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Exhibition at Future Generation’s Brave Monday Hotel during Amsterdam Fashion Week, January 2016
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De vermaatschappelijking van de zorg, de herdefiniëring van de verzorgingsstaat en de Wet Maatschappelijke Ondersteuning doen een appel op burgers om (nog) meer voor elkaar te zorgen. De omstandigheden waaronder mensen informele zorg geven zijn echter veranderd: sociale contacten bewegen zich over grotere afstanden, de participatie op de arbeidsmarkt is de afgelopen decennia fors gestegen en de relatie van bewoners tot hun buurt werd afstandelijker. Als sociale relaties voor een groot deel buurt- of wijkoverstijgend zijn dan heeft dat consequenties voor het zorgvermogen en de zorgvraag in de buurt. Voor kwetsbare mensen die vanwege hun zwakke inkomenspositie, leeftijd, fysieke of mentale beperkingen voor hulp aangewezen zijn op de buurt zouden bovengenoemde ontwikkelingen nadelig kunnen uitpakken. Er is echter onvoldoende kennis beschikbaar over hoe informele zorg op buurtniveau zich voltrekt. Deze studie geeft antwoord op de vraag wat buurtbewoners beweegt om elkaar wel of niet te helpen. Ze brengt de motieven van bewoners die informele zog verlenen in beeld evenals de argumenten van hulpbehoevenden ten aanzien van het zich (al dan niet) te laten helpen. Op basis van de bevindingen worden eveneens handreikingen gedaan aan professionals ten aanzien van het ondersteunen en stimuleren van informele zorg.
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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Het gaat hier om de conceptversie van een verhaal over leerobjecten, waarom we ze nodig hebben en hoe we ze daadwerkelijk kunnen inzetten in gedistribueerde leeromgevingen.
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Oratie uitgesproken bij installatie als lector 'educatieve functies van ICT' aan de Fontys Hogescholen, Lerarenopleiding Sittard. Het verhaal gaat over leerobjecten, waarom we ze nodig hebben en waarom een zinvolle inzet ervan niet binnen de vigerende inrichting van het onderwijs past maar een transformatie daarvan vraagt. Geschetst wordt hoe dit zou kunnen, inclusief de rol die onderwijsmodelleertalen daarin kunnen spelen.
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Sowijs deed onderzoek naar verschillende strategieën voor burgerparticipatie via sociale media. Hoe moet je Twitteren om mensen te betrekken en gebruik je dan wel of geen hashtags. Lees het in dit whitepaper!
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Light profoundly impacts many aspects of human physiology and behaviour, including the synchronization of the circadian clock, the production of melatonin, and cognition. These effects of light, termed the non-visual effects of light, have been primarily investigated in laboratory settings, where light intensity, spectrum and timing can be carefully controlled to draw associations with physiological outcomes of interest. Recently, the increasing availability of wearable light loggers has opened the possibility of studying personal light exposure in free-living conditions where people engage in activities of daily living, yielding findings associating aspects of light exposure and health outcomes, supporting the importance of adequate light exposure at appropriate times for human health. However, comprehensive protocols capturing environmental (e.g., geographical location, season, climate, photoperiod) and individual factors (e.g., culture, personal habits, behaviour, commute type, profession) contributing to the measured light exposure are currently lacking. Here, we present a protocol that combines smartphone-based experience sampling (experience sampling implementing Karolinska Sleepiness Scale, KSS ratings) and high-quality light exposure data collection at three body sites (near-corneal plane between the two eyes mounted on spectacle, neck-worn pendant/badge, and wrist-worn watch-like design) to capture daily factors related to individuals’ light exposure. We will implement the protocol in an international multi-centre study to investigate the environmental and socio-cultural factors influencing light exposure patterns in Germany, Ghana, Netherlands, Spain, Sweden, and Turkey (minimum n = 15, target n = 30 per site, minimum n = 90, target n = 180 across all sites). With the resulting dataset, lifestyle and context-specific factors that contribute to healthy light exposure will be identified. This information is essential in designing effective public health interventions.
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Purpose: In Amsterdam – the Netherlands – we know that children living in low income households have a lower health status and report lower physical activity levels than their peers in middle- or high-income households. Seven primary schools located in neighborhoods with a low social-economic status are currently developing their own active school using the ‘Creating Active Schools Framework’. This study was conducted to assess the current physical activity and sedentary behavior patterns during and after school of the pupils in these seven primary schools.Methods: In this cross-sectional study, we collect data in seven schools located within an Amsterdam neighborhood with a low social economic status score. Within each school, 4 classes are eligible for participation. Children wear an accelerometer from Monday morning until Friday afternoon to assess physical activity levels. Parents of participating children are asked to complete a questionnaire on baseline characteristics, wellbeing and out of school physical activity behaviors. The mean sedentary time (ST), low physical activity (LPA) time and Moderate to Vigorous physical activity (MVPA) time will be calculated. The association between the outcomes of the accelerometer data and gender and health related outcomes reported by parents will be assessed.Results: The data will be collected between March and May 2023. We will present the average LPA and MVPA during and after school time. The duration of the ST bouts during and after schooltime. And associations between ST, LPA and MVPA and gender and health related outcomes.Conclusions: The results of this study will be used to support local school teams in the development and implementation of local action plans towards a school day that involves less sitting and more physical activity.
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Increasingly aware of the importance of active lifestyles, many people intend to exercise more. One of the main challenges is to translate exercise intentions into actual exercise behaviour, the so-called intention-behaviour gap. To investigate barriers and enablers that affect this gap, we conducted a 7-day diary study with 16 women. Participants indicated what their exercise intentions and behaviour were per day, and whether and why they changed retrospectively during the day. Through the diary study, we gain insights into (i) the intention-behaviour interplay, and (ii) the experienced barriers and enablers that influence this interplay throughout the day. Based on the findings, we contribute new implications for design in supporting people translating their intentions into exercise behaviour. We propose three design concepts to illustrate underlying design opportunities. The focus is on positively influencing the interplay of enablers and barriers of exercising and how these can be addressed through design
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