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This chapter presents the impact of the Covid-19 pandemic on the course of studies and life career skills development of undergraduate students at the University of Macedonia, a mid-sized public Greek University. It describes a multivariate methodology research that investigated how the students, first-hand experienced the unexpected changes from face-to-face on campus to synchronous online education during the lockdown and how they coped with these changes. Change is considered and described as a main component within current life and career trajectories addressing chaotic and unpredictable circumstances while Chaos Theory of Careers (CTC) offers the theoretical background of the chapter. The research followed the mixed methods paradigm: a multilevel embedded sequential explanatory design including a participant selection model and multivariate data analysis methods. A survey (N = 621) was conducted; individual interviews and focus groups’ discussions further explained the quantitative findings. The emerging clusters of students revealed similarities in feelings, motivation, adaptation, and life career skills development. The first cluster comprised of older, digitally high-skilled students, with the required technological equipment, adaptable to change, self-regulated, strongly in favor of synchronous online education; in the second cluster were grouped the younger, digitally medium-skilled students, who regularly participated in both modalities, critically recognized the advantages of either one, feeling strongly in favor of a combination; finally, the third cluster included digitally medium-skilled students who found serious difficulty in using online platforms, dissatisfied with social isolation and distant interaction, strongly preferring face-to-face instruction, valuing direct physical contact, social connection, and networking.

The purpose of this paper is to compare a group of service users with mental health problems with a community comparison group of gym attenders.

Cross-sectional questionnaire surveys were conducted at a large gym (n = 181) and two community mental health facilities (n = 127) in the Greater Manchester area using a convenience sample approach. All participants completed the PERMA Scale, a measure of flourishing.

Gym attenders scored significantly higher on the five elements of PERMA. Their physical health ratings were almost double. They also had significantly lower levels of negative emotions and loneliness and higher levels of overall happiness.

This study only considered levels of flourishing. Previous studies of quality of life have shown similar disparities between people with mental health problems and others.

Professor Seligman has claimed that improving levels of flourishing is the main aim of positive psychology. The present study suggests this may be especially challenging for people with mental health problems.

The concept of flourishing could provide a more positive non-medical focus for mental health services, in the development of what some have called positive psychiatry. This complements the current recovery model.

To the best of the authors’ knowledge, this is one of the first studies to compare flourishing levels between individuals with mental health problems and a community comparison group using the PERMA Scale.

The history of special education has been influenced by changing societal and philosophical beliefs about the extent to which individuals with disabilities should be feared, segregated, categorized, and educated. Prior to the 1700s, individuals with exceptionalities were largely ignored or subjected to inhumane treatment, ridicule, isolation, and at times put to death (D'Antonio, 2004; Winzer, 1993, 1998). However, the sixteenth and seventeenth centuries ushered in rational philosophical beliefs about human dignity, which led to changes in the treatment and societal perceptions of individuals with exceptionalities (Winzer, 1998). These changes also were supported by efforts of pioneering special educators and advocates who began to experiment with various individually designed approaches to educating individuals with exceptionalities and to disseminate their work to others (Winzer, 1993).

The institution of the university has played a significant role in the economic, social, political, and cultural developments of society throughout history, which has resulted in presenting different but also contradictory views on university missions. After the middle of the twentieth century, some economic developments, especially technological ones, have led to the maximum domination of economic discourse over university missions and, consequently, the marginalization of other aspects of university missions, which constitute a significant part of the contribution of universities in society. In this regard, this study aimed to identify the missions of universities based on a comprehensive understanding of the contribution of universities in society. This study uses a systematic qualitative review strategy for collecting and investigating the data and a metasynthesis method to analyze and synthesize the findings. The data included 130 valid studies related to university missions. The research findings indicated 18 important university missions, 11 of which are considered transeconomic missions, including social, political, and cultural ones. Among the implications of this research are: the necessity of redefining higher education policy frameworks based on a more comprehensive understanding of the missions of universities and a warning about policy frameworks based on the exclusive authorization for their role in the knowledge-based economy.

This paper explores the health rights of prisoners as defined in international law, and the mechanisms that have been used to ensure the rights of persons in detention to realise the highest attainable standard of health. It examines this right as articulated within United Nations and regional human rights treaties, non‐binding or so‐called soft law instruments from international organisations and the jurisprudence of international human rights bodies. It explores the use of economic, social and cultural rights mechanisms, and those within civil and political rights, as they engage the right to health of prisoners, and identifies the minimum legal obligations of governments in order to remain compliant with human rights norms as defined within the international case law. In addressing these issues, this article adopts a holistic approach to the definition of the highest attainable standard of health. This includes a consideration of adequate standards of general medical care, including preventative health and mental health services. It also examines the question of environmental health, and those poor conditions of detention that may exacerbate health decline, disease transmission, mental illness or death. The paper examines the approach to prison health of the United Nations human rights system and its various monitoring bodies, as well as the regional human rights systems in Europe, Africa and the Americas. Based upon this analysis, the paper draws conclusions on the current fulfilment of the right to health of prisoners on an international scale, and proposes expanded mechanisms under the UN Convention against Torture and Other Cruel, Inhuman or Degrading Treatment to monitor and promote the health rights of prisoners at the international and domestic levels.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This paper seeks to investigate the theoretical and practical links between teaching and research in a teaching led university in the UK. Focus is on the new architectural technology undergraduate programmes that, in theory at least, provide an opportunity to integrate activities. An extensive literature review demonstrated the benefit to both students and academic staff of incorporating research into the curriculum. The research used was centered on an innovative Level 3 undergraduate module, which was monitored for 48 months. The module was designed with the aim of encouraging architectural technology students to approach architectural detailing from first principles within an environmentally responsible framework. The philosophy behind the module was to incorporate lecturers’ research into the module, both to enhance the student experience and to narrow the gap between research and teaching. The module also sought to form a subject integrating role, bringing together management, technology and design via project work. A brief overview of the development of the module and the teaching and learning strategy is provided before looking at delivery and evolution of the module. The students’ evaluation of the module, via a questionnaire survey, is then reviewed and issues for further consideration highlighted. A number of observations are made relating to the integration of knowledge, which have implications for all contributors to construction education.