for Past Violence Result in Peace and Violence? -- 12. Youth identity, peace and conflict: Insights from conflict and diverse settings -- 13. Children’s Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- Part III Promoting Peace and Well-Being in Children -- 14. Learning for Peace: Lessons Learned from UNICEF’s Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme -- 15. Educating towards a culture of peace through an innovative teaching method and experiences between secondary school and university -- 16. The Role of Cognitive Complexity in Promoting a Positive Representation of Diversity in Children -- 17. Political Orientation and Engagement from Adolescence to Adulthood: Evidence of (Dis)Continuity from a Three-Decade Longitudinal Study in the German Peace Movement -- 18. Enabling Full Participation: A Community-Led Approach to Child Protection -- 19. From research to action and the spaces in-between: experiences from peacebuilding programs for young people in Cambodia and Uganda -- 20. Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-Agency Approach -- Part IV Children and Survival of the Species -- 21. Climate change and children: An issue of intergenerational justice -- Conclusion. , English.

Additional Edition: ISBN 3-030-22175-X

Language: English

DOI: 10.1007/978-3-030-22176-8

UID:

Format: 1 online resource (381)

ISBN: 3030221768 , 9783030221768

Series Statement: Peace Psychology Book Ser.

Content: This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe's "migration crisis", radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.

Note: Foreword -- Introduction -- Part I Addressing the Well-Being of Refugee and Migrant Children -- 1. A Multi-Method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and migrant families -- 2. Engaging Men to Support the Resilience of Syrian Refugee Children & Youth in Lebanon -- 3. Promoting civic engagement and social inclusion interventions for minors involved with crimes -- 4. Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 5. Promoting prosocial behaviour toward refugees: Exploring the empathy-attitude-action model in middle childhood -- 6. Civic Participation and Other Interventions that Promote Children's Tolerance of Migrants -- 7. Does Participating in Volunteer Organizations Promote Migrant Integration? A Study with Young First and Second Generation Immigrants -- 8. About power and empowerment for intergroup harmony -- Part II Children Growing Up in Violent Geopolitical Contexts -- 9. Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 10. Growing up in violent contexts: Differential effects of community, family and school violence on child adjustment -- 11. When do Intergenerational Narratives of Ingroup Responsibility for Past Violence Result in Peace and Violence? -- 12. Youth identity, peace and conflict: Insights from conflict and diverse settings -- 13. Children's Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- Part III Promoting Peace and Well-Being in Children -- 14. Learning for Peace: Lessons Learned from UNICEF's Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme -- 15. Educating towards a culture of peace through an innovative teaching method and experiences between secondary school and university -- 16. The Role of Cognitive Complexity in Promoting a Positive Representation of Diversity in Children -- 17. Political Orientation and Engagement from Adolescence to Adulthood: Evidence of (Dis)Continuity from a Three-Decade Longitudinal Study in the German Peace Movement -- 18. Enabling Full Participation: A Community-Led Approach to Child Protection -- 19. From research to action and the spaces in-between: experiences from peacebuilding programs for young people in Cambodia and Uganda -- 20. Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-Agency Approach -- Part IV Children and Survival of the Species -- 21. Climate change and children: An issue of intergenerational justice -- Conclusion. , English.

Additional Edition: ISBN 3-030-22175-X

Language: English

DOI: 10.1007/978-3-030-22176-8.

URL: https://whel-primo.hosted.exlibrisgroup.com/openurl/44WHELF_BANG/44WHELF_BANG_services_page?u.ignore_date_coverage=true&rft.mms_id=991004886789802422

URL: https://whel-primo.hosted.exlibrisgroup.com/openurl/44WHELF_BANG/44WHELF_BANG_services_page?u.ignore_date_coverage=true&rft.mms_id=991004886789802422

URL: DOAB Directory of Open Access Books

URL: ProQuest Ebook Central