Educational Theory-Integrated Construction Industry Training: State-of-the-Art Review

Workforce training is needed throughout the construction industry to create and maintain competent workers; unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction training has the potential to improve industry training, but the status of this integration has not been well articulated. To address this gap, this article undertakes a state-of-the-art review of education theory–integrated construction training for current industry professionals. To measure the extent of educational theory integration, this article identifies and summarizes studies that meet inclusion criteria, identifies the frequency of occurrence of Bloom’s Taxonomy verbs as a measure of student learning outcomes, and identifies and compares commonly used words within the identified construction training literature and foundational educational theory literature. This article presents a systematic review of published construction workforce training studies that have incorporated educational theory in the design and implementation of the training. The results reveal that, of the 15 construction training studies that met the inclusion criteria, two-thirds (2/3) focused on worker safety and only three studies (20%) targeted managers or designers. Fewer than 35% of terms that were identified as frequently used terms in the published construction training studies were categorized as educational. The results of this study provide a baseline of education theory–integrated construction training research, from which gaps and best practices can be identified and implemented to improve construction industry training

Construction Industry Training Assessment Framework

The construction industry suffers from a lack of structured assessment methods to consistently gauge the efficacy of workforce training programs. To address this issue, this study presents a framework for construction industry training assessment that identifies established practices rooted in evaluation science and developed from a review of archival construction industry training literature. Inclusion criteria for the evaluated studies are: archival training studies focused on the construction industry workforce and integration of educational theory in training creation or implementation. Literature meeting these criteria are summarized and a case review is presented detailing assessment practices and results. The assessment practices are then synthesized with the Kirkpatrick Model to analyze how closely industry assessment corresponds with established training evaluation standards. The study culminates in a training assessment framework created by integrating practices described in the identified studies, established survey writing practices, and the Kirkpatrick Model. This study found that two-thirds of reviewed literature used surveys, questionnaires, or interviews to assess training efficacy, two studies that used questionnaires to assess training efficacy provided question text, three studies measured learning by administering tests to training participants, one study measured changed behavior as a result of training, and one study measured organizational impact as a result of training

Instructional Design Framework for Construction Materials Training

The construction industry is suffering, in part, from a lack of training programs offered to the construction workforce. Unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction workforce training has the potential to improve industry training but there is a dearth of studies that present details of this integration process. To address this gap, a training framework was developed to educate material stakeholders on material properties, selection, and installation. This framework is based on andragogical and Universal Design for Learning (UDL) principles. An assessment method evaluates training agendas to improve upon instructional design before training implementation. This method assesses the proposed training framework by enumerating the occurrences of Bloom\u27s Taxonomy verbs to determine how closely the proposed training\u27s goals and objectives followed Bloom\u27s guidelines. This study culminates by establishing linkages from educational theory to proposed training modules. The module template is presented in a goals and objectives format so that organizations can best implement and test this training framework

Growth of Infants Fed Formula with Evolving Nutrition Composition: A Single-Arm Non-Inferiority Study.

The nutritional composition of human milk evolves over the course of lactation, to match the changing needs of infants. This single-arm, non-inferiority study evaluated growth against the WHO standards in the first year of life, in infants consecutively fed four age-based formulas with compositions tailored to infants' nutritional needs during the 1st, 2nd, 3rd-6th, and 7th-12th months of age. Healthy full-term formula-fed infants (n = 32) were enrolled at ≤14 days of age and exclusively fed study formulas from enrollment, to the age of four months. Powdered study formulas were provided in single-serving capsules that were reconstituted using a dedicated automated preparation system, to ensure precise, hygienic preparation. The primary outcome was the weight-for-age z-score (WAZ) at the age of four months (vs. non-inferiority margin of -0.5 SD). Mean (95% CI) z-scores for the WAZ (0.12 (-0.15, 0.39)), as well as for the length-for-age (0.05 (-0.19, 0.30)), weight-for-length (0.16 (-0.16, 0.48)), BMI-for-age (0.11 (-0.20, 0.43)), and head circumferencefor-age (0.41 (0.16, 0.65)) at the age of four months, were non-inferior. Throughout the study, anthropometric z-scores tracked closely against the WHO standards (within ±1 SD). In sum, a fourstage, age-based infant formula system with nutritional compositions tailored to infants' evolving needs, supports healthy growth consistent with WHO standards, for the first year of life

Applying System Engineering to Pharmaceutical Safety

While engineering techniques are used in the development of medical devices and have been applied to individual healthcare processes, such as the use of checklists in surgery and ICUs, the application of system engineering techniques to larger healthcare systems is less common. System safety is the part of system engineering that uses modeling and analysis to identify hazards and to design the system to eliminate or control them. In this paper, we demonstrate how to apply a new, safety engineering static and dynamic modeling and analysis approach to healthcare systems. Pharmaceutical safety is used as the example in the paper, but the same approach is potentially applicable to other complex healthcare systems. System engineering techniques can be used in re-engineering the system as a whole to achieve the system goals, including both enhancing the safety of current drugs while, at the same time, encouraging the development of new drugs

Gut microbiota analysis reveals a marked shift to bifidobacteria by a starter infant formula containing a synbiotic of bovine milk-derived oligosaccharides and Bifidobacterium animalis subsp. lactis CNCM I-3446.

Non-digestible milk oligosaccharides were proposed as receptor decoys for pathogens and as nutrients for beneficial gut commensals like bifidobacteria. Bovine milk contains oligosaccharides, some of which are structurally identical or similar to those found in human milk. In a controlled, randomized double-blinded clinical trial we tested the effect of feeding a formula supplemented with a mixture of bovine milk-derived oligosaccharides (BMOS) generated from whey permeate, containing galacto-oligosaccharides and 3'- and 6'-sialyllactose, and the probiotic Bifidobacterium animalis subsp. lactis (B. lactis) strain CNCM I-3446. Breastfed infants served as reference group. Compared with a non-supplemented control formula, the test formula showed a similar tolerability and supported a similar growth in healthy newborns followed for 12 weeks. The control, but not the test group, differed from the breast-fed reference group by a higher faecal pH and a significantly higher diversity of the faecal microbiota. In the test group the probiotic B. lactis increased by 100-fold in the stool and was detected in all supplemented infants. BMOS stimulated a marked shift to a bifidobacterium-dominated faecal microbiota via increases in endogenous bifidobacteria (B. longum, B. breve, B. bifidum, B. pseudocatenulatum)

Control of neoclassical tearing modes by Sawtooth control

The onset of a neoclassical tearing mode (NTM) depends on the existence of a large enough seed island. It is shown in the Joint European Torus that NTMs can be readily destabilized by long-period sawteeth, such as obtained by sawtooth stabilization from ion-cyclotron heating or current drive. This has important implications for burning plasma scenarios, as alpha particles strongly stabilize the sawteeth. It is also shown that, by adding heating and current drive just outside the inversion radius, sawteeth are destabilized, resulting in shorter sawtooth periods and larger beta values being obtained without NTMs

NetPath: a public resource of curated signal transduction pathways

NetPath, a novel community resource of curated human signaling pathways is presented and its utility demonstrated using immune signaling data