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Background: Policy, research, and people's own experience in the UK consistently highlight the central importance of a home of choice for people with learning disabilities. Yet attention is mainly focused on the development of specialist as opposed to generic housing options for people with learning disabilities. Methods: This article reviews the findings from a major research study looking at the rented housing sector for people with learning disabilities. The study comprised of a review of local authority learning disability strategies; a 'national conversation' with key stakeholders; and thirty-five, qualitative interviews with people with learning disabilities who rent their own homes. Findings: The research found that local learning disability strategies are lacking in information on rented housing for people. A national consultation identified a range of challenges in accessing rented housing for people wishing to do so. Interviews with people with learning disabilities renting their own place confirmed some of these problems but also, crucially, highlighted the success for most who rented their own home. People liked renting and were managing their tenancies well with relatively modest support. Conclusions: The evidence points to the possible benefits of a greater focus on renting for people with learning disabilities.

The significance of equipping higher education graduates with both practical skills and theoretical knowledge relevant to their future workplace has been identified as one of the priorities in the higher education sector. Specifically, the issues, such as the preparation of young people for the world of work, facilitating the links between academic studies and practical experiences, and situating practice-based education have become central to the higher education landscape. This article discusses the extent to which practically-based higher education learning spaces can be constructed and co-constructed, involving the cooperation and collaboration of different stakeholders: employers, university lecturers and students. The article will particularly draw on the perspectives from a case study of practically-based higher education in the hospitality sector in England. Drawing on this case study the article will address the following research questions: (1) How can practically-based learning spaces be constructed and co-constructed within the context of higher education? and (2) What is the role of different stakeholders in this process? The article argues that the development of a practically-based higher education learning space is much more complex than simply bringing together academic and practical learning, and involves both institutional affordances, industry engagement and collaboration of key stakeholders.

This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as "the bedroom tax" (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare "reform" (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation--as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz & Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational "problems", and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also--at times--how they can become the subject of--in the sense of reformulating--these discourses in their accounts of everyday activities. After outlining our approach and the context for the study, we focus on four examples drawn from the narratives of the various stakeholders in the study--parents/carers, school staff and other community-based organisations as illustrations of how this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.

This article investigates the influence of wealth, a frequently neglected aspect of the economic circumstances of families, on children's development. Using the UK Millennium Cohort Study, it explores whether parental wealth (net total wealth, net housing wealth, net financial wealth, and house value) is associated with children's cognitive ability, mental, and physical health at age 11 (N = 8,645), over and above parental socioeconomic status and economic resources, in particular permanent income. Housing wealth was associated with fewer emotional and behavioral problems, independent of the full set of controls. Children's verbal cognition and general health were more strongly associated with family permanent income and socioeconomic characteristics than with wealth.

Introduction: People with learning disabilities in the United Kingdom are being incarcerated in hospital settings due to lack of suitable community care and support. Factors influencing discharge from institutional/hospital care to enable successful community living have not been explored systematically. Method: A systematic review using the PRISMA guidance identified studies via five electronic database searches of Medline, CINAHL, Embase, psychINFO, and Cochrane Library. A predesigned inclusion/exclusion criterion was applied to selected articles. A thematic analysis approach was used. Results: Six qualitative and twelve quantitative articles were identified and divided into three broad themes of support, housing, and health. A further nineteen articles were identified as of peripheral interest. Conclusion: Factors affording a successful transition from hospital/institution to community are discussed. Suitable standards of housing, staff support/training, and health-care access influence the success of sustainable repatriation. An evidence-based tool kit is proposed from available factors to enable safe, sustainable, and timely discharge.

This paper presents a novel conceptualisation of the school context by examining the 'personal' (emotional wellbeing), the 'political' (everyday political actions and power relations) and the 'Political' (the Political system, including electoral politics and governmental policy) and how these interrelate. Informed by literatures from a range of disciplines, the authors use this conceptual lens to consider data from two projects which explored the impact of austerity on schools. In their qualitative analysis of data from interviews with 82 participants they illustrate connections between the personal, the political and the Political. They conceptualise the work schools are doing in response to the impacts of the Political as quiet political activism, which appears to have knock-on effects for staff wellbeing. They consider the implications of this, concluding that the 'quiet politics' occurring in schools may bring a sense of control and create opportunities for community activism, but also has potentially worrying consequences.

