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The illustration shows scaffolding erected for the inspection of the Catalytic Cracking Plant at the Fawley Refinery of the Esso Petroleum Company Ltd. This plant is shut down…
Abstract
The illustration shows scaffolding erected for the inspection of the Catalytic Cracking Plant at the Fawley Refinery of the Esso Petroleum Company Ltd. This plant is shut down annually for a period of four to six weeks and the scaffolding is erected about six weeks beforehand. It is a good example of the importance and work involved in this type of maintenance. On this unit alone, the complete scaffold absorbs 180,000 feet of tube, 55,000 steel fittings and 12,000 scaffold boards. Most of the tube has to be hoisted to heights of 250 feet and this incorporates the use of jib scaffolds of from 100 to 200 ft. above ground level. A hoist tower is also erected to bring up the maintenance teams and tools, this rises to 180 ft. and serves six of the nine floor levels of the plant. Each floor is connected to the tower landing stages by tubular steel scaffolding constructed to form extensions of the floors. The tower incorporates two diesel powered hoists and an indicator system of telephones and flashing lights connects the landing stages to the main hoist control room at ground level. Located on the first floor are heavy components which during shutdown are taken to machine shops for strip down. These weigh up to 10 tons and their removal is facilitated by erecting up to floor level, a 30 ft. flat topped tower, flush boarded on top. This is connected to the floor by timber beams and a narrow gauge railway.
Reid, Guest, Upjohn, Wilberforce and Pearson
July 26, 1967 Building and construction — Safety Regulations — Breach — Causation — Failure to provide suitable scaffold — Whether workman would have used scaffold if provided …
Abstract
July 26, 1967 Building and construction — Safety Regulations — Breach — Causation — Failure to provide suitable scaffold — Whether workman would have used scaffold if provided — Whether failure to provide cause of fall — Construction (General Provisions) Regulations, 1961 (S.I. 1961, No. 1580), reg.7(2).
Katherine K. Frankel, Elizabeth L. Jaeger and P.David Pearson
Purpose – Our purpose in this chapter is to argue for the importance of integrating reading and writing in classrooms and to provide examples of what integration of this nature…
Abstract
Purpose – Our purpose in this chapter is to argue for the importance of integrating reading and writing in classrooms and to provide examples of what integration of this nature looks like in classrooms across content areas and grade levels.Design/methodology/approach – In this chapter we provide an overview of the argument for reading–writing integration, highlight four common tools (skill decomposition, skill decontextualization, scaffolding, and authenticity) that teachers use to cope with complexity in literacy classrooms, and describe four classrooms in which teachers strive to integrate reading and writing in support of learning.Findings – We provide detailed examples and analyses of what the integration of reading and writing in the service of learning looks like in four different classroom contexts and focus particularly on how the four teachers use scaffolding and authenticity to cope with complexity and support their students’ literacy learning.Research limitations/implications – We intentionally highlight four noteworthy approaches to literacy instruction, but our examples are relevant to specific contexts and are not meant to encompass the range of promising practices in which teachers and students engage on a daily basis.Practical implications – In this chapter we provide classroom teachers with four concrete tools for coping with the complexities of literacy instruction in classroom settings and highlight what instruction of this nature – with an emphasis on scaffolding and authenticity – looks like in four different classroom contexts.Originality/value of chapter – Teachers and other educational stakeholders must acknowledge and embrace the complexities of learning to read and write, so that students have opportunities to engage in rich and authentic literacy practices in their classrooms.
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Kathy-ann Daniel-Gittens and Tina Calandrino
This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses…
Abstract
This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses on two specific inquiry-based (IB) instructional models: guided and open inquiry as these two models are considered more relevant to higher education students. The chapter will present validated processes for implementing IB teaching models and consider how these processes can be authentically replicated in online learning environments. The chapter will also examine issues and challenges involved in implementing IB teaching models online. Grounded in the challenges that faculty face in translating their instructional practice in online environments, the chapter suggests strategies and interactive tools to scaffold and model IB learning in online environments.
The paper aims to discuss the effectiveness of e-Learning in advancing work practices. The paper investigates the assumption that e-Learning is as effective as face-to-face…
Abstract
Purpose
The paper aims to discuss the effectiveness of e-Learning in advancing work practices. The paper investigates the assumption that e-Learning is as effective as face-to-face interventions when stimulating change. It also examines the assumption that well-designed and well-executed instructional interventions will advance work practices.
Design/methodology/approach
The paper synthesizes contemporary social-psychological and educational research in the creation of a model of intervention-based change. In addition, the findings from an empirical study of online teacher professional development simultaneously inspire and exemplify the model.
Findings
The paper suggests that increased attention to individual motivational drivers is needed, especially post intervention, to help ensure meaningful learning transfer and sustainable behavior change. The importance of individualized on-the-job scaffolding for employees is highlighted through relational considerations of attrition and scaffolding. In investigating the chasm between initial and sustained change, seemingly unpredictable contextual factors appear to be critical to the effectiveness of e-Learning in advancing work practices.
