Een 'verhaal' over de Technisch Bedrijfskundige. De intentie van dit verhaal is de kennis, kunde en vaardigheden (competenties) te benoemen vanuit een samenhangend geheel. Uiteraard is het zo dat iedere afgestudeerde haar/zijn eigen belevenissen zal hebben, maar hierin is vanuit de opleiding een soort rode lijn te benoemen over de soort en aard van activiteiten en contexten waarbinnen hij/zij moet kunnen functioneren, in ieder geval waar de opleiding aandacht aan besteed. In de aard van bedrijfskunde ligt de moeilijkheid om breedte en diepte duidelijk te benoemen. Daarom is gekozen voor een overkoepelend verhaal en een uitgewerkte concrete situatie. Het 'meso'-verhaal heeft als leidraad de metafoor troubleshooter en volgt de lijn van het SHITE-model; het uitgewerkte voorbeeld gaat meer de diepte in van een mogelijke bedrijfskundige opdracht. De werkwijze is uitgewerkt volgens de vier invalshoeken van T(echtnologie), E(conomie), O(rganisatie) en M(ens). Immers altijd waar een of twee aspecten de nadruk lijken te moeten krijgen (in het voorbeeld O & M) zullen de andere aspecten beínvloed worden. De bedrijfskundige is werkzaam in het midden en net zoals bij het oppakken van een zakdoek, zullen andere aspecten meespelen; hierbij volgen wij de holografische lijn van de bedrijfskundige taak. Daarnaast lijkt het ons belangrijk om vooraf een decor te schetsen waarbinnen de bedrijfskundige werkt. We gebruiken hiervoor het 'sandwich'-model van Deepak Chopra over de soort van reacties en contexten waarbinnen gewerkt kan of moet worden. Hij onderscheidt drie domeinen waarin mensen handelen vanuit een bepaalde intentie en wel:
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Composietmaterialen zijn niet meer weg te denken uit de hedendaagse techniek. Niet alleen in de luchtvaart, maar ook in de bouwkunde, civiele techniek, transport en logistiek, scheepvaart, werktuigbouwkunde, en technische bedrijfskunde zal een (hbo) ingenieur vroeg of laat met deze materialen in aanraking komen. Dit boek geeft inzicht in de eigenschappen, vervaardigingsmethoden en ontwerpmethoden die onontbeerlijk zijn om volwaardige oplossingen vorm te geven door slim vezels en matrix te combineren.
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Environmental or ‘green' education is an important driving force behind the ‘greening' of society as it plays a critical role in raising environmental awareness and preparing students for green jobs. None of the existing environmental attitudes and behavior measures is focused on the evaluation of green education, especially in relation to consumption. To date, no longitudinal studies of children and students' attitudes towards consumption influenced by education exist. Also, little has been done to explore the socio-cultural context in which attitudes toward consumption are being formed and to explain the cross-cultural differences in environmental attitudes. This pilot study is designed to take the first step towards developing methods complementing existing quantitative measurements with qualitative strategies, such as consumption diaries, focus groups, and concept mapping. While this research is just a first attempt to tackle children's knowledge and attitudes consumption, preliminary results of the research on which this chapter is based and enthusiasm of the research participants encourage the author to stress the importance of consumption studies as part of green education for educational program developers. As a chapter of this volume, the author hopes that this study will add to the anthropological depository of research on the cultural variants in the perception of the environment in children. This chapter draws upon the consumption diaries collected from the upper-elementary school children in Amsterdam, The Netherlands, between September 2009 and May 2010. Consumption diaries are chronological documents recording purchase, use, and waste of materials, which can be used both as analytical tools and the means to stimulate environmental awareness. The four main methodological steps involved in this research were as follows. Children were asked to complete the consumption diary, paying specific attention to use and waste materials. Consequently, focus group meetings were held with parents and their children to discuss the diaries. Finally, interviews with the children were conducted in order to generate statements that supplement those generated by focus groups for carrying out the concept mapping analysis. The concept mapping analysis was then conducted to organize the order and analyze the ideas expressed in the focus group and interview sessions. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "Environmental Anthropology Today" on 8/5/11 available online: https://doi.org/10.4324/9780203806906 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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In het dagelijks leven hebben we voortdurend met verschillende plastics te maken. Overal om ons heen komen we plastics tegen. Denk bijvoorbeeld aan verpakkingsmaterialen, flessen, flacons, kratten, tapijten en plastic draagtassen. Een leven zonder kunststoffen is in onze huidige maatschappij vrijwel ondenkbaar geworden. In 2014 werd er volgens Plastics Europe [1] wereldwijd maar liefst 311.000.000 ton aan kunststoffen geproduceerd, in 1950 was dit nog slechts 1.700.000 ton. Vanaf 1950 stijgt de wereldwijde productie van kunststoffen met gemiddeld 9% per jaar. Bij de huidige productiecapaciteit komt dit volgens Plastics Europe neer op gemiddeld 40 kg/jaar per hoofd van de wereldbevolking! Naar verwachting zal het gebruik van plastics verder toenemen naar gemiddeld 87 kg/jaar per hoofd van de wereldbevolking in het jaar 2050. In Nederland ligt het verbruik momenteel op gemiddeld 126 kg per inwoner. Maar volgens prognoses van VLEEM (Very Long Term Energy Environment Model) [2] zal dit groeien naar gemiddeld 220 kg per inwoner in 2050!! De toenemende vraag naar plastics wordt mede veroorzaakt omdat plastics op zich een gemakkelijk te verwerken materiaal is. Plastics zijn relatief goedkoop, hebben een lage specifieke dichtheid (t.o.v. bijvoorbeeld metalen), en zijn snel en gemakkelijk verwerkbaar.
