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There are many beliefs about how additional languages are learned, several of which have informed some of the most tenacious pedagogical constructs. In this chapter, additional language teachers working with additional language students in high schools are asked to challenge some widely accepted beliefs about language learning and methods of teaching language, and consider a technique that better aligns with constructivist theories of learning and the inquiry-based learning (IBL) approach. This chapter includes a brief discussion on IBL, its constructivist roots, and its many permutations. It also explores some constructivist-based additional language teaching approaches and discusses to what extent they align with IBL. Also provided is a six-step inquiry language-learning process, specifically designed to teach additional languages, with discussion on how each stage builds upon the other, optimizing language learning. In addition, a series of lessons are described which show how the inquiry language-learning process can be employed to teach additional languages to students who are not yet fully proficient in the school’s language of instruction. The chapter concludes with a discussion on some of the challenges of using IBL with additional language students, citing some of the psychological, cultural, and cognitive needs often present in these students. The chapter ends with a call for further research into the use of IBL to teach additional languages.

In light of a new paradigm to feedback, the focus shifts from how and when instructors deliver feedback to how the learning environment and the feedback practices sustain agentic behavior on feedback. Feedback produces learning if the students are given the opportunity to use and to act on it, and thus to move forward. Ample research on innovative models and designs for feedback and assessment in higher education courses exist. However, a one-size-fits-all model does not exist. Each university setting represents a unique case, and hence the replicability of a model is impossible. This poses a challenge for innovative higher education institutions (HEIs) that consider the promotion of students’ agency on feedback, a distinguishing attribute for their learning experience onsite, and in the Covid-19 inflicted transition to remote instruction. This study used content analysis to investigate how feedback and assessment feedback design, in the online component of a blended course in English for Academic Purposes, can sustain opportunities for feedback encounters and enable student uptake of feedback. After exploring the process of assessment and feedback design, different agents of the course and potential feedback encounters were mapped and analyzed in a sociocultural perspective. An established matrix of feedback for learning was used to investigate and code the feedback encounters generated in the course. The results of the content analysis indicated satisfactory student uptake of feedback and opportunities for potential feedback encounters before, during, and after the assessment. Additionally, the results pointed to the need for more feedforward and self-regulatory commentaries.

April 21, 1969 Offices, Shops and Railway Premises — Employment of young persons — Safety precautions — Bacon slicer blade in butcher's shop — Young employee injured while cleaning blade — Whether blade “moving part” of machinery — “Exposes” to risk of injury — Whether employers used all “due diligence” to prevent the injury — Offices, Shops and Railway Premises Act, 1963 (c.41), ss. 18(1), 67.

December 13, 1968 National Insurance — Industrial Injuries benefit — Disablement benefit — Industrial accident — Medical authorities finding heart condition not relevant to accident — Burden of proof — Distinction between loss of faculty and disablement — When onus of proof on applicant — National Insurance (Industrial Injuries) Act, 1965 (c.52),s.12(1),Sch.4.

The purpose of this paper is to explore the literature regarding work intensification that is being experienced by nurses, to examine the effects this is having on their capacity to complete care. The authors contend that nurses’ inability to provide all the care patients require, has negative implications on their professional responsibility.

The authors used institutional ethnography to review the discourse in the literature. This approach supports inquiry through the review of text in order to uncover activities that remain institutionally accepted but unquestioned and hidden.

What the authors found was that the quality and risk management forms an important part of lean thinking, with the organisational culture influencing outcomes; however, the professional cost to nurses has not been fully explored.

The text uncovered inconsistency between what organisations accepted as successful cost savings, and what nurses were experiencing in their attempts to achieve the care in the face of reduced time and human resources. Nurses’ attempts at completing care were done at the risk of their own professional accountability.

Nurses are working in lean and stressful environments and are struggling to complete care within reduced resource allocations. This leads to care rationing, which negatively impacts on nurses’ professional practice, and quality of care provision.

This approach is a departure from the standard qualitative review because the focus is on the textual relationships between what is being advocated by organisations directing cost reduction and what is actioned by the nurses working at the coalface. The discordant standpoints between these two juxtapositions are identified.

December 10, 1969 Master and Servant — Redundancy — Dismissal — “Offer of suitable employment” — Offer at certain grade made in writing — Employer's refusal to guarantee in writing nature of work within grade — Whether “particulars specified in … offer” — Whether refusal of offer of employment “unreasonable” — Redundancy Payments Act, 1965 (c. 62), s. 2(4)

November 26, 1969 Revenue — Selective employment tax — Premium — Manufacturers of prefabricated buildings — “Establishment” — Sites for erection of buildings — Evidence restricted to one test site — Varying numbers of workers some employed ad hoc — Two year period — Hut used for discussion and study of plans — Overall control with manufacturers — Whether employment on sites “in, or carried out from, an establishment” — Whether sites separate establishments — Selective Employment Payments Act, 1966 (c. 32), s. l(2)(a).

December 15 and 18, 1972 Farm — Contract of employment — Contract of service or contract for services — Relief worker sent by farm agency injured by negligence of farm manager — Whether relief worker a ‘worker’ — The Agriculture (Safety, Health and Welfare) Provisions Act, 1956 (c.49), ss.14 (1), (3), 24 (1) — Agriculture (Field Machinery) Regulations, 1962 [S.I. 1962 No. 1472], reg. 3 (1).

February 21, 1968 Revenue — Selective employment tax — Qualifying activities — Refrigerating machinery — Assembly of parts of refrigerating machinery in cooling rooms — Whether “manufacture” — Whether “construction” — Selective Employment Payments Act, 1966 (c.32), s.1(2)(a), (b) — Standard Industrial Classification, Orders VI, XVII.

December 11, 1968 National Insurance — Industrial injuries benefit — Disablement benefit — Functions of statutory and medical authorities — Industrial accident — Medical authorities finding injury different from injury found by local insurance officer — Whether estoppel arising — “Decision… shall be final” — National Insurance (Industrial Injuries) Act, 1965 (c.52), ss.ll(l), 12(1) — National Insurance Act, 1965 (c.51), s.75.