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Sloping topographies in urban areas are often under-utilised due to complex designs and difficult access, resulting in low construction productivity and high cost. Automated construction techniques are usually limited to flat sites or lab spaces. This research combines concepts for automated and prefabricated construction with hillside dwelling design. It proposes a strategy to integrate both aspects and to equally inform design process and design output. The aims are to turn hillside access and construction automation into design generators, improve productivity and use more affordable hillside sites.

Analysis of typologies for hillside housing and automated construction techniques is used to derive principles and parameters to inform a strategy and generative script for setting out, volumetric disposition and access and using the topography as a design-generator. The output from the generative script and tool can then form the basis of a high-density, low-rise dwelling development suited for serial, automation-assisted construction. The strategy is tested on a case study site.

The typological analysis helps devising strategies for integrating construction robotics and design criteria for hillside housing. The generative script illustrates how a strategy is implemented and used in a design tool able to absorb varying input data, including topographies. This generates innovative, site-specific design outcomes, suited for a process that adapts contemporary construction automation techniques and allows for more efficient use of hillside sites.

This research builds on construction automation methods and proposes novel combinations and adaptations for use on hillside sites. It demonstrates how robotics and generative tools can inform early design stages.

This chapter describes the development of a teacher leader preparation program that emerged from a partnership between a university and a local high-needs district. Using a sociocultural approach, researchers conducted a needs assessment for teachers in the district. Drawing on this data and extant literature, researchers designed a program aimed at increasing opportunities for distributed leadership. The Beginning Teacher Project is built around five signature features, including targeted professional development, ongoing dialog, turnkey training, instructional decision-making, and community engagement. The chapter traces the development of the program and describes the signature features in detail.

Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.

This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.

The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.

Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.

Qualitative researchers have reflected on their role and position while conducting fieldwork in youth settings; yet, researchers have missed an important aspect of social identity – their own membership and status in higher education. As researchers coming from university institutions, we cannot ignore that we hold knowledge about and familiarity with higher education. Such knowledge can be helpful to a young person’s future, especially in the current period of expanding higher education. What dilemmas and issues emerge when considering the possible role of college coach in fieldwork with adolescents? I draw upon insights by feminist and activist scholars, as well as sociological work on institutional agents and college coaches, to discuss my encounters with African American students in a study of college counseling in a public high school serving urban students. I analyze my temporary and situated role as a college information source in a school with low counseling resources. In doing so, I push researchers to consider university status as a salient identity and point of negotiation in interactions with adolescents in the field.

This paper aims to focus on the construction of a third space within a high school. Specifically, the authors consider how youth of color engage the educational context of an 11th grade English language arts (ELA) class as a basis for (re)imagining their history, culture and themselves to construct counter-narratives away from framing their lived educational experiences as failures, deficient and depicted in “damage-centered” (Tuck, 2009) ways. The research engages the process and challenges of creating this type of space within a school setting, as well as examining the ways in which students envision these locations.

Critical ethnography centered the emphasis on youth engagement for social change, as well as the inquiry on how the classroom space was constructed, shared and navigated by the students and ourselves (Madison, 2005). In addition, the research design reflects critical ethnography through the use of prolonged participation in the field (nine and half months), a focus on culture (specifically school and classroom culture/climate) and a critical theory-based framework [hybridity, third space and youth participatory action research (YPAR)].

Three major themes emerged from the data that demonstrate how instructors and students collectively engaged in a third space through the YPAR project. These themes include developing an ethic of care with students and among instructors, cultivating an atmosphere of social justice awareness and the contrast of the classroom space with the wider-Hillside Vocational High School environment.

The study engages the use of YPAR within a high school class that became a unique space for students to learn and develop. The ELA class did not just reflect adding the first space and second space together or merging the two. Instead, it seemed to demonstrate the creation of a new type of space or the development of a third space. In this space, students could bring and bridge their out-of-school and in-school experiences to develop new knowledge and ways of seeing the world.