Considerable attention has been paid to the economic benefits of participating in higher education, particularly the 'economic premium' of graduates compared to non-graduates. Although the civic contribution of graduates has been widely acknowledged and discussed, there has been a dearth of empirical analysis that investigates this contribution. Furthermore, the massification of higher education in the UK, US, and many other countries, has had profound impacts on the higher education experience. But little is known about how changes to the form and function of mass higher education have impacted on the civic contribution of university graduates. This research attempts to address this by focussing specifically on associational membership of university graduates during their early adulthood. By calculating the 'civic premium' of UK graduates compared to their non-graduate peers over time we are able explore the relationship between associational membership and higher education participation following the massification of UK higher education.

The International Summit on Intellectual Disability and Dementia covered a range of issues related to dementia and intellectual disability, including the dearth of personal reflections of persons with intellectual disability affected by dementia. This article reflects on this deficiency and explores some of the personal perspectives gleaned from the literature, from the Summit attendees and from the experiences of persons with intellectual disability recorded or scribed in advance of the two-day Summit meeting. Systemic recommendations included reinforcing the value of the involvement of persons with intellectual disability in (a) research alongside removing barriers to inclusion posed by institutional/ethics review boards, (b) planning groups that establish supports for dementia and (c) peer support. Practice recommendations included (a) valuing personal perspectives in decision-making, (b) enabling peer-to-peer support models, (c) supporting choice in community-dwelling arrangements and (d) broadening availability of materials for persons with intellectual disability that would promote understanding of dementia.

Background: Dementia prevalence rates are higher amongst people with learning disabilities than the general population. People with Down's syndrome are at even greater risk of developing dementia and of developing dementia at an earlier age. This study, conducted as part of a wider service evaluation, explored community learning disability team perspectives on screening, pathways, training, information and supports developed to improve services for people with learning disabilities and dementia. Methods: A focus group was held with health and social care professionals working in community learning disability services. Thematic analysis was used to analyse the data. Results: The dementia screening, pathways and processes had become embedded in practice, leading to a common framework, an efficient, multidisciplinary, proactive approach, earlier detection and diagnosis of dementia and identification of other health needs and issues. This avoided crisis situations supporting people to remain at home longer. Training and information were felt to improve care quality and reduce caregiver anxiety. People with learning disabilities and caregivers were involved to varying extents. External influences impacting on support included the availability, appropriateness, cost and effectiveness of different models of service provision. Conclusions: Service developments have been made as a result of the findings which suggest that dementia pathways and supports improve service provision and outcomes for people with learning disabilities. It is important to develop the evidence base on the effectiveness of different service models for people with learning disabilities and dementia. Future studies need to gather views of people with learning disabilities and carers.

This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre-school years, focusing on families who move for the education of their children. We present results showing that education- related house moves do indeed occur in the pre-school years with particular types of parents making these education-related moves to ensure their children attend a good primary school. We then examine whether this demand for high quality schooling is associated with a house price premia by linking the MCS data to Land Registry data and show that parents are prepared to pay significantly more to buy a house located near to better performing primary schools, even before their children reach school starting age. We interpret this as evidence of demand for school quality in the early years as parents (especially more educated and advantaged parents) "gear up" their quest for what they perceive to be better schooling for their children before they start school.

