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Groundwater levels (GWL) are rising in many cities in the world. The purpose of this study is to present the multi‐faceted approach adopted for examining the impact of a 3 m rise in GWL on the durability, stability and strength of the structural components of a building complex with 40,000 m² basement. It also reports on the retrofit measures adopted to remedy the situation.

The overall stability of the building complex was examined for the revised loading conditions as well as the need to strengthen the structurally deficient components to satisfy owner's requirement of a dry and operational basement without the dewatering operation. Structural conditions of the basement walls and a slab of the building complex were assessed based on code guidelines, visual observations, site investigations, analytical finite element model (FEM) studies and sound engineering judgement.

About 25 percent of the existing basement slab was found to be structrally deficient to resist the applied hydrostatic load. A number of articulation and construction details were also found to be inadequate. Various options for retrofit for the deficient structural components and articulation details were examined and design details were presented for a cost‐effective solution.

The presented methodology is general and can be adopted for similar situations. However, the presented solutions and conclusions are specific to the problem presented herein and modifications will be required for adoption to other situations.

Practising engineers are made aware of the problem of rising GWL for underground structures. Practical information is presented for practising engineers to solve the problem of water leakage in a large basement.

This paper presents an integrated approach for addressing the structural implications of rising groundwater level in an operational basement of a large building complex.

This paper sets out to investigate the meaning, role and implications of contextual information associated with digital collections.

This paper is based on an extensive review and analysis of both the scholarly literature from many disciplines about the concept of context and the professional literature (including standards) related to the description of information artifacts. The paper provides an analysis of context, distinguishing three main ways in which that term has been used within the scholarly literature. It then discusses contextual information within digital collections, and presents a framework for contextual information. It goes on to discuss existing standards and guidance documents for encoding information related to the nine classes of contextual entities, concluding with a discussion of potential implications for descriptive practices through the lifecycle of digital objects.

The paper presents a framework for contextual information that is based on nine classes of contextual entities: object, agent, occurrence, purpose, time, place, form of expression, concept/abstraction, and relationship.

Research and development about and in support of digital collections will benefit from a clear articulation of the types, roles, importance and elements of contextual information.

Future users of digital objects will probably have numerous tools for discovering preserved digital objects relevant to their interests, but making meaningful use and sense of the digital objects will also require capture, collection and management of contextual information.

This paper synthesizes and extends a previously diffuse literature, in order to clarify and articulate core concepts in the management of digital collections.

To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a glance at its first decade from the perspective of assessment development is essential. The particulars of the history of the NBPTS's assessment strategies and designs have determined in many ways the current assessment architecture: the evolution of the assessment's design reveals the growth in our knowledge of innovative assessment strategies and formats and their uses. In this chapter, I will briefly summarize the history of the NBPTS assessment program, then describe and analyze the earliest assessment designs, some intermediate approaches, and then the current iteration (commonly referred to as the next generation certificates). I will finally detail the current assessment architecture, connecting that architecture to both the history and the lessons learned from the initial assessments.

This paper proposes a theory-based process model for the generation, articulation, sharing and application of managerial heuristics, from their origin as unspoken insight, to proverbialization, to formal or informal sharing, and to their adoption as optional guidelines or policy.

A conceptual paper is built using systematic and non-systematic review of literature. This paper employs a three-step approach to propose a process model for the emergence of managerial heuristics. Step one uses a systematic review of empirical studies on heuristics in order to map extant research on four key criteria and to obtain, by flicking through this sample in a moving-pictures style, the static stages of the process; step two adapts a knowledge management framework to yield the dynamic aspect; step three assembles these findings into a graphical process model and uses insights from literature to enrich its description and to synthesize four propositions.

The paper provides insights into how heuristics originate from experienced managers confronted with negative situations and are firstly expressed as an inequality with a threshold. Further articulation is done by proverbialization, refining and adapting. Sharing is done either in an informal way, through socialization, or in a formal way, through regular meetings. Soft adoption as guidelines is based on expert authority, while hard adoption as policy is based on hierarchical authority or on collective authority.

The findings are theory-based, and the model must be empirically refined.

Practical advice for managers on how to develop and share their portfolio of heuristics makes this paper valuable for practitioners.

This study addresses the less-researched aspect of heuristics creation, transforms static insights from literature into a dynamic process model, and, in a blended-theory approach, considers insights from a distant, but relevant literature – paremiology (the science of proverbs).

