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Roughly half a million persons in the USA are homeless on any given night and over a third of those individuals have significant alcohol/other drug (AOD) problems. Many are chronically homeless and in need of assistance for a variety of problems. However, the literature on housing services for this population has paid limited attention to comparative analyses contrasting different approaches. The paper aims to discuss these issues.

The authors examined the literature on housing models for homeless persons with AOD problems and critically analyzed how service settings and operations aligned with service goals.

The authors found two predominant housing models that reflect different service goals: sober living houses (SLHs) and housing first (HF). SLHs are communally based living arrangements that draw on the principles of Alcoholics Anonymous. They emphasize a living environment that promotes abstinence and peer support for recovery. HF is based on the premise that many homeless persons with substance abuse problems will reject abstinence as a goal. Therefore, the HF focus is providing subsidized or free housing and optional professional services for substance abuse, psychiatric disorders, and other problems.

If homeless service providers are to develop comprehensive systems for homeless persons with AOD problems, they need to consider important contrasts in housing models, including definitions of “recovery,” roles of peer support, facility management, roles for professional service, and the architectural designs that support the mission of each type of housing.

This paper is the first to consider distinct consumer choices within homeless service systems and provide recommendations to improve each based upon architecture and community planning principles.

The purpose of this paper is to enlarge the body of knowledge on research through design (RtD) methods that can be employed by landscape architects and others working on (but not limited to) sustainable energy transition.

A specific approach to RtD – qualitative landscape structure analysis (QLSA) – is introduced and illustrated by means of diagrams and photographs. Two case studies showcase the application of QLSA for research on solar parks in the Netherlands and research on wind turbines in the Alpine foothills in Southern Germany.

The case studies show how RtD can help to define design principles for large solar parks and arrangement of wind turbines in particular landscape types in the Netherlands and Germany, respectively. In doing so, RtD can help to expand the breadth of spatial research beyond well-established methods such as multi-criteria decision analysis and environmental impact assessment.

The paper provides insights into contemporary RtD in two countries and affirms the importance of such research with regard to landscape transformations while starting to define a research niche for landscape architects and other environmental designers working on the topic of sustainable energy transition.

This paper aims that privacy research is divided in distinct communities and rarely considered as a singular field, harming its disciplinary identity. The authors collected 119.810 publications and over 3 million references to perform a bibliometric domain analysis as a quantitative approach to uncover the structures within the privacy research field.

The bibliometric domain analysis consists of a combined directed network and topic model of published privacy research. The network contains 83,159 publications and 462,633 internal references. A Latent Dirichlet allocation (LDA) topic model from the same dataset offers an additional lens on structure by classifying each publication on 36 topics with the network data. The combined outcomes of these methods are used to investigate the structural position and topical make-up of the privacy research communities.

The authors identified the research communities as well as categorised their structural positioning. Four communities form the core of privacy research: individual privacy and law, cloud computing, location data and privacy-preserving data publishing. The latter is a macro-community of data mining, anonymity metrics and differential privacy. Surrounding the core are applied communities. Further removed are communities with little influence, most notably the medical communities that make up 14.4% of the network. The topic model shows system design as a potentially latent community. Noteworthy is the absence of a centralised body of knowledge on organisational privacy management.

This is the first in-depth, quantitative mapping study of all privacy research.

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

Refurbishing houses is considered a key measure to improve the energy efficiency of the built environment. However, little is known about the implementation and outcome of housing renovation for energy upgrades in the Vietnamese practice. The purpose of this paper is to investigate the energy performance of the current housing stock in Vietnam and the potential to reduce energy use in households.

The paper is based on a survey with 153 respondents in three major climatic regions of Vietnam. The survey focusses on building characteristics, environmental performance, energy performance and refurbishment activities. Data collected from the survey were statistically analysed to give insight into the current performance of the housing stock and its energy saving potential.

This paper concludes that building design and construction, particularly the building envelope, have a significant influence on the occupants’ comfort. However, the energy consumption in houses is not statistically associated with building design and indoor environment. It is suggested that financial status and occupants’ behaviour currently have a strong influence on the household energy use. The survey also showed that refurbishment improves the housing performance, especially if improving the indoor environment was one of the drivers.

There are very few studies on energy use in households in Vietnam, especially with regards to actual energy consumption. This paper brings insights into the actual energy consumption and reveals the “performance gap” in Vietnamese housing stock.

This study examined data from 13 international tall residential timber building case studies to increase our understanding of the emerging global trends.

Data were collected through literature surveys and case studies to examine the architectural, structural and constructional points of view to contribute to knowledge about the increasing high-rise timber constructions globally.

