Introducing review mechanisms into statutory construction adjudication

&nbsp;The study examines adjudication scheme introduced within security of payment laws to resolve payment disputes in the construction industry. The study provides guidelines for introducing effective adjudication review mechanisms to improve the quality of decisions. The guidelines can reinstate industry satisfaction with adjudication outcome and limit court &amp; lawyers involvement.<br /

Asian Yearbook of International Law, Volume 13 (2007)

International la

Proceedings of the inaugural construction management and economics ‘Past, Present and Future’ conference CME25, 16-18 July 2007, University of Reading, UK

This conference was an unusual and interesting event. Celebrating 25 years of Construction Management and Economics provides us with an opportunity to reflect on the research that has been reported over the years, to consider where we are now, and to think about the future of academic research in this area. Hence the sub-title of this conference: “past, present and future”. Looking through these papers, some things are clear. First, the range of topics considered interesting has expanded hugely since the journal was first published. Second, the research methods are also more diverse. Third, the involvement of wider groups of stakeholder is evident. There is a danger that this might lead to dilution of the field. But my instinct has always been to argue against the notion that Construction Management and Economics represents a discipline, as such. Granted, there are plenty of university departments around the world that would justify the idea of a discipline. But the vast majority of academic departments who contribute to the life of this journal carry different names to this. Indeed, the range and breadth of methodological approaches to the research reported in Construction Management and Economics indicates that there are several different academic disciplines being brought to bear on the construction sector. Some papers are based on economics, some on psychology and others on operational research, sociology, law, statistics, information technology, and so on. This is why I maintain that construction management is not an academic discipline, but a field of study to which a range of academic disciplines are applied. This may be why it is so interesting to be involved in this journal. The problems to which the papers are applied develop and grow. But the broad topics of the earliest papers in the journal are still relevant today. What has changed a lot is our interpretation of the problems that confront the construction sector all over the world, and the methodological approaches to resolving them. There is a constant difficulty in dealing with topics as inherently practical as these. While the demands of the academic world are driven by the need for the rigorous application of sound methods, the demands of the practical world are quite different. It can be difficult to meet the needs of both sets of stakeholders at the same time. However, increasing numbers of postgraduate courses in our area result in larger numbers of practitioners with a deeper appreciation of what research is all about, and how to interpret and apply the lessons from research. It also seems that there are contributions coming not just from construction-related university departments, but also from departments with identifiable methodological traditions of their own. I like to think that our authors can publish in journals beyond the construction-related areas, to disseminate their theoretical insights into other disciplines, and to contribute to the strength of this journal by citing our articles in more mono-disciplinary journals. This would contribute to the future of the journal in a very strong and developmental way. The greatest danger we face is in excessive self-citation, i.e. referring only to sources within the CM&E literature or, worse, referring only to other articles in the same journal. The only way to ensure a strong and influential position for journals and university departments like ours is to be sure that our work is informing other academic disciplines. This is what I would see as the future, our logical next step. If, as a community of researchers, we are not producing papers that challenge and inform the fundamentals of research methods and analytical processes, then no matter how practically relevant our output is to the industry, it will remain derivative and secondary, based on the methodological insights of others. The balancing act between methodological rigour and practical relevance is a difficult one, but not, of course, a balance that has to be struck in every single paper

Frameshift mutations at the C-terminus of HIST1H1E result in a specific DNA hypomethylation signature

BACKGROUND: We previously associated HIST1H1E mutations causing Rahman syndrome with a specific genome-wide methylation pattern. RESULTS: Methylome analysis from peripheral blood samples of six affected subjects led us to identify a specific hypomethylated profile. This "episignature" was enriched for genes involved in neuronal system development and function. A computational classifier yielded full sensitivity and specificity in detecting subjects with Rahman syndrome. Applying this model to a cohort of undiagnosed probands allowed us to reach diagnosis in one subject. CONCLUSIONS: We demonstrate an epigenetic signature in subjects with Rahman syndrome that can be used to reach molecular diagnosis

Financial intelligence units and the prevention of money laundering: A comparative analysis of financial intelligence units in the United Kingdom, Singapore and Thailand