The author focusses on corporate history from a media aesthetic perspective using the case of the Danish brewer Carlsberg. Through a careful examination of the company’s website that draws on Kress and Van Leeuwen’s work on modality, the author examines how images and symbols of the past and present are intertwined so as to ‘curate’ history and present the brand as both deeply rooted and authentic.

This chapter focuses on the social responsibility of public universities and community colleges to expand access to higher education through collaboration. Higher education has historically been riddled with hierarchies, including selective admissions, institutional rankings and faulty narratives about the inferiority of community colleges. More recently, there has been a shift in the relationship between community colleges and universities as universities begin to see the value of reaching out to their communities, diversifying their student bodies and providing alternative pathways to a bachelor’s degree. The authors begin by arguing that public universities should collaborate with their community college counterparts to right historical wrongs, serve the broader community and maximize the use of public resources. The authors then present a case study of a concurrent-use partnership model between institutions and highlight the everyday practices that contribute to successful implementation. The authors conclude by describing the benefits of collaboration for institutions and students with the goal of showing that social responsibility and organizational effectiveness go hand in hand.

This article builds on an earlier one which we published in this journal, in which we proposed a new model for school planning. In proposing the new model, we recognised that it provided a framework for school planning but that it did not discuss the process of building a plan for the school’s future. Here we explain how the new model has developed and how we now propose to link it to important aspects of organisational learning such as the development of the school’s core purpose and values. This linkage, and the ongoing involvement of a range of stakeholders, should help to ensure that the school learns strategically so that plans are effective and there is no gap between strategy and implementation.

Heritage or historic building information modelling (BIM), often referred to as HBIM, is becoming an established feature in both research and practice. The advancement of data capture technologies such as laser scanning and improved photogrammetry, along with the continued power of BIM authoring tools, has provided the ability to generate more accurate digital representations of heritage buildings which can then be used during renovation and refurbishment projects. Very often these representations of HBIM are developed to support the design process. What appears to be often overlooked is the issue of conservation and how this can be linked to the BIM process to support the conservation management plan for the building once it is given a new lease of life following the refurbishment process. The paper aims to discuss these issues.

The paper presents a review of the context of conservation and HBIM, and then subsequently presents two case studies of how HBIM was applied to high-profile renovation and conservation projects in the UK. In presenting the case studies, a range of issues is identified which support findings from the literature noting that HBIM is predominantly a tool for the geometric modelling of historic fabric with less regard for the actual process of renovation and conservation in historic buildings.

Lessons learnt from the case studies and from existing literature are distilled to develop a framework for the implementation of HBIM on heritage renovation projects to support the ongoing conservation of the building as an integral part of a BIM-based asset management strategy. Five key areas are identified in the framework including value, significance, recording, data management and asset management. Building on this framework, a conceptual overlay is proposed to the current Level 2 BIM process to support conservation heritage projects.

This paper addresses the issue of HBIM application to conservation heritage projects. Whilst previous work in the field has identified conservation as a key area, there is very little work focusing on the process of conservation in the HBIM context. This work provides a framework and overlay which could be used by practitioners and researchers to ensure that HBIM is fully exploited and a more standardised method is employed which could be used on conservation heritage renovation projects.

This article seeks to provide a comprehensive model of leadership applicable to managers in the public sector. Although it is based on the leadership literature, the format is intended for practitioners and teachers; that is, although it uses a highly detailed specification of leadership elements, it purposely oversimplifies causal relationships. Leaders first assess their organization and the environment (8 elements are identified) as well as look at the constraints that they may face (4 elements). From this information they set goals including deciding on the level of focus and the degree of change emphasis. Leaders bring to the concrete leadership situation a number of traits (10 elements) and overarching skills such as communication capability (4 elements). The totality of leaders' actions are perceived as styles based on key factors such as decisional input, which are more or less appropriate based on the situation. Leaders may or may not have a broad range of styles at which they excel. Finally, the model identifies concrete management behaviors that leaders typically engage in-with more or less success based on their styles, traits, and skills. These behaviors are categorized as largely being task-oriented, people-oriented, or organization oriented (21 elements). Ultimately, leaders evaluate their organizations' and their own performance, and the cycle begins again. The model's strength is the detailed articulation of leadership elements (50 including goal setting and leader evaluation).