• Sleep is an incredibly important contributor to maintaining physical and psychological health; positive body image may be difficult to achieve if you are sleep-deprived.

• Substance use – from drinking alcohol to vaping – may seem fairly common, but can be incredibly detrimental to your health. Being body positive includes treating your body well and not using substances.

• Our bodies change with age; this is completely normal even if it is sometimes very uncomfortable.

• Many of us will experience health concerns and even chronic health conditions as we age. This makes it extra important to take good care of our bodies and approach them with acceptance.

This chapter samples signs from educational institutions at various levels and a few school and government offices.

Owain Glyndwr (died c. 1416) was the last Welshman to hold the title of Prince of Wales. In 1400 he led a rebellion against king Henry IV and English rule in Wales. In 1406 he addressed a letter, now known as the Pennal Letter, to king Charles VI of France asking for support in persuading the schismatic pope Benedict XIII to help Wales to exist as an independent state with a Church and universities of its own.

This chapter examines the discourses of the perceived role of the university and how this relates to the constructions of knowledge and its implications for pedagogy, research, and academic freedom. Furthermore, it examines the role of the university transnationally going beyond the familiar democratic contexts, taking account of increased globalisation and its sociopolitical implications for academic freedom and the production of knowledge. University missions illustrate a range of framings in terms of the conceptions of ‘truth’, ‘public good’, and ‘knowledge economy’, and how these conceptions are translated into curricula objectives is explored in the different contexts of Lebanon, the UAE, the United Kingdom, and the United States.

How did Britishness interplay with rising anti-colonialism and nationalism in twentieth-century Asia? This chapter draws on the experience of Chinese students from Hong Kong, mainland China, and British Malaya at the University of Hong Kong, to explain the transmission of Britishness to colonial subjects and its implications for anti-colonial movements. British officials and the university administration carefully crafted a curriculum and campus life that would, on one hand, educate young Chinese with Western knowledge and British values, and on the other, steer them away from rising Chinese nationalism. This left visible social effects on the students of the University. Using writings produced by officials, University staff, and students and graduates of HKU, I uncover how Britishness shaped the co-existence of various diasporic Chinese identities on campus, and its student body’s curious response to Chinese nationalism. It argues that colonial Hong education – and more widely a colonial milieu – gave birth to a non-radicalism in Hong Kong amidst rising nationalism.

Labour movements deployed well-known strategies for collective action, but how did the professional class collectivise their interests? The mechanisms by which the professionals achieved and maintained their status in the mid-twentieth century are laid bare by records of an institution unique to Australasia: formal conciliation and arbitration courts. This chapter focuses on a particular event, the Professional Engineers Case, which was brought before the Australian Conciliation and Arbitration Commission between 1957 and 1961. This case shows professionals articulating their class status to argue, in arbitration, for the value of their work to the nation’s collective economic and moral good. This good was linked, for the judges who elevated their salaries, to the individual professional’s investment in education but also to the prospective worth of their virtuous work to the nation. The risk to the nation if unvirtuous people performed professional work was too high to let them fall behind in material terms. To belong to the professional class, it was not enough to be qualified – they also had to perform class in their standard of living. Assuring consumption standards, then, was also a way to assure quality work – and the rationale that enabled the professional class to monetize their virtue.

The city of Cambridge is famous for its university and magnificent college buildings along the Backs. It is also renowned for science, technology and innovation. The recent hi-tech boom has given the city its nickname ‘Silicon Fen. This book explains how a small medieval town on the edge of the fens developed into a city with leading university, science park and biomedical campus. Throughout, the author shows how the history of both Town and University are inextricably linked. When the first scholars arrived in 1209, Cambridge was already a thriving market town and inland port, which hosted Stourbridge Fair, one of the largest fairs in medieval Europe. This illustrated history looks at Cambridge from prehistoric to modern times. It traces the origins of the first iron-age settlement, the Roman fort, the growth of the Anglo-Saxon and Viking town, and how Cambridge gained status as a medieval town. The growth of the University is explored from the 13th century to the present day, and includes Cambridge figures such as Newton, Darwin, Turing, Crick, Watson, and Hawking. The story is brought up to the present, drawing on recent research and archaeological finds in the 21st century.

Chapter 5 examines and criticizes how dissent is managed on university campuses. Focusing on the outdoor and open areas of campus, it criticizes the use of permits, fees, zoning, and other aspects of the managerial system that apply outside campus gates. The chapter urges university officials to adopt a default standard of open inquiry and dissent in the non-professional and non-pedagogical spaces on their campuses. Campus administrators should carefully review their free speech policies not only to ensure they comply with the First Amendment (which is required in the case of public universities), but to ensure that campuses retain the “spirit of rebellion” that animated them in the past.

This chapter focuses on how and when elite persons employed magicians; what sort of relationship was enjoyed between employer and employee; and how such relationships were allowed to continue in a courtly context. Through the course of this discussion we see that the culture of magic use among the elite was substantially different to that of society more broadly. For example, whereas generally the lower classes had a ‘pay per use’ arrangement with service magicians, upper classes were more in the habit of keeping magicians as part of their household, normally requesting the services from a cleric on retainer. The implications of this, and other habits peculiar to the elite, are explored in some detail.