First of all, the three FTC guidelines for distinguishing franchising from other forms of business are given. This is followed by a discussion of the major differences between the two forms of franchising: business format franchising and product trade name franchising. Key characteristics of successful business format franchising systems are presented, followed by an outline of the major determinants of business format franchising. Finally, an evaluation is made of the main goal behind the establishment of product trade name franchising by companies.

The bulk of this chapter is devoted to the family as part of a dynamic system that includes the child, but also the community and the larger society. In the latter part of the chapter we examine the role of formal schooling, neighborhoods, and media, especially online media, as socializing agents for children and adolescents.

The definition of being a distributor is given, followed by clarifying the major types of distributors that exist. An analysis is then conducted of how independent distributors can add value to products and services. The definition of a retailer is provided next and its major types are elaborated upon. An explanation is made of why many retailers implement multiple pathways to serve customers and why establishing omni-channels thereafter is alluring. The main goal of the chapter is to clarify why many suppliers rely on distributors and retailers in B2C, and distributors in B2B.

What the distribution intensity decision entails, including both offline and online channels, is initially presented. Then, the three strategic options of distribution intensity are elaborated upon. The classic category of goods model is described, helping to give some clue as to why each of the three strategic options would be implemented by firms under certain conditions. Then, an assessment is made of the significance of other factors that could impact the level of distribution intensity for products and services. The downsides of excessive distribution intensity are elaborated upon. The interactions between targeted end-customers shopping in online and offline channels concludes the chapter.

In this chapter, we examine several aspects of children’s lives with their peers. Following ethologist Robert Hinde’s classification, social behaviors are described in terms of interactions, relationships, and groups. In a first section, we examine children’s peer interactions and relationships, including friendships. We then examine the dynamics of peer groups. Next, we look at a phenomenon that has been of great interests to psychologists, educators, and parents, that of antisocial behavior, specifically aggression. Prosocial behaviors, including comforting, sharing, and helping, also have developmental histories and are the topics of the next section. We conclude the chapter by looking at the development of moral reasoning and moral behavior, topics that have important theoretical, psychological, and practical implications.

In this chapter, we examine the foundations of the development of social cognition—how children come to understand themselves and others. We begin by looking at the development of theory of mind – how children come to understand that people’s behavior is influenced by their beliefs and desires. We then examine the development of social learning, the acquisition of social information and behavior, which is responsible for humans’ ability to transfer information with such high fidelity from one person (and generation) to another. We then examine the development of the self, including self-concept, self-esteem, and self-efficacy. We conclude the chapter by looking at a related topic, identity formation in adolescence, including the development of ethnic identity.

In this chapter, we look at some other factors as foundational to development as genetics, specifically cultural contexts. First of all, we focus on defining what is meant by culture and explaining why it is so relevant to understanding children and human development. Second, we describe Bronfenbrenner’s Ecological Systems theory and Vygotsky’s Sociocultural theory, two of the theories that have examined more carefully the role of contexts and culture in human development. Finally, we show how human thinking is culturally shaped in the context of guided participation and apprenticeship in thinking, and present the four challenging and famous questions proposed by ethologist Niko Tinbergen to understand human behavior from a truly comprehensive point of view.