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The last several decades have brought about a paradigm shift in the conceptualization of disability (Fougeyrollas & Beauregard, 2001; Williams, 2001). The traditional medical model considers disability to be a characteristic of the person, situated within the body. In the medical model view, disability, or difficulty functioning in major life domains, results from bodily impairments associated with a medical diagnosis or disorder, and a medical intervention or treatment is required to “correct” the problem of the individual. Alternatively, contemporary social models argue that disability is a social construction. In the social model view, disability is created by social policies, stigma and other barriers within the social and physical environment. Changes in attitudes and policies and the removal of barriers are needed to “correct” these environmental problems.

Significant unemployment among adults with serious mental illness (SMI) is a well-documented problem. Estimates suggest that as many as 85% of adults with SMI are unemployed at any one time (Anthony & Blanch, 1987; Milazzo-Sayre, Henderson & Manderscheid, 1997; Rogers, Walsh, Masotta & Danley, 1991). Recent years have seen advances in the development and dissemination of a variety of supported employment services for adults with disabilities. When people with SMI are enrolled in services with a specific employment focus, they achieve employment outcomes (e.g. job placement rates, job tenure) superior to those achieved by people receiving standard mental health services such as day treatment (Bond et al., 2001; Cook, 2003). Supported employment is now considered an “evidenced-based” practice (Bond et al., 2001). Although supported employment approaches vary, evidence-based services share common principles, including (1) prioritizing client preferences for type and timing of work; (2) providing in-vivo and follow-along supports as long as needed; (3) viewing work attempts as part of a learning opportunity; (4) having a commitment to “competitive” employment as an attainable goal; and (5) not relying on pre-vocational training, day treatment or sheltered workshops (Bond et al., 2001; Mowbray, Leff, Warren, McCrohan et al., 1997; Ridgeway & Rapp, 1998).

The trajectory of François Perroux across the Vichy regime poses about all possible range of methodological issues to the historian of ideas: individual versus collective biography, ideational versus ideological reading, internal versus external analysis, etc. The chapter outlines key elements about Perroux’s trajectory showing the entanglements and boundaries of science and politics in the transition from democratic to authoritarian rule and vice versa. A particular emphasis on uncertainties and adjustments shows, against the tendency to a teleological explanation induced by a linear interpretation of his career, that different paths were considered by Perroux, but that his choices were nevertheless constrained by the forces of both the scientific and political fields.

The chapter analyzes François Perroux’s institutional and intellectual activities under the Vichy regime (1940–1944) mainly by drawing on archival insights from Perroux’s papers. The authors argue that Perroux used his strategic position as general secretary of the Carrel Foundation (created by Marshal Pétain) to reshape French economics along a twofold trend: unifying economics with other social sciences, on the one hand; and developing its most analytical aspects, on the other hand. Thus, Perroux seized the opportunity to push for the introduction and dissemination of foreign theoretical studies within French economics, quite counter-intuitively to the expected nationalistic fallback accompanying authoritarian rule. In the end, the Vichy regime proved a suitable vehicle for the advancement of Perroux’s ideas and career: he managed in fact to make the best of a highly uncertain situation in 1940 and especially in 1944, with the impending Liberation of France. The authors show that Perroux used different strategies to neutralize those aspects of his work associated to Vichy’s ideology.

This chapter presents two examples of misinterpretation of the philosophical term and historical concept of human dignity in contemporary legal theory and practice. Current legal theories (R. Alexy) still introduce Pico’s concept of dignity regarding the human personality and personal (volitional and rational) abilities. The term ‘dignity’ is marginal for Pico and shows the spiritual way to the status of the original Adam. Pico’s concept of dignity is located in the area of spirit (hyperphysics), not metaphysics (soul) or physics (materials). Günter Dürig in his commentary to Grundgesetz also used the Kantian concept of human dignity. Dürig exaggerated this value and used it also for the area of physics (to protect the human being as a personality). For Kant, the term ‘dignity’ was also marginal, and he used it in the area of metaphysics (soul – especially the moral and rational parts), regarding transcendence for homo noumenon, not for homo phaenomenon. In general, it seems to be problematic to use the ideal of the dignity for the law, which regulates the social relations between concrete phenomenal personalities. There are parallels to Pico. The Kantian starting point was different from Pico, because Kant stays in the area of metaphysics (especially the moral and rational parts). Both consider freedom as a condition of dignity. The concept of autonomy of will is significant for both, but each thinks of it in different ways. For both, human being can become master of oneself, but in a different context.

The archives of François Perroux deposited at IMEC bear witness to the fact that he has devoted, beyond his scientific production, great energy to the most material aspects of research: setting up and maintaining networks to publicize his work and that of other economists, either directly or through the institutes and the journals he headed; organize seminars and symposiums; take care of relations with colleagues and the press; create collections and journals; and so on.

In this chapter, we concentrate our attention on the archives relating to the management of the institutes, those attesting to the lines and themes of the producer’s research, and those concerning his important correspondence.

Thanks to the archives deposited at IMEC, it is possible to follow the development of the theoretical work of François Perroux by contextualizing it. They also show the itinerary of a Christian intellectual, whose attachment to social Catholicism constitutes a guiding thread and is reflected in all his activities. Finally, the archives illuminate his substantial role in the institutionalization of research in economics in the France of the twentieth century.

The purpose of this chapter is to shed light on the interrelationships that exist between politicians' Twitter agendas, news websites agendas and public agendas at the first level during the 2019 Greek Parliamentary elections for the two front-runners of the elections, Kyriakos Mitsotakis and Alexis Tsipras. Three researches were conducted to assess the issues agendas of candidates' tweets, news websites coverage as well as the issue importance of the public for an 18-day period prior to the elections. At the issue level, although Twitter and media agendas align more, they are distinct from public agenda. Overall, Twitter proved to be an ineffective tool for influencing the news websites and public agendas during the 2019 Greek Parliamentary elections with online media agendas being slightly more powerful. Moreover, the public agenda did play a role in shaping Twitter as well as media content but in a counterbalancing manner. In addition, this study confirmed that agenda building and setting dynamics at both levels vary based on the issue and candidate being analysed.

To describe the development of a rubric for identifying diversity in children’s literature to inform literature selection for classroom instruction. Drawing on research literature and data collection reporting the need for increased awareness of the use of diverse children’s literature in elementary and middle school classrooms, we designed and field-tested a rubric for use in identifying diversity in children’s literature. Using constant comparative methods to identify themes in the data, we continually refined the categories in a rubric designed to guide the selection of diverse children’s literature. Content analysis of children’s literature for diverse elements informed the development of the rubric categories. The results of this study produced a field-tested rubric that can be utilized by classroom teachers and researchers to guide their literature selections with the goal of representing increased diversity. Findings demonstrated that a rubric with four clearly defined categories was more user-friendly to classroom teachers, and that applying the rubric when discussing children’s literature led to conversation and collaboration among colleagues. This study demonstrated that the rubric can be applied to literature selections with classroom teachers and can be used to stimulate conversation about diversity in children’s literature as it applies to the classroom context. This chapter’s rubric provides a useful tool for classroom teachers. Teachers can use this tool to assist them in selecting diverse children’s literature for their classrooms. Administrators and literacy coaches can use this rubric as a way to stimulate conversation surrounding diverse children’s literature.