When does a collection of individuals become a group or a community? What holds groups, communities, and societies together, even as individuals come and go? These questions concern social cohesion, the bonds through which otherwise disconnected individuals become part of something larger and more lasting than themselves. Social cohesion is perhaps the most central issue in the founding of sociology as a discipline, and its relevance persists today. Social network analysis has much to offer in making the study of social cohesion more formal and precise. Whereas in the previous chapter, we examined structures from the standpoint of their constituent elements of dyads and triads, here we step back to try to see more of the bigger structural picture through the overall pattern of ties in a network.

The final chapter turns its attention to considering how fantastic forms facilitate productive exchanges between creators and audiences. It contends that fantasies are made both in communities and for communities – sometimes as gifts, sometimes as challenges, but always with the idea of adding something new to a shared commons that can in its turn be taken up, valued and built upon. The chapter begins by discussing the importance of craft and exchange in Fantasy culture, considering how Fantasy diverges from conflictual models of influence articulated by critics like Harold Bloom and exploring how fantasies such as Jo Walton’s Among Others and Michael Ende’s The Neverending Story express a deep faith in the power of readers and reading. It then explores fan-cultural exchanges, touching on Critical Role, Archive of Our Own, A Very Potter Musical and the practice of modding video games. Finally, the chapter turns to questions of inclusion, discussing works by Patricia A. McKillip and Ursula K. Le Guin, the representation of race in genre fiction, and the changing ways that contemporary communities play Dungeons & Dragons.

This chapter delves into the challenges and rewards of working in remote areas of countries such as Australia and small Pacific nations. Teaching strategies are presented to assist in maintaining a positive learning environment in remote and small Pacific-nation classrooms. The importance of the relationships among and between parents, students, teachers and other community members is explored, along with practical suggestions for making the most of the available resources. This chapter explores strategies for making the most of available resources and the invaluable professional experience of working in these areas.

The introduction explores what is at stake in Fantasy culture. It opens with a passage from a 1951 letter by J. R. R. Tolkien that expresses his aspirations and doubts, before exploring how Tolkien’s success served to catalyse a series of formations inspired in part by him but not bounded or limited by his conceptions. Through discussing Michael Moorcock’s essay ‘Epic Pooh’, the Ballantine Adult Fantasy Series, societies and awards in the 1970s, and Junot Díaz’s The Brief Wondrous Life of Oscar Wao, it models Fantasy as a generative, ongoing conversation. The introduction then engages directly with questions of definition, considering the centrality of impossibility to a consensus about what Fantasy means, discussing important work by Brian Attebery and Farah Mendlesohn, and asserting that Fantasy is best understood as a complex assemblage of creators, audiences, languages, forms, conventions, tropes, communities, institutions, histories and traditions. It closes by arguing that dismissing Fantasy as an escapist form is both quixotic and myopic. People often have very good reasons to want to get outside dominant frameworks for a while, and they return from Fantasy worlds refreshed and with valuable new perspectives.

This short conclusion briefly summarises the book’s contentions regarding language, iteration, reworked traditions, mimesis, world-building and communities, before articulating a final argument for the importance and interest of Fantasy.

The 2018 National Academy of Sciences report on proactive policing acknowledges that police strategies to prevent crime are likely to have collateral consequences on community outcomes, and in some cases (such as community-oriented policing) aim to shape community outcomes directly. However, strategies that effectively prevent crime have mixed effects on community outcomes, while approaches that improve community perceptions of the police often do not have strong crime control benefits. In this chapter I propose that the future of proactive policing may depend on developing a better understanding of the complex relationship between communities, police, and crime prevention. Rather than viewing community impacts and crime prevention impacts as two separate processes, I argue that community support and collaboration are inherent to proactivity and may ultimately moderate the success or failure of proactive policing strategies. I conclude with suggestions for future research and theory development to better understand this relationship and translate research into effective practice.

Chapter 7 describes the generative, or bottom-up, forces that were part of urban life. These are organized in terms of households, crafts and occupations, neighborhoods, and quality of life.

Groundwater extraction has emerged as a major concern at a global scale. The race to the bottom refers to the practice of drilling deeper to reach ever-deepening water tables. Much attention is given to the threat of reduced access to groundwater, but less attention is given to the irreparable damage to the aquifer due to excessive development. There are several international agreements regarding aquifers, but none refer to storage volumes available in the aquifer. But the potential storage available in aquifer systems could have great value in the future. Unitization explicitly includes governance of storage spaces. By design, unitization seeks to conserve collectively held resources. Elinor Ostrom’s work on common pool resources sought similar outcomes and has similar theoretical foundations. Many of the same policies adopted or proposed for groundwater have similar allegories in the history of oil and gas regulation. These regulations proved ineffective for oil and gas, and unitization closed the policy gap. Because of these similarities, the issues that the oil and gas industry resolved historically with unitization agreements could also address the issues facing today’s aquifers.

In this chapter we set out to analyse the rich and diverse stream which makes up the topic of routines as truces. This involves addressing not only those contributions which directly deal with the construct of truces and their dynamics, but also those for which truces might not be the central focus but which have contributed to our understanding of truce dynamics through the lens of related concepts. These topics include the influence of conflicting interests, goals and motivations; the emergence and resolution of tensions and struggles between and across organizational communities and culture(s); and the role of artifacts and materiality in addressing organizational conflict.

‘It takes a village to raise a child.’ Early childhood education and care settings play an integral part in this adage. They build such communities by being both a point of connection for, and an integral part of, local contexts. Beginning with what defines a community, this chapter helps readers to consider ways of ‘seeing’, ‘being with’ and ‘serving’ the communities of which they are a part. Illustrations of practice demonstrate ways to invite and involve local groups and services into the early childhood setting. The practicalities of risk assessments and planning for incursions and excursions, and ways of connecting with local aged care facilities, playgroups, council libraries, community centres, and gardening or craft cooperatives are specifically considered. In working together with local communities, teachers do more than partner for mutual connection and the exchange of resources, support or fulfilment. ‘Being with’ encourages teachers to consider ways of ‘seeing’ their contexts first-hand to identify community needs for evidence-informed advocacy and change.

In this integrative chapter, we summarize insights emerging from the volume as a whole with respect to the main propositions outlined in the introduction, namely, that (a) revenge is part and parcel of children’s and adolescents’ lives, manifesting various normative forms and functions, and (b) throughout childhood and adolescence, revenge can be both a consequence and a predictor of adverse psychological and social processes. In addressing the ways in which these two overarching concerns are woven throughout the chapters in this book, we summarize the contributions of individual, interpersonal, and institutional-level influences on the development of revenge. We conclude with proposed future directions and implications for intervention.