Epistemological relativism in tourism studies has been conceivably paralyzed by the concept of a, or, the "paradigm." In this review article, Platenkamp metaphorically identifies these paradigms with the islands that Odysseus visited (all those centuries ago) during his well-recorded journey to Ithaca. In this context, therefore, Ithaca is changed (by Platenkamp) from being just an idyllic Greek homeland into a contemporary, hybridized world like-in our time-of the multilayered network society in Africa of the capital of Ghana, Kumasi. The basic question for Platenkamp, then, is that of how tourism studies researchers can (or ought?) leave their safe islands (i.e., their paradigms) and organize their own paradigm dialog (after Guba) with others around them on their uncertain and risky voyage to Kumasi. In an attempt to clarify this vital kind of dialog, Platenkamp introduces Said's principles of reception and resistance, but also focuses on the distinction between different modes of "knowledge production" that have been introduced into the social sciences since the 1990s. In this light, to Platenkamp, the uncertainty of this ongoing/unending epistemological quest remains crucial: to him, all (almost all?) believers in a, or any, paradigm within tourism studies are unhealthily "overimmunized" by the tall claims and the perhaps undersuspected strategies of the particular "paradigm" they follow. (Abstract by the Reviews Editor).
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This paper addresses the following question: What is the current opinion and conception of ordinary Dutch people regarding the influx of refugees from the Middle East, and how can local government formulate a policy on this issue?
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Background: Many community-dwelling older adults experience limitations in (instrumental) activities of daily living, resulting in the need for homecare services. Whereas services should ideally aim at maintaining independence, homecare staff often take over activities, thereby undermining older adults’ self-care skills and jeopardizing their ability to continue living at home. Reablement is an innovative care approach aimed at optimizing independence. The reablement training program ‘Stay Active at Home’ for homecare staff was designed to support the implementation of reablement in the delivery of homecare services. This study evaluated the implementation, mechanisms of impact and context of the program. Methods: We conducted a process evaluation alongside a 12-month cluster randomized controlled trial, using an embedded mixed-methods design. One hundred fifty-four homecare staff members (23 nurses, 34 nurse assistants, 8 nurse aides and 89 domestic workers) from five working areas received the program. Data on the implementation (reach, dose, fidelity, adaptations and acceptability), possible mechanisms of impact (homecare staff's knowledge, attitude, skills and support) and context were collected using logbooks, registration forms, checklists, log data and focus group interviews with homecare staff (n = 23) and program trainers (n=4). Results: The program was largely implemented as intended. Homecare staff's average compliance to the program meetings was 73.4%; staff members accepted the program, and particularly valued its practical elements and team approach. They experienced positive changes in their knowledge, attitude and skills about reablement, and perceived social and organizational support from colleagues and team managers to implement reablement. However, the extent to which homecare staff implemented reablement in practice, varied. Perceived facilitators included digital care plans, the organization’s lump sum funding and newly referred clients. Perceived barriers included resistance to change from clients or their social network, complex care situations, time pressure and staff shortages. Conclusions: The program was feasible to implement in the Dutch homecare setting, and was perceived as useful in daily practice. Nevertheless, integrating reablement into homecare staff's working practices remained challenging due to various personal and contextual factors. Future implementation of the program may benefit from minor program adaptations and a more stimulating work environment.
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Purpose: To present a new Value Adding Management model in order to support decision makers in identifying appropriate interventions to add value to the organisation, to manage its implementation, and to measure the output and outcomes.Theory: The paper builds on value adding management theories and models including the triplet input-throughput-output, a distinction between output, outcome and added value, the Plan-Do-Act-Check cycle, change management and performance measurement.Design/methodology/approach: Literature review and a cross-chapter analysis of a forthcoming book, where authors from different European countries present a state of the art of theory and research on 12 value parameters, how to manage and measure each value, and to discuss the costs and benefits of typical FM and CREM interventions to enhance satisfaction, image, culture, health and safety, productivity, adaptability, innovation, risk, cost, value of assets, sustainability and Corporate Social Responsibility.Findings: The new Value Adding Management model follows the steps from the well-known Plan-Do-Check-Act cycle. The four steps are supported by various tools that were found in the literature or came to the fore in the state-of-the-art sections of the 12 value parameters. Furthermore an overview is presented of ways to measure the 12 value parameters and related Key Performance Indicators.Originality/value: Much has been written about adding value by FM and CREM. This paper presents a new Value Adding Management model that opens the black box of input-throughput-output-outcome and which is supported by various management and measurement tools.
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Designing solutions for complex behaviour change processes can be greatly aided by integrating insights from the behavioural sciences into design practice. However, this integration is hampered by the relative inaccessibility of behavioral scientific knowledge. Working in a multidisciplinary of design researchers and behavioural scientists may bridge the gap between the two fields. This paper shares our experiences in working as such a multidisciplinary group on a large project, amongst others consisting of the design of interventions for workplace safety. Our cooperation was fruitful, both for design researchers – being able to better structure the messiness of the design process –, behavioural scientists – gaining in ecological validity of their methods –, and commissioners – increased trust in potential outcomes of the design process. However, difficulties preventing synergy also transpired.
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Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons.
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Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers’ and students’ experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers’ and students’ experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively.
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This paper presents a mixed methods study in which 21 first-year student teachers took part that investigated learning outcomes of a modified learning by design task. The study is part of a series of studies that aims to improve student learning, teaching skills and teacher training. Design-based science challenges are reasonably successful project-based approaches for breaking down the boundaries between traditional school subjects. Previous learning outcomes of the extensively studied Learning by Design (LBD) approach demonstrated a strong positive effect on students’ skills. However, compared to traditional classroom settings, LBD provided little or no profit on (scientific) concept learning. For this, according to two preliminary studies, a lack of explicit teaching and scaffolding strategies, both strongly teacher-dependent, bears a share of responsibility. The results of this third study indicate that more emphasis on these strategies indeed strengthens concept learning without reducing positive effects on skill performance.
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This book seeks to communicate what we learned, what I learned, in the hope that readers (particularly musicians in training) can find ways to learn for themselves as they challenge themselves to try new, and different, things.
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The influence of a person’s environment and its modifying potential on participation is well recognized for most childhood disabilities, but scarcely studied for adolescents with autism spectrum disorder (ASD). A scoping review was conducted, the aim of which was to map the existing literature about supporting and hindering environments for the participation of adolescents with ASD. Sources of scientific evidence were searched for in four databases. Inclusion criteria were the perspectives of adolescents between 12 and 21, families, peers, or significant others; ecologic validity; and a clear connection between environment and participation. The publication dates ranged from 2001 to 2014 and partly up to 2018. The International Classification of Functioning, Disability and Health (ICF) served as the guiding framework for inclusion/exclusion during the selection process. Thematic analysis was performed by five independent reviewers. Results were additionally validated by stakeholders. This scoping review identified 5528 articles, and finally included 31 studies. Two main themes were found: “providing security” indicates how the environment, and specifically the parental, physical, and informational environments, have a securing or intimidating effect. The second theme, “helping to connect”, indicates which environments support or hinder social relationships or social activities, and hence participation. An additional third main theme, “tension in participation”, relates to ambiguities that seem essential to understand participation or isolation of adolescents with ASD. Results show that participation is a value-laden concept. This research widens the field of dealing with adolescents with ASD, as it directs attention towards the responsibility of the environment regarding participation.
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