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The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined.

To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting.

The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement.

The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction.

As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.

Public participation is an important – if not the most important – pillar of democracy. When designing new e-participation environments, it is advisable to consider previous appropriation practices of deliberative community networks to encourage broad participation. This can be achieved by sharing appropriation practices and by supporting the situated development of use, which may not only increase user participation but also decrease user frustration.

This paper addresses previously analyzed e-participation appropriation practices and technological limitations that participants faced when using the e-participation environment from the Aarhus’s Artwork design experiment. The lessons learned from these limitations and the appropriation practices identified help us in designing the next generation of e-participation environments and in counteracting their unsuccessful appropriation.

Potential design improvements for future collaborative writing e-environments that facilitate location-agnostic participation, and improvements that enable successful technology appropriation are presented.

These improvements are important to future research to inform a hybrid of in situ and ex situ technologies that enable collaborative writing to increase public participation in leisure spaces, engage a broader range of citizens and thus also encourage less motivated people.

The aim of this paper is to investigate the factors which discriminate between local and global architectural firms in Nigeria. The rationale was to examine how the globalization process differs in Nigeria and contribute to the discourse on globalization.

The research is quantitative, using discriminant analysis to differentiate the global architectural firms from the local ones. The study used a random sample of 92 architectural firms in Nigeria, examining various characteristics of the firms through a questionnaire.

There was a strong distinction between global and local firms. Compared to the local architectural firms, the global firms were larger, and mostly run by sole principals who were more experienced. The internet was used more to communicate with other professionals, but less to communicate with clients and in designing and drafting. The global firms also placed higher value on developing expertise in specific building types.

Data are obtained from architectural firms in Nigeria only. The results suggest that global architectural firms are peculiar and exhibit certain characteristics which further differentiate them from local ones.

The implications for architectural firms seeking to operate globally include building size advantage, building expertise in specific specializations, having principals with high level experience and employing alliances with other professionals in operating internationally.

This paper adds to the body of knowledge on architectural firms which are under‐researched. The importance of this paper lies in its empirical nature in investigating the characteristics of global architectural firms using a sample of architectural firms in Nigeria.

This paper aims to analyze the organization of storytelling and its role in creating and sharing practical knowledge for cancer diagnosis in a medical community in Italy.

The qualitative analysis draws upon different interactional data sets: naturally occurring diagnostic conversations among physicians in the ward, research interviews, video-based sessions in which physicians watch and discuss their diagnostic work.

The results highlight: the specific organization of storytelling practices in medical diagnostic work; three main functions that such storytelling practices play in supporting collaborative diagnostic work in the community of our study; and how storytelling practices are resources on which participants rely across settings, including ad hoc reflexive meetings.

This paper aims to contribute to the understanding of the role that storytelling plays in the diagnostic work in an understudied and yet life-saving site such as oncology.

This paper examines what role the law can and should play with regard to unreliable information available on fast communication networks, such as the Internet. Users of electronic information find it increasingly difficult to assess its reliability. The traditional structures for assessing reliability are lacking or function inadequately. Clear social norms have not yet been developed. As regards the law, traditionally liability law is the first legal guard against undesirable societal developments. We conclude however, that liability law is an inadequate remedy for unreliable information. Self‐regulatory initiatives such as trust mark seals for websites providing reliable information offer a more promising perspective, although these also have their limitations, especially in the sphere of enforcement and legitimacy. In this paper, self‐regulation is nonetheless hailed as an important instrument because it provides an indispensable test‐bed for more concrete legal norms derived from reliability criteria for information. Even if self‐regulation may not completely materialise, discussion about self‐regulation could be a stepping stone to the development of pertinent social norms.

The purpose of this paper is to present the possibilities offered by Lesson and Learning Studies (LLS) for training and for improving and generating knowledge by reconstructing the practical knowledge of teachers in university training through joint design, observation and reflection. In short, the research aims to show how merging LLS contributes to developing fundamental teaching skills in new, uncertain contexts and to recreating processes of research and analysis of complex situations from critical and creative perspectives by involving university teachers and student teachers in disciplined, informed reflection on their own practice through shared, narrative productions in a dual spiral which promotes the contrasting of experiences and perspectives in an ongoing manner.

A case study of own practice in a university master’s degree, the aim of which is to develop a training improvement process by following the stages of LLS.

The case study shows the need to reverse the theory-practice sequence and to increase the importance of experience, the relevance of tutoring in the role of teachers, and the significance of cooperation and contrast as learning strategies. The evidence presented shows that LLS can be an extremely useful resource and procedure to reconstruct practical knowledge, facilitating internal contrast between the different espoused theories of the members of the group of teachers, and also between their espoused theories and their practical knowledge, in other words their theories-in-use.

The paper explores the value of LLS to reconstruct the practical knowledge of university teachers.

The International Code of Marketing of Breastmilk Substitutes, written by the World Health Organization and joined in by the United Nations International Children's Emergency Fund (UNICEF), was passed by the World Health Assembly in mid‐1981. Intended as a model statute for member nations to adopt, it is now at the centre of a controversy that is both complex and dynamic. This controversy is simultaneously one of humanitarianism, community health, business, and — most of all — law. No doubt most readers are familiar with the heated campaigns of the past few years against infant formula distribution in the Third World. Today the weight of public opinion in most developed countries is with the Code, but that does not necessarily imply ultimate adoption and implementation in other countries. This article attempts, while taking no position on the Code's merits, to examine its possible future. Specifically, (1) Will the Code be adopted and implemented? (2) What is the context in which such decisions will be made?

The purpose of this paper is to understand the experience of three formerly abrasive leaders who improved their conduct and management strategies following a workplace intervention.

Narrative inquiry, a personal and collaborative research method, revealed the experience of three leaders in their shift from destructive behaviors. Concepts from adult development, specifically Kegan's constructive-development theory (CDT) and Mezirow's transformative learning theory (TL), provided a lens to better understand the leaders' personal development.

This study culminated with three co-composed narrative accounts and an analysis of narrative threads. The focus of this paper is the interpretive narrative thread analysis. The developmental experience of these three leaders included disruption, awakening and equipping.

This study included three leaders. The experience of these leaders may not be representative of other formerly abrasive leaders.

This initial exploratory study contributes to CDT and TL by suggesting leader interpersonal development is an intensely emotional experience that transcends the mechanics of developmental stages. In practice, this study indicates abrasive leaders may improve their conduct and management strategies with organizational support, including supervisor intervention and specialized professionals.

This paper offers insight for scholars and human resource (HR) professionals on the emotionally intense experiential journey of leaders who improved their interpersonal conduct. This study introduces concepts from CDT and TL into the study of workplace psychological aggression (WPA), and it expands the limited knowledge of how HR can support positive perpetrator change.