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The purpose of this paper is to report research conducted in the UK's East Midlands region which explores optimising practice for low carbon building through an architectural award system.

To explore the complexity of the contexts, philosophies and demonstrations involved in best practice for low carbon buildings, a mixed research approach was adopted through an online survey and interviews with 13 experts.

The research provides practical means to evaluate low carbon buildings and suggests an approach where aesthetic design and technical compliance are given similar weightings. It also presents the opinions of construction professional practitioners and academics on best practice for low carbon buildings.

The research focuses on investigating the judging criteria and opinions of construction professionals who have, in the past, strongly identified with sustainable building design practice.

As this research and other studies show, there is a need for a simple methodology and the use of existing tools to evaluate best practice for low carbon buildings.

The value of the paper lies in its purpose to establish a precedent for judging low carbon buildings through an architectural award system. Although there is a plethora of literature, tools and environmental assessment systems that point towards best practice, this research aims to highlight the underlying principles and combine these with practical methods that can enable the construction industry to achieve low carbon buildings.

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.

Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.

The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.

This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.

One of the most widely accepted goals of social studies education is to produce knowledgeable and caring citizens. It is, therefore, imperative that students have the opportunity to participate in public issues and have a meaningful voice within their community. Students must learn how to gather information, solve problems and make civic decisions (Saxe, D. W. (1997). The distinctive mission of social studies education. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems and possibilities (pp. 39–55). Albany, NY: State University of New York Press). Thus, educators and staff in higher education institutions should encourage their students to create their own questions, cultivate investigative strategies, formulate theories and apply new concepts to their own lives in a variety of methods (Fitzsimmons, P. F., & Goldhaber, J. (1997). Siphons, pumps, and missile launchers: Inquiry at the further and higher education [online]. Edinburgh: Scottish Funding Council). Inquiry-based instruction is a pedagogical strategy that places the educator in the role of a facilitator where students are pushed to think critically and construct meaningful knowledge. Inquiry-based learning (IBL) is a crucial practice for students to grasp and the earlier they are exposed to this style of learning, the better the educational results will be in regard to cognitive development. For instance, (Frederiksen, White, & Shimoda, 1999) found that students who take part in inquiry-based learning outperform those students in traditional classrooms on standardised assessments. This chapter explores a theoretical discussion of IBL and a subsequent theory of change focusing on the potential desired impact on the student learning experience in Irish higher education.

The core themes include the following:

1. How educators in the social sciences conceptualise, design and facilitate IBL?

2. The location and commencement of the development of an IBL ‘mind-set’.

3. Informal theories of change in the social sciences, and a discussion on disciplinary patterns and the discernation of differences.

4. What have educators learned about designing and facilitating IBL? The challenges of designing and facilitating IBL, in the social sciences.

5. Plans for further developing IBL practice in an international context.

How educators in the social sciences conceptualise, design and facilitate IBL?

The location and commencement of the development of an IBL ‘mind-set’.

Informal theories of change in the social sciences, and a discussion on disciplinary patterns and the discernation of differences.

What have educators learned about designing and facilitating IBL? The challenges of designing and facilitating IBL, in the social sciences.

Plans for further developing IBL practice in an international context.

This issue is a selected bibliography covering the subject of leadership.

Since the global financial crisis of 2007-2009 academic research has paid considerable attention to understanding the nature of the crisis, its causes and consequences. This is not surprising given the scale and scope of the crisis. Much of this research has been undertaken within social science disciplines. At the same time, the crisis has also been the subject of fiction – novels, poetry and drama, and there is also a small body of academic scholarship on fiction relating to the crisis (and on finance in fiction more generally). The purpose of this paper is to suggest that fiction can offer a new perspective on the global financial crisis and thereby enhance our understanding of it.

This exploration draws upon three works of post-crisis fiction: the 2009 play by David Hare, The Power of Yes: A Dramatist Seeks to Understand the Financial Crisis (hereafter The Power of Yes); Other People’s Money, a novel by Justin Cartwright (2011); and Robert Harris’s novel The Fear Index also published in 2011. Its approach is based on close readings of the three texts in question.

Finance fiction stimulates a reconceptualization of the global financial crisis as a crisis of innovation and technological change.

This paper is a viewpoint article. The originality lies in the author’s interpretation of reading the global financial crisis through fiction.

This essay tackles the Obama “phenomenon,” from his candidacy to his election, as a manifestation of the new “color-blind racism” that has characterized U.S. racial politics in the post-civil rights era. Rather than symbolizing the “end of race,” or indeed a “miracle,” Obama's election is a predictable result of contemporary U.S. electoral politics. In fact, Obama is a middle-of-the-road Democrat whose policies since taking office have been almost perfectly in line with his predecessors, especially in terms of his failure to improve the lot of blacks and other minorities. In this essay, I review the concept of color-blind racism and its application to the Obama phenomenon. I also revisit some of my past predictions for Obama's presidency and evaluate their accuracy halfway through his term. Finally, I offer suggestions for constructing a genuine social movement to push Obama and future politicians to provide real, progressive “change we can believe in.”

This chapter is based on a chapter I added for the third edition of my book, Racism without Racists. Louise Seamster, a wonderful graduate student at Duke, helped me update some material, locate new sources, and rework some sections, as well as abridge some of the many footnotes (interested readers can consult the chapter). I kept the first person to maintain the more direct and engaged tone of the original piece and because the ideas (the good, the bad, and the ugly ones) in the chapter are mine, and thus, I wish to remain entirely responsible for them.