Practical implications
In recognition of the vulnerability and situatedness of turning instructional interventions into sustainable change, the paper initiates a rethinking of e-Learning as technologies for on-the-job, just-in-time and individualized performance support. The paper gives concrete examples of current technologies that may assist in online scaffolding, while also acknowledging that this is still a field in which further research and developments are needed.
Originality/value
The paper critically investigates some of the more resilient assumptions that serve as a fundament for professional development interventions currently. It conceptualizes intervention-based change and the key motivational drivers of such change. In doing so, it illuminates highly contextual dynamics presumed to have a critical impact on the effectiveness of e-Learning for PD.
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As universities operate in a global environment, internationalisation is inevitable for higher education (HE), as it is driven externally by political, economic, and…
Abstract
As universities operate in a global environment, internationalisation is inevitable for higher education (HE), as it is driven externally by political, economic, and socio-cultural globalisation forces. Through decoding and deconstructing the English language proficiency of international students and the international student experience at universities in the UK, this chapter investigates how university academics should consider employing both scaffolding strategies and cultural intelligence in their teaching and learning to enhance the international student experience and bridge the gap in educational attainment between home and international students. This calls for academics to re-assess and re-conceptualise what teaching, and learning means in a culturally and linguistically diverse context. It also aims to encourage further research around the convergence of English language and the disciplines, as well as the internationalisation and equality, diversity and inclusivity of HE policies and strategies.
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Victoria Smy, Marie Cahillane and Piers MacLean
The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among…
Abstract
Purpose
The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems.
Design/methodology/approach
Relevant research in the literatures surrounding problem structure, sensemaking, expertise, metacognition, scaffolding, and cognitive load were reviewed and synthesised in order to derive generic prompting principles and guidelines for their implementation.
Findings
A framework of generic principles and prompts is proposed. Differentiation between prompts supporting cognition either within, or after an ill-structured problem-solving task was supported.
Practical implications
Prompts such as those proposed in the framework developed presently can be designed into technology-enhanced learning environments in order to structure and guide the cognitive processes of novices. In addition, prompts can be combined with other learning support technologies (e.g. research diaries, collaborative discourse) in order to support learning. Empirical testing will be required to quantify the potential benefits (and limitations of) the proposed prompting framework.
Originality/value
The prompts developed constitute a framework for structuring and guiding learning efforts in domains where explicit, actionable feedback is often unavailable. The proposed framework offers a method of tailoring the scaffolding of prompts in order to support differing levels of problem structure and may serve as the basis for establishing an internalised and adaptive learning approach that can be transferred to new problems or contexts.
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Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning…
Abstract
Purpose
Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning model to provide project management knowledge through scaffolding and project-based learning (PjBL) methods in the project engineering course.
Design/methodology/approach
This paper discusses a generic learning model that includes how scaffolding and project-based methods are integrated to provide project management skills to the students. The paper uses the survey method to collect and analyze data on the applicability of the model.
Findings
Statistical analysis of the collected data shows that the respondents positively perceive the value of the learning model to gain project management knowledge and skills. The response shows that the model is useful not only to the current students but also the graduates who use project management skills in their employment.
Practical implications
The learning model can be used by the instructors to provide project management skills to undergraduate and graduate students from all education disciplines.
Originality/value
This paper focuses on the development of a unique learning model, and artifacts used by the students and the instructors for interactive learning and gaining skills on project management.
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May 13, 1969 Building — Safety regulations — Scaffold — Work done by scaffolders on shore arm to secure guard rails pending grouting by main contractors — Whether “building…
Abstract
May 13, 1969 Building — Safety regulations — Scaffold — Work done by scaffolders on shore arm to secure guard rails pending grouting by main contractors — Whether “building operation” or “work of engineering construction” — Scaffolders' employee injured by hole in road surface of shore arm — Whether negligence — Whether safe means of access and place of work — Whether “Scaffold” — Construction (General Provisions) Regulations, 1961 (S.I. 1961, No. 1580), regs. 2(1), 3(1), 4(2), 7(1).
The purpose of this study is to analyze the personal challenges of a change agent, namely, a catalyst, attempting to promote organizational change in a hybrid and complex…
Abstract
Purpose
The purpose of this study is to analyze the personal challenges of a change agent, namely, a catalyst, attempting to promote organizational change in a hybrid and complex educational organization. The study mirrors subjective experiences with classic bureaucracy research and the theory of collaborative community. It analyzes the lack of work developmental scaffolds in the transition from a bureaucracy to a collaborative community.
Design/methodology/approach
The study uses autoethnographic methods.
Findings
A hybrid and complex context does not offer firm scaffolds for a change agent. Classic bureaucracy research and the theory of collaborative community have difficulties to explain the personal challenges of the change agent.
Research limitations/implications
Research on weak or missing organizational scaffolding and transitional challenges should be studied using a multidisciplinary approach. The concepts of the zone of proximal development and scaffolding in a complex context should be revised.
Practical implications
Hybrid and complex organizations should develop new ways to scaffold and manage their work development.
Originality/value
This paper shows and analyzes the personal challenges of a change agent on a hybrid and complex organization. The autoethnographic approach gives important knowledge about the lack of theoretical explanation of the problematics of organizational transition.
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