Background: Studies throughout Northern Europe, the United States and Australia have found an association between childhood attention deficit hyperactivity disorder (ADHD) and family socioeconomic disadvantage. We report further evidence for the association and review potential causal pathways that might explain the link. Methods: Secondary analysis of a UK birth cohort (the Millennium Cohort Study, "N" = 19,519) was used to model the association of ADHD with socioeconomic disadvantage and assess evidence for several potential explanatory pathways. The case definition of ADHD was a parent-report of whether ADHD had been identified by a medical doctor or health professional when children were 7 years old. Results: ADHD was associated with a range of indicators of social and economic disadvantage including poverty, housing tenure, maternal education, income, lone parenthood and younger motherhood. There was no evidence to suggest childhood ADHD was a causal factor of socioeconomic disadvantage: income did not decrease for parents of children with ADHD compared to controls over the 7-year study period. No clinical bias towards labelling ADHD in low SES groups was detected. There was evidence to suggest that parent attachment/family conflict mediated the relationship between ADHD and SES. Conclusion: Although genetic and neurological determinants may be the primary predictors of difficulties with activity level and attention, aetiology appears to be influenced by socioeconomic situation.

The adoption of streaming in the primary school (where children are placed in a class on the basis of measures of attainment and remain in that class all of the time) was commonplace when the 11 plus examination was used to select children for grammar school places. During the 1950s and 1960s the practice died out with most children being taught in mixed ability classes with some in-class grouping. During the 1990s successive governments indicated that some form of ability grouping should be introduced in primary schools, setting (children placed in ability groups for some subjects and taught in mixed groups for the remainder of the time) being preferred, however, streaming was introduced in some schools despite evidence that movement between structured ability groups is infrequent and that children tend to remain in the same groups throughout their school careers limiting their educational opportunities. Recent research based on 8875 children, in the Millennium Cohort Study showed that 16.4% of children in Year 2 were in streamed classes. Logistic regression analysis showed that the best predictors of being in the top stream were whether the child was born in autumn or winter 2000, parents owning their own home, and the child's cognitive ability score. The measures predicting being in the bottom stream were being a boy, being born in the spring/summer of 2001, having a behaviour problem, being born into a lone parent family, and cognitive ability score. (Contains 7 tables, 10 figures, and 7 notes.)

This article explores two disabled people's "Seven Needs" to independent living, those of "housing" and "transport" issues, in relation to disabled international students in British universities. Firstly, students' living arrangements, including issues related to the suitability of university accommodation to their disability-related needs, have been identified. Secondly, the choice and accessibility of transport used is examined. A range of barriers that this group of students encounter based on their double or multiple identities as "disabled," "international" and sometimes "mature" or "postgraduate" students has thus been identified and discussed. The article highlights the barriers that are reinforced and exacerbated by the interplay of students' different identities, proposing ways of removing these difficulties.

Background: There is little evidence to guide the commissioning of residential provision for adults with autistic spectrum disorder (ASD) in the UK. We aim to explore the degree and impact of diagnostic congregation among adults with intellectual disabilities (ID) and ASD living in staffed housing. Methods: One hundred and fifty-seven adults with intellectual disabilities from a sample of 424 in staffed housing were assessed as having the triad of impairments characteristic of ASD. They lived in 88 houses: 26 were non-congregate (40% or fewer residents had the triad) and 50 congregate (60% or more had the triad); 12 with intermediate groupings were eliminated. Non-congregate and congregate groups were compared on age, gender, adaptive and challenging behaviour, house size, staff per resident and various measures of quality of care and quality of outcome. Comparisons were repeated for Adaptive Behavior Scale (ABS)-matched, congregate and non-congregate subsamples. Results: Non-congregate settings were larger, had lower staff per resident and more individualised social milieus. Groups were similar in age and gender but the non-congregate group had non-significantly higher ABS scores. The non-congregate group did more social, community and household activities. After matching for ABS, these outcome differences ceased to be significant. Non-congregate settings were significantly larger and had significantly more organised working methods. Conclusions: The findings are consistent with other research that finds few advantages to diagnostic grouping. (Contains 2 tables.)

