scholarly journals The Effects of 10-hr Construction Outreach Training: Knowledge Retention and Practical Application

2015 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Koshy Koshy ◽  
Mitchel A. Rosen ◽  
Michael Presutti ◽  
Mehul A. Patel
Keyword(s):  
Subject Matter ◽  
Knowledge Retention ◽  
Subject Matter Knowledge ◽  
Practical Application ◽  
Specific Training ◽  
Safety And Health ◽  
Subject Areas ◽  
Effectiveness And Efficiency ◽  
Training Institute

<p>Many states and municipalities today require the completion of <em>10-hr Construction Outreach Training</em> as a prerequisite for entrance into jobsites. Over 500,000 workers received the OSHA Construction Outreach Training in FY 2013. Rutgers OSHA Training Institute Education Center (OTIEC) recruited a cohort of Construction Outreach Trainers to administer a survey to their students to identify their motivations for attending the trainings, the knowledge gained in certain subject areas and how the students expected to practically apply the knowledge gained in the training to actual worksites. A majority of the over 600 students participating in the study demonstrated a significant depth in subject matter knowledge and practical ability to connect hazard controls to effectively mitigate risks. Students were able to identify deficiencies at their workplaces regarding the lack of hazard-specific training and various administrative controls. This study also identified several issues concerning the length of time trainers currently allocate for the safety and health topics and some strategies to realign these durations to maximize the effectiveness and efficiency of various trainings.</p>

scholarly journals Tematikken i veiledningssamtaler: forgrunn og bakgrunn

2016 ◽  
Vol 10 (3) ◽  
pp. 1
Author(s):  
Sissel Østrem
Keyword(s):  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Mentor Teacher ◽  
Research Questions ◽  
Point Of Departure

Denne artikkelen setter søkelys på fagdidaktikkens plass i veiledningssamtaler med lærerstudenter og nyutdannede lærere. Utgangspunktet er to studier der tematikken i veiledningssamtaler ble undersøkt gjennom språkets utpekende funksjon. Orientering rundt fagdidaktikk var lite framtredende i disse samtalene, og i stedet dominerte generelle didaktiske spørsmål. Forskningsspørsmålene innebærer en undring over hvorfor forhold ved fagene ikke blir tydeligere uttrykt i yrkesfaglig veiledning, og samtidig stiller jeg spørsmål om hvordan veiledning eventuelt kan bidra til at fagdidaktiske spørsmål blir belyst. Jeg hevder at noviser trenger hjelp til å rette blikket mot vesentlige spørsmål som gjelder yrkesutøvelsen, der også fagdidaktikk må inngå. En mer pågående veilederrolle enn det som ser ut til å være dagens praksis, blir av den grunn foreslått og diskutert.Nøkkelord: yrkesfaglig veiledning, læringspotensial, didaktikk, fagdidaktikk, språkets utpekende funksjon, veilederrollenAbstractThis article highlights subject matter knowledge in mentoring conversations and takes its point of departure in two studies where the topics in mentoring conversations were investigated through the use language. General didactic concerns dominated the conversations at the expense of themes related to subject matter. Astonishment about this fact led to the research questions focusing on the reasons for the lack of concerns about subject matter knowledge in mentoring. How mentoring eventually can contribute in giving subjects, a more prominent position in such conversations is discussed. Novices need help to keep the importance of subject matter knowledge in mind when discussing the most substantial questions in teaching. A more dynamic mentor role is suggested and discussed.Key words: mentoring, didactics, role of mentor teacher

scholarly journals Linguistic scales: current state-of-the-art

2019 ◽  
Vol 17 (3) ◽  
pp. 5-17
Author(s):  
Mariya K. Timofeeva
Keyword(s):  
Experimental Investigations ◽  
Dialogue Systems ◽  
Practical Application ◽  
General Picture ◽  
Current State ◽  
Formal Ontologies ◽  
Semantics And Pragmatics ◽  
Subject Areas ◽  
Basic Ideas ◽  
Concrete Language