This thesis examines the implementation of the international Anti-Money Laundering (AML) standards regarding the role of Financial Intelligence Units (FIU) under the Financial Action Task Force (FATF) Recommendations. The main research questions focus on ‘What is the AML policy relating to the roles of the Thailand FIU?’; ‘How effective has Thailand’s FIU been in implementing the FATF standards?’; ‘What additional strategies should Thailand implement to counter money laundering?’; as well as ‘What are the lessons that Thailand should learn lessons from the UK and Singapore?’ The aim of this examination is to determine whether the current role of Thailand FIU is ‘appropriate’ for the international AML standards. The thesis considers the extent to which the AML policies on the FIUs are implemented in the United Kingdom and Singapore to determine if any meaningful suggestions could be adopted in Thailand. For the purpose of this thesis, the term ‘appropriate’ is defined as meaning that the AML legislation should support the FIU in operating its functions independently, and abled to apply to the FATF standards.Using doctrinal, socio-legal and comparative law research methods, the thesis responds to criticisms that the level of independence of the Thailand FIU is ‘ambiguous’, the rationale being that certain provisions relevant to its FIU in regard to sufficient operational independence from the government. The most serious criticism is that the Anti-Money Laundering Board (AMLB) is able to hold and use significant influence over the Transaction Committee, the Secretary-General and the Anti-Money Laundering Office (AMLO) pursuant to section 25(3) of the Anti-Money Laundering Act 1999 (AMLA) that may undermine the AMLO’s functions. The thesis argues that the role is inappropriate and it effects the independence of the Thailand FIU. The approach used to address this issue are the adaptation of the administrative-FIU model into Thailand’s FIU; as well as the implementation of soft law (i.e. FATF Recommendations, best practices and industry guidelines). The thesis concludes that the AMLA 1999 is inconsistent with the FATF Recommendation 29

Dinâmicas de MOODLiz@ção num agrupamento de escolas de Matosinhos: o caso do agrupamento vertical de escolas de Leça da Palmeira/Santa Cruz do Bispo