Purpose: Given a number of recent and ongoing changes to the role and responsibilities of executive and non-executive board members of UK social housing organisations, the paper aims to offer a literature review which explores the development provision for board members within such organisations. The paper's key question is: "How are executive and non-executive board members being prepared for these changes?" Design/methodology/approach: A systematic literature review was undertaken, based on the main business and management databases. This was followed by a thematic analysis to uncover what we know about executive and non-executive board member training and development within the public and voluntary sectors, in particular within UK social housing organisations. Findings: Despite the increasingly important role of boards in the not-for-profit sector, only a limited number of publications focusing on human resource development (HRD) issues were found. The literature did provide some insight into the HRD experiences of executive and non-executive board members. The majority of papers centred on leadership and governance matters, mainly board effectiveness, performance and "board capital", rather than human capital. In so far as board member development is discussed, it is mainly in relation to their recruitment to the board and the sort of skills required, with little attention given to matters such as succession planning and member development. Research limitations/implications: Given the limited extent of research to date into executive and non-executive board development in social housing organisations, it follows that there is limited knowledge of what is--or is not--happening in practice. This highlights the need for more empirical research, on the basis of which it should be possible to offer suggestions for changes to/improvements in board member development activities. Originality/value: The paper reviews the current state of knowledge relating to executive and non-executive board member development in not-for-profit and social housing organisations.

This study aims to examine the key barriers to learning to raise achievement of White British pupils with low-income backgrounds. The main findings suggest that the worryingly low-achievement levels of many White working class pupils have been masked by the middle class success in the English school system and government statistics that fail to distinguish the White British ethnic group by social background. The empirical data confirm that one of the biggest groups of underachievers is the White British working class and their outcomes at each key stage are considerably below those achieved by all other ethnic groups. One of the main reasons for pupil underachievement, identified in the case study schools and focus groups, is parental low aspirations of their children's education and social deprivation. It is also perpetuated by factors such as low-literacy levels, feelings of marginalisation within the community exacerbated by housing allocation, a lack of community and school engagement, low levels of parental engagement and lack of targeted support to break the cycle of poverty and disadvantage, a legacy of low aspiration that prevents pupils from fulfilling their potential across a range of areas. The study concludes that the main obstacle in raising achievement is the government's failure to recognise that this group has particular needs that are not being met by the school system. The government needs to recognise that the underachievement of White British working class pupils is not only a problem facing educational services but profoundly a serious challenge. Policy implications and recommendations are discussed in the final section. (Contains 3 tables and 2 figures.)

Purpose: The purpose of this paper is to develop a research agenda to underpin leadership development activity in the social housing sector, in the light of an identified need for effective leadership in this sector owing to the continual reform and changes it faces. Design/methodology/approach: A literature review is conducted by searching a number of business and management, along with social sciences, databases and texts with the primary focus being leadership and management in social housing. Secondary focus is based around public sector organisations and agencies such as the police and education owing to lack of research in social housing. Findings: There is a pressing need for leadership development in social housing, yet there is a limited evidence base from which to develop effective development interventions. The most relevant models of leadership appear to be those which focus on inter-organisational and cross-sector collaboration, but further research is required to develop a clearer picture of the nature of the leadership challenge within this sector. Research limitations/implications: The paper is only seen as a first stage as it attempts to draw from what has been already published. The paper develops the own research agenda for a second phase of empirical research in order to continue the debate further. Originality/value: The paper adds to the discussion and debate around leadership in general but more crucially brings to the surface a number of questions not posed previously that involve the starting-point for detailed empirical research. Relevant case examples exist within the National Health Service and education, but social housing has remained immune from this up until now.

