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1 – 10 of 551AbdulLateef Olanrewaju, Jack Son Khor and Christopher Nigel Preece
Statistics show that the construction sector has the second-highest number of accident cases in Malaysia. A total of 100, 000 construction workers suffer from work-related bad…
Abstract
Purpose
Statistics show that the construction sector has the second-highest number of accident cases in Malaysia. A total of 100, 000 construction workers suffer from work-related bad health each year. Scaffolding accidents are the second cause of accidents on construction sites. Therefore, this present research provided answers to the following questions: (1) what are the causes of scaffolding accidents and (2) what are the possible measures to reduce scaffolding accidents?
Design/methodology/approach
The research developed a questionnaire instrument that included 24 causes of scaffolding accidents and 21 remedial actions. The research was based on a cross-sectional survey questionnaire administered to 129 members of construction organizations.
Findings
Data revealed that scaffolding-related cases caused a total of 70% of the deaths/injuries on sites. Furthermore, scaffolding accidents were mainly caused by a lack of guard rails on scaffoldings, poor inspections, improper assembly, a poor safety culture, poor attitudes towards safety, poor footing of scaffoldings and unsecured planking. To reduce scaffolding accidents, there must be a lifeline on scaffolding, proper guardrails and proper assembling of scaffoldings, and preventing access to incomplete or defective scaffoldings. The 24 causes are structured into six factors through factor analysis and the 21 remedial actions into six factors.
Originality/value
This research serves as the first attempt to conduct broad research on the causes and remedial actions concerning scaffolding accidents on construction sites in Malaysia. Theoretically, the research has provided fresh insights into the impact of scaffolding accidents.
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Fengyuan Liu, Srichand Hinduja and Paulo Bártolo
This paper aims to describe the control software of a novel manufacturing system called plasma-assisted bio-extrusion system (PABS), designed to produce complex multi-material and…
Abstract
Purpose
This paper aims to describe the control software of a novel manufacturing system called plasma-assisted bio-extrusion system (PABS), designed to produce complex multi-material and functionally graded scaffolds for tissue engineering applications. This fabrication system combines multiple pressure-assisted and screw-assisted printing heads and plasma jets. Control software allows the users to create single or multi-material constructs with uniform pore size or pore size gradients by changing the operation parameters, such as geometric parameters, lay-down pattern, filament distance, feed rate and layer thickness, and to produce functional graded scaffolds with different layer-by-layer coating/surface modification strategies by using the plasma modification system.
Design/methodology/approach
MATLAB GUI is used to develop the software, including the design of the user interface and the implementation of all mathematical programing for both multi-extrusion and plasma modification systems.
Findings
Based on the user definition, G programing codes are generated, enabling full integration and synchronization with the hardware of PABS. Single, multi-material and functionally graded scaffolds can be obtained by manipulating different materials, scaffold designs and processing parameters. The software is easy to use, allowing the efficient control of the PABS even for the fabrication of complex scaffolds.
Originality/value
This paper introduces a novel additive manufacturing system for tissue engineering applications describing in detail the software developed to control the system. This new fabrication system represents a step forward regarding the current state-of-the-art technology in the field of biomanufacturing, enabling the design and fabrication of more effective scaffolds matching the mechanical and surface characteristics of the surrounding tissue and enabling the incorporation of high number of cells uniformly distributed and the introduction of multiple cell types with positional specificity.
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Md. Meraz Ahmed, Anika Rahman, Md. Kamal Hossain and Fatimah Binti Tambi
This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.
Abstract
Purpose
This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.
Design/methodology/approach
This study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.
Findings
The study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.
Originality/value
This study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.
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The undergraduate research experience program is a funding program offered by the Qatar National Research Fund. The purpose of the program is to provide hands-on research…
Abstract
The undergraduate research experience program is a funding program offered by the Qatar National Research Fund. The purpose of the program is to provide hands-on research experience for undergraduate students in order to increase their capacity for future research activities. However, leading a team of unexperienced researchers can be challenging. Minimal literature exists of how to overcome these challenges and provide a positive learning experience for novice researchers. The purpose of this paper is to: 1) describe a ‘situated learning’ framework, and teaching methods and approaches that may be helpful for future researchers to actively engage students in the research learning process; 2) describe our own experiences with creating a professional community of research using a team approach; and, 3) offer some practical strategies for scaffolding students to gain research skills through working in close proximity to more experienced colleagues. Helpful situated learning strategies included active engagement of students throughout the project, setting meaningful activities, meeting regularly as a team, scaffolding student learning, setting both individual and group work, assigning specific roles, engaging students in dissemination activities, sharing responsibility, and fading control of project activities to the students as their competency increased. Using a structured mentoring strategy resulted in students being actively engaged in all stages of the project. This approach helped to overcome many challenges of working with novice researchers. It was also rewarding to observe the growth of young researchers through the experiences that they gained in working as members of a research community of practice.
Joel Gehman, Dror Etzion and Fabrizio Ferraro
Although management scholars have embraced grand challenges research, in many cases, grand challenges have been treated as merely a context for exploring extant theoretical…
Abstract
Although management scholars have embraced grand challenges research, in many cases, grand challenges have been treated as merely a context for exploring extant theoretical perspectives. By comparison, our approach – robust action – provides a novel theoretical framework for tackling grand challenges. In this invited article, we revisit our 2015 model, clarifying and elaborating its key elements and taking stock of subsequent developments. We then identify three promising directions for future research: scaffolding, future imaginaries, and distributed actorhood. Ultimately, our core message is remarkably simple: robust action strategies – participatory architecture, multivocal inscription and distributed experimentation – jointly provide a means for tackling grand challenges that is well matched to their complexities, uncertainties, and evaluativities.
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Christopher Ansell, Eva Sørensen and Jacob Torfing
This chapter explains how cocreation can be supported by establishing platforms, which provide knowledge, resources, and opportunities for local actors to come together in…
Abstract
This chapter explains how cocreation can be supported by establishing platforms, which provide knowledge, resources, and opportunities for local actors to come together in cocreation arenas. Platforms make it easy for local actors to connect, interact, and engage in productive joint activity. The chapter provides an overview of different types of platforms and describes their distinctive organizing logic, which includes mediating the relationship between different stakeholders, scaffolding their joint action, and leveraging their capacity for change. The chapter identifies important platform dynamics, such as attractor and amplifier effects, synergy, scaling, and social learning, that enable them to successfully support cocreation. Finally, the chapter discusses how platforms themselves can be designed to enhance these dynamics.
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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in…
Abstract
As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners.
Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings.
Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.
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