Search results

Co-existing health conditions and frequent hospital usage are pervasive in homeless populations. Without a home to be discharged to, appropriate discharge care and treatment compliance are difficult. The Medical Respite Centre (MRC) model has gained traction in the USA, but other international examples are scant. The purpose of this paper is to address this void, presenting findings from an evaluation of The Cottage, a small short-stay respite facility for people experiencing homelessness attached to an inner-city hospital in Melbourne, Australia.

This mixed methods study uses case studies, qualitative interview data and hospital administrative data for clients admitted to The Cottage in 2015. Hospital inpatient admissions and emergency department presentations were compared for the 12-month period pre- and post-The Cottage.

Clients had multiple health conditions, often compounded by social isolation and homelessness or precarious housing. Qualitative data and case studies illustrate how The Cottage couples medical care and support in a home-like environment. The average stay was 8.8 days. There was a 7 per cent reduction in the number of unplanned inpatient days in the 12-months post support.

The paper has some limitations including small sample size, data from one hospital only and lack of information on other services accessed by clients (e.g. housing support) limit attribution of causality.

MRCs provide a safe environment for individuals to recuperate at a much lower cost than inpatient admissions.

There is limited evidence on the MRC model of care outside of the USA, and the findings demonstrate the benefits of even shorter-term respite post-discharge for people who are homeless.

Large numbers of Northern European retirees have migrated to Southern European countries. A relevant part of this migration is not driven by work purposes but rather the desire to establish residence in a warmer country. These migrants come from different countries and exhibit diverse socioeconomic characteristics and preferences, including varying income levels, housing tastes and cultural habits, which could potentially influence the housing market in their host countries. This paper aims to examine the permanent impact of retiree migrant flows on house prices in Alicante, Spain, from 1988 to 2019, explicitly considering the impact related to the country of origin.

This paper examines the permanent impact of retiree migrant flows on house prices in Alicante, Spain, from 1988 to 2019, explicitly considering the impact related to the country of origin using panel cointegration – Dynamic Ordinary Least Squared (DOLS) models.

Results indicate that the long-term relationship captures the entire effect on house price change and that prices react immediately to the immigrants' presence with permanent effects. The results also suggest that the strong retiree migration flow created a shock in the housing market with different effects on house prices related to the immigrants' country of origin. The model identifies that when income growth in the origin country is slower than in Spain it has a major impact on house prices. When purchasing capacity is larger in Alicante than in the origin country it exerts a stronger effect on housing prices. Retiree migration flow has permanent effect on housing market prices.

Results indicate several ways to act on social and housing policies in specific cities in Alicante province, as well as in the origin countries, to alleviate potential disadvantages faced by expatriate retirees.

This paper finds evidence of the specific impact of international retiree migrants on the hosting housing market. This study is the first paper that can estimate the specific effect on housing prices from a flow of retiree migrants by country of origin.

Each of the competitors nominates their choice of the book of the century and discusses the reasons for their choice. The books discussed are: The Diary of Anne Frank; Earthways, Earthwise, edited by Judith Nicholls; and Time’s Arrow, by Martin Amis

“Bureaucratic and patriarchal structures are antagonistic in many ways, yet they have in common a most important peculiarity: permanence. In this respect they are both institutions of daily routine. (…) The patriarch is the ‘natural leader’ of the daily routine. And in this respect, the bureaucratic structure is only the counter‐image of patriarchalism transposed into rationality”. (Weber in Gerth and Mills For Max Weber, 1948, p. 245).

Language emanates from the individual who articulates from a coding system, whether oral or written, a construct of relational and communicative devices that determines who they are and what they would like to be. The concept of Being or ‘to be’, foregrounds a diverse range of definitions and extrapolations into the attributes of individuals, individuality, communities, and societies. The aim of the chapter is to unravel issues in the theorising of the concept of Being and its relationship to Indigenous Knowledge Systems for research students, through a teaching framework. A further aim is to explore the correlation of Being and Indigenous Knowledge Systems with the changing face of research relationships in a contemporary global setting. I shall, firstly, draw on relevant conceptualisations of what is Being under a Western framework. I, then, problematise this concept through Indigenous Knowledge Systems with a review of the literature on the issues surrounding its use. In the third part of this chapter, I focus on the changing face of research relationships by exploring the alignment of Being with the principles of Indigenous Knowledge Systems and their connectivity within a global framework. In this way, I foreground a significance of differentials and a re-imaging of thought and perception in the way research into Indigenous and Aboriginal societies is positioned.