This chapter examines the definitions of bullying used by students and adults in elementary schools and the effects that these definitions had within the broader school culture.

I combine interviews with 53 students and 10 adults and over 430 hours of participant observation with fifth grade students at two rural elementary schools.

Definitions of bullying held by those in these schools typically differed from those used by researchers. Even when individuals held definitions that were in line with those used by researchers, however, a focus on identifying bullies rather than on behaviors that fit definitions of bullying contributed to a school culture in which negative interactions were normalized and student reports of these behaviors were discouraged.

This study is limited to two elementary schools in the rural Midwest and cannot be seen as representative of all schools. Support for my findings from other research combined with similar definitions and school cultures in both schools, however, suggest that these definitions and practices are part of a broader cultural context of bullying in the United States.

These findings suggest that schools might be better served by focusing less on labels like “bully” and more on particular behaviors that are to be taken seriously by students, teachers, staff members, and principals.

Although other researchers have studied definitions of bullying, none have combined these definitions with observational data on the broader school contexts in which those definitions are created and used.

Disasters are always caused by a combination of factors, and the natural phenomenon that brings them on is usually just a catalyst. The underlying cause of most disasters is poverty as mostly the poor segments of the population usually live in high risk areas where their shelter all too often cannot withstand even light winds, small inundations or medium earthquakes.

When Hurricane Mitch hit Central America in October 1998, all countries were ill prepared. A few weeks earlier, the authorities of the Honduran capital, Tegucigalpa, had attempted to simulate an evacuation, but it had met with a great degree of resistance from the public. When Mitch hit, unprecedented masses of water raced down the mountainous river beds. People were taken by surprise, as no efficient organisation existed. Everybody ran for their lives. Houses slid down hillsides, rivers swept bridges, houses and people with them.

Six years later, Tegucigalpa looks very similar to the days before Mitch. The steep hillsides are covered with a potpourri of dwellings, from miserable huts to solid upmarket houses. Regulations were passed in the year 2002 to prohibit construction in high risk areas; however, enforcement is difficult, especially when existing buildings are renovated and even enlarged. Theoretically it is possible to evacuate high risk areas. Nonetheless, such drastic measures are virtually impossible to implement, as no mayor or police chief would survive such an action in office.

The paper presents a case study which shows that the underlying problems of poverty and the non-availability of suitable land for people to relocate from high risk areas can usually not be overcome by post-disaster reconstruction programmes. A mitigation strategy is thus to empower inhabitants of high risk areas to improve their own situation by affordable access to information, advice and suitable low cost construction materials through “Building Advisory Services” and Ecomaterials producers within the neighbourhoods.

The Clubhouse model is described, from the perspective of an early innovator. Some of the strengths of the model, as one component of a comprehensive local service, and potential weaknesses arising from incomplete replication, are highlighted.

The clubhouse in Britain is a phenomenon of the 1990s. However, their influence possibly far exceeds their numbers in terms of the overall provision of work opportunities for individuals with mental health problems. Maybe such visibility is one reason why clubhouses provoke support and hostility in about equal measure. Often when this occurs both supporters and detractors focus on one particular attribute of the clubhouse to the exclusion of others. There have been few impartial examinations of the clubhouse (and fewer still empirical evaluations of the efficacy of the clubhouse approach to work rehabilitation). In this paper we wish to examine some of the advantages and disadvantages of the clubhouse in relation to vocational rehabilitation goals and offer some thoughts on its future role within mental health services.

This paper aims to examine the need for outcome research in secure children’s homes, explaining the problems for young people and how we can remedy this.

This is a discussion paper raising issues of importance as to who these children are, what is provided and how well they work in providing what is a very expensive service.

There is a great need to investigate the efficacy of secure children’s homes by assessing outcomes.

As far as the authors are aware, this topic has not been previously discussed in academic journals.