n Nederland wordt de grofmotorische ontwikkeling van zuigelingen van de geboorte tot het loslopen meestal gemeten met de Alberta Infant Motor Scale (AIMS). Dit instrument komt uit Canada. Nederlandse kinderfysiothera-peuten vragen zich al langer af of de Canadese normwaarden van de AIMS wel passend zijn voor Nederlandse zuige-lingen. Deze studie toont aan dat specifieke Nederlandse normwaarden noodzakelijk zijn.
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Purpose: To examine whether the Canadian normative values of the Alberta Infant Motor Scale (AIMS) are appropriate for Dutch infants. Method: In a cross-sectional study, 499 infants developing typically (0.5-19 months) were assessed using the AIMS home video method. The scaling method was used for calculating item locations of the Dutch sample, and Welch test to compare Canadian and Dutch raw scores. Results: The AIMS items (45 of 58) met the criterion for stable regression to calculate item locations of the Dutch data set and compare these with the Canadian data set. Dutch infants passed 42 of 45 items at an older age. Most monthly age groups of Dutch infants had lower mean AIMS scores. Conclusion: The Canadian norms are not appropriate for the Dutch study sample. Dutch infants appear to develop in a similar sequence but at a slower rate. This has implications regarding the clinical use of the AIMS in the Netherlands.
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Although there is an array of technical solutions available for retrofitting the building stock, the uptake of these by owner‐occupants in home improvement activities is lagging. Energy performance improvement is not included in maintenance, redecoration, and/or upgrading activities on a scale necessary to achieve the CO2 reduction aimed for in the built environment. Owner‐occupants usually adapt their homes in response to everyday concerns, such as having enough space available, increasing comfort levels, or adjusting arrangements to future‐proof their living conditions. Home energy improvements should be offered accordingly. Retrofit providers typically offer energy efficiency strategies and/or options for renewable energy generation only and tend to gloss over home comfort and homemaking as key considerations in decision‐making for home energy improvement. In fact, retrofit providers struggle with the tension between customisation requirements from private homeowners and demand aggregation to streamline their supply chains and upscale their retrofit projects. Customer satisfaction is studied in three different Dutch approaches to retrofit owner‐occupied dwellings to increase energy efficiency. For the analysis, a customer satisfaction framework is used that makes a distinction between satisfiers, dissatisfiers, criticals, and neutrals. This framework makes it possible to identify and structure different relevant factors from the perspective of owner‐occupants, allows visualising gaps with the professional perspective, and can assist to improve current propositions.
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In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.
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The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.
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Aims and objectives. The Forensic Early Warning Signs of Aggression Inventory (FESAI) was developed to assist nurses and patients in identifying early warning signs and constructing individual early detection plans (EDP) for the prevention of aggressive incidents. The aims of this research were as follows: First, to study the prevalence of early warning signs of aggression, measured with the FESAI, in a sample of forensic patients, and second, to explore whether there are any types of warning signs typical of diagnostic subgroups or offender subgroups. Background. Reconstructing patients’ changes in behaviour prior to aggressive incidents may contribute to identify early warning signs specific to the individual patient. The EDP comprises an early intervention strategy suggested by the patient and approved by the nurses. Implementation of EDP may enhance efficient risk assessment and management. Design. An explorative design was used to review existing records and to monitor frequencies of early warning signs. Methods. Early detection plans of 171 patients from two forensic hospital wards were examined. Frequency distributions were estimated by recording the early warning signs on the FESAI. Rank order correlation analyses were conducted to compare diagnostic subgroups and offender subgroups concerning types and frequencies of warning signs. Results. The FESAI categories with the highest frequency rank were the following: (1) anger, (2) social withdrawal, (3) superficial contact and (4) non-aggressive antisocial behaviour. There were no significant differences between subgroups of patients concerning the ranks of the four categories of early warning signs. Conclusion. The results suggest that the FESAI covers very well the wide variety of occurred warning signs reported in the EDPs. No group profiles of warning signs were found to be specific to diagnosis or offence type. Relevance to clinical practice. Applying the FESAI to develop individual EDPs appears to be a promising approach to enhance risk assessment and management.
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A social media architect is an appealing new profession that entails crossovers between communication and IT & Design. There are no study programmes for this job. Important questions are how to interest secondary school pupils for such a new job, and how to prepare them for these jobs or jobs that do not even exist today? This research aims to set an example by presenting a realistic job profile of a social media architect by linking the ‘21st century skills’ to the context in which he/she operates.
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