Doutoramento em Multimédia em EducaçãoO advento da Internet e da Web, na década de 1990, a par da introdução e desenvolvimento das novas TIC e, por consequência, a emergência da Sociedade da Informação e do Conhecimento, implicaram uma profunda alteração na forma de análise dos processos de ensino-aprendizagem, já não apenas segundo um prisma cognitivista, mas, agora, também social, isto é, segundo a(s) perspetiva(s) construtivista(s). Simultaneamente, torna-se imperativo que, para que possam transformar-se em futuros trabalhadores de sucesso, isto é, trabalhadores de conhecimento (Gates, 1999), os sujeitos aprendentes passem a ser efetivamente educados/preparados para a Sociedade da Informação e do Conhecimento e, tanto quanto possível, através da educação/formação ao longo da vida (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). Todavia, de acordo com Jorge Reis Lima e Zélia Capitão, não se deve considerar esta mudança de paradigma como uma revolução mas, antes, uma evolução, ou, mais concretamente ainda, uma “conciliação de perspectivas cognitivas e sociais” (Reis Lima e Capitão, 2003:53). Assim, às instituições de ensino/formação cumprirá a tarefa de preparar os alunos para as novas competências da era digital, promovendo “a aprendizagem dos pilares do conhecimento que sustentarão a sua aprendizagem ao longo da vida” (Reis Lima e Capitão, Ibidem:54), isto é, “aprender a conhecer”, “aprender a fazer”, “aprender a viver em comum”, e “aprender a ser” (Equipa de Missão para a Sociedade da Informação, 1997:39; negritos e sublinhados no original). Para outros, a Internet, ao afirmar-se como uma tecnologia ubíqua, cada vez mais acessível, e de elevado potencial, “vem revolucionando a gestão da informação, o funcionamento do mercado de capitais, as cadeias e redes de valor, o comércio mundial, a relação entre governos e cidadãos, os modos de trabalhar e de comunicar, o entretenimento, o contacto intercultural, os estilos de vida, as noções de tempo e de distância. A grande interrogação actual reside em saber se a Internet poderá também provocar alterações fundamentais nos modos de aprender e de ensinar” (Carneiro, 2002:17-18; destaques no original). Trata-se, portanto, como argumenta Armando Rocha Trindade (2004:10), de reconhecer que “Os requisitos obrigatórios para a eficácia da aprendizagem a ser assim assegurada são: a prévia disponibilidade de materiais educativos ou de formação de alta qualidade pedagógica e didáctica, tanto quanto possível auto-suficientes em termos de conteúdos teóricos e aplicados, bem como a previsão de mecanismos capazes de assegurar, permanentemente, um mínimo de interactividade entre docentes e aprendentes, sempre que quaisquer dificuldades destes possam manifestarse”. Esta questão é também equacionada pelo Eng.º Arnaldo Santos, da PT Inovação, quando considera que, à semelhança da “maioria dos países, a formação a distância em ambientes Internet e Intranet, vulgo e-Learning, apresenta-se como uma alternativa pedagógica em franca expansão. Portugal está a despertar para esta nova realidade. São várias as instituições nacionais do sector público e privado que utilizam o e-Learning como ferramenta ou meio para formar as suas pessoas” (Santos, 2002:26). Fernando Ramos acrescenta também que os sistemas de educação/formação que contemplam componentes não presenciais, “isto é que potenciam a flexibilidade espacial, têm vindo a recorrer às mais variadas tecnologias de comunicação para permitir a interacção entre os intervenientes, nomeadamente entre os professores e os estudantes. Um pouco por todo o mundo, e também em Portugal, se têm implantado sistemas (habitualmente designados como sistemas de ensino a distância), recorrendo às mais diversas tecnologias de telecomunicações, de que os sistemas de educação através de televisão ou os sistemas de tutoria por rádio ou telefone são exemplos bem conhecidos” (Ramos, 2002b:138-139). Ora, o nosso estudo entronca precisamente na análise de um sistema ou plataforma tecnológica de gestão de aprendizagens (Learning Management System - LMS), o MOODLE, procurando-se, deste modo, dar resposta ao reconhecimento de que “urge investigar sobre a utilização real e pedagógica da plataforma” (Carvalho, 2007:27). Por outro lado, não descurando o rol de interrogações de outros investigadores em torno da utilização do MOODLE, nem enveredando pelas visões mais céticas que inclusive pressagiam a sua “morte” (Fernandes, 2008b:134), também nós nos questionamos se esta ferramenta nem sequer vai conseguir transpor “a fase de final de entusiasmo, e tornar-se uma ferramenta de minorias e de usos ocasionais?” (Fernandes, Op. cit.:133).The beginning of Internet and of the Web, in the nineties, along with the introduction and development of new ICT and, as a consequence, the emergence of the Information and Knowledge Society, implied a profound change in the ways o of the teaching and learning processes, not any longer according to a single cognitivist prism, but, now, also social, i.e., according to the constructivist perspective(s). Simultaneously it becomes imperative that , so as to become future success workers, that is, knowledge workers (Gates, 1999), learners have to be effectively educated/prepared for the Information and Knowledge Society and, as much as possible, through lifelong education/training (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). However, according to Jorge Reis Lima and Zélia Capitão, one cannot consider this change of paradigm as a revolution but rather as an evolution, or, more precisely yet, a “conciliation of cognitive and social perspectives” (Reis Lima and Capitão, 2003:53). Therefore, it is up to the teaching/training institutions to fulfil the task of preparing students for the new competences of the digital era, promoting “the learning of the principles of knowledge that will sustain the learning throughout life” (Reis Lima and Capitão, Ibidem:54), that is, “learning to know”, “learning to do”, “learning to live in common”, and “Learning to be” (Equipa de Missão para a Sociedade da Informação, 1997:39; bold and underlines in the original). For other, the Internet, affirming itself as an ubiquitous technology, more and more accessible and of high potential, “has been revolutionising the management of information, the functioning of the market of capitals, the chains and networks of value, the world commerce, the relationships between governments and citizens, the modes of working and of communicating, entertainment, the intercultural contact, life styles, the notions of time and distance. The great question at present resides in knowing whether the Internet can provoke fundamental changes in the ways of learning and teaching” (Carneiro, 2002:17-18; highlights in the original). We face, therefore, as Armando Rocha Trindade (2004:10) argues, the recognition that “The compulsory requisites for effective learning to be thus assured are: prior availability of educational or training materials of high pedagogical and didactic quality, as far as possible self sufficient in terms of theoretical and applied content, as well as the provision of mechanisms capable of assuring, permanently, a minimum of interactivity between teachers and learners, whenever any difficulty is manifested”. This issue is also equated by Engineer Arnaldo Santos, from PT Inovação, when he considers that, as it happens in the “majority of countries, distance education in Internet and Intranet environments, generally labelled e-Learning, is presented as a pedagogical alternative in overt expansion. Portugal is awakening for this new reality. There are various national public and private sector institutions that use e-Learning as a tool or means to train their people” (Santos, 2002:26). Fernando Ramos also adds that the systems of education/training that contemplate non face-to-face components “that is, that potentiate spatial flexibility, have been resorting to the most varied technologies of communication to allow interaction amongst participants, namely between teachers and students. A little throughout the world, and also in Portugal, have implanted systems (habitually known as distance learning systems), resorting the most diverse telecommunications technologies, of which the systems of education by TV or the tutoring systems by radio or telephone are well known examples” (Ramos, 2002b:138-139). Now, our study is rooted precisely on the analysis of a system or technological platform for the management of learning (Learning Management System - LMS), MOODLE, seeking, therefore, to find answers for the recognition that “it is urgent to study the real and pedagogical use of the platform” (Carvalho, 2007:27). On the other hand, not setting aside the array of questions from other researchers on the use of MOODLE, nor taking for granted the more sceptical views that include the premonition of its “death” (Fernandes, 2008b:134), we also question whether this tool will be able to overcome “the final phase of enthusiasm, and become a tool of the minorities and of occasional use” (Fernandes, Op. cit.:133)

Comunicación interpersonal en lenguas para fines específicos. Bases para una integración de competencias

