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The paper seeks to examine how the existence of a “dispute” for the purpose of construction adjudication has been determined and to consider whether direct application of the often cited Halki Shipping Corporation v. Sopex Oils Ltd could lead to a breach of natural justice.

The paper analyses construction adjudication enforcement judgments since 2000 and considers the different approaches taken by the various judges. Cases are considered chronologically and are grouped into distinct phases to demonstrate the development of the law in this area.

There is no definitive meaning of “dispute” and the existence of a dispute in construction adjudication is a subjective issue requiring a practical common‐sense approach relying on the facts, the law and policy considerations. If a strict application of Halki is used in such cases, a breach of natural justice may arise whereas a common‐sense application of the Halki test, taking cognisance of time‐related issues and the original intent of construction adjudication, offers scope to establish a universal policy.

The paper provides a historical summary which should encourage parties to adjudication to recognise that many of the court challenges which arise could be prevented, or could be more easily resolved if a reasonable, common sense approach was adopted.

The paper provides a comprehensive review of construction adjudication case law relating to the existence of a “dispute” and indicates how the law has developed in this area.

Because of its conceptually dense character, social studies can be difficult to learn. Educators often struggle to find ways to teach higher-order thinking and make academic language and concepts comprehensible for English language learners (ELLs). Visuals may be the key to effective social studies instruction for this student population. Images can be located and obtained easily through the Internet, meshing well with the learning styles of today’s adolescents. This article presents some of the most promising approaches—including historical photographs, paintings and illustrations, maps, propaganda posters, and graphic organizers— that can be used with learners at all levels of language proficiency.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

In this paper, we outline the rationale for developing the Survey of the Status of Social Studies (S4). The instrument contains items for analyzing the organizational structure, instructional decision-making, professional attitudes, and demographics of social studies teachers. Nationally-inclusive data generated from this survey analysis were used to examine the technical and theoretical validity of the instrument. Incorporating factor analysis, findings suggest constructs embedded within S4 related to social studies pedagogy, content emphases, and technology-use that reflect extant theory. As such, the S4 and accompanying nationwide data set offer social educators a valuable resource for fostering professional development and policy.

This paper aims to explore how couples reflect gender role–related attitudes in their family formation process and whether these processes could be described through the lens of ambivalence. Using qualitative methods, semi-structured interviews with Estonian married and cohabiting couples were conducted (all together 24 interviewees). Analysis revealed themes of ambivalence toward gender roles among married and cohabiting couples. The present study could be classified as exploratory in identifying ambivalence, with open-ended and emergent analysis.

It is known that Estonians have adopted Western values and their family behavior resembles that of Nordic countries. However, our interviews showed that on the level of the individual, gender role–related attitudes in relationships have remained traditional. The reason for this might lie in the rapid change of values that occurred after the collapse of the Soviet Union. Western lifestyle was seen as an ideal, and copied in behavior before the actual family or gender role values could undergo the transformation needed to support egalitarian family values.

Our study reveals that the societal context of a rapid change in values and norms might create confusion and ambivalence in attitudes. Therefore, a high proportion of cohabiting couples might not be the product of egalitarian gender role–related attitudes but a product of ambivalent couple relations where the couple has not discussed thoroughly the vision and expectations they have for each other and their relationship.

This paper examines how a beginning teacher in Virginia and a beginning teacher in Florida make sense of the high-stakes tests in their state. By examining beginning teachers in two states where the tests are so very different, we gain important insight into whether there are similarities and differences across states and how the nature of the test affects the teaching and learning of history. We first offer insight into the context of accountability in Virginia and Florida and then discuss what ambitious teaching and learning look like in these states as informed by the literature. Then, we turn to our research methods, findings, and implications for the field of social studies.

This feasibility study originated from a request from a high‐quality confectionery manufacturer and retailer for research into the possibility of assessing the interaction of multiple outlets in the same town. The particular problem was that of estimating pedestrian flow patterns so that the siting of new outlets would not attract business away from existing outlets of the same company. Various methods of collecting pedestrian data were reviewed, and for reasons of cost and practicality it was decided to concentrate on tracking (105 city‐centre trips) and point‐counting methods. Time‐lapse photography was used for point counting, being the only method capable of handling the volume of pedestrians (7,267). A number of computer programs were written which allowed the photographic data to be transformed into a network flow model. A full‐scale test of the model was made using data collected by Nottingham City Council for a network of 57 links.

This qualitative research explores factors that influence social studies teachers’ issue-selection for classroom discussion. Four high school teachers—three from an urban setting and one from a suburban high school—participated in the study. Data were gathered over three months via interviews, classroom observations, and field notes; all were analyzed using the constant comparative technique of the grounded theory approach. Two claims are made: Teachers’ social positioning influences their curriculum choices, and media influences social studies teachers’ issue-selection.

Sustainable luxury has often been seen to offer both environmental sustainability and the possibility for innovative entrepreneurial development of natural and cultural heritage. The possibility and challenges of sustainable luxury tourism for Indigenous groups have been discussed by Poelina and Nordensvärd (2018) at some length by including a cultural governance perspective that brings culture and nature together. They stressed how protecting our shared human heritage and human culture can be aligned with a new wave of sustainable luxury tourism. To achieve this, we need to create links to both management and protection of landscapes and ecosystems as vital parts of heritage protection and social development. This chapter explores how and why we need to integrate social sustainability into sustainable luxury tourism, where we can foresee potential pitfalls and conceptualise nature-based and Indigenous tourism to empower local Indigenous communities and provide them with sustainable employment, economic development and community services. The sustainable tourism model provides brokerage necessary to strengthen their capacity for innovation, entrepreneurship and transformational change. This transformational change requires tourist visitors and non-Indigenous tourism operators to be open to a new experience with Indigenous guides and tourism operators to see, share and learn how to feel ‘Country’ (Poelina, 2016; Poelina & Nordensvärd, 2018). We will use Martuwarra (Fitzroy River) and its communities in Kimberley (Western Australia) as a case study to develop a sociocultural sustainable luxury tourism framework that includes governance, legal and management and social policy perspective.