Construction Skills Research Articles

Apolipoprotein E4 as a Predictor of Outcomes in Pediatric Mild Traumatic Brain Injury

The epsilon4 allele of the apolipoprotein E (APOE) gene has been linked to negative outcomes among adults with traumatic brain injury (TBI) across the spectrum of severity, with preliminary evidence suggesting a similar pattern among children. This study investigated the relationship of the APOE epsilon4 allele to outcomes in children with mild TBI. Participants in this prospective, longitudinal study included 99 children with mild TBI between the ages of 8 and 15 recruited from consecutive admissions to Emergency Departments at two large children's hospitals. Outcomes were assessed acutely in the Emergency Department and at follow-ups at 2 weeks, 3 months, and 12 months post-injury. Among the 99 participants, 28 had at least one epsilon4 allele. Children with and without an epsilon4 allele did not differ demographically. Children with an epsilon4 allele were significantly more likely than those without an epsilon4 allele to have a Glasgow Coma Scale score of less than 15, but the groups did not differ on any other measures of injury severity. Those with an epsilon4 allele exhibited better performance than children without an epsilon4 allele on a test of constructional skill, but the groups did not differ on any other neuropsychological tests. Children with and without an epsilon4 allele also did not differ on measures of post-concussive symptoms. Overall, the findings suggest that the APOE epsilon4 allele is not consistently related to the outcomes of mild TBI in children.

Utilising Research 'Praxis' to Enhance Teaching Practice in The Domain of Apprenticeship Education: A Report on a Research Capacity Building Pilot Project Run in the School Of Construction Skills

The Dublin Institute of Technology is one of the largest multi-level higher education providers in Ireland, catering for over 22,000 students annually. Under the 1999 Qualifications (Education and Training) Act, DIT became an awarding body in its own right. Programme provision covers apprenticeships, short continuous professional development courses, taught undergraduate and postgraduate, research MPhil and PhDs. While the Institute's traditional mission1 was focused on teaching and learning in the field of advanced technical vocational education and training (TVET), over the last decade the importance of developing a research informed culture has become prominent in the strategic policy development of the Institute. Within this new emerging research agenda substantial achievements have been made in specific fields such as; science, engineering, ICT, tourism & food. However the research potential of a large portion of staff who work in the apprenticeship and craft area has been underdeveloped. This paper reviews some contextual information relating to the emerging research agenda as expressed in documents produced by the Institutes of Technology in Ireland and the DIT. It sign-posts significant Irish national strategies and notes some European Union initiatives that have relevance to research policy in this sector of higher education. The research then applies a 'single case study' (Yin 1996) to describe a new initiative which seeks to unlock the research potential of staff in the apprenticeship and craft area in DIT. Reporting the findings from a pilot Research Capacity Building project, which was run in DIT in 2008. This was a collaborative project between the Head of Department of Construction Skills and the Project Manager of the Skills Research Initiative, offered to Assistant Lecturers in the Wood Skills area. The paper details the emergence of this project and utilises '4th generation evaluation' methodology (Guba & Lincoln 1986) to access the effectiveness and future potential of this type of initiative. Further by adopting a participatory 'insider' research approach the 'lived experience' and 'voice' of staff who participated in the project is captured through in-depth ethnographic interviews.The research demonstrates a willingness of staff working in the apprenticeship and craft area to engage in, and develop skills, competencies and knowledge relating to research 'praxis'. However there seems to be a 'cultural gap' and mismatch between the high level national and sectoral research policy narratives, and the direct research capacity and capability needs of apprenticeship and craft staff. The research recommends that in order for this staff cohort to gain a footprint in the research domain, there is a need for localized and flexible research capacity building initiatives. This type of proactive research capacity building intervention can facilitate the unlocking, production and dissemination of the rich expert knowledge, experience and skills inherent in the apprenticeship and craft areas.

