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The following article, which will be of considerable interest to surveyors who carry out building society valuations, refers to the suggested procedure in respect of the inspection of roof spaces. Experience gained from Henry Stewart Training Courses shows that there is no more contentious area of discussion than how far the building society surveyor and valuer is expected to carry out his investigation in this regard. On the one hand, there is the duty of care, but against this the surveyor or valuer works for a fixed fee which does not allow for added time at the property. The Royal Institution of Chartered Surveyors has a committee working on aspects of this field at the present time; and readers are cordially invited to present their views to Structural Survey.

Takes a practical look at what is expected of a mortgage valuation and the main problem areas when it comes to claims. Discusses the difference between valuation and survey. Concludes that if a surveyor (valuer) misses a defect because its signs are hidden that is a risk that his client must accept.

A purchaser of a residential property has several options in satisfying himself or herself that the dwelling in question is or is not in satisfactory condition and/or is or is not worth the price being paid.

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.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

This paper briefly examines the nature of residential valuations, questions the professional vigour with which such instructions are handled and raises a number of fundamental points that residential valuers need to be able to answer in the near future, if not to‐day. It concludes with the view that a statistical approach may be necessary in the future but will only be acceptable if based on accurate base data.

This study aims to demonstrate the possibility of showing the functionality of complex microbial groups, within ancient structures within a process of refurbishment on a heritage building information modelling (BIM) platform.

Both a qualitative and qualitative research method will be used throughout, as observational and scientific results will be obtained and collated. This path being; phenomena – acquisition tools – storage – analysis tools – literature. Using this methodology, one pilot study within the scope of demolition and refurbishment, using suitable methods of collecting and managing data (structural or otherwise), will be used and generated by various software and applications. The principle methods used for the identification of such micro-organisms will incorporate a polymerase chain reaction method (PCR), to amplify DNA and to identify any or all spores present. The BIM/historical BIM (HBIM) process will be used to create a remotely-based survey to obtain and collate data using a laser scanner to produce a three-dimensional point cloud model to evaluate and deduce the condition, make-up and stature of the monument. A documentation management system will be devised to enable the development of plain language questions and an exchange information requirement, to identify such documentation required to enable safe refurbishment and to give health and safety guidance. Four data sampling extractions will be conducted, two for each site, within the research, for each of the periods being assessed, that being the Norman and Tudor areas of the monument.

From laboratory PCR analysis, results show a conclusive presence of micro-organism groups and will be represented within a hierarchical classification, from kingdom to species.

The BIM/HBIM process will highlight results in a graphical form to show data collected, particularly within the PCR application. It will also create standardisation and availability for such data from ancient monuments to make available all data stored, as such analysis becomes substantially important to enable the production of data sets for comparison, from within the framework of this research.

Despite ample international literature regarding the school-to-prison pipeline, researchers in the Australian context have remained relatively silent about this phenomenon. While there are several studies investigating the criminological characteristics of juvenile detention in Australia, a substantial gap exists examining the educational exclusion of young First Nations males from the education system and whether this has a direct bearing on their overrepresentation in juvenile incarceration. Highlighted in this chapter are the cultural complexities and inequitable practices associated with high rates of exclusion of First Nations boys from school resulting in the likelihood of potential incarceration for some. Finally, certain pragmatic solutions are offered so that educators may reflect upon their important role in disrupting the school-to-prison pipeline.

In this chapter, we consider how the character of Rob Titchener has been developed in The Archers, moving him from hero of the hour to villain of the piece. We draw on a critical disability studies’ perspective to argue that ability and disability have been crucial in turning the character of Rob from the desirable and attractive man who first arrived in the village into a national hate figure, despised by all. We begin this analysis by introducing critical disability studies and studies of ableism as fields of academic inquiry. We then draw on these resources to offer an analysis of the ways in which ability and disability were used as a narrative device to develop Rob’s character. We question the ways in which ability and disability are used to denote ‘good’ and ‘evil’ in the development of characters in cultural texts like The Archers, and end with a plea to scriptwriters to engage differently with dis/ability and to consider the impact of the stories we tell on the everyday lives of disabled people.