Light therapy is applied to older people with dementia as a treatment to reset the biological clock, to improve the cognitive functioning, and to reduce behavioral symptoms. Although the methodological quality of light therapy studies is essential, many aspects concerning the description of the lighting applied are missing. This study reviewed light therapy studies concerning the effects on people with dementia as a way to check the methodological quality of the description of light from a light engineering perspective. Twelve studies meeting the inclusion criteria were chosen for further analysis. Each study was scored on a list of aspects relevant to a proper description of lighting aspects. The overview demonstrates that the overall quality of the methodologies is poor. The studies describe the lighting insufficiently and not in the correct metrics. The robustness of light therapy studies can be improved by involving a light engineer or specialist.
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De interesse in licht is de afgelopen jaren enorm toegenomen. In het bijzonder betreft dit de invloed van licht op onze gezondheid, prestatie en andere, niet direct visueel gerelateerde aspecten. Het laatste heeft bijvoorbeeld tot gevolg gehad dat basisscholen momenteel op grote schaal uitgerust worden met dynamisch verlichting die de concentratie van scholieren zou verhogen, verlichting in kantoren die de prestatie van medewerkers moet verbeteren en verlichting voor ouderen met dementie die hun verstoorde slaapwaakritme kan stabiliseren. Maar de vraag is nu: hebben we wetenschappelijk bewijs dat deze systemen ook de beoogde claims halen? Dit artikel vraagt aandacht voor de feiten op het gebied van dynamische verlichting voor mensen met dementie en probeert deze van de fictie te onderscheiden.
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Learning by creating qualitative representations is a valuable approach to learning. However, modelling is challenging for students, especially in secondary education. Support is needed to make this approach effective. To address this issue, we explore automated support provided to students while they create their qualitative representation. This support is generated form a reference model that functions as a norm. However, the construction of a reference models is still a challenge. In this paper, we present the reference model that we have created to support students in learning about the melatonin regulation in the context of the biological clock.
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