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Currently, the Netherlands is still experiencing high levels of food waste, especially among young adults. Despite growing awareness on this topic, one specific group remains largely unexplored: Dutch vocational education (MBO) students. Therefore, this project explores the perceptions and current behaviour of this group regarding food waste and investigated the underlying determinants of food waste behaviour. Ultimately, the main purpose of this project is to provide insights and tailored interventions to reduce food waste behaviour among Dutch vocational education students. In this project, the Behaviour Change Wheel (COM-B model) serves as a theoretical foundation to understand and ultimately influence the food waste behaviour among students. To investigate the underlying food waste determinants and provide tailored interventions and recommendations, we conducted three main activities: literature review and desk research, the conduction of a quantitative survey, and qualitative interviews.Keywords: Food waste, COM-B, vocational students/MBO studenten, interventions.
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Background Eating behaviour of older adults is influenced by a complex interaction of determinants. Understanding the determinants of a specific target group is important when developing targeted health-promoting strategies. The aim of this study was to explore interpersonal determinants of eating behaviours in older adults living independently in a specific neighbourhood in the Netherlands. Methods In the neighbourhood of interest, populated by relatively many older adults, fifteen semi-structured interviews were conducted with independently living older adults (aged 76.9 ± 6.4y). Interviews were complemented with observations among the target group: three occasions of grocery shopping and three collective eating occasions in the neighbourhood. A thematic approach was used to analyse the qualitative data. Results When we asked the older adults unprompted why they eat what they eat, the influence of interpersonal determinants did not appear directly; respondents rather mentioned individual (e.g. habits) and environmental factors (e.g. food accessibility). Key findings regarding interpersonal factors were: 1) Behaviours are shaped by someone’s context; 2) Living alone influences (determinants of) eating behaviour via multiple ways; 3) There is a salient norm that people do not interfere with others’ eating behaviour; 4) Older adults make limited use of social support (both formal and informal) for grocery shopping and cooking, except for organised eating activities in the neighbourhood. In this particular neighbourhood, many facilities (e.g. shops at walking distance) are present, and events (e.g. dinners) are organised with and for the target group, which likely impact (determinants of) their behaviours. Conclusions The study showed that older adults do not directly think of interpersonal factors influencing their eating behaviour, but rather of individual or environmental factors. However, multiple interpersonal factors did appear in the interviews and observations. Moreover, neighbourhood-specific factors seem to play a role, which underlines the need to understand the specific (social) setting when developing and implementing intervention programmes. Insights from this study can assist in developing health-promoting strategies for older adults, taking into account the context of the specific neighbourhood.
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This chapter offers a working definition of social accountability as any citizen-led action beyond elections that aims to enhance the accountability of state actors. We view social accountability as a broad array of predominantly bottom-up initiatives, aimed at improving the quality of governance (especially oversight and responsiveness) through active citizen participation. We also trace the evolution of SA as a concept in the literature over the past decades and, then, discuss some influential theoretic approaches to SAIs, pointing out strengths and weaknesses of each model. Finally, we suggest organising Arab SAIs into one of three categories: (1) transparency; (2) advocacy; or (3) participatory governance and we review each of these existing action formats by discussing their main strengths and flaws.
