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In recent years, there has been an increased focus on creating sustainable buildings that have a reduced carbon footprint. The primary method to achieve this has been through reducing operational carbon of buildings. However, as the industry aims to produce “carbon neutral” buildings with extremely low operational carbon through measures such as insulation, embodied carbon (EC) component could get increased. As such, it is equally important to understand the state of EC emissions in buildings. The aim of this research was to analyse typical EC and cost profiles of school buildings within Australia to understand which building elements need more attention.

The research involved measuring EC of five classroom blocks in schools in Sydney through a case study research approach and document survey. Bills of quantities from these projects were analysed to estimate the EC and cost profiles of the buildings.

Results indicated that some elements such as roof, site works, upper floors and substructure had a higher cost also demonstrating an increased EC indicating a possibility of a relationship between carbon and cost. Accordingly, these elements were identified as the typical carbon hotspots within school buildings in Australia, which need greater attention in reducing EC.

The study explores the carbon–cost profile of Australian school buildings and highlights the importance of reducing EC in carbon hotspots.

The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.

Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.

The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.

The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.

To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.

Justice rules are standards that serve as criteria for formulating fairness judgments. Though justice rules play a role in the organizational justice literature, they have seldom been the subject of analysis in their own right. To address this limitation, we first consider three meta-theoretical dualities that are highlighted by justice rules – the distinction between justice versus fairness, indirect versus direct measurement, and normative versus descriptive paradigms. Second, we review existing justice rules and organize them into four types of justice: distributive (e.g., equity, equality), procedural (e.g., voice, consistent treatment), interpersonal (e.g., politeness, respectfulness), and informational (e.g., candor, timeliness). We also emphasize emergent rules that have not received sufficient research attention. Third, we consider various computation models purporting to explain how justice rules are assessed and aggregated to form fairness judgments. Fourth and last, we conclude by reviewing research that enriches our understanding of justice rules by showing how they are cognitively processed. We observe that there are a number of influences on fairness judgments, and situations exist in which individuals do not systematically consider justice rules.

Sexual violence’s alarming prevalence demands action to challenge the gendered and generational relations that sustain injustice. This chapter introduces a nuanced model of consent that, if utilised to inform adults’ everyday practices with children, could empower children to identify and engage in healthy relationships and manage sexual victimisation. Inadequate sex education in adolescence engenders harmful beliefs about consent, which hinder young people’s abilities to navigate sexual relationships and limit the extent to which sexual assault survivors can understand their trauma. Accordingly, effective consent education is critical to protect and empower all human beings. Drawing on decades of childhood studies research that exemplifies the ways in which children learn through experience, this chapter argues that, by practising consent with children, adults can facilitate children’s knowledge of this moral concept. To equip adults with the thorough understanding of consent necessary to engage in truly consensual relationships, this chapter presents a theoretical explanation of children’s agency, recognising that structure, personal elements, and relationships collectively influence, and are shaped by, children’s participation. Based on a recognition of parents’ distinct role in children’s education, this model is examined in the context of children’s experiences in the home. Specifically, this analysis considers the ethics of corporal punishment and explores parental practices that could better facilitate children’s learning. The themes in this chapter emphasise the dangers of assumptions and raise fundamental questions about the ways in which society approaches human dignity and justice.

Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing.

This paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time.

The paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching.

The paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.

In the growing field of nonviolent social movement studies, questions of power are often layered in inquiries into drivers of mobilization and dynamics of success, from the individual to the societal level. The different ways marginalized groups utilize power are not adequately theorized, however. Here I address paradigmatic approaches to understanding power in nonviolent movements, identifying conceptual limitations to explaining stratification among nonviolent resisters. In response, I develop a framework for better understanding the socially constructed origins of nonviolent power among different mobilized groups. I first provide a sociology of knowledge survey of common theories of power in nonviolent mobilization. I also review literature on mobilization among marginalized populations to identify valuable insights lacking in nonviolent movements studies. I then explore one case of marginalized nonviolent resistance, that of the Mothers of the Plaza Mayo who mobilized for an end to the Argentine Dirty War. Through this case, I develop a social constructionist framework that can be generalized to better understand how stratification shapes nonviolent resistance differently for different actors. I conclude by proposing a general framework of inquiry, guiding scholars to pay attention to four dimensions of conflict and resistance when examining the power dynamics of nonviolent movements: the temporal context of conflict, the degree of repression, actor status and positionality, and how nonviolent strategies and tactics correspond to each of these dimensions.

This paper explores the relationship between workplace democracy, the improvement of internal communication and the implications for organizational transformation and competitive advantage. The internal communication function in a large South African organization was decentralized to cost center level, where communication champions were democratically elected. Survey research among two internal populations confirmed the importance of workplace democracy for the improvement of trust, information flow, face‐to‐face, and superior and subordinate communication. To a limited extent it also reduced fear to communicate. These results could theoretically be linked to an organization's ability to change, which would increase its competitive advantage.

The issues raised in this chapter are primarily those of obfuscation regarding social and economic inequality in the UK. The chapter is about the way discourse in various forms serves to disguise and justify the huge inequalities in this society; legitimising and ‘naturalising’ them, or in Arendt's words ‘lying’ about them so that they are seen as ‘natural and self-evident’ (Alvesson & Deetz, 2006, p. 261). Issues looked at are the institutional arrangements by which government ministers give or withhold resources to and from certain categories of its citizens. This includes the UK Treasury in relation to which economic groups the Chancellor of the Exchequer decides how much to tax or not to tax. In particular what are examined are the discourses justifying these measures and establishing certain ‘truths’ about how things are economically and socially; which categories are entitled to or deserving of certain kinds of resources and which are not – argued here as constituting obfuscations of the ‘actual’ situation. Obfuscation has been defined as the action of making something obscure, unclear, or unintelligible. This, arguably, is not far removed, from the action of being deliberately untruthful or lying. The question then arises as to how close these discourses come to lying and how serious the inequalities are.