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Information on the impact of flooding is fundamental to mitigating flood risk in residential property. This paper aims to provide insight into the seller disclosure of flood risk and buyer behaviour in the absence of mandated seller disclosure.

This paper adopts a case study approach to critically evaluate the matrix of flood information available for buyers purchasing residential property in Brisbane, Queensland. This paper uses big data analytic techniques to extract and analyse internet data from online seller agents and buyer platforms to gain an understanding of buyer awareness and consideration of flood risk in the residential property market.

Analysis of property marketing data demonstrates that seller agents voluntarily disclose flood impact only in periods where a flooding event is anticipated and is limited to asserting a property is free of flood risk. Analysis of buyer commentary demonstrates that buyers are either unaware of flood information or are discounting the risk of flood in favour of other property and locational attributes when selecting residential property.

This research suggests that improved and accessible government-provided flood mapping tools are not enhancing buyers’ understanding and awareness of flood risk. Accordingly, it is recommended that mandatory disclosure be introduced in Queensland so that buyers are more able to manage risk and investment decisions before the purchase of residential property.

This paper contributes to existing literature on raising community awareness and understanding of natural disaster risks and makes a further contribution in identifying mandatory disclosure as a mechanism to highlight the risk of flooding and inform residential property purchasers.

Nature and biophilic design have received widespread attention in architecture. There has been a need for a new concept of sustainability that includes the interrelationship between humans and the environment. Biophilic design is therefore a comprehensive and sustainable approach that contributes to restoring relationships and connections to promote mental and physical health. The purpose of the paper is to derive a method for measuring and evaluating the impact of incorporating biophilic design into spaces where children are present.

This research follows a three-stage methodology. The first stage is an Overview, including the concept of biophilia, the concept of biophilic design and its patterns. The second stage consists of methods for evaluating biophilic designed spaces. The third stage attempts to deduce a method for measuring and evaluating the impact of incorporating biophilic design into spaces designated for children on children.

Integrating the Biophilia Interview Scale and the Nature Connection Index scales could lead to the development of a new scale that captures the child’s understanding of nature, his connection to nature and knowledge of his environmental preferences. Linking this measure to the child’s basic needs aims to enhance the performance of spaces designated for pre-school children and measure the extent to which these spaces meet the child’s environmental preferences and match his basic needs.

There is limited understanding of evaluating preschool spaces in terms of their suitability for children, the extent to which the design patterns used in these spaces meet the child’s preferences and desires, and the extent to which these spaces meet the child’s basic needs. Therefore, this study aims to integrate methods for assessing environmental preferences appropriate for pre-school children and linking them to the child’s basic needs, which ultimately leads to the creation and design of spaces in which children can integrate, interact.

This chapter discusses why employees keep their knowledge to themselves. Despite managers’ best efforts, many employees tend to hoard knowledge or are reluctant to share their expertise with coworkers or managers. Although many firms have introduced specialized initiatives to encourage a broader dissemination of ideas and knowledge among organizational members, these initiatives often fail. This chapter provides reasons as to why this is so. Instead of focusing on why individuals might share their knowledge, however, we explain why individuals keep their knowledge to themselves. Multiple perspectives are offered, including social exchange, norms of secrecy, and territorial behaviors.

This chapter examines how groups' tactical selection shapes social movement mobilization and survival. I focus on 35 Indivisible groups founded in 10 American cities immediately after the 2017 Women's March. I analyze the descriptions of over 8,000 events on group Facebook pages from 2017–2019 and conduct 25 interviews with group members. These data allow me to assess how the type, diversity, and flexibility of tactics shape group mobilization and survival. I find that groups that use more protest and electoral tactics and those that use a diversity of tactics host more events and are more likely to survive over time. Being consistent in tactics was successful when groups used political tactics, particularly protest and electoral activities. Groups that engaged in a variety of tactics could also be successful, particularly in smaller and more conservative settings. This research illuminates the complex and situational ways that tactical choices matter for social movement longevity.

The purpose of this paper is to examine how online discussion can be used in work‐integrated learning as a vehicle for students to demonstrate their learning in the workplace and to facilitate collaborative learning where face‐to‐face classes are not feasible.

The paper evaluates the use of assessable online discussion in facilitating collaborative learning and scaffolding reflection in work placement subjects. It reviews the literature regarding the use of online discussion, particularly for work placement subjects, and evaluates the use of an online discussion forum in a case study subject in the Queensland University of Technology (QUT) undergraduate law course.

The paper suggests that assessable online discussion forums are appropriate to facilitate student collaboration and collaborative learning in work placement subjects.

The paper is original in its examination of the assessment of online discussion in a work‐integrated learning context.

THE news that our royal President has been promoted to the command of a frigate sugges an increase rather than a relieving of naval duties. Our pleasure in the announcement is qualified by the fear that the further demands may make his presence with the Library Association in September even more difficult than it seemed to be a month ago. This is pure speculation on our part, but we are aware of the eagerness with which librarians look forward to the central event of the Centenary Year. We are assured that the matter is in good hands and at the right levels.

The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA.

The authors used the case study method to provide qualitative details about CSA ' s use of PBL that is being practiced in a natural education setting.

The authors identified six emergent themes (community partners, dedicated facilitators, student group work, authentic projects, school culture, and science, technology, engineering, and mathematics (STEM)-focus) as the essential elements of the high school ' s PBL use. The authors also evaluated CSA ' s use of PBL using strengths, weaknesses, opportunities, and threats (SWOT) analysis and generated eight challenges that CSA should tackle to make it more sustainable.

This study is contextualized in a high school located in Columbus, Indiana, so the authors cannot generalize the results of this study to other contexts.

This study showed that PBL holds outstanding potential to be an innovative approach to teaching and learning, and teacher professional development.

Major strengths of CSA ' s use of PBL come from the integration of the workforce needs of local businesses and the broader educational needs of students. Active involvement of community partners to make a project authentic is an essential element of CSA ' s PBL that distinguishes it from problem-based learning.

Despite the abundant research on social movements, there is sparse scholarly investigation of the link between community settings and how they contribute to persistent protest participation. This paper illuminates the cultural and social mechanisms within a religious retirement community that engender members’ sustained commitment to a ten-year long peace protest. A shared religious-based collective identity also deepens activists’ commitment to this cause. This study draws on semi-structured interviews with 14 peace protesters who reside in this community at two points in time: 2010 and 2013.

Describes the background to publishing in Scotland and outlines the nature and range of current Scottish publishing houses. Sets Scottish publishing within its UK and European context and indicates a number of major trends. Presents broad statistics of current Scottish publishing. Describes the nature, activities and achievements of 30 Scottish publishing houses, from large to small and from general to specialist.