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The COVID-19 pandemic has engendered changes in previously unimaginable timeframes, leading to new ways of working, which can quickly become the “ordinary” way of working. Many traditional workplace and educational practices and environments, however, are disadvantageous to people with disability and consequently are under-represented in the workforce and higher education.

Contributing factors include exclusionary societal and employer attitudes and inaccessible built environments including lack of attention to paths of travel, amenities, acoustics, lighting and temperature. Social exclusion resulting from lack of access to meaningful work is also problematic. COVID-19 has accelerated the incidence of working and studying from home, but the home environment of many people with disability may not be suitable in terms of space, privacy, technology access and connection to the wider community.

However, remote and flexible working arrangements may hold opportunities for enhancing work participation of people with disabilities. Instigating systemic conditions that will empower people with disability to take full advantage of ordinary working trajectories is key. As the current global experiment in modified work and study practices has shown, structural, organisational and design norms need to change. The future of work and study is almost certainly more work and study from home. An expanded understanding of people with disabilities lived experience of the built environment encompassing opportunities for work, study and socialisation from home and the neighbourhood would more closely align with the UNCRPD's emphasis on full citizenship.

This paper examines what is currently missing in the development of a distributed work and study place continuum that includes traditional workplaces and campuses, local neighbourhood hubs and homes.

This study aims to examine the transaction costs (TCs) involved in searching for a business case to adopt specific walling innovations by housing developers and the influence of these TCs on their adoption outcomes. This is against the backdrop that innovation adoption, like any new venture, is failure-prone but necessary for countries to reap the full benefits of technological innovation in residential developments, especially when these innovations are also green. Moreover, this issue is understudied.

The study uses a qualitative design and focuses on the early adopting developers in Ghana. The original theoretical framework integrates theories on entrepreneurial opportunity discovery and TC economics. The authors interviewed 12 developers and 13 industry stakeholders purposively identified. The authors analysed and triangulated the resulting transcripts using thematic analysis techniques.

The authors identified two types of early adopters who attempted eight types of walling innovations. Most efforts (71%) were partially successful or failed. The range of TCs identified differed by the adopter type, technology and knowledge coordination strategy. Although the common TCs that were consequential were associated with monitoring and supervision, construction, additional learning, acquiring specialised skills, design change and dispute resolutions, their influence on adoption outcomes is very nuanced.

To the best of the authors’ knowledge, this paper is among the first to link TCs with innovation adoption outcomes by housing developers in discovering profitable opportunities to adopt specific walling innovations. The findings and theoretical framework lay a foundation for in-depth analyses of the entrepreneurship of innovation adoption in residential real estate. The exploratory work will generate further interest in this area.

In this study, a teacher-researcher examined his students’ conceptions of Whiteness within U.S. history courses at an ethnically and economically diverse urban high school. Using critical race theory as the lens, this mixed method study found most students could explain the role of race in history. Students of color were more likely to express racism is common in the current day, while White students were more likely to express racism as uncommon. Whites were more likely to express racism as on a dramatic decline or the result of a few individuals. This study highlights the positive impact a race-conscious social studies classroom can have on all students. It also shows the many barriers teachers face in helping White students understand their roles in a system privileging them because of their skin color.

OCLC has developed a CD‐ROM‐based system for the storage, distribution, and retrieval of documents. The system stores an ASCII copy of the text of the original document. It also stores page make‐up and font definition codes. These codes are used to control an inexpensive laser printer in the production of copies that closely resemble the original document. The authors discuss trends in the information equipment and printing industries that will govern the future application of this technology.

The purpose of this paper is to describe the lack of literature and research on command hallucinations (CHs) in D/deaf persons and make suggestions for assessment, instrument development and research into CHs in D/deaf persons. This is important since it is known that hallucinations are more common in persons with hearing impairment and because CHs are known to be associated not only with distress, but also suicide and homicide.

Articles on hallucinations and CHs in D/deaf persons are discussed in the context of existing literature on CHs in hearing persons.

When compared with the literature on hearing persons it is clear that very little is known about the prevalence of CHs in D/deaf persons and that there is a significant lack of research into emotional and behavioural responses to CHs in D/deaf persons. There is no knowledge about the effectiveness of cognitive behavioural therapy (CBT) for D/deaf persons who experience CHs. This is important since a CBT approach has been found to reduce risky compliance.

This paper makes recommendations for informed and evidence-based assessments of CHs in D/deaf persons; such assessments may have an important role in reducing risk and distress.

This is the first paper to review and consider CHs in D/deaf persons as a distinct clinical phenomenon. This paper makes recommendations for the assessment of D/deaf persons who experience CHs.

This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

The purpose of this paper is to offer an exploratory investigation of students' use of informal learning spaces for their studies at the University of Sheffield. Previous research has mainly focused on formal learning spaces such as libraries and lecture theatres, but there is an increasing recognition of the value of informal learning spaces such as coffee bars.

Questionnaires, observations and interviews were the sources of data for the study. The research approach particularly looked at how students used informal learning spaces and what their perceptions of the spaces were.

Analysis showed that students found that the background atmosphere greatly influenced their choice of study location and that technological devices were only used sparingly. Students adapted their study habits to fit the learning spaces that they liked.

Although, attention is often paid to the furniture and colour schemes in libraries, this article makes librarians consider the importance of all sensual stimuli in making libraries warm, friendly and homely spaces. The “Model of Zengagement” was developed to show how stimuli from the background atmosphere influences' students' study experience.

This paper analyzes the impact of economic downturns on the revenue and expense sides of city financing for the period 2003 to 2009 using a convenience sample of the audited end of year financial reports for thirty midsized US cities. The analysis focuses on whether and how quickly and how extensively revenue and spending directions from past years are altered by recessions. A seven year series of Comprehensive Annual Financial Report (CAFR) data serves to explore whether citiesʼ revenues and spending, especially the traditional property tax and core functions such as public safety and infrastructure withstood the brief 2001 and the persistent 2007 recessions? The findings point to consumption (spending) over stability (revenue minus expense) for the recession of 2007, particularly in 2008 and 2009.