Construction informatics in Turkey: strategic role of ICT and future research directions

Construction Informatics deals with subjects ranging from strategic management of ICTs to interoperability and information integration in the construction industry. Studies on defining research directions for Construction Informatics have a history over 20 years. The recent studies in the area highlight the priority themes for Construction Informatics research as interoperability, collaboration support, intelligent sites and knowledge sharing. In parallel, today it is widely accepted in the Architecture/Engineering/Construction (AEC) industry that ICT is becoming a strategic asset for any organisation to deliver business improvement and achieve sustainable competitive advantage. However, traditionally the AEC industry has approached investing in ICT with a lack of strategic focus and low level of priority to the business. This paper presents a recent study from Turkey that is focused on two themes. The first theme investigates the strategic role of ICT implementations from an industrial perspective, and explores if organisations within the AEC industry view ICT as a strategic resource for their business practice. The second theme investigates the ‘perspective of academia’ in terms of future research directions of Construction Informatics. The results of the industrial study indicates that ICT is seen as a value-adding resource, but a shift towards the recognition of the importance of ICT in terms of value adding in winning work and achieving strategic competitive advantage is observed. On the other hand, ICT Training is found to be the theme of highest priority from the academia point of view

Development of an Experimental Waste Framework Based on Bim/Lean Concept in Construction Design

The construction industry faces many problems and challenges especially with the construction of housing which are due to the high level of non-value-adding activities (waste) that reduce the overall construction performance and productivity. In recent years, there have been investigations and research on improving the performance of construction. Lean construction is widely known as an effective process which aims to maximise customer value and the efficiency of the project by eliminating non-value-adding activities or waste. Moreover, the Building Information modelling (BIM) concept has been recognised as a collaborative process which aims to improve the overall project performance through its tools' capabilities. This paper intends to study the potential effects of integrating these two concepts in order to reduce construction waste. This paper presents a framework, named an Experimental Waste Framework based on the findings of this paper to explore how an integrated BIM and Lean concept can contribute to the practicable reduction of construction waste in the design process of construction

Personalised learning environments: Core development issues for construction

The growth of e-Learning has been continual and sustained. This has been fuelled by developments in Information and Communication Technologies (ICT) the nuances of which are starting to reap considerable benefits in the educational and business environments. Specific benefits have included e-interoperability, scalability, adaptability and the mass-customisation of learning packages to the distributed learner community. Notwithstanding the technology related issues, from a pedagogic perspective, learning styles and instructional strategies are now being intensively studied in the "traditional’ classroom setting to leverage advantage. However, there has been little research undertaken on the application of learning styles within the educational arena, perhaps because of limited authoring applications or explicit choice vis-à-vis the creation of instructional strategies for specific learning styles. In this context, some of the evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of learners. Therefore, the paradigm of "one size fits all", by default, can only address the generic learner issues (and not the specific ‘personalised’ learner requirements). This paper introduces the concepts and issues surrounding the development (and barriers) of personalised learning environments, which incorporates learning styles.The growth of e-Learning has been continual and sustained. This has been fuelled by developments in Information and Communication Technologies (ICT) the nuances of which are starting to reap considerable benefits in the educational and business environments. Specific benefits have included e-interoperability, scalability, adaptability and the mass-customisation of learning packages to the distributed learner community. Notwithstanding the technology related issues, from a pedagogic perspective, learning styles and instructional strategies are now being intensively studied in the "traditional’ classroom setting to leverage advantage. However, there has been little research undertaken on the application of learning styles within the educational arena, perhaps because of limited authoring applications or explicit choice vis-à-vis the creation of instructional strategies for specific learning styles. In this context, some of the evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of learners. Therefore, the paradigm of "one size fits all", by default, can only address the generic learner issues (and not the specific ‘personalised’ learner requirements). This paper introduces the concepts and issues surrounding the development (and barriers) of personalised learning environments, which incorporates learning styles

Personalised learning environments: Core development issues for construction

The growth of e-Learning has been continual and sustained. This has been fuelled by developments in Information and Communication Technologies (ICT) the nuances of which are starting to reap considerable benefits in the educational and business environments. Specific benefits have included e-interoperability, scalability, adaptability and the mass-customisation of learning packages to the distributed learner community. Notwithstanding the technology related issues, from a pedagogic perspective, learning styles and instructional strategies are now being intensively studied in the "traditional’ classroom setting to leverage advantage. However, there has been little research undertaken on the application of learning styles within the educational arena, perhaps because of limited authoring applications or explicit choice vis-à-vis the creation of instructional strategies for specific learning styles. In this context, some of the evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of learners. Therefore, the paradigm of "one size fits all", by default, can only address the generic learner issues (and not the specific ‘personalised’ learner requirements). This paper introduces the concepts and issues surrounding the development (and barriers) of personalised learning environments, which incorporates learning styles.The growth of e-Learning has been continual and sustained. This has been fuelled by developments in Information and Communication Technologies (ICT) the nuances of which are starting to reap considerable benefits in the educational and business environments. Specific benefits have included e-interoperability, scalability, adaptability and the mass-customisation of learning packages to the distributed learner community. Notwithstanding the technology related issues, from a pedagogic perspective, learning styles and instructional strategies are now being intensively studied in the "traditional’ classroom setting to leverage advantage. However, there has been little research undertaken on the application of learning styles within the educational arena, perhaps because of limited authoring applications or explicit choice vis-à-vis the creation of instructional strategies for specific learning styles. In this context, some of the evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of learners. Therefore, the paradigm of "one size fits all", by default, can only address the generic learner issues (and not the specific ‘personalised’ learner requirements). This paper introduces the concepts and issues surrounding the development (and barriers) of personalised learning environments, which incorporates learning styles