Unlocking the potential to influence government skills policy: a case study of the UK construction industry

Despite a series of national policy initiatives aimed at addressing skills shortages in a number of sectors, little evidence of longer‐term change is apparent. This paper examines concerns expressed by small businesses that their local views are not sought or considered when national training policies and initiatives are either being developed or being implemented, and that the investment in skills development does not appear to adequately represent their skills needs.The research was carried out on the UK construction industry, which is characterized by a small number of large contractors who employ mainly managerial and professional staff, and a large number of small, micro‐ and self‐employed firms that provide, on a subcontract basis, the majority of the industry's demand for a skilled manual workforce. The identification and delivery of vocational education and training at an industry level rests firmly on addressing the skills needs of the small and micro‐type organizations and not those of the large construction firms, although it is the voice of the larger firms that appears to dominate the skills and training development agenda.The public policy model that articulates the requirements for training and skills development in the UK is based on sector‐specific skills councils. This model is examined in relation to the construction sector by drawing upon the experiences of the South Wales region as a case study. Findings indicate that the current construction skills framework, upon which public policy is formulated and delivered, fails to adequately reflect the structure, skills and training priorities of the industry. The tensions that exist in this system are highlighted and the implications for reform of public policy articulation with regard to sector skills councils are discussed.

Teaching Constructive Disagreement for a Loyal Opposition, Somatically

The importance of learning how to disagree constructively has long been valued as a fundamental aspect of democratic life. Yet, while well-known discussion methodologies such as seminars, Structured Academic Controversy (SAC), and discussions of Controversial Public Issues (CPIs) foster essential skills for constructive disagreement, there is little explicit emphasis on connecting constructive disagreement with the concept of a loyal opposition in a democracy. The process of learning how to disagree constructively is also presented as one that is learned solely through intellectual exercises — any exploration of the body’s role in this process is generally ignored. This document argues that by more clearly linking constructive disagreement with the place of a loyal opposition in a democracy and by considering the body as an additional “entry point,” educators would be making a stronger case for the place of constructive disagreement skills in the social studies curriculum.

Effects of an Inductive Versus a Deductive Instructional Approach on the Constructive Feedback and Problem-Solving Skills of Supervisors

This study investigated the effects of an inductive versus a deductive instructional approach on the constructive feedback and problem-solving skills of supervisors. Sixteen supervisors were randomly assigned to either an inductive or a deductive instructional group for one of the instructional units in a supervisory training program. The topic of the unit was the constructive feedback process. Supervisors' acquisition and transfer of skill in giving constructive feedback, problem-solving skill, facilitation of subordinate problem-solving skill, and attitudes toward training were assessed. The findings showed that while supervisors in the deductive group demonstrated greater ability to transfer their learning, supervisors in the inductive group perceived that the quality of their training experience was better. No significant differences were found on either measure of problem-solving skill. Implications of these findings for instructional design theory, research, and practice are discussed.

Promoting social inclusion for users of forensic services

Everyone has the right to be in employment, regardless of disability or mental health condition. South Essex Partnership NHS Foundation Trust (SEPT) is working to empower service users to get work, reduce stigma, prejudice and discrimination in the workplace and ensure that the NHS becomes better at employing people with a mental health condition. It offers a training course to give users of their forensic services experience of learning and applying construction skills in a supportive environment, as well as other ways for people to develop skills that support recovery and might one day lead to employment.

Trends of skills and productivity in the UK construction industry

PurposeUK government policy has emphasised the role of skills development and training as a means of improving productivity performance across all sectors of the economy. The purpose of this paper is to assess the appropriateness of this policy within the context of the construction industry, in light of the recently published statistics.Design/methodology/approachA trend analysis of construction productivity (measured by Gross Value Added/worker) and skills indicators (qualification attainment and training) was conducted over the period 1995‐2006.FindingsThere is inconsistency in the industry's productivity performance, despite the overall increase in qualification attainment levels and participation rates in training over the same period. However, the year‐on‐year change in the participation rate of training was not consistently associated with an improvement in productivity performance.Originality/valueIt is argued that the effective utilisation of skills rather than mere increase in the supply of skills is a key to bringing about productivity improvements. Indeed future policy makers decisions should focus on addressing other influences on productivity performance such as work organisation and management practice to support further development and progression of the UK construction industry.

