Conducting large calculations manually with pen and paper following prescribed procedures or algorithms has been diminishing in significance for some time. In most cultures, and for many years already, individuals employ digital instruments for such computational tasks, when confronted with them in daily life. Yet, a closer examination of prevalent practices in the teaching of basic numeracy skills in adult education reveals a persistent emphasis on mastering standardized manual calculation techniques, especially with abstract and decontextualized numbers. This emphasis predominantly stems from the belief that mastering these manual procedures forms the cornerstone of all numeracy abilities. Contrastingly, our research indicates that the numeracy skills most frequently utilized and required in contemporary professions and daily activities encompass higher-order capabilities (Hoogland and Stoker, 2021; Boels et al., 2022; Hoogland and Díez-Palomar, 2022). These include interpretation, reasoning, mathematizing, estimation, critical reflection on quantitative data, and the application of digital instruments for computation. It is imperative, therefore, that numeracy education for adults prioritizes these competencies to achieve efficacy.
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Baron and Kenny's (1986) causal steps approach has been widely used by researchers in mediation analyses. Yet, recently, some researchers have begun to argue that Baron and Kenny's approach is not an appropriate method for mediation analysis, and that contemporary or new methods that are based on bootstrapping would yield more valid and reliable results in mediation analysis. The aim of the current study was to discuss basic assumptions between the causal steps approach and new approach in mediation analysis and show statistical differences between the two approaches by using real data set. As a result, it can be stated that the validity of the causal steps approach, which has been used extensively in the analysis of mediation models until today, is controversial, and the use of a new approach based on the bootstrap technique in psychology and behavior research may bring more valid results.
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The increased use of instruments for assessing risks and needs in probation should lead to intervention plans that meet the criteria for effective practice. An analysis of 300 intervention plans from the Dutch probation service showed that the match between the assessed criminogenic needs and the goals and interventions in the intervention plan is fairly low. It was also found that the so-called risk principle is not fully applied by probation officers. In addition, personal goals that the offender values are often not taken fully into account. Finally, the intervention plans have a strong focus on improving human capital, while improving social capital and basic needs often is not part of the intervention plans, even if they were assessed as dynamic criminogenic needs.
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To evaluate the construct validity and the inter-rater reliability of the Dutch Activity Measure for Post- Acute Care “6-clicks” Basic Mobility short form measuring the patient’s mobility in Dutch hospital care. First, the “6-clicks” was translated by using a forward-backward translation protocol. Next, 64 patients were assessed by the physiotherapist to determine the validity while being admitted to the Internal Medicine wards of a university medical center. Six hypotheses were tested regarding the construct “mobility” which showed that: Better “6-clicks” scores were related to less restrictive pre-admission living situations (p¼0.011), less restrictive discharge locations (p¼0.001), more independence in activities of daily living (p¼0.001) and less physiotherapy visits (p<0.001). A correlation was found between the “6-clicks” and length of stay (r¼0.408, p¼0.001), but not between the “6-clicks” and age (r¼0.180, p¼0.528). To determine the inter-rater reliability, an additional 50 patients were assessed by pairs of physiotherapists who independently scored the patients. Intraclass Correlation Coefficients of 0.920 (95%CI: 0.828–0.964) were found. The Kappa Coefficients for the individual items ranged from 0.649 (walking stairs) to 0.841 (sit-to-stand). The Dutch “6-clicks” shows a good construct validity and moderate-toexcellent inter-rater reliability when used to assess the mobility of hospitalized patients.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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From the publisher's site: Abstract: This paper describes the implementation of an agile autonomous agent-based manufacturing system based on a grid. This grid contains production machines, represented by agents, capable to perform certain production steps. Products to be made are also represented by agents. Many different products can be made in parallel, each product having its own sequence of production steps. The whole manufacturing is based on interaction of agents living in a distributed environment. This paper explains the basic design considerations and includes a simple example as a proof of concept.
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Reference card for researchers on anonymization - in order to engage them with research supporters and privacy specialists in their research institutions to deal with research data about people and risk management in a proper way. Also a Dutch version available through www.lcrdm.nl
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Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers’ expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an in-service teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3–32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
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