The main findings of this study indicated that: (1) central cores were the most preferred type 10 of core arrangements; (2) frequent use of prismatic forms with rectilinear plans and regular extrusions were identified; (3) the floor-to-floor heights range between 2.81 and 3.30 m with an average of 3 m; (4) the dominance of massive timber use over hybrid construction was observed; (5) the most used structural system was the shear wall system; (6) generally, fire resistance in primary and secondary structural elements exceeded the minimum values specified in the building codes; (7) the reference sound insulation values used for airborne and impact sounds had an average of 50 and 56 dB, respectively.

There is no study in the literature that comprehensively examines the main architectural and structural design considerations of contemporary tall residential timber buildings.

Drawing on evidence from ten towns (across England, Wales and Northern Ireland) participating in the High Street UK 2020 (HSUK2020) project, the purpose of this paper is to reveal how local stakeholders involved in place management respond to high street decline through a strategy of repositioning.

This paper identifies the challenges faced by the towns considering repositioning, and highlights examples of good practice of relevance to the practitioners. First, it outlines the perspectives on repositioning from the academic research and theory, before drawing on evidence from across ten UK towns that participated in the HSUK2020 project, to reveal how repositioning involves more than just taking a snapshot profile of a place.

The research revealed major challenges faced by local stakeholders in clearly identifying and communicating their market position, in particular, the maintenance of up-to-date information on catchments was lacking at all the locations. Despite having local knowledge and some data, stakeholders still did not possess a clear (or shared) understanding of the identity or function of their towns. This evidence reflects the complexity of analysing and understanding repositioning and developing coherent strategies.

Knowledge exchange between stakeholders involved in place management can help inform the identification of new strategic objectives, appropriate interventions and project planning and delivery. Where resources are limited, particularly in smaller towns and settlements, the research demonstrates the significance of collecting and sharing data and analysis with other stakeholders, because this can generate positive outcomes for all.

By offering empirical evidence based on the experience of local practitioners, this paper provides valuable insight into how town centre stakeholders collect, interpret and analyse data, revealing the challenges, opportunities and practicalities involved in developing and implementing repositioning strategies.

The purpose of this article is the discussion of a service-learning experience in architecture pedagogy, based on two core courses at a private university in Mexico. The aim is to identify learning opportunities, challenges and implications arising from engaging with inhabitants of an informal urban settlement with limited digital resources in La Campana-Altamira in Monterrey, Mexico.

The methodology selected is a case study approach, chosen for its effectiveness in architectural pedagogy to create knowledge through exposure to a particular phenomenon, as well as highlight positive teaching practices to facilitate replicability. Case-study methodology was also beneficial in this case because its openness and flexibility allowed for research of a variety of phenomena simultaneously, in this case, both the effects in the informal settlement community and in the academic one.

Findings revealed that opportunities outweigh challenges, and meaningful service and learning are possible in an online context, even when the service aspects take longer than the course length if there are long-term relationships between communities and institutions.

The value of the article lies in the need for flexible and sensitive approaches that put communities in the center, a critical path to identifying and understanding their needs and improving their contexts. This holds especially true given the rapid pace of worldwide urbanization and the ubiquity of informal urban settlements. Implementing service-learning approaches in informal settings using online tools, while sanitary restrictions are in place shows that meaningful experiences can be achieved, even when courses are short and resources are limited.

Current literature argues that citizen engagement platforms must be used to gather citizens’ feedback to provide improved quality of services to citizens. However, limited studies consider the challenges faced by practitioners at the local level during the incorporation of those feedback for continuous service improvement. As a result, these services fail to fulfil the need of citizens. The purpose of this study is to structure the relationship between citizens’ feedback and continuous service improvement to meet the need of citizens.

Design science research methodology has been adapted under which a case study approach has been followed to investigate one of the citizens’ engagement platforms in Ireland.

The results from this study highlighted that practitioners faced challenges (e.g. capacity, risk and constraints) in terms of fulfilling the needs of citizens and there is a lack of structured approach to continuously provide improved services to them.

This study provides a structured approach in the form of a process model to showcase how citizens’ feedback can be incorporated for continuously providing improved services to the citizens.

This research provides a prescriptive view to assist municipalities during the incorporation of citizens’ feedback for continuous service improvement while addressing the challenges they face during this process.

This paper proposes a process model based on the guidelines of the open group architecture framework enterprise architecture and the collaboration with practitioners that would assist local authorities in continuously providing improved services to the citizens.

The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects.

The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results.

The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation.

The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.