The aim of this article consists in reviewing the basic areas of studying language scales in pragmatics; several prospects of their investigation are discussed. Presently, language scales are the object of intensive research in semantics and pragmatics, from linguistic, logical, psycholinguistic, and neuro-linguistic perspectives. We are interested mainly in pragmatics (although the area of semantics is also considered) and concentrate on linguistic rather than logical, psycholinguistic, or neuro-linguistic aspects. The article continues the series of publications intending to review and systematize pragmatic investigation in basic topical areas. An interest in studying linguistic scales in pragmatics has increased primarily due to the works of H. P. Grice, L. Horn, G. Gazdar, and S. Levinson. An important class of general pragmatic principles of communication was introduced by H. P. Grice and then was elaborated on greater detail in neo-gricean pragmatics. This class of principles specifies quantity characteristics of communication, and can be defined in terms of scales. Language scales give rise to a special class of implicatures called “scalar implicatures”. In many cases, it is necessary for a speaker to choose some position on a scale. Scalar implicature appears as a result of this choice. Each position potentially generates a certain set of implications. This pragmatic phenomenon is intensively studied in linguistics, logic, and experimental investigations. The literature in the area is ample; the article draws only a general picture of the area. The article proposes: 1) to elicit a system of potential language scales for a concrete language; 2) to consider individual / situational scales; 3) to consider dynamics of scales in speech (in accordance with basic ideas of dynamic semantics). The proposed areas of practical application are the following: stylistic analysis and studying an author’s style, modelling of reasoning and communication (particularly in dialogue systems), constructing formal ontologies of different subject areas.

Linking the Elements of Learning, Assessment, and Play Experience in a Validation Framework

2019 ◽  
pp. 93-122
Author(s):  
Chin Ike Tan
Keyword(s):  
Subject Matter ◽  
Game Design ◽  
Educational Games ◽  
Knowledge Retention ◽  
Learning Assessment ◽  
Game Based Learning ◽  
Validation Framework ◽  
Teaching Learning ◽  
World Environment ◽  
Play Experience

Educational games are often described as a balancing act between the entertainment aspects of video games—be it the engagement, motivational, or immersive advantages of it—and the serious subject matter of teaching, learning, and assessment. Thus the key challenge of game-based learning is how the merging of these two aspects could assist in the knowledge retention and application of the subject matters within the real-world environment, especially in the realm of education. The chapter proposes a validation framework that can link elements of learning and assessment in a subject matter to play experience in educational games before those games are developed. The framework will allow game designers and developers to understand the cognitive processes of learning, not only in designing effective educational games, but also to comprehend the intricacies and connections between learning and principles of game design. This in turn enables game researchers to develop effective educational games which are pedagogically and ludologically sound.

Directions in Intellectual Property Law Research: A Linguistic Contribution

2021 ◽  
pp. 344-360
Author(s):  
Alan Durant ◽  
Jennifer Davis
Keyword(s):  
Intellectual Property ◽  
Subject Matter ◽  
Language Use ◽  
Public Debate ◽  
Policy Formation ◽  
Property Law ◽  
Concurrent Use ◽  
Subject Areas ◽  
Ip Law ◽  
Legal Meaning

The questions in intellectual property (IP) law which most directly engage language fall into several types. ‘Language’ questions may concern particular signs or stretches of language examined for their registrability as a trademark, or disputed in relation to alleged infringement of literary copyright. Other kinds of words and phrases may also create difficulty, such as the words ‘distinctive’ or ‘generic’ which describe features of, and categorize, such signs or stretches of language. Such words and phrases establish a metalanguage that overlaps with frameworks in linguistics (e.g. ‘noun’, ‘consonant’) yet differs from such frameworks both in detail and purpose. Across all IP subject areas, a further kind of language, the field’s legal terms of art, defines the intangible subject matter, doctrines, and rationales of IP law, giving specialized legal meaning to otherwise general words and phrases whose meaning in law may nevertheless be contested. Such terms remain in concurrent use beyond law, with related but different meanings, and may therefore also be problematic when relied on in policy formation and in public debate about what IP is. ‘Language’ in these and other IP contexts is not, we argue, a single, unified topic. Rather, it consists of a number of very different kinds of language use, which raise different questions and call for varied forms of analysis. This chapter describes and illustrates those specialized kinds of language use. It also discusses prominent examples of research into them by legal scholars and linguists, and highlights further topics that may be amenable to linguistic investigation. In conclusion, we explain why specialist linguistic expertise is less important in such study of than interdisciplinary, legal and linguistic collaboration.

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