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Establishing interrelationships and dependencies of critical success factors for implementing offsite construction in the UK
Get PDFPurposeThe United Kingdom (UK) construction sector is transforming with increasing confidence in offsite construction (OSC) solutions following its accrued benefits. To sustain this momentum, exploring viable strategies to promote successful OSC implementation is a top priority. This paper aims to identify and establish interrelationships and logical dependencies of critical success factors (CSFs) for implementing OSC on building projects in the UK.Design/methodology/approachThis study utilised a qualitative research approach. Following a critical review of extant literature, brainstorming and focus group sessions were carried out with OSC experts in the UK construction industry to identify and contextualise CSFs for OSC implementation. Interpretive structural modelling (ISM) and matrix impact cross-reference multiplication applied to a classification (MICMAC) were used to analyse and model the interrelationships between the contextualised CSFs.FindingsThe study identified eighteen CSFs for implementing OSC on projects in the UK positioned on seven hierarchical levels and clustered into dependent, linkage and independent factors. The top five CSFs established were client commitment, top management support, adequate OSC knowledge and experience, flexible leadership and flexible business models. These were located at the base of the ISM model, possessing the highest driving powers in facilitating the successful implementation of OSC on projects.Originality/valueThis study established a hierarchical interrelationship and the importance of the CSFs influencing the successful implementation of OSC. This would assist OSC clients and project teams in identifying and prioritising particular areas for strategic actions, which offer advantages in pursuing successful OSC project outcomes in the UK. Previous research on OSC implementation in the UK had not examined CSFs' interrelationships
Hume and Wittgenstein:the risk of reasoning religion into superstition
No full textHume argues that Christianity would be a superstitious delusion if it were based on the testimonial evidence that Christ performed miracles. Wittgenstein argues that those who base religious belief on evidence are ‘ridiculous’ and that evidence turns religion into ‘superstition’. Despite appearing to undermine Christianity, I argue that Hume and Wittgenstein defend Christianity from being undermined when read in their philosophical context. Their philosophical context aims to show what Christianity is like, and they show that Christianity would be a superstitious delusion if it were based upon evidential reasoning. Therefore, if we think Christianity is not a superstitious delusion then we should think it has its basis in something else. Hume calls this something else ‘faith’ but doesn’t tell us much about it nor what miracles do for it. Wittgenstein, however, does. Wittgenstein’s views on religious belief, faith and miracles map Hume’s and offer insight into Christian life. Read in this way, both philosophers remind us that Christ came to save souls through faith, not minds through reason
Why Renters' Rights Bill could bring England in line with Scots Law
No full textThe Renters’ Rights Bill, if it becomes law, seeks to address key issues in the private rental sector, focusing on tenant protection and landlord eviction rules in England
I do, we do, you do:reflections of the use of signature pedagogies in the UK's intensive training and practice programmes
No full textAs part of the changes to teacher training from 2024, the UK’s Department for Education has introduced the concept of intensive training and practice (ITAP) experiences. This element of teacher training seeks to integrate expert input from the training provider with practical school-based sessions to focus on particular aspects of professional practice (helloworld.cc/itap-training). Over a year, trainees are expected to participate in 20 days of ITAP covering several areas of practice. At Leeds Trinity University, ITAP experiences take place in two parts. The focus of this article is on the second ITAP experience, delivered on signature pedagogies. At this point, trainee teachers are in the early stages of their school experience, where they will start to teach around two to four lessons a week
Developing the creative communities framework for living well with serious mental illness:findings from a realist evaluation
No full textTo answer the research question how, why and in what context do community arts organisations establish a safe and empowering space that allows individuals with serious mental illness to engage with recovery processes. A realist evaluation was conducted between 2021 and 2023. This paper presents findings from primary data collection utilising arts elicitation interviews with 12 participants with serious mental illness at 2 time points. A further four realist interviews were conducted with workers from community organisations. Template analysis was the main analytical tool used to test and refine an initial programme theory, incorporating sub‐analyses of visual and longitudinal data. Theory was developed that explains how the interactions between the lived experiences and community interventions creates a safe and empowering space. Six key ingredients were identified including (1) community setting; (2) creative activity; (3) consistent access; (4) choice over engagement; (5) shared lived experiences; (6) compassionate workers; forming the Creative Communities Framework. Creative communities present an alternative context to clinical spaces, to support individuals to live well with serious mental illness