10 A Rapid, Simple and Inexpensive Method for Construction of Peripheral Vascular Ultrasound Phantoms

Background and Introduction: Emergency department bedside ultrasound has grown to include ultrasound guidance of vascular access, most recently, peripheral IV access has been described with ultrasound guidance. Simulation of procedures that are crucial to clinical practice is an efficient and reliable way to train and assess competency prior to performance on an actual patient. Ultrasound phantoms that simulate patient anatomy allow the development of hand‐eye coordination, orientation and manipulation of the instruments in a controlled setting. In an effort to obviate the cost of commercial products I have developed a very simple and rapid method for building vascular ultrasound phantoms for teaching ultrasound guided peripheral IV placement.Materials and Methods: Using easily obtainable and inexpensive materials, a simple method is described which allows construction of the phantom in less than 1 hour. This method requires no special tools or construction skills. The total cost for 1 phantom is about $30.00. Most of the components can be reused when the phantom needs to be repoured – the cost to repour a phantom is less than 2.Results: These phantoms are realistic in terms of visualization of deep upper extremity veins, and include fluid filled vessels which are gravity fed by colored saline. The system is versatile and can be customized to fit the needs of the individual user. Attendees will be provided with a CD comprising a complete materials list with sources of supply, a PowerPoint presentation to guide construction with each step detailed using digital photographs, and videos of use of the phantom.

Practice-oriented courses in formal methods using VDM ++

Abstract We describe the design and delivery of two courses that aim to develop skills of use to students in their subsequent professional practice, whether or not they apply formal methods directly. Both courses emphasise skills in model construction and analysis by testing rather than formal verification. The accessibility of the formalism is enhanced by the use of established notations (VDM-SL and VDM ++ ). Motivation is improved by using credible examples drawn from industrial projects, and by using an industrial-strength tool set. We present examples from the courses and discuss student evaluation and examination performance. We stress the need for exercises and tests to support the development of abstraction skills.

Building Bridges Online

This article indicates that there are four key drivers for school-based use of collaborative software; a. The speed at which ‘social software’ has been taken up by young people outside school which has led some educationists to review the potential of such software in more formal school settings. b. Helping pupils to develop ’knowledge construction skills’ which are relevant to a knowledge economy. c. Enabling more pupils to access a wider curriculum. d. The promotion of inter-cultural education through citizenship. In the case of the fourth driver, the article examines in detail the research basis for extending the concept of the ’contact hypothesis’ through communication technology. It uses evidence to show that well managed on-line collaboration between school-based students can be a powerful vehicle for intercultural education through citizenship.

A meta-analysis of single subject design writing intervention research.

There is considerable concern that students do not develop the writing skills needed for school, occupational, or personal success. A frequent explanation for this is that schools do not do a good job of teaching this complex skill. A recent meta-analysis of true- and quasi-experimental writing intervention research (S. Graham & D. Perin, 2007a) addressed this issue by identifying effective instructional writing practices. The current review extends this earlier work by conducting a meta-analysis of single subject design writing intervention studies. The authors located 88 single subject design studies where it was possible to calculate an effect size. They calculated an average effect size for treatments that were tested in 4 or more studies, using a similar outcome measure in each study. This resulted in the identification of 9 writing treatments that were supported as effective. These were strategy instruction for planning/drafting, teaching grammar and usage, goal setting for productivity, strategy instruction for editing, writing with a word processor, reinforcing specific writing outcomes, use of prewriting activities, teaching sentence construction skills, and strategy instruction for paragraph writing.

Transfer of algebraic and graphical thinking between mathematics and chemistry

AbstractStudents in undergraduate chemistry courses find, as a rule, topics with a strong mathematical basis difficult to master. In this study we investigate whether such mathematically related problems are due to deficiencies in their mathematics foundation or due to the complexity introduced by transfer of mathematics to a new scientific domain. In the investigation we exposed a group of students to a chemistry instrument based on the Nernst equation in electrochemistry, and an equivalent group of students to a similar mathematics instrument in which the questions were stripped of all chemistry context. Both tests contained items requiring algebraic as well as graphical skills. Students experienced few problems with the algebraic questions in both the chemistry and mathematics tests. Their graphical construction and interpretation skills, on the other hand, are inadequate, as can be seen from the poor performance in both the mathematics and the chemistry results of the graphical question. Our conclusion is that the problem seems to lie at the mathematics side and is not due to the transfer of mathematics to an application. © Wiley Periodicals, Inc. J Res Sci Teach 45: 197–218, 2008.

