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Vertical gardens offer multiple benefits in urban environments, including passive cooling services. Previous research explored the use of “active vertical gardens” as potential evaporative air-cooling units by developing a mathematical model based on the FAO-56 Penman Monteith equation. Further research showed that active vertical gardens function best by creating an airflow in the cavity behind the garden such that air is cooled by flowing over the water-saturated garden substrate. The purpose of this paper is to improve the quantification of active vertical garden performance.

A building-incorporated vertical garden was built in Quito, Ecuador, with an air inlet at the top of the garden, an air cavity behind the garden and where air was expelled from the base. Measurements were made of air temperature, humidity and velocity at the air inlet and outlet.

The active vertical garden cooled the air by an average of 8.1 °C with an average cooling capacity of 682.8 W. Including the effects of pre-cooling at the garden inlet, the garden cooled the air by an average of 14.3 °C with an average cooling capacity of 1,203.2 W.

The results are promising and support the potential for active vertical gardens to be incorporated into building services and climate control.

While many studies investigate student leadership development in educational contexts or curriculum-based programs, little is known about the efficacy of leadership development programs that emerge in municipalities. This mixed methods case study explored the leadership development of participants in three nine-month youth leadership programs at a municipal-based prevention, treatment, and outreach center in the United States. Qualitative focus groups and quantitative surveys using the Student Leadership Practices Inventory (SLPI) were used to collect data at the beginning and end of the three programs along with a post-program evaluative survey. Findings from the qualitative and quantitative analyses are first presented individually and then expressed using a joint display table to visually represent the integrated results. Findings showed that the programs positively influenced participants’ perceptions, characteristics, and behaviors as youth leaders in their communities. Participants not only indicated improvements in their leadership practices according to the SLPI from pre- to post-program, but also demonstrated more complex understandings of leadership and what it means to be a leader in one’s community. These findings are useful for individuals and organizations planning student leadership development programs and should inform future research in the field.

At the same time as Professor Roland Smith has put forward his suggestions for closer links between universities and industry (see page 19), there is encouraging news of this objective being put into practice.

Benchmarking is being incorporated into the strategic planning and quality improvement processess of many service businesses. A case in point is the benchmarking effort by the member hospitals of the SunHealth alliance, a network of 250 non‐profit hospitals located mainly in Southeastern states.

This chapter asks whether it is helpful to consider a profession to be a practice and to what extent this meshes with the idea that ‘profession’ is a moral concept. It examines MacIntyre’s concept of a practice as an activity that pursues internal goods, finds that MacIntyre’s articulation of the concept by itself is not enough to describe what it is to be a profession and seeks to supplement this with ideas from others, primarily Miller and Davis. This supplementation, however, still leaves open the question of the origin of a profession’s authority (or licence) to use what can be called the ‘dangerous knowledge’ that differentiates the work of professions from other occupations. For this, Veatch provides useful ideas.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

Purpose – Mainstream science, technology, and society (STS) scholars have shown little interest in engineering ethics, one going so far as to label engineering ethics activists as “shit shovelers.” Detachment from engineering ethics on the part of most STS scholars is related to a broader and long-standing split between the scholar-oriented and activist-oriented wings of STS. This chapter discusses the various STS “subcultures” and argues that the much-maligned activist STS subculture is far more likely than the mainstream scholar subculture to have a significant impact on engineering ethics education and practice.

Approach – The chapter builds on analyses of STS subcultures in research and education from the literature and identifies a similar set of subcultures for engineering ethics research and education.

Findings – Reconciliation of the STS subcultures will tap an activist tradition that already has strong ties (practical, historical, and theoretical) to engineering ethics research and education. Acknowledging that STS and engineering ethics each have legitimate, activist-oriented subcultures will position STS scholars and educators for providing needed insights to engineering activists and the engineering profession as a whole. STSers should recognize and appreciate that many engineering ethicists and engineering activists are concerned both with issues internal to the profession and broader social implications of technology.

Originality/value – The chapter presents an analysis of STS subcultures and their relationship to engineering ethics. As such, it will be of interest to STS scholars and engineering ethicists alike, as well as engineering ethics and STS educators.

The greatest mistakes and delusions of human history have come about through logically drawing conclusions from an omissive set of premisses. Cybernetics, being the science of the study and redirection of feedback, is the science of consequences; its essential task is to recognize and deal with all feedback effects, including the consequences of such omissive conceptions – the so‐called blind spot. Gives some examples of the blind spot as it has manifested itself throughout history in the world of science. Concludes that cybernetics can defuse this blind spot which has perennially plagued human development, individually and societally.

Previously, diversion from the criminal justice system for people with learning disability (LD) and serious forensic needs in Scotland meant hospitalisation. More recently new legislation has meant that community-based rehabilitation is possible for this group. The purpose of this paper is to qualitatively explore the views of people with LD subject to these legal orders. This is both a chance to work in partnership to improve services and also to make the voices of this potentially vulnerable group heard.

Semi-structured interviews were conducted with ten participants subject to a community-based order. All participants were male. Ages, index behaviour, and time spent on order varied. The data was transcribed and analysed using interpretative phenomenological analysis.

The main themes which emerged from the data were a taste of freedom, not being in control, getting control back, loneliness, and feeling like a service user. Participants described positives about community-based rehabilitation but also a number of negatives.

Participant accounts suggest that the current community rehabilitation model has some shortcomings which need to be addressed. Suggestions are made for improvements to the current model relating to: achieving clarity over the role of support staff and pathways out of the system; increasing opportunities for service users to voice concerns; empowering staff teams via extensive training and supervision; and directly addressing internalised stigma to promote community integration.

This is the first piece of work evaluating compulsory community forensic care for people with LD from the perspective of service users. It highlights difficulties with the system which could lead to helpful ways to evolve this model.

This chapter outlines the successful community engagement process used by the authors for the Kinship Online project in the context of Indigenous methodological, epistemological, and ethical considerations. It juxtaposes Indigenous and western ways of teaching and research, exploring in greater detail the differences between them. The following chapter builds on and extends Riley, Howard-Wagner, Mooney & Kutay (2013, in press) to delve deeply into the importance of embedding Aboriginal cultural knowledge in curriculum at the university level.

The chapter gives an account of an Office for Learning and Teaching (OLTC) grant to develop Indigenous Online Cultural Teaching and Sharing Resources (the Kinship Online Project). The project is built on an existing face-to-face interactive presentation based on Australian Aboriginal Kinship systems created by Lynette Riley, which is being re-developed as an online cultural education workshop.

A key consideration of the researchers has been Aboriginal community engagement in relation to the design and development of the project. The chapter delves deeply into the importance of embedding Aboriginal cultural knowledge into curriculum at the university level. In doing so, the chapter sets out an Aboriginal community engagement model compared with a western research model which the authors hope will be useful to other researchers who wish to engage in research with Aboriginal people and/or communities.