Objectives: The study described in this paper sought to identify the social, cultural, and political factors that effect African unaccompanied asylum-seeking minors' (UASM) vulnerability to sexual maltreatment in England. It aimed to illuminate how child protection measures could be strengthened for this highly marginalized group. Methods: A mixed method approach was used. Former UASM from Ethiopia, Eritrea and Somalia who had been sexually maltreated in the UK were interviewed in-depth. Prior to the interviews they all completed a questionnaire which captured their biographical details as well as sensitive but factual information. Results: Of the 53 (N = 53) former UASM who participated in the study only 2 were males. Most arrived in the UK aged 15-17. A range of sexual maltreatment, from sexual harassment to rape was reported. Three quarters experienced more than 1 incident. Most initial incidents happened in the first 12 months of their arrival in the UK. Two perpetrators were female carers. Many participants reported being groomed and sexually maltreated by people from their own country. Many described being seriously sexually maltreated, particularly by groups of young males living in the same accommodation or nearby, some reportedly also asylum seekers. Participants that had been warned of the dangers of sexual maltreatment were more likely to both disclose and to seek professional help. Conclusions: Professionals should assume that UASM will suffer sexual maltreatment in their host country if not protected adequately, which they are unlikely to disclose. They are likely to need more protection from outside sources and help to develop their personal resources than many have received in the past. Practice implications: Preventative measures include provision of safer environments, ideally single sex housing; more monitoring and supervision; more opportunities to develop trustworthy relationships and have emotional needs met; greater opportunities to develop language skills/access to interpretation; early information regarding the social system, culture, and sexual maltreatment; and improved professional awareness and competence in dealing with minors from other cultures. (Contains 2 tables.)

This paper explores how vocational, occupational, practical or indeed experiential education can assist in the development of "phronesis" or practical wisdom within the responsible learner. It proposes that formalized, institutionalized education might inhibit the development of phronesis in the quest for knowledge. We propose that should we desire a society which flourishes as a community based on relatedness not transaction and on transcendence not immanence, then we will need to restore the centrality of the workplace as a site for democratic learning rather than instrumentality. We explore this proposal through the lens of Heidegger's development of the notion of "techne" from the being of a craftsman to technical skills. (Contains 6 notes.)

This article arises out of a research project that sought to assess the development of regulation within the public sector. It examines the forms and impact of the regulatory systems that now operate within the public sector focusing on the further education sector. The research project developed out of an awareness that the increase in various forms of regulation and control by central government, that was begun under the Conservative government prior to 1997, has continued under successive Labour administrations. The project sought to assess current forms of control, to examine the relationship between the regulators and the regulated, and to consider various alternative accounts of this relationship. It examined the regulatory regimes in such areas as health care, personal social services, policing, further education, probation, social security and housing. The project used a range of methods, including documentary research, questionnaires to local level managers and officers, and semistructured interviews with key individuals involved in the implementation of regulated services. (Contains 5 tables and 1 figure.)

Information was collected on 63 adults with mental retardation in supported living residences, 55 in small group homes, and 152 in large group homes. Compared to small group homes, those in supported living residences had greater choice, participated in more community-based activities, and were considered at greater risk of exploitation. (Contains references.) (Author/CR)

A study of 86 adults with mental retardation living in village communities, 133 in residential campuses, and 281 in dispersed housing schemes found dispersed housing had higher costs and had greater quality of care than did residential campuses. Quality of life benefits were associated with dispersed housing and village communities. (Contains references.) (Author/CR)

Everyone knows that lack of internet access can reinforce the social and economic disadvantages already facing some older people. Recognising the divisive nature of digital exclusion, the government has invested 2.8 million British Pounds in Get Digital, a project that will enable sheltered housing residents to develop computer and internet skills. This article reports on findings from the initial focus groups with residents before they embarked on the learning programme. Residents describe their experiences of using technology, their attitudes towards technology and what they hoped to gain by developing computer and internet skills. The project is being managed and evaluated by NIACE. The learning programmes are provided by Digital Unite. Through the project, 196 sheltered housing schemes have received grants to purchase IT equipment, software and broadband access to the internet. Some have also purchased Nintendo Wii consoles to help residents improve their fitness. Each participating scheme is allocated a tutor who introduces residents to basic computer skills, such as emailing, word-processing and searching and staying safe on the internet. These initial sessions are followed by "expert supervisions" which are agreed between the tutor and the residents at each scheme. Scheme staff and tutors work together to identify community partners and peers who will provide ongoing support and mentor residents after the learning programme finishes.