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The focus of the thesis is an exploration into students’ vocational knowledge in the context of Dutch vocational education and training (VET). The reason students’ vocational knowledge requires exploration is because there is no consensus among scholars in the field of VET about how to theorise the nature of students’ vocational knowledge; most (not all) scholars rely on dichotomous conceptualisations, such as theory versus practice, general versus specific or explicit versus implicit. However, such commonly used dichotomies are not very helpful to understand the complex nature of vocational knowledge. Vocational knowledge is more than putting bits of theoretical and practical knowledge together, it is characterised by sometimes-intimate relationships between knowledge and actions. As a result of the above-mentioned gap in the VET literature, there is little empirical research on how VET students develop vocational knowledge and the extent to which this is occupation-specific knowledge. To understand students’ vocational knowledge, four different aims are formulated and carried out in four studies. The aim of the first study is to identify powerful vocational learning environments to enable the selection of a case that represents high quality vocational learning and teaching. With an eye on analysing students’ vocational knowledge, the second study aims to conceptualise the nature of vocational knowledge that avoids dichotomies. Therefore, two conceptual frameworks are integrated; the idea of contextualising is introduced which is based on cultural-historical theory to highlight the crucial role activity plays in knowledge development and to understand the relationships between the mind (i.e., what people think (and feel)), and action (i.e., what people do). Secondly, the theory is supplemented with ideas from inferentialism, a philosophical semantic theory of meaning to provide a useful way to focus on students’ processes of knowing and to reveal students’ vocational knowledge in terms of ongoing reasoning processes. The third study uses the conceptualisation of vocational knowledge to explore how students develop vocational knowledge in occupational practice, and to illustrate the process of contextualising. The forth study aims to describe what characterises students’ vocational knowledge using an analytic framework that distinguishes between occupation-specific knowledge components and qualities. This thesis contributes to research scholarship in the field of VET and an understanding of students’ vocational knowledge in practice. The theoretical framework of contextualising supplemented with inferentialism provides an alternative way to focus on students’ processes of knowing and helps to reveal students’ vocational knowledge in terms of reasoning processes. The empirical explorations and illustrations of students’ vocational knowledge contribute to the scholarly literature and practice on understanding the nature of vocational knowledge, how students develop vocational knowledge and what characterises their vocational knowledge. The intention to introduce the idea of contextualising is not about reinventing the wheel but rather an attempt to understand how it turns and how it functions. The intention of this thesis is to encourage dialogue and move the debate about the nature of vocational knowledge further, and hence, to provide some “food for thought”.
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BACKGROUND: The primary aim of this study was to assess the outcome of elderly intensive care unit (ICU) patients treated during the spring and autumn COVID-19 surges in Europe.METHODS: This was a prospective European observational study (the COVIP study) in ICU patients aged 70 years and older admitted with COVID-19 disease from March to December 2020 to 159 ICUs in 14 European countries. An electronic database was used to register a number of parameters including: SOFA score, Clinical Frailty Scale, co-morbidities, usual ICU procedures and survival at 90 days. The study was registered at ClinicalTrials.gov (NCT04321265).RESULTS: In total, 2625 patients were included, 1327 from the first and 1298 from the second surge. Median age was 74 and 75 years in surge 1 and 2, respectively. SOFA score was higher in the first surge (median 6 versus 5, p < 0.0001). The PaO2/FiO2 ratio at admission was higher during surge 1, and more patients received invasive mechanical ventilation (78% versus 68%, p < 0.0001). During the first 15 days of treatment, survival was similar during the first and the second surge. Survival was lower in the second surge after day 15 and differed after 30 days (57% vs 50%) as well as after 90 days (51% vs 40%).CONCLUSION: An unexpected, but significant, decrease in 30-day and 90-day survival was observed during the second surge in our cohort of elderly ICU patients. The reason for this is unclear. Our main concern is whether the widespread changes in practice and treatment of COVID-19 between the two surges have contributed to this increased mortality in elderly patients. Further studies are urgently warranted to provide more evidence for current practice in elderly patients.TRIAL REGISTRATION NUMBER: NCT04321265 , registered March 19th, 2020.
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Obesity is a fast-growing societal threat, causingchronic conditions, physical and psychological health problems,as well as sickness absence and heavy healthcare costs. Despitenumerous attempts to promote physical activity and healthydiet, existing interventions do not focus on the commonemotional causes of obesity. There is a need for self-managementsupport of this vulnerable target group: emotional eaters. Thispaper presents the results of the design case study focusing on aholistic design and evaluation of a personalised virtual mHealthcoach that provides self-management training ‘Denk je zèlf!’(Dutch for ‘Develop a wise mind and counsel yourself’). Thetarget group are young adults with an emotional eating disorderand who are obese. The contextual inquiry study was conductedto gain insights into the needs and experiences of the targetusers, including interviews and questionnaires with emotionaleaters, patients undergoing obesity treatment, and healthcarepractitioners. Personas and the use-case scenario were derivedfrom these results and translated into the new ‘Denk je zèlf!’virtual coach, based on Dialectical Behaviour Therapy andexperience sampling measures to capture user experience andemotional state. The main contributions of this paper are: (a)combining holistic eHealth design, behavior chain analysis, anddialectic behaviour therapy in one personalised virtual mHealthcoaching application for emotional eaters; (b) applying emotionenrichedPersonas to guide the design; (c) the results of theinitial user evaluation. Preliminary results suggest that the‘Denk je zèlf!’ virtual coach is useful for helping the targetgroup. Future research will be aimed at further iterative (re)-design and evaluation, as well as development of the dialecticaldialogues for the virtual coach and content for the education andinstruction modules.
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