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De territorialization - a concept of territory where social, economic, and political space are not necessarily geographical has developed from the radical alterations brought about by rapid globalization. For the first time in history, cultural spaces are developing that have no tangible connection to geographical places. Conventional learning structures, teaching methods, and course content make it difficult for these educational institutions to operate effectively in this climate. To prosper, they must make decisions expeditiously and the development of new programs must take place quickly, seamlessly, and continuously.

More importantly, with the changes demanded by these processes, the classroom must truly become a global entity. In this paper, an argument is proposed that though the forces of globalization have radically changed our conception and use of space, its material manifestation is as important now more then ever to those training to be architects and designers. However, the old lecture hall and studio configuration must make way for a new type of reflexive space that allows disciplinary boundaries to become blurred and more flexible.

If this occurs, universities might again become bastions of critical thought illustrating possible types of alternative spaces and temporalities within our personal and communal lives. By cultivating spaces built on the imperatives of diversity and simultaneity, the monistic onslaught of the global network culture could be translated into a multitude of spaces and temporalities that add richness to the necessary social, political, and cultural aspects of our lives. Within architectural discourse, this call is doubly important because this type of individual will most affect the virtual/material interfaces that are become increasingly common as the effects of economic and technological transformations are felt on a global scale.

Whether in school buildings or university campuses the educational process involves many activities that include knowledge acquisition and assimilation, testing students' motivation and academic performance, and faculty and teachers' productivity. The way in which we approach the planning, design, and our overall perception of learning environments makes powerful statements about how we view education; how educational buildings are designed tells us much about how teaching and learning activities occur. Concomitantly, how these activities are accommodated in a responsive educational environment is a critical issue that deserves special attention. While it was said several decades ago that a good teacher can teach anywhere, a growing body of knowledge-derived from knowledge on “evidence-based design” suggests a direct correlation between the physical aspects of the learning environment, teaching processes, and learning outcomes. In its commitment to introduce timely and pressing issues on built environment research, Open House International presents this special edition to debate and reflect on current discourses on sustainable learning environments.

Discusses the issue of privatization and its relationship with the government. Answers the question of who should perform certain governmental services and why they should be performed by that particular organization. Compares the privatization process in the United States and European countries. Finally explains why politicians do not resort to more private services.

Ethics is the foundation on which societies and cultures are based and are fundamental to political, social and economic decision making. Ethical dilemmas have created controversy and heated debate over the years. Disasters have been defined in public health terms as destructive events that result in the need for a wide range of emergency resources to assist and ensure the survival of the stricken population. Lack of medical resources, in conjunction with a mass casualty situation, can present specific ethical challenges. The purpose of this paper is to explore the ethics of disaster management.

In and after a disaster, ethical questions arise regarding appropriate and fair allocation of relief funds to help with recovery. Research in disaster settings poses unique ethical dilemmas. The researcher must determine how to balance the critical need for research with the ethical obligation of respect for, and protection of, the interests of research participants. Ethics as part of an educational program made available to health care providers may assist disaster responders to make the difficult ethical decisions involved in disasters. This literature review discusses these issues in conjunction with disaster response and recovery.

The cardinal virtues of disaster response are prudence, courage, justice, stewardship, vigilance, resilience, self‐effacing charity and communication. These eight virtues are not considered all inclusive, no more than Aristotle considered that his morals or virtues were all inclusive. Ongoing work in disaster management will help to ensure that such situations are managed in an ethical manner that respects the rights and privileges of all those involved.

The literature reviewed for this paper was based on peer reviewed scholarly writings. Concepts of ethics and justice are important issues in disaster situations. This paper offers ideas to prompt further discussion among disaster managers and students of disaster studies.

Social changes are reliant on an understanding of ethics and how it affects society. This paper puts forward ethical concepts to prompt discussion by disaster responders and managers with the hope of improving disaster management.

The paper is an original document that may be useful to students of disaster management and those who teach disaster management

Juvenile delinquency research has identified two vital (and related) concepts to this area of study: age of onset and escalation. In this investigation, escalation is examined as a function of early drinking. Added to this are the influences of deviant peers and the social control effects of family and church. My analysis shows that consuming alcohol at a young age is correlated with illegal drug use, committing a greater number of illegal acts, committing more serious offences, and being confronted by police for delinquent behavior. Moreover, I show that peer influence has a greater impact on individual behavior than do other social control mechanisms. In conclusion, I offer a critique of current policies aimed at teenage drinking and argue in favor of preventative, rather than prohibitive strategies.

A reorganisation and investment programme for the UK Region of the Berger Group (Berger Jenson & Nicholson) has now been completed, under the Group chief executive, Mr. T. B. Collins.

This study aims to examine the relationships between handlers and (canine) K9. Understanding the influence of well-being and stress (general, occupational and home) is a first step in understanding the performance of K9 units in law enforcement.

A mixed-methods approach employing semi-structured interviews and quantitative surveys. This approach assessed the relationship between handlers and K9s, while capturing context and the nuanced nature of these partnerships.

Handlers agree that K9 can detect handlers' general stress, which potentially impacts K9 performance. Occupational stress influences handler/K9 abilities, however, handlers did not agree on all individual behaviors contributing to this stress. Finally, handlers stressed the importance of K9 units training together and suggested supervisors do not always appreciate the importance of joint training sessions.

As specialized units, K9s are often overlooked in policing scholarship, but serve a substantial large role in the missions of safety and security. Little is known about the dynamics of handler/K9 relationships.

This beautifully produced and exciting book is in the best sense a descriptive catalogue of the creative works of children in a small, all‐age country school in New Zealand. The publishers, the designer (Mr. Roy Cowan), the author, and the children have combined to produce a book whose narrative is threaded with a rich and varied collection of illustrations. These include numerous black and white photographs, large and detailed, of the children at work and play, full‐colour reproductions of paintings, and a magnificent array of lino‐prints, in single colours. The book itself is a fitting testimony to the conception of education through the arts which Mr. Richardson evolved at Oruaiti School.

The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study.

A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups held with students, as well as analysis of policy documents, student work samples, and other data sources.

The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks.

This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion.

The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).