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A significant proportion of construction projects are failing to achieve their deadline finish dates.This advocate for solutions that could address the root causes of time impacting risks, leading to the use of 4D BIM for project planning. This study investigates the impacts of 4D BIM on construction projects. An exploratory sequential mixed method research was conducted to initially explore the topic via interviews and literature review, and, subsequently, the themes derived were put into questionnaires to elicit expert knowledge on a wider industry scale. The data were analysed using thematic analysis, reliability analysis, Kruskal-Wallis test and factor analysis. Across the objectives around the impacts of 4D BIM on project reliability, monitoring and diagnosis, the findings presented eight key ways the 4D BIM support project performance. Examples of component factors that were raised was planning efficiency to enhance planner output, assessment and directive with a better comparison of planned and actual progress, and thorough/comprehensive risk reflection to cover wide ranges of issues. Upon further reflection, the finding highlighted the issues of the lack of shared responsibility outside of the planner and BIM coordinator, severe lack of understanding and training regarding 4D BIM and complexity of carrying out the process effectively.

This article discusses the relationship between persistence in adult literacy and numeracy programs, changes in the participants' attitudes to engaging in learning and pedagogic practices using data from eight Scottish literacy education organizations. It argues that literacy learning can act as a resource that enables vulnerable adults to change their dispositions to learning, achieve their goals and make a transition towards their imagined futures. Pedagogic practices that operate from an approach that emphasized learners' strengths, rather than their deficits, and critically interrogated learners' experiences used as a resource for learning were the most successful in enabling this transition. Holistic provision that creates a supportive community of practice was found to be the most effective in bringing about the positive changes that learners identified they wished to make in their lives.

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In a recent paper on the origin and evolution of the lower Neopterygian Fishes (' Proc. Zool. Soc.,' 1923, p. 445) I gave reasons for thinking that their differentiation had been adaptative, changes of structure being especially related to the nature of the food and to the method of procuring it. In the present communication I have tried to show th at the structural characters that distinguishStylophorus from the more generalized Velifer and Trachypterus may also be interpreted as related to different habits. The skeletal peculiarities of Stylophorus seem to be related to its low, elongate body, large telescopic eyes and very protractile mouth, all of which indicate th at Stylophorus has its own method of swimming, of finding its food and of capturing it. Stylophorus is a good example of those " correlated co-adaptations " th at Darwin con sidered so important when he opposed the idea of great and sudden transformations.

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This paper addresses the issue of diverse literacies, and the problems of privileging a dominant form of literacy at the expense of those from non‐mainstream cultures. It uses data from a family literacy project to illustrate how the actual literacy practices of working‐class families and communities can be incorporated into learning programmes. It argues that whilst familiarity with the dominant forms of spoken and written language is a vital ingredient in adults’ and children's communicative functioning, it should not be the unchallenged objective of education. Instead opportunities to legitimate the vernacular literacies of the home and community should be sought. In so doing deficit views of families at a disadvantage can be replaced by views that positively value the home culture to the benefit of both the home and the school.