Rural schools have typically been strong on community but weak on professional learning. Their small size and geographical isolation have meant that much of the recent reform movement focused on professional learning communities has passed them by. But there is no reason why rural educators cannot participate in professional learning networks (PLNs) and benefit from heightened levels of collegiality that can be experienced across schools. However, intentional design for deeper collaborative work and face-to-face connection is necessary for PLN members to reap the benefits from increased professional capital and teacher leadership opportunities. This chapter describes the work of the Northwest Rural Innovation and Student Engagement (NW RISE) network in the United States. NW RISE brings together rural educators in gatherings that take place every six months, helps them to form “job-alike” groups focused on academic subject matter or cross-contextual themes, and provides support for shared curriculum design. This chapter describes how rural educators have seized upon the resources in NW RISE to promote student engagement and to develop their professional capacity across the network’s schools.

In California, organic acreage increased by 60% and sales of organic commodities increased by 110% between 1992 and 1997. The rate of growth in the organic industry does not reveal the dynamic nature of California's organic agriculture. In this chapter, we explore the characteristics of farmers entering and exiting the organic market in California. In so doing, our analysis provides insight into the impact of policy and growth on the future composition of the organic industry.

This chapter focusses on the research methodology of the completed project, drawing on what Martin (2008) described as ‘Indigenist’ research traditions or practices. The project drew upon tenets of critical race theory which developed over the life of a university teaching and learning project to support the praxis of Aboriginal and Torres Strait Islander, or Indigenous,1 pre-service teachers on their final internships prior to graduating.

The broader project was conceptualised and framed within our prioritisation of Indigenist standpoint and critical race theory. Our project was designed to amplify the perspectives and voices of Indigenous students in situations where White, hegemonic relations appeared to constrain their potential achievement on practicum in socially unjust and often racist ways. Research into the achievement and success of Indigenous education graduates in Australia is dominated by non-Indigenous reporting, framed in deficit language of Indigenous ‘underachievement’, ‘barriers’, ‘lack’, and ‘disengagement’, rather than from their experience of injustice in their professional preparation as teachers.

The research design troubled how researchers like us ‘come to know’ Indigenous achievement in the higher education sector through the pre-service teachers’ words, impelling us to listen to stories of discrimination, rather than to official accounts of how they ‘failed’ to measure up to teacher standards. The attention to detail in the multi-site, micro-level practices in teacher education and the ways these unfold in situ for Indigenous students would not be possible without the Indigenist research methodology developed in partnership with Indigenous research colleagues and student co-researchers.

This chapter then serves to remind educational researchers that research is a practice and has practice architectures with particular hegemonic arrangements which have not transpired to serve the interests of Indigenous peoples. Honouring Indigenist standpoint and employing critical race theory in research design thus means paying particular and careful attention to the work that research practices do, on, to, and with communities, not normative (colonial) crafting of the praxis research problem.

Factors such as retirement and declining health may trigger older Americans to move into retirement housing. Most mature consumers make this decision in consultation with their family. Understanding the timing and decision‐making process is necessary to properly position and promote retirement housing. A national survey of retirement housing residents found that most moves were prompted by financial considerations, retirement, and health problems. Although most seniors made the final decision to move themselves, children and physicians were influencers. Thus, retirement housing must be promoted to family members and health care workers as well as potential residents.

This chapter explores the importance of the multifaceted levels of Aboriginal Being through my personal story. I, as the author will not only be the Researcher but also will be the researched. It is my journey that exposes me as the student, researcher, and teacher. By drawing on my life’s journey I narrate who I am and where I come from through both autoethnographical methodology and self-reflexivity. It is through this that I open up a space for wholistic education. It is envisaged that this work will uncover some of the complexities associated with Connection and Disconnection that has contributed to my personal growth and educational journey, connected to my Being. It is this experience I now transition onto my students. I am working with like-minded Aboriginal and Torres Strait Islander People, towards the vision and mission for my College. We as a collective continue to elaborate on the extremity and prevalence in Aboriginal and Torres Strait Islander People, and their need for a safe space. It is within this space that we as a College understand the importance of flexibility, ensuring healing, decolonisation, and transitioning in allowing for the development of a culturally appropriate wholistic education in the vocational and education sector.