Emily Dawson

The mass timber panel industry, most prominently exemplified by cross-laminated timber (CLT), is a new phenomenon. It integrates elements of mass timber design, manufacturing technologies, and construction and has not followed typical commodity-oriented forest products industry models. In fact, it would be difficult to point to an adequate precedent. Organic development of the global mass timber industry over the last 25 years has produced substantial diversity in manufacturing processes, levels of automation, scales of operation, and products and services options, as well as in market strategies and modes of interaction with its extensive supply chain. Existing global mass timber operations offer a living laboratory that provides an understanding of both the current state of the industry and its trajectory and future development. Especially important are insights in how newly emerging markets may develop.

The mass timber panel industry, most prominently exemplified by cross-laminated timber (CLT), is a new phenomenon. It integrates elements of mass timber design, manufacturing technologies, and construction and has not followed typical commodity-oriented forest products industry models. In fact, it would be difficult to point to an adequate precedent. Organic development of the global mass timber industry over the last 25 years has produced substantial diversity in manufacturing processes, levels of automation, scales of operation, and products and services options, as well as in market strategies and modes of interaction with its extensive supply chain. Existing global mass timber operations offer a living laboratory that provides an understanding of both the current state of the industry and its trajectory and future development. Especially important are insights in how newly emerging markets may develop.

Equity, Exclusion and Everyday Science Learning explores how some people are excluded from science education and communication. Taking the role of science in society as a starting point, it critically examines the concept of equity in science learning and develops a framework to support inclusive change. This book presents a theoretically informed, empirically detailed analysis of how people from minoritised groups in the UK experience science and everyday science learning resources in their daily lives. The book draws on two years of ethnographic research carried out in London with five community groups who identified as Asian, Somali, Afro-Caribbean, Latin American and Sierra Leonean. Exploring their experiences of everyday science learning from a sociological perspective, with social justice as a guiding concern, this book opens with a theory of exclusion and closes with a theory of inclusion. Equity, Exclusion and Everyday Science Learning is not only an essential text for postgraduate students and postdoctoral researchers of Science Education, Science Communication and Museum Studies, but for any professional working in museums, science centres and institutional public engagement.

Equity, Exclusion and Everyday Science Learning explores how some people are excluded from science education and communication. Taking the role of science in society as a starting point, it critically examines the concept of equity in science learning and develops a framework to support inclusive change. This book presents a theoretically informed, empirically detailed analysis of how people from minoritised groups in the UK experience science and everyday science learning resources in their daily lives. The book draws on two years of ethnographic research carried out in London with five community groups who identified as Asian, Somali, Afro-Caribbean, Latin American and Sierra Leonean. Exploring their experiences of everyday science learning from a sociological perspective, with social justice as a guiding concern, this book opens with a theory of exclusion and closes with a theory of inclusion. Equity, Exclusion and Everyday Science Learning is not only an essential text for postgraduate students and postdoctoral researchers of Science Education, Science Communication and Museum Studies, but for any professional working in museums, science centres and institutional public engagement.

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