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European projects from a wide list of subjects are sharing and promoting good practice in knowledge development but there appears to be opportunities to exploit the findings of these projects more effectively, especially relating to sustainability issues, in the implementation and development of robust curricula within higher education at undergraduate and postgraduate levels.

A detailed description will be given of an example of a partnership between several universities from Sweden, France, Romania, and Lebanon related to a high-profile industry area: oil and gas. This partnership was created within a European Project carried out during the 2015–2018 period. The importance of this project is focused on how energy issues play an important role in the global development of industrial and underdeveloped countries. Energy issues are commonly accompanied with the challenging trade-off of energy production and environmental sustainability. The research project evaluates the creation and delivery of a new curriculum at the Lebanese universities based upon the joint effort and support of the European partners of the Project Consortium.

The overall aim of the project was to promote academic excellence through an academic network and by joint research, education, and exchange of experience, but also knowledge that has led to the high-quality curriculum. It is expected that this will contribute in the sustainable development of the Lebanese higher educational system. The project is in perfect alignment with the EU Commission’s action aiming to deepen the knowledge of extraction technologies and practices of unconventional gas and oil while minimizing potential health and environmental risks. The project succeeded in the delivery and the transfer of specific knowledge, through a more effective curriculum, for future educators and offers students a high-quality educational experience preparing them for the oil and gas industry.

In recent years, the use of mathematics in modern economics has generated criticisms, both from the profession (economists) as well as from other scientists concerned with the epistemological context of social sciences. In our paper we present representative views of these two groups and also the trend towards new approaches in economics, namely the use of game theory, simulation models and the study of social behaviour and evolution.

The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers.

This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome.

Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools.

One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people’s viewpoints to support the perceptions of the participants, which could not be validated.

Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded.

The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered.

Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers’ perspectives.

Building on relational inequality theory, this paper incorporates social capital as a device to trace the flow of resources through relationships originating within and beyond organizations. I draw on a survey of over 1,700 lawyers to evaluate key dynamics of social capital that shape earnings: bridging and bonding, reciprocity exchanges and sponsorship, and boundary maintenance. The findings show social capital lends a lift to law graduates through bridges to professional careers and sponsorship following job entry. Racial minorities, however, suffer a shortfall of personal networks to facilitate job searches, and once having secured jobs, minorities experience social closure practices by clients and colleagues that disadvantage them in their professional work. A sizeable earnings gap remains between racial minority and white lawyers after controlling for human and social capitals, social closure practices, and organizational context. This earnings gap is particularly large among racial minorities with more years of experience and those working in large law firms. The findings demonstrate the importance of identifying the interrelations that connect social network and organizational context to impact social inequality.

This chapter suggests a perspective on dealing with the future as dealing with uncertainty, which necessitates an alteration of the current learning paradigm and the adoption of a model that, not only accommodates, but also anticipates and embraces diversity, variety, and differences in knowledge. It calls for a model that moves beyond pre-determined content and learned solutions to seeding creativity and cultivating improvization. It approaches education as lifelong learning, as necessarily transformative, creative and authentic. It posits that dealing with the uncertainties of the future requires the acquisition of skills of mitigation and improvization that anticipate, not only mitigate; but to acquire the ability to see and create opportunities out of uncertainty. It endeavors to explore the ways by which higher education can address the need for facing the uncertainties of the future and the complexity of the sustainability challenges.

The aim of this paper is to report on development and use of a survey instrument that captures qualitative, process‐related data from local authority officers in New Zealand, from which is derived a rigorous and parsimonious set of critical performance measures.

An instrument was developed utilising performance exemplars promoted by industry‐respected consulting experts. New Zealand local authorities were surveyed and exploratory factor analysis used to identify what the factors represent conceptually. Profile Similarity Indices (PSIs) describe the alignment between expected and actual consultant performances.

A rigorous set of five critical process‐related dimensions of performance and their associated (18) scales were derived, which demonstrate the desired properties of reliability and validity. Interpretation of the Profile Similarity Indices values is provided.

Subjective data on excellent consulting practice sourced from industry‐respected consultants was used rather than justifying reasons for their choice from a theoretical basis. Generalisability of results to other business and industry sectors remains to be tested.

The derived performance measures may be used by practitioners to objectively assess management consultant performance and local authority performance (in specifying the contract). Where performance discrepancies exist, reasons and remedial actions may be determined via consideration of the individual scale items.

There continues to be a lack of research into the practices employed by local authorities when they retain and manage their management consultants; such purchasers often experience difficulty judging what is being offered and what kinds and levels of performance are relevant and achievable. Underperformance may be due to a lack of objective and well‐developed consulting performance standards. The present study examines these gaps.

In China's urban context of labor retrenchment, women are faring poorly relative to their male counterparts. Is the same true in China's incipient, dynamic, and expanding legal profession? Findings from four sources of quantitative data suggest that gender inequality in China's private and highly market-driven legal profession is a microcosm of larger patterns of female disadvantage in China's evolving urban labor market. Although employment opportunities for women lawyers have greatly expanded quantitatively, their careers are qualitatively less successful than those of their male counterparts in terms of both income and partnership status. In the Chinese bar, women's significantly shorter career trajectories are perhaps the most important cause of their lower incomes and slimmer chances of becoming a law firm partner. Future research must identify the causes of this significant career longevity gap between men and women in the Chinese legal profession.

Food insecurity and hunger are found to have important adverse mental health effects, and have been of particular interest to epidemiologists and public health scholars. The primary goal of the present study is to expand our understanding of the mental health effects of food insecurity by assessing gender-based disparities among a nationally-representative sample of U.S. adults.

Using data from the combined 2011-2012 and 2013-2014 cycles of The National Health and Nutrition Examination Survey (NHANES) (N=11,539), we estimated multiple ordinary least squares and binomial models using adult food insecurity measures and self-reported gender as main predictors of depressive symptoms and alcohol use.

Our results demonstrate that food insecurity is associated with depressive symptoms but not alcohol consumption. Additionally, we found an association between food insecurity and increased psychological distress among women relative to men. In contrast, no evidence of a difference in the association between food insecurity and alcohol use was observed across the two genders, indicating that experiences of food insecurity are particularly salient for psychological health among women.

These findings add to the growing literature that household food insecurity has serious mental health consequences, and extend this work by clarifying ways in which gender accounts for differences in the association between food insecurity and psychological and behavioral outcomes.

In Canada, food insecurity is characterized by the consumption of low quantity or low-quality foods, worrying about food supply and/or acquiring foods in socially unacceptable ways, such as begging or scavenging. As of 2012, approximately 15.2% of Ontario, Canada, children are living in food insecure households, a prevalence which has remained steady since 2005. This is particularly concerning when considering that school-aged children are a population whose growth and developing is sensitive to nutritional stress, and the experience of childhood food insecurity is highly associated with the development of adverse physical, mental and learning outcomes. This study aims at establishing the relationship between food insecurity and Education Quality and Accountability Office (EQAO) standardized test scores in order to highlight the incompatibility of the EQAO's reliance on test outcomes in determining Ontarian school's accountability, specifically for those with a high prevalence of food insecurity.