Although refugees in the UK are highly susceptible to the triad of factors – low income, poor housing and high energy bills – that produce vulnerability to energy deprivation, literature on this issue is rare. We therefore propose a framework towards understanding the role of “non-energy” policies as drivers of energy deprivation among UK refugees, using the conceptual lenses of deservingness, welfare chauvinism and domicide to demonstrate how the condition has been deliberately produced under the UK government’s Hostile Environment approach. We argue that this approach not only damages the physical materiality of housing and the emotional space of home, but also deleteriously impacts upon refugees’ ability to access adequate energy services. Energy deprivation thus emerges as a hidden consequence of policies that normalize precarious housing, a denial of rights, and inadequate incomes, in which “home” becomes a site of exclusion that achieves the Hostile Environment’s goal – making everyday life unbearable. [ABSTRACT FROM AUTHOR]

Environmental health is practiced primarily at the local level; however, many of the skills held by environmental health practitioners (EHPs) are transferable globally. There is currently a shortage of EHPs in many parts of the world and formally recognizing the transferability of skills and knowledge within the profession might encourage people to consider environmental health as a profession, helping to address the shortage. To facilitate this transferability, our global community of practice has mapped the environmental health practice requirements of the U.S., UK, and Australia to enable comparison of each one to the others and demonstrate the level of similarity in practice requirements. Our ultimate goal is to facilitate memoranda of understanding (MOUs) between the various professional bodies that oversee environmental health practice, which would allow quali- fied EHPs to practice in any of these countries. This flexibility would benefit the profession, professional practice, and individuals. MOUs are a way to recognize the similarities and differences between practices in these countries and provide pathways to address differences when they exist, such as via short courses and work experience. We present data to illustrate our argument that there is much overlap in the practice of EHPs. We see our research as a first step to engage with professional bodies in other countries and to facilitate MOUs between many countries, both to raise the profile of environmental health globally and to provide an attractive pathway for people to consider environmental health as a profession. [ABSTRACT FROM AUTHOR]

This article examines night-time bedroom soundscapes to highlight the significance of embodied geographies of home in understanding lived inequalities of housing. The article presents an analysis of responses (n =174) to the Mass Observation Project 'Your Bedroom' (2017) directive, in which UK panellists were asked about their bedrooms. The mundane, ordinary and frequent noise disturbance from neighbourhoods and neighbours is documented to contribute to an understanding of the sensory geographies of night-time domesticities. The article demonstrates that embodied experiences of night-time bedroom soundscapes, including sleep practices, are shaped by housing, including residential location, building type, and ownership/tenure. The article concludes by arguing that attention to soundscapes is significant in developing an embodied understanding of the inequalities of contemporary geographies of housing and home. [ABSTRACT FROM AUTHOR]

This study examines the lead–lag relationships between the levels of housing affordability of different regions of the U.K. By utilizing government data, a number of housing affordability indicators are constructed to explore whether spatial diffusion exists between different regional submarkets of first-time homebuyers over the period of 2000 – 2021. The results reveal that during periods of economic expansion, housing unaffordability tended to diffuse from regions of slower economic growth to regions of higher economic development. It is further evident that in the aftermath of the GFC, the London housing market Granger-caused other regional markets in terms of housing (un)affordability. Lastly, the U.K'.s decision to leave the EU in 2016 seems to have led to more divergence between the submarket regions, which in a Granger causal sense, have become less causally correlated in terms of pricing. We conjecture that the causal interactions between the different regional housing submarkets exist with the lead–lag relationships governed primarily by their underlying macroeconomic fundamentals. [ABSTRACT FROM AUTHOR]