A Qualitative IPA of the Motivations of Retirees’ Transitions to ‘Retirement’ Social Identities and the Consequences on Retirement Adjustment Satisfaction

Retirement is a relatively new phenomenon in relation toshifting from being a privilege for the few to becoming anormative ‘third age’ of the life course. However, retirementrepresents one of the major life course transitions in late adultlife and associated with this transition is the question of howwell people adjust to retirement and the consequences of howwell people negotiate this adjustment on their sense of worthand well-being can be either negative or positive. This paperpresents a qualitative approach through Social Identity Theoryand Self-determination Theory to explore the underpinningmotivational processes of retirees in their transition to‘retirement’ social identities and the consequences onsatisfaction in retirement. Semi-structured interviews wereconducted with four white British participants includingthree males and one female ranging in age from sixty-fourto sixty-nine and having retired between fifteen months andfour years. An Interpretative Phenomenological Analysis ofthe transcribed interviews led to five main themes emerging,namely Strength of identity with working life; Significanceof non-work-related aspects of life; Psychologically preparingfor retirement; Process of shifting/adjusting to retirement;Meeting expectations of retirement. The study found thatretirement is not a formulaic process but people experienceadjusting to retirement differently based on their individualmotivations and resources for preparing for and facilitatingthe transition. The findings from the study has implicationsin relation to the provision of intervention in supportingindividuals psychologically preparing for retirement beyondfinancial planning along with those experiencing negativeconsequences in transitioning to retirement

Implementing a hybrid cognitive-behavioural therapy for pain-related insomnia in primary care : lessons learnt from a mixed-methods feasibility study

Objectives: To test the feasibility of implementing a brief but intensive hybrid cognitive behavioural therapy (Hybrid CBT) for pain-related insomnia. Design: Mixed-methods, with qualitative process evaluation on a two-arm randomised controlled feasibility trial. Setting: Primary care. Participants: Twenty-five adult patients with chronic pain and insomnia. Intervention: Hybrid CBT or self-help control intervention. Primary and secondary outcome measures: Primary outcomes measures were the Insomnia Severity Index and interference scale of the Brief Pain Inventory (BPI). Secondary outcomes measures were the present pain intensity rating from the BPI, Multidimensional Fatigue Inventory, Hospital Anxiety and Depression Scale and EQ-5D-5L. Results: Fourteen participants were randomised to receive Hybrid CBT, 11 to receive the self-help control treatment. Of the 14 in the Hybrid CBT group, 9 (64%) completed all four treatment sessions (4 discontinued due to poor health; 1 due to time constraints). Adherence to the self-help control treatment was not monitored. The total number of participants completing the 12-week and 24-week follow-ups were 12 (6 in each group; Hybrid CBT: 43%; self-help: 55%) and 10 (5 in each group; Hybrid CBT: 36%; self-help: 45%). Based on the data available, candidate outcome measures appeared to be sensitive to changes associated with interventions. Thematic analysis of pre-postintervention interview data revealed satisfaction with treatment content among those who completed the Hybrid CBT, whereas those in the self-help control treatment wanted more contact hours and therapist guidance. Other practical suggestions for improvement included shortening the duration of each treatment session, reducing the amount of assessment paperwork, and minimising the burden of sleep and pain monitoring. Conclusion: Important lessons were learnt with regard to the infrastructure required to achieve better patient adherence and retention. Based on the qualitative feedback provided by a subset of treatment completers, future trials should also consider lowering the intensity of treatment and streamlining the data collection procedure. Trial registration number: ISRCTN17294365

Andreev Reflections in Micrometer-Scale Normal-Insulator-Superconductor Tunnel Junctions

Understanding the subgap behavior of Normal-Insulator-Superconductor (NIS) tunnel junctions is important in order to be able to accurately model the thermal properties of the junctions. Hekking and Nazarov developed a theory in which NIS subgap current in thin-film structures can be modeled by multiple Andreev reflections. In their theory, the current due to Andreev reflections depends on the junction area and the junction resistance area product. We have measured the current due to Andreev reflections in NIS tunnel junctions for various junction sizes and junction resistance area products and found that the multiple reflection theory is in agreement with our data