Best practices in writing instruction

Part I: Designing Writing Programs. Graham, Harris, Designing an Effective Writing Program. Coker, Jr., Writing Instruction in Preschool and Kindergarten. Perin, Best Practices in Teaching Writing for College and Career Readiness. Part II: Types and Purposes of Writing. McKeough, A Developmental Approach to Teaching Narrative Composition. Ferretti, Lewis, Best Practices in Teaching Argumentative Writing. Newell, Van Der Heide, Wilson, Best Practices in Teaching Informative Writing from Sources. Klein, Meichi Yu, Best Practices in Writing to Learn. Part III: Strategies for Teaching and Learning in Writing. Lassonde, Richards, Best Practices in Teaching Planning for Writing. MacArthur, Best Practices in Teaching Evaluation and Revision. Saddler, Best Practices in Sentence Construction Skills. Schlagal, Best Practices in Spelling and Handwriting. Boscolo, Gelati, Best Practices in Promoting Motivation for Writing. Karchmer-Kleil, Best Practices in Using Technology to Support Writing. Shanahan, Best Practices in Writing about Text. Calfee, Greitz Miller, Best Practices in Writing Assessment for Instruction. Part IV: Special Populations. Olson, Scarcella, Matuchniak,Best Practices in Teaching Writing to English Learners: Reducing Constraints to Facilitate Writing Development. Troia, Writing Instruction within a Response-to-Intervention Framework: Prospects and Challenges for Elementary and Secondary Classrooms.

Cast iron promises

During the Victorian era, a fiercely competitive industry emerged to build and operate Britain's railways. Many of the design and construction skills required were still fairly rudimentary, and were typically developed through practical experience. The resulting mix of entrepreneurship and new technology reshaped the landscape, but often in ways which proved hazardous for passengers. Minor accidents were commonplace, and a number of major failures occurred, one such being the collapse of the Tay Bridge, in 1879. Events in the ten years prior to this disaster still have some resonance today. Ambitions to exploit new technology are not always matched by foresight in the planning, financing or management of projects. Contracts may be based on wrong assumptions, and prove difficult to enforce. Once a project has gathered momentum, those working on it may fear that any attempt to draw attention to risks or defects will be seen as disloyal. When work is completed, it cannot be assumed that formal inspections will reveal potential flaws, or that those using the technology will appreciate the need to follow the procedures laid down for them. Some possible parallels with recent experiences in NHS computing are noted.

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills

Background and purpose Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Patients and methods Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Results Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. Conclusions These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

Green Construction: Contractor Experiences, Expectations, and Perceptions

As the benefits of green building continue to change the Architecture/Engineering/Construction industry and the number of green projects rises in the United States due to market changes, more construction firms are gaining experience with this new way of building and changing their expectations for new hires from degree-granting construction programs. This paper documents a baseline study of contractor experiences, expectations, and perceptions associated with green building conducted in Fall 2006. The study was based on detailed survey results from 87 different companies recruiting from three major university construction programs in the eastern United States (Auburn, Purdue, and Virginia Tech). The survey collected data regarding current experience levels and capabilities of companies with regard to green construction, corporate expectations of new hires in terms of green construction knowledge and skills, and respondent expectations and perceptions about the future of the industry with regard to green projects. The findings of this study support the growing importance of green building as a component of the whole construction market and provide a benchmark against which to measure future changes in the industry over time.

Neurocognitive Deterioration in Elderly Chronic Schizophrenia Patients With and Without PTSD

Neurocognitive deficits are associated with chronic schizophrenia and aging. We investigated whether elderly chronic schizophrenia inpatients who also suffer from posttraumatic stress disorder (PTSD) have more severe cognitive impairment than elderly schizophrenia inpatients that do not. Fourteen schizophrenia inpatients that are Holocaust survivors and suffer from PTSD (survivor group) were compared with schizophrenia inpatients not exposed to the holocaust and without PTSD (comparison group) using neurocognitive assessments and psychiatric evaluation instruments. The survivors performed significantly worse on measures of processing speed and visual scanning, recognition memory, and general mental status, than the comparison group. Though nonsignificantly, the comparison group revealed better performance on tests that measured visuospatial perception, visuospatial planning and strategies, organizational and constructional skills. The survivor group displayed a greater severity of antipsychotic-induced side effects that were not associated with differences in cognitive performance. Comorbid PTSD may contribute to the severity of neurocognitive impairment in elderly chronic schizophrenia patients.