Assessing the effectiveness of a pilot test of a brief art-based mindfulness task on appraisal
No full textMindfulness practice has been proposed as enabling an individual to purposefully increase attention enabling the individual to be more present in the moment, open-minded and accepting. As such mindfulness practice may offer an important mechanism to promote positive psychological health and wellbeing through changes to the stress appraisal process. The aim of this study was to investigate the impact of a simple mindfulness drawing task on dimensions of psychology instrumental in appraisal and health. 65 participants were allocated to one of two conditions (Shambala colouring, Control). The mindfulness group was found to report significantly higher levels of observational ability and non-judgement (p < 0.05) amongst several other differences. This work focused upon the claim of effectiveness of a brief mindfulness task to modify mindfulness focused psychological variables
Effectiveness of spirituality-centered cognitive therapy and contextual transdiagnostic approach on marital mutuality, dissociative experiences, and cancer related fatigue in women after mastectomy
No full textIntroductionBreast cancer remains the most frequently diagnosed cancer and a leading cause of cancer-related deaths in women worldwide. Post-mastectomy, women often experience heightened emotional distress, diminished quality of life, and interpersonal challenges.ObjectivesThis study seeks to evaluate the comparative effectiveness of Spirituality-Centered Cognitive Therapy (SCT) and the Contextual Transdiagnostic Approach (CTA) on marital mutuality, dissociative experiences, and cancer-related fatigue in women after mastectomy.MethodsIn this randomized controlled trial, 132 women, selected based on inclusion criteria from an initial pool of 167, were randomly assigned to two intervention groups: SCT (n=66) and CTA (n=66). Each group underwent eight 60-minute therapeutic sessions over four weeks, held twice weekly from August to September 2022. Standardized questionnaires assessing marital mutuality, dissociative experiences, and cancer-related fatigue were administered pre- and post-intervention. Multivariate analysis of variance (MANOVA) with repeated measures was employed for data analysis using SPSS-24.ResultsCTA demonstrated superior effectiveness in reducing dissociative experiences compared to SCT. Conversely, reductions in cancer-related fatigue were more pronounced in the SCT group. Improvements in marital mutuality were comparable between the two therapeutic approaches.ConclusionsBoth SCT and CTA proved effective in enhancing psychological and relational well-being in women post-mastectomy. However, SCT more effectively alleviated cancer-related fatigue, while CTA showed greater efficacy in addressing dissociative experiences. These findings highlight the potential of integrating tailored therapeutic approaches to improve quality of life for breast cancer survivors
Beyond belief:advancing death education through children’s experiences of non-corporeal continuation
No full textProponents of death education in schools acknowledge that children understand the biological aspects of death, and many hold co-existing beliefs in non-corporeal continuation. This paper offers originality by highlighting a gap in the death education literature, arguing that to increase curriculum relevance, we need to move beyond considering children’s “beliefs about” life after death/before life to also acknowledge their “experiences of” it. Using thanatological principles, it draws from different disciplines to document children and young people’s encounters with other lives, including: communicating with the deceased in waking and dream life; having near death experiences (NDEs); and remembering past lives. The implications of including non-corporeal continuation in the curriculum are explored. While challenges are acknowledged, the paper argues that the topic contributes to a meaningful curriculum by foregrounding a child-centered approach which privileges their voice(s) and agency. Simultaneously, it can potentially alleviate some of the fears about discussing death in schools
Climate change-based art and philosophy intervention and mental health in children
No full textChildren are becoming increasingly aware of the accelerating1 climate crisis and more vulnerable to developing eco-anxiety,2 an emotional reaction that arises when an individual recognizes the impact humans have on the environment (see eAppendix in Supplement 1).3 A promising approach for children to discuss their eco-anxiety in schools is through the integration of artistic creation and philosophical inquiry.3This study compared the outcomes of arts-based interventions (ABI) and arts-and-philosophy–based interventions (APBI), centered on the theme of climate change, with elementary school students’ eco-anxiety as a primary outcome, and their intolerance to distress, hope, and mental health as secondary outcomes