Municipalities play an important role in tackling city logistics related matters, having many instruments at hand. However, it is not self-evident that all municipalities use these instruments to their full potential. A method to measure city logistics performance of municipalities can help in creating awareness and guidance, to ultimately lead to a more sustainable environment for inhabitants and businesses. Subsequently, this research is focused on a maturity model as a tool to assess the maturity level of a municipality for its performance related city logistics process management. Various criteria for measuring city logistics performance are studied and based on that the model is populated through three focus fields (Technical, Social and Corporate, and Policy), branching out into six areas of development: Information and communication technology, urban logistics planning, Stakeholder communication, Public Private Partnerships, Subsidisation and incentivisation, and Regulations. The CL3M model was tested for three municipalities, namely, municipality of Utrecht, Den Bosch and Groningen. Through these maturity assessments it became evident the model required specificity complementary to the existing assessment interview, and thus a SWOT analysis should be added as a conclusion during the maturity assessment.
Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers' self-efficacy was found to have a strong influence on teachers' attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers' subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers' confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers' pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.
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Junior design professionals experience conflicts in collaboration with others, with value differences being one of the issues influencing such conflicts. In a retrospective interview study with 22 design professionals, we collected 32 cases of perceived conflicts. We used a grounded theory approach to analyse these cases, resulting in five conflict categories that group 24 distinct value differences arising in 10 critical moments, an event that causes the value-based conflict. Thus, value differences are underlying the perceived conflicts of junior design professionals on many different occasions during collaboration with others. Conclusions are drawn on setting up guidelines for addressing values in co-design practices and supporting junior designers in their professional development.
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Aanleiding De geestelijke gezondheidszorg (GGZ) staat voor een grote opgave: er moet fors bezuinigd worden terwijl de kwaliteit van de zorg gehandhaafd moet blijven. Inzet van beeldcommunicatie kan hieraan een bijdrage leveren. Zorgverleners zijn echter niet of nauwelijks getraind op beeldcommunicatie. Ze zijn juist geoefend om subtiele signalen te interpreteren die via beeldcommunicatie niet of veel moeilijker waarneembaar zijn. Doelstelling De ambitie van het project is om GGZ-zorgverleners te ondersteunen bij het effectief inpassen van beeldbellen in de eigen zorgverlening. Daarvoor moeten de volgende drie doelen bereikt worden. 1. het verkrijgen van kennis en inzichten over de vraag waarom het (intensiever) inzetten van beeldbellen voor de GGZ-zorgverleners nu zo moeilijk is; 2. het omzetten van deze kennis en inzichten in producten die recht doen aan de complexiteit van de GGZ-problematiek en daarnaast praktisch toepasbaar zijn voor de drukbezette professional; 3. het verrijken van de opleidingen Verpleegkunde van deelnemende hogescholen Windesheim en Hanzehogeschool Groningen met modules en minoren waarin de verworven kennis en producten zijn geïntegreerd. De onderzoekers verzamelen data via diepte-interviews. Zij analyseren deze data met behulp van de affinity-diagrammingmethode. De resultaten van de analyses worden in workshops gedeeld met de GGZ-medewerkers en getoetst, om kennisuitwisseling en nadere vraagarticulatie te bevorderen. Beoogde resultaten De zorgverleners hebben behoefte aan praktische informatie en handvatten. De beoogde resultaten van het project zijn in eerste instantie een praktijkverhalenboek, video testimonials en checklists. Vervolgens kan daarop een e-learningmodule of MOOC en een serious game worden gebaseerd. Deze hulpmiddelen krijgen ook een plaats in het onderwijs van de verpleegkundeopleidingen van de deelnemende hogescholen.