Alterations without Attendance

The history of hydraulic engineering is enmeshed inextricably with the history of medicine and health, as well as with the welfare of society. Since the days of ancient Greece, the provision of safe, convenient, and reliable water has been central to the endeavors of engineers and doctors. The earliest hydraulic engineering for which records survive was that of the great aqueduct on the Greek island of Samos; and the first known hydraulic engineer was its builder, Eupalinus of Megara. The Greeks also invented the siphon to lift flowing water over intervening heights. During the second century BC, the Greek engineer Ctesibius was interested in the pressure differential so obtained. Roman engineers subsequently developed the skills of aqueduct construction and systems of distribution. The Aqua Appia, built in 312 BC and 16.5 km long, and the Aqua Anio Vetus, built in 272 BC, are the earliest known Roman aqueducts. The Aqua Marcia, which was built in 144 BC, was the first Roman aqueduct to be carried partly on bridges and in tunnels. These supplied saliens or street fountains , lacus or public basins , and balneae or public and private baths . The Roman military engineer Vitruvius Pollio ca. 20–26 BC 10-folio work, De Architectura, the eighth book of which concerned water supply. The next advance in hydraulic engineering was the construction of water-lifting machinery to replenish those reservoirs not fed naturally by gravity. The kinetic energy of flowing water to lift water itself was the first such force harnessed. These machines evolved from bucket-wheels operated by humans or by animals. The saqiya, or Persian wheel, first recorded in Mesopotamia, consisted of buckets attached to the circumference of a wheel that scooped, lifted, and then discarded water at a level higher than the primary stream. The waterwheel used a three-stage energy transfer—kinetic to mechanical to gravitational energy. More sophisticated water-lifting wheels and screws were recorded in the literature of Roman times, including water-lifting machines in Roman London. The dream of inventing an engine that would work continuously, without input from an intermediate waterwheel—or from heat, animal, or human power—had long been the holy grail of inventors, mathematicians, and engineers.

Resolving the UK construction skills crisis: a critical perspective on the research and policy agenda

The ongoing skills crisis in the UK construction industry has constrained the productive capacity of the industry. Past research and skills policies have largely failed to develop an understanding of the realities of the skills crisis at the grassroots level. Solutions offered by researchers and policy makers have previously had little demonstrable impact in addressing skills concerns. Much of these policies seems disconnected from the realities experienced by employers and by those working in the industry. A critical perspective on resolving the skills crisis is offered. A set of mutually reinforcing research and policy initiatives are proposed, including the need for researchers and policy makers to move away from the conventionally national approach in addressing the skills problem and to engage in genuine, joined‐up thinking that meets the needs of local regions. Furthermore, employers and employees are called to be reflective practitioners in their participation of the skills development agenda. Adopting these recommendations could overcome many shortcomings in research and policy that have hitherto done little to combat the construction skills crisis.

Gendered division of labour in construction sites in Zanzibar

PurposeThis paper aims to explore how the gendered division of labour in construction sites in Zanzibar influences earnings, resource ownership and wellbeing of female and male construction workers.Design/methodology/approachCase studies were made in five construction sites in Zanzibar where informal interviews and questionnaires were used to collect information; a total of 150 construction workers participated.FindingsFinds that through the gendered division, women are subordinated; and that the social position of women, subjects women to a vicious cycle that hampers acquisition of construction skills.Research limitations/implicationsThe research has limited itself to Zanzibar, a society with an influence of Arab culture. Future research in other cultures could be of interest in order to investigate the influence of culture on such studies.Practical implicationsWomen need to acquire technical training that would improve their employment situation. Women working on construction sites should not consider themselves as compelled to be in a “fit‐in situation” rather they should reject discriminatory values. The acquisition of construction skills and training should be a strong initiative from women themselves.Originality/valueThis paper establishes how gendered divisions of labour in construction sites influences earning, resource ownership and wellbeing of female and male site workers.