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This study is carried out to demonstrate the computational practicalities of environmental construction economics necessary to offer early-stage cost advice. A case study of a private sector client’s development proposal is used. This is for the acquisition of a vacant freehold land of 1.2 acres brownfield site to develop a Grade A office complex with plans to achieve the BREEAM Excellent rating green building certification.

A three-stage methodology was deployed: Order of cost estimating, before life cycle costing and then development appraisal. The Order of Cost Estimate is generated using the BCIS online database, following the procedural guideline of the New Rules Measurement (NRM). The life cycle costing was carried out from an environmental perspective to explore two design options – Design A and Design B, in terms of which would offer the best value for money whilst reducing carbon emissions.

Based on the outcome of the life cycle costing computations, Design B was chosen as the advised development due to minimal differences in net present values and annual equivalents. Further evaluation of Design B, using the residual method of developmental appraisal was carried out, with all necessary assumptions made. From the extensive computations carried out, the project is considered unviable, as it reports a loss. Alternative use of the site or an alternative site is thus recommended to check if a greater return on investment is tenable.

The study narratively interweaves the application of three computational techniques that are core to offering early-stage cost advice.

People with intellectual disabilities are at a significantly higher risk than the general population for experiencing a wide range of adverse and potentially traumatic events. This paper aims to explore the incidence of experiences of lifetime trauma across this population in one Forensic Intellectual Disability Service. Risk management recommendations and psychological risk formulations were also examined for their consideration of traumatic experiences.

Risk assessment reports (n = 39) were reviewed for evidence of traumatic experiences and the consideration of trauma in patient risk formulations and risk management treatment recommendations.

Trauma was rated as present or partially present in 84.6% (n = 33) of risk assessment reports reviewed. None of the patients had received a post-traumatic stress disorder (PTSD) diagnosis. Recommendations regarding trauma were identified in 39.4% (n = 13) of the risk assessment reports where trauma was rated either “present” or “partially present”.

Findings suggest a need for diagnostic tools to be used to measure trauma symptoms and potential cases of PTSD to best support needs of patients. Trauma-focused interventions should also be considered. Further investigation is needed to clarify the disparity between the consideration of trauma in formulations and treatment recommendations.

This study highlights the different traumatic experiences that forensic patients across three settings have been exposed to during their lifetimes.

“Web3” is a practice in participatory digital infrastructures through the ability to read, write, and control own digital assets. Web3 is hailed as the alternative to the failings of big tech, offering a participatory mode of digital organization and shared ownership of digital infrastructure through algorithmic governance. This paper offers an introductory playbook to researchers entering the field of Web3 by providing an analytical lens to approach the emergent field of Web3 as “infrastructuring.” It argues that Web3 can be understood as a collective, community exploration of “how to infrastructure.” Drawing on qualitative examples derived from digital ethnographic methods, the study reveals that play, politics, and prefiguration are fundamental qualities underpinning Web3’s vision of offering an “exit” from established institutional infrastructures. Therefore, a primary challenge Web3 faces in its governance experiments centers around the question of how to effectively build and manage infrastructure.

The authors investigated whether remote learning and its associated factors affect students’ adoption of Zoom, Microsoft Teams, Blue Jeans and other conference applications.

The study used a quantitative design; data were collected by surveying B-school students in Hyderabad using a questionnaire prepared adopting the validated scales. About 33 items were used to measure nine reflective constructs: remote learning, performance expectancy, adoption behavioral intention, institutional support, ecological acceptance, habit formation, hedonic motivation, attitude towards conference apps and social influence. The exploratory and confirmatory factor analyses were carried out, and hypotheses were tested using IBM SPSS and AMOS version 28.

A 61% variance in students’ adoption behavioral intentions and a 37% variance in students’ attitude towards conference apps are accounted for by remote learning, performance expectancy, institutional support, ecological acceptance, habit formation, hedonic motivation and social influence. The exogenous constructs of institutional support, environmental acceptance, habit formation and social influence are statistically significant and influence students’ adoption and behavioral intentions toward conference applications. The attitude towards conference apps fully mediated the relationship between students’ adoption behavioral intentions and performance expectancy. However, the constructs of environmental concern, social influence and habit formation are partially mediated. This study provides empirical evidence that attitude towards conference apps, environmental acceptance, performance expectancy, institutional support, habit formation and social influence are the key predictors of remote learning and students’ adoption of and conference applications.

This study was limited to the B-schools of Hyderabad city, an Indian metro. To encourage students to adopt remote learning through conference apps, academicians should appropriately illustrate the idea of remote learning. To enable students to learn while on the go, educational institutions should offer intuitive applications with enhanced reading layouts. Second, since internet access is required for remote learning, this study is crucial for service providers. To make it simpler to obtain educational resources, the internet should be more widely accessible. Third, since technology is linked to remote learning, this type of study is essential for the education sector since devices need to be developed.

The pandemic has caused restructuring of the educational system, necessitating new strategies for distance and virtual learning for teachers. In the future, teachers will adopt techniques centered around the use of virtual platforms, social media and video production. The government should establish sufficient infrastructure to facilitate online education and assist instructors in becoming more knowledgeable and proficient in the use of technology, especially when creating, executing and assessing online instruction.

The purpose of this study is to determine how beneficial it is to use online/remote learning with Zoom, BlueJeans, Microsoft Teams and other conference software in particular. Both the online/remote learning method itself and the learners' capacities and capabilities for adjusting to new normal scenarios should be developed in educational environments.