Non-verbal signalling in digital discourse:the case of letter repetition

This study focuses on the interactional functions of non-standard spelling, in particular letter repetition, used in text-based computer-mediated communication as a means of non-verbal signalling. The aim of this paper is to assess the current state of non-verbal cue research in computer-mediated discourse and demonstrate the need for a more comprehensive and methodologically rigorous exploration of written non-verbal signalling. The study proposes a contextual and usage-centered view of written paralanguage. Through illustrative, close linguistic analyses the study proves that previous approaches to non-standard spelling based on their relation to the spoken word might not account for the complexities of this CMC cue, and in order to further our understanding of their interactional functions it is more fruitful to describe the role they play during the contextualisation of the verbal messages. The interactional sociolinguistic approach taken in the analysis demonstrates the range of interactional functions letter repetition can achieve, including contribution to the inscription of socio-emotional information into writing, to the evoking of auditory cues or to a display of informality through using a relaxed writing style.

Optimally-designed single fiber Bragg grating filter scheme for RZ-OOK/DPSK/DQPSK to NRZ-OOK/DPSK/DQPSK format conversion

We investigate return-to-zero (RZ) to non-return-to-zero (NRZ) format conversion by means of the linear time-invariant system theory. It is shown that the problem of converting random RZ stream to NRZ stream can be reduced to constructing an appropriate transfer function for the linear filter. This approach is then used to propose novel optimally-designed single fiber Bragg grating (FBG) filter scheme for RZ-OOK/DPSK/DQPSK to NRZ-OOK/DPSK/DQPSK format conversion. The spectral response of the FBG is designed according to the optical spectra of the algebraic difference between isolated NRZ and RZ pulses, and the filter order is optimized for the maximum Q-factor of the output NRZ signals. Experimental results as well as simulations show that such an optimallydesigned FBG can successfully perform RZ-OOK/DPSK/DQPSK to NRZOOK/ DPSK/DQPSK format conversion.

Implementing a knowledge management system within an NHS hospital:a case study exploring the roll-out of an Electronic Patient Record (EPR)

This research aims to contribute to understanding the implementation of knowledge management systems (KMS) in the field of health through a case study, leading to theory building and theory extension. We use the concept of the business process approach to knowledge management as a theoretical lens to analyse and explore how a large teaching hospital developed, executed and practically implemented a KMS. A qualitative study was conducted over a 2.5 year period with data collected from semi-structured interviews with eight members of the strategic management team, 12 clinical users and 20 patients in addition to non-participant observation of meetings and documents. The theoretical propositions strategy was used as the overarching approach for data analysis. Our case study provides evidence that true patient centred approaches to supporting care delivery with a KMS benefit from process thinking at both the planning and implementation stages, and an emphasis on the knowledge demands resulting from: the activities along the care pathways; where cross-overs in care occur; and knowledge sharing for the integration of care. The findings also suggest that despite the theoretical awareness of KMS implementation methodologies, the actual execution of such systems requires practice and learning. Flexible, fluid approaches through rehearsal are important and communications strategies should focus heavily on transparency incorporating both structured and unstructured communication methods.

Implementation of pseudo J-integral based Paris’ law for fatigue cracking in asphalt mixtures and pavements

Pavement analysis and design for fatigue cracking involves a number of practical problems like material assessment/screening and performance prediction. A mechanics-aided method can answer these questions with satisfactory accuracy in a convenient way when it is appropriately implemented. This paper presents two techniques to implement the pseudo J-integral based Paris’ law to evaluate and predict fatigue cracking in asphalt mixtures and pavements. The first technique, quasi-elastic simulation, provides a rational and appropriate reference modulus for the pseudo analysis (i.e., viscoelastic to elastic conversion) by making use of the widely used material property: dynamic modulus. The physical significance of the quasi-elastic simulation is clarified. Introduction of this technique facilitates the implementation of the fracture mechanics models as well as continuum damage mechanics models to characterize fatigue cracking in asphalt pavements. The second technique about modeling fracture coefficients of the pseudo J-integral based Paris’ law simplifies the prediction of fatigue cracking without performing fatigue tests. The developed prediction models for the fracture coefficients rely on readily available mixture design properties that directly affect the fatigue performance, including the relaxation modulus, air void content, asphalt binder content, and aggregate gradation. Sufficient data are collected to develop such prediction models and the R2 values are around 0.9. The presented case studies serve as examples to illustrate how the pseudo J-integral based Paris’ law predicts fatigue resistance of asphalt mixtures and assesses fatigue performance of asphalt pavements. Future applications include the estimation of fatigue life of asphalt mixtures/pavements through a distinct criterion that defines fatigue failure by its physical significance.

