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Recent years have seen a growth in the importance afforded to environmental issues, including the environmental aspects of property. One manifestation of this growth is the emergence of the Building Research Establishment Environmental Assessment Method (BREEAM) developed by the Building Research Establishment (BRE). Using a limited research vehicle, this paper examines the basic requirements for a BREEAM assessment and the skills required to undertake such an assessment. It compares these skills with those held by building surveyors and considers whether building surveyors are sufficiently well placed to offer BREEAM assessments as part of their portfolio of services. The conclusion is that BREEAM assessments do represent a potential market opportunity which merits consideration.

Children in Malaysia, just as children in many other countries, are vulnerable to poverty. They are exposed to different forms of deprivation and the COVID-19 pandemic exacerbated their predicament. Concerns have been raised about the impact of the pandemic on children’s well-being, as this health crisis had intensified the educational and economic disparities among children in Malaysia, and for some children the impact will be lifelong. It is important to recognise the multidimensionality of poverty in regard to deprivation among poor children; however, such concerns are less pronounced in public policy discussions. Demands for greater policy attention intensified following the increasing number of unemployed parents and bereaved children who lost their parents due to the pandemic. The scope of poverty alleviation policies failed to consider the varying poverty gaps between recipients and the various forms of deprivation experienced by children in poor and larger sized households. As a result, the allocation of funds for the improvement of children’s well-being has been insignificant. The aim of this chapter is to provide a thorough overview of child poverty in developed and developing countries and how child poverty has changed in Malaysia. The analysis in this chapter seeks to provide deep insights on the development of policies that address poverty among children in Malaysia. An analysis on budget appropriations reveals that efforts to address other dimensions of child development were steadily improved, but policy commitments for such purposes need to be intensified in the post-pandemic era when hundreds of thousands of families and children have been plunged into poverty. It is timely for policymakers to acknowledge the need for separate policy considerations for children since they experience poverty differently from adults. The fulfilment of their needs should be prioritised, and the recognition of this fact would produce desirable plans of action for children living in poverty.

This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness.

This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory.

Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm.

Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.

Conferences, like the delegates attending them, come in a variety of shapes, sizes and purposes. There is, for instance, the reward conference, a way of saying well‐done to employees, where after‐class entertainment is important and the bar looms as large as the blackboard. Then there is the spur, the seminar for the company which wants to motivate its sales force with the carrot of the good things that success will bring. A lesser grade of accommodation and catering at a top grade venue may be appropriate, tantalising the staff with a sight of the good life but leaving them with the task of attaining it.

A societal and educational analysis established the perspective that Australian teachers are working in a context of societal change, with concomitant pressures on their traditional approaches and methods. Further education was seen as a major method of assisting teachers to meet these pressures, and the study addressed the problem of developing policies to induce significant numbers of teachers to undertake further education.

This paper aims to explore how the TECH Model (testing for and treating infectious diseases and vaccination; environmental modification to prevent disease transmission; chronic disease identification and treatment; and health maintenance and education) can be used for assessing and achieving healthy prisons.

This paper explores the concepts of “health in prison” and “healthy prisons” in the context of recent research and guidance. The paper then considers the TECH Model as an approach to achieving healthy prisons.

Under each of the four TECH Model domains are tasks to achieve a healthy prison. For prisons with poor or no resources, each domain contains steps that will improve prison health and move towards a healthy prison for both prisoners and staff. Implementation can thus be “low‐TECH” or “high‐TECH” depending on the setting and the available resources and the model is specifically designed to provide options for resource‐poor as well as resource‐rich correctional settings.

The TECH Model is a first step in characterizing the components of a healthy prison and the processes to achieve this. This Model could be implemented in all levels of prisons internationally.