Climate change has highlighted the importance of thermal comfort and its health-related outcomes, particularly for the most vulnerable members of society living in social housing. Due to their vulnerable living conditions, low-income people are more exposed to negative outcomes of overheating and cold indoor temperatures in buildings. Previous studies suggest that there is a significant risk of overheating in retrofitted buildings both for the current and future weather scenarios. The UK government has introduced new building regulations to assess and limit the risk of overheating in new buildings; however, there is still a need to assess and improve conditions for existing and retrofitted properties. This study aims to evaluate the effect of retrofit strategies on thermal comfort and the risk of overheating in social housing under current and future climatic conditions. A typical case study building was simulated in DesignBuilder to assess thermal comfort conditions for upgraded building fabric to Part L of the UK building regulations and Passive House standards. The summer results were analyzed according to CIBSE TM59 while the Predicted Mean Vote index (PMV) was used for winter analysis. Findings revealed that the south-facing bedrooms are most exposed to overheating. Risk of overheating significantly increased for the future weather scenarios by up to 10 times while winter thermal comfort improved for the retrofitted scenarios. [ABSTRACT FROM AUTHOR]

Across many countries, increases in inequality driven by rising top incomes and wealth have not been accompanied by growing popular concern. In fact, citizens in unequal societies are less concerned than those in more egalitarian societies. Understanding how the general public perceive richness is an essential step towards resolving this paradox. We discuss findings from focus group research in London, UK, a profoundly and visibly unequal city, which sought to explore public perceptions of richness and the rich. Participants from diverse socio-economic backgrounds discussed their views of the 'wealthy' and the 'super rich' with reference to both vast economic resources and more intangible aspects, including, crucially, security. High levels of wealth and income were perceived to be necessary for achieving security for oneself and one's family. The security of the rich was discussed in contrast to participants' own and others' insecurity in the context of a (neo)liberal welfare regime – specifically, insecurity about housing, personal finances, social security, health care and the future of the welfare state. In unequal countries, where insecurity is widespread, lack of confidence in collective welfare state provision may serve in the public imagination to legitimate private wealth accumulation and richness as a form of self-protection. [ABSTRACT FROM AUTHOR]

This research compares food insecurity for U.K. veterans and nonveterans using the United States Department of Agriculture (USDA) 10-item Adult Food Security Survey Module (AFSSM) for a sample of 1,492 participants. We find 1 in 10 veterans are living in a food-insecure household but that veteran status is not related to food insecurity. In addition, income and housing benefits are correlated with food insecurity for veterans and for nonveterans, but disability benefits are correlated with food insecurity among veterans only. Specifically, veterans with disability benefits averaged 1.12 (95% confidence interval, [0.42, 1.82]) more points (indicating more food insecurity) on the AFFSM than veterans without those benefits. These findings raise concerns that low-income disabled veterans with housing needs are a unique population at risk of living in food insecurity. Given the absence of research on food insecurity among U.K. veterans, it is necessity to study this population in greater detail and implement screening protocols where possible. [ABSTRACT FROM AUTHOR]

The role of internal migration in reducing regional inequalities is a common feature of classical economic theory and urban economics models. If regional migration is important in reducing spatial disparities, then understanding its causes, and barriers, is crucial. This paper explores the drivers of regional migration behaviour in Great Britain. Findings point to rigidities in housing that deter mobility across regions; and regional differences in the drivers and effects of regional migration. Our paper supports greater focus on spatial disaggregation, since migration studies conducted at the national level ignore important spatial differences in migration behaviour. [ABSTRACT FROM AUTHOR]

The provision of sustainable housing should factor energy efficiency, the use of sustainable building methods and materials and address the current associated barriers. This consideration triggered an ongoing study in UK which has so far conducted a bibliometric analysis of 275 papers using the VOSviewer software. More papers have been published in the last 5 years compared to the previous 15, and the UK is less engaged in successful collaborations in comparison to other economically developed nations. The lesser use of innovation in the UK has been identified. Also, the uses of sustainable methods and materials in residential housing are not fully exploited for achieving energy efficiency. A future research direction emerging is the potential to study the combined impact of using innovative materials and methods to achieve greater energy efficiency in UK housing provision. Through technological innovations and the need to move from fossil fuels (for example, through the use of heat pumps) a new approach can move the UK closer to achieving net-zero in housing provision and operations. [ABSTRACT FROM AUTHOR]