Applicability of non-modular assessment in construction management and allied undergraduate programmes:perspective of the academics involved

Undergraduate programmes on construction management and other closely related built environment disciplines are currently taught and assessed on a modular basis. This is the case in the UK and in many other countries globally. However, it can be argued that professionally oriented programmes like these are better assessed on a non-modular basis, in order to produce graduates who can apply knowledge on different subject contents in cohesion to solve complex practical scenarios in their work environments. The examples of medical programmes where students are assessed on a non-modular basis can be cited as areas where this is already being done. A preliminary study was undertaken to explore the applicability of non-modular assessment within construction management undergraduate education. A selected sample of university academics was interviewed to gather their perspectives on applicability of non-modular assessment. General acceptance was observed among the academics involved that integrating non-modular assessment is applicable and will be beneficial. All academics stated that at least some form of non-modular assessment as being currently used in their programmes. Examples where cross-modular knowledge is assessed included comprehensive/multi-disciplinary project modules and creating larger modules to amalgamate a number of related subject areas. As opposed to a complete shift from modular to non-modular, an approach where non-modular assessment is integrated and its use further expanded within the current system is therefore suggested. This is due to the potential benefits associated with this form of assessment to professionally aligned built environment programmes

Experiencing transnationalism at home:open borders and the everyday narratives of non-migrants

The normative migration rights literature has engaged with the situated experience of migration to a very limited extent, with particularly little attention paid to non-migrants living in receiving localities. This article argues that exploring the non-elite narratives of non-migrants provides valuable insights for normative theorising about migration rights. The discussion is illustrated with a description of research undertaken within rural migration-receiving communities in England, which shows how the narratives of non-migrants shape the experience of migration at a micro-level. This article discusses the implications of this research for normative theory in order to demonstrate the value of this methodological approach.

Building bridges for future sustainability? Breaching the research-teaching nexus in engineering education

The relationship between research and learning and teaching represents what has been described as amongst the most intellectually tangled, managerially complex and politically contentious issues in mass higher education (Scott, 2005, p 53). Despite this, arguments that in order to achieve high quality scholarly outcomes, university teachers need to adopt an approach to teaching similar to that of research (founded upon academic rigour and evidence), has long been discussed in the literature. However, the practicalities of promoting an empirical and evidence-based approach to teaching in engineering education make dealing with the research / teaching nexus a somewhat challenging proposition. Using a phenomenographic approach, bringing together and applying the findings of a mixed methodological study, the workshop will adopt an activity based, interactive approach to encourage staff to consider the challenges and benefits of adopting an evidence-based approach to learning and teaching through the utilisation of research to inform their own practice. © 2009 Authors.

Engineering the future! Innovation in learning & teaching:an empirical approach

Learning and teaching approaches to engineering are generally perceived to be difficult and academically challenging. Such challenges are reflected in high levels of student attrition and failure. In addressing this issue, a unique approach to engineering education has been developed by one of the paper authors. This approach, which is suitable for undergraduate and postgraduate levels, brings together pedagogic and engineering epistemologies in an empirically grounded framework. It is underpinned by three distinctive concepts: Relationships, Variety & Alignment. Based upon research, the R + V + A approach to engineering education provides a learning and teaching strategy which in enhancing the student experience increases retention and positively impacts student success. In discussing the emergent findings of a study into the pedagogical value of the approach the paper makes a significant contribution to academic theory and practice in this area.