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Sailors long ago believed that one day a wave would come along that was far greater than any that had preceded it. They called it the ninth wave—the most powerful result of the cumulative effects of sea, wind, and temperature. To ride the ninth wave required special skills: first, the ability to anticipate it, and second, the timing to mount it cleanly at its peak.

The purpose of this paper is to investigate critical success factors (CSFs) that enhance integration between building information modelling (BIM) and lean construction (LC) practices on construction mega-projects. BIM and LC have gained momentum in the past decade.

The Delphi survey technique was used to gauge opinions of a panel of 16 experts through a two-round Delphi questionnaire survey. Panel responses were scrutinised using inferential and descriptive statistical techniques.

In total, 30 CSFs were identified in the literature. The top ranked factor out of 30 that supports LeanBIM synergy was “collaboration in design, construction works and engineering management”. Other top rated CSFs were centric on people, data and technology elements. The research findings are important for project stakeholders, organisations, contractors, engineers and local authorities who implement LC and BIM synergies in construction mega-projects.

The research findings are important for project stakeholders, organisations, contractors, engineers and local authorities who implement LC and BIM synergies in construction mega-projects. The research recommends further hands-on training to increase the integration of BIM and LC practices in the architecture, engineering and construction industry and to enrich the extant body of knowledge in construction of mega-projects.

The purpose of this paper is to examine the impact of prison experience in ex-political prisoners in Northern Ireland in the context of changing and conflicting master narratives.

A series of nine interviews were conducted with Loyalist and Republican political ex-prisoners in Northern Ireland. Eight were male and one was female. All had been in prison for substantial sentences relating to the Troubles.

This study highlighted the challenges faced by political ex-prisoners regarding the changing conflicting master narratives in Northern Ireland and identified how they deal with these challenges. The participants adapted to post-conflict society by attempting to understand and make sense of their experiences, including justifying their actions as appropriate for the era and identifying positive changes in society resulting from the conflict.

A narrative approach can be beneficial for understanding the experiences of political ex-prisoners. It enables a theoretical perspective to look not only at the personal but also at social elements of why people behave as they do. The findings demonstrate that political ex-prisoners do have different experiences to non-political ex-prisoners. The sample size was small and was drawn from a specific group of political ex-prisoners who were actively seeking reconciliation. The findings may be different for other groups.

A narrative approach can help the practitioner understand the context in which a person lives; ex-political prisoners may be very different from ordinary ex-prisoners because of the context in which they were imprisoned and the reasons for which they were imprisoned. They are likely to continue with the narrative of the conflict they fought in and may still have the same aims (e.g. Northern Ireland to become part of Ireland), though they may or may not believe in the same means. These are issues that should be discussed and elaborated when working with ex-political prisoners.

The master narratives active in the society into which the political ex-prisoner is released may impact the success or otherwise of their re-integration into society.

Understanding the role of conflicting master narratives in dealing with the implications of being an ex-political prisoner.

As more and more people decide to commit their lives to print, autobiographies constitute a significant resource to explore stories of harm, violence and crime. Published autobiography, however, presents a unique form of storytelling, unavoidably entailing the accumulation and (re)telling of a mass of stories; about oneself, others, contexts and cultures. Relatedly, paratexts – or the elements that surround the central text, such as covers, introductions and prologues – demonstrate how these texts are both individually and collectively shaped. Taking the co-constructed nature of all narratives, including self-narratives, as its starting point, this chapter seeks to demonstrate how terrorists who have authored autobiographies understand the world and their actions within it. In doing so, this chapter provides a practical demonstration of how insight derived from literary criticism can profitably be brought to bear in systematically breaking down and analysing an autobiography – that of a notable American jihadist, Omar Hammami – including its paratextual elements. In particular, I argue that considerations of genre, the inclusion of different types of events and stories collected from others all provide valuable strategies for the ‘doing’ of narrative criminology using autobiographies.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion for definition. Alternatives to present procedures for identification of learning disabilities are described. It is concluded that no presently proposed alternative meets all necessary criteria for identification of learning disabilities, and that radically altering or eliminating present conceptualizations of learning disabilities may be problematic. The major problems of identification of learning disabilities – including over-identification, variability, and specificity – can be addressed, it is suggested, by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. However, further research in alternative methods for identifying learning disabilities is warranted.

Purpose – To provide differentiated teaching models and a set of instructional reading strategies and materials for current and future classroom teachers to help them enhance the quality of reading instruction for English Learners (ELs).

Design/methodology/approach – The instructional reading strategies and materials and differentiated teaching models presented in this chapter are drawn from a body of current literature on ELs' English language development and on effective reading instruction for ELs. The instructional reading strategies and materials are categorized into five subcomponents of reading instruction: sight words, phonics, fluency, vocabulary, and comprehension.

Findings – Provides differentiated teaching models and specific instructional strategies and materials that target each of the five specific subcomponents of reading instruction for ELs (i.e., sight words, phonics, fluency, vocabulary, and comprehension).

Research limitations/implications – Some publications related to instructional reading strategies and materials may be limited to specific ELs in United States who speak a predominate native language (i.e., Spanish). These instructional reading strategies and materials may not be appropriate for ELs speaking another native language.

Practical implications – A very useful source of differentiated teaching models and practical instructional reading strategies and materials for current and future classroom teachers of ELs.

Originality/value – This chapter provides specific information and resources for current and future classroom teachers of ELs to support them in delivering high quality reading instruction.