[spa] El campo de las Lenguas para Fines Específicos, a pesar de su tradición y de las importantes contribuciones que ha realizado al ámbito de la enseñanza y aprendizaje de segundas lenguas, debe todavía evolucionar para poder dar respuesta a las complejas necesidades de comunicación que los estudiantes encuentran en las organizaciones de las que forman parte. El reconocimiento de la complejidad de las situaciones en que los profesionales llevan a cabo sus funciones y de las interacciones que tienen lugar en ellas sigue siendo muy limitado. La mirada de los especialistas en lingüística aplicada y didáctica de lenguas sigue interpretando la realidad de las organizaciones y de las personas que las integran a partir de los parámetros propios de sus respectivas disciplinas lingüísticas. El intento por incorporar aspectos propios de las especialidades profesionales, cuando se ha producido, ha plagado las propuestas de una ambigüedad conceptual todavía por resolver. Se hace necesario contar con contribuciones encaminadas a atender a estas cuestiones. Esta tesis doctoral supone un acercamiento empírico y conceptual a tales cuestiones. Este trabajo lleva a cabo una crítica coherente del concepto de LpFE que subyace a los enfoques actuales en este campo, y argumenta que esas bases teóricas imponen limitaciones conceptuales que impiden la evolución del ámbito hacia planteamientos más centrados en las necesidades reales de comunicación interpersonal de los estudiantes. A fin de determinar la naturaleza de tales necesidades, se explora en el ámbito de los estudios sobre las organizaciones, la Comunicación y el Management aquellas nociones a partir de las cuales esa naturaleza se hace específica. Como resultado de esa exploración, se integra una serie de conceptos en una propuesta coherente de enfoque de LpFE basado en una propuesta de base para un modelo de comunicación interpersonal organizacional y en un constructo específico: la competencia comunicativa interpersonal organizacional. Este trabajo propone finalmente un marco conceptual que plantea una visión dinámica y compleja de la comunicación interpersonal en la organización, de aquellos que participan en ella y de los efectos a que da lugar, y avanza un concepto de competencia comunicativa específica encaminado a que, a través de su desarrollo, las personas que integran las organizaciones se encuentren en una mejor posición para perseguir en ellas, a través de su interacción con otras, tanto sus fines personales como los fines de la organización. Este trabajo puede resultar de interés para docentes e investigadores atentos a las prácticas y fundamentos teóricos de LpFE, a los interesados en el desarrollo y ejercicio de la competencia comunicativa interpersonal en las organizaciones y aquellos que prestan su atención a la siempre presente complejidad de la interacción entre personas; pretende ser especialmente de utilidad para la ampliación y el enriquecimiento de las posibilidades de discusión teórica y de aplicación docente práctica en este campo.[eng] Despite its tradition and important contributions to the domain of second language teaching and learning, the field of Languages for Specific Purposes (LSP) has stil) to evolve to be ready to address the complexity of interpersonal communication LSP students need to be prepared for within organizational settings. The environment within which members of organizations need to act and interact in order to perform their organizational functions is a complex one, and so is the nature and results of such interactions. Many contributions to the field have failed so far to acknowledge this fact. The parameters through which applied linguistics researches and practitioners alike conceptualize what goes on in interaction are often exclusively of linguistic nature. Organizations and professions-related specific concepts and issues tend to be paradoxically neglected in LSP. This lack of attention to criteria other than those commonly related to applied linguistics or second language learning makes it harder for researchers in the field to gain a richer understanding of interaction in organizations, an hinders our progress towards developing a broader conception of the interpersonal communication phenomenon in organizations. Attempts to assume a higher presence of non-linguistic professions-specific factors within constructs in the field has left some areas of it plagued by unresolved conceptual ambiguity. This doctoral dissertation aims to address some of these issues from an empirical and conceptual approach. In order to do so, it first offers a coherent critique of the different constructs of LSP that underlie current approaches in the field, and concludes that their theoretical foundations impose conceptual limitations that prevent the field from evolving towards approaches that might prove to be better equipped to deal with students' actual interpersonal communication needs in organizations. Organizations, Communication, and Management studies domains are explored in order to examine the nature of those interpersonal communication needs through the lenses that concepts and notions from within these specialized fields provide. As a result, a number of concepts and constructs are selected or developed, and integrated into a conceptual framework that approaches interpersonal communication in organizations as a dynamic and complex phenomenon in which complex individuals engage and complex results emerge. A tentative, conceptual model of interpersonal communication in organizations model and a specific notion of organizational interpersonal communication competence are presented. The argument is made that these specific notions may provide a sound, appropriate base from which to address a reconceptualization of the LSP field and approaches. This dissertation may be of value to researchers and practitioners interested in human face-to-face interaction, interpersonal communication, and communication in organizations; it may particularly be of value for those interested in the theoretical foundations of LSP and in eventual practical implications of new proposais and standpoints in the field