Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering the choice environment to steer human behavior. In this study, three nudges were designed by researchers in co-creation with teachers. A video booth to support planning behavior (n = 95), a checklist to support class preparation (n = 148), and a goal-setting nudge to encourage students to ask questions during class (n = 162) were tested in three field experiments in teachers’ classrooms with students in tertiary education in the Netherlands. A mixed-effects model approach revealed a positive effect of the goal-setting nudge on students’ grades and a marginal positive effect on the number of questions asked by students. Additionally, evidence for increased self-reported planning behavior was found in the video booth group—but no increase in deadlines met. No significant effects were found for the checklist. We conclude that, for some autonomous learning behaviors, primarily asking questions, nudging has potential as an easy, effective teaching strategy.
MULTIFILE
BackgroundCardiovascular disease (CVD) prevention guidelines stress the importance of smoking cessation and recommend intensive follow-up. To guide the development of such cessation support strategies, we analysed the characteristics that are associated with successful smoking cessation after an acute coronary syndrome (ACS).MethodsWe used data from the Randomised Evaluation of Secondary Prevention for ACS patients coordinated by Outpatient Nurse SpEcialists (RESPONSE) trial (n = 754). This was designed to quantify the impact of a nurse-coordinated prevention program, focusing on healthy lifestyles, traditional CVD risk factors and medication adherence. For the current analysis we included all smokers (324/754, 43 %). Successful quitters were defined as those who reported abstinence at 1 year of follow-up.ResultsThe majority of successful quitters quit immediately after the ACS event and remained abstinent through 1 year of follow-up, without extra support (128/156, 82 %). Higher education level (33 vs. 15 %, p < 0.01), no history of CVD (87 vs. 74 %, p < 0.01) and being on target for LDL-cholesterol level at 1 year (78 vs. 63 %, p < 0.01) were associated with successful quitting.ConclusionThe majority of successful quitters at 1 year stopped immediately after their ACS. Patients in this group showed that it was within their own ability to quit, and they did not relapse through 1 year of follow-up. Our study indicates that in a large group of patients who quit immediately after a life-threatening event, no relapse prevention program is needed.
The present study focuses on the level of stress a teacher perceives when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. Two questions concerning this relation between student and teacher will be addressed. First of all, we focus on background variables of teachers and students as sources of variation in explaining the magnitude of challenging student behavior and the associated level of stress teachers experience. The second topic of this paper is to accommodate the potentially stressful relationship between student and teacher in a wider network of surrounding variables, which are, Self-efficacy, Negative affect, Autonomy in taking decisions, and Support amongst colleagues. To evaluate the presence of challenging behavior, the behavior of the student is related to more general variables like student responsibility, class size and ratio of boys to girls. We close our paper by assessing the validity of the studied relationship between teacher and student with respect to possible burnout.
In the last decade, the automotive industry has seen significant advancements in technology (Advanced Driver Assistance Systems (ADAS) and autonomous vehicles) that presents the opportunity to improve traffic safety, efficiency, and comfort. However, the lack of drivers’ knowledge (such as risks, benefits, capabilities, limitations, and components) and confusion (i.e., multiple systems that have similar but not identical functions with different names) concerning the vehicle technology still prevails and thus, limiting the safety potential. The usual sources (such as the owner’s manual, instructions from a sales representative, online forums, and post-purchase training) do not provide adequate and sustainable knowledge to drivers concerning ADAS. Additionally, existing driving training and examinations focus mainly on unassisted driving and are practically unchanged for 30 years. Therefore, where and how drivers should obtain the necessary skills and knowledge for safely and effectively using ADAS? The proposed KIEM project AMIGO aims to create a training framework for learner drivers by combining classroom, online/virtual, and on-the-road training modules for imparting adequate knowledge and skills (such as risk assessment, handling in safety-critical and take-over transitions, and self-evaluation). AMIGO will also develop an assessment procedure to evaluate the impact of ADAS training on drivers’ skills and knowledge by defining key performance indicators (KPIs) using in-vehicle data, eye-tracking data, and subjective measures. For practical reasons, AMIGO will focus on either lane-keeping assistance (LKA) or adaptive cruise control (ACC) for framework development and testing, depending on the system availability. The insights obtained from this project will serve as a foundation for a subsequent research project, which will expand the AMIGO framework to other ADAS systems (e.g., mandatory ADAS systems in new cars from 2020 onwards) and specific driver target groups, such as the elderly and novice.
In een circulaire economie worden producten en grondstoffen hergebruikt. Er is geen sprake van afval maar van grondstoffen. Bedrijven die circulair ondernemen kiezen bewust voor hernieuwbare hulpbronnen of zorgen dat de materialen optimaal kunnen worden hergebruikt of hoogwaardig gerecycled. Een circulair bedrijfsmodel vraagt veelal om een andere financieringsconstructie. Zo hebben producten die worden hergebruikt of op hoogwaardige wijze worden gerecycled altijd een financiële restwaarde. Deze dient inzichtelijk te zijn en afgestemd te worden met de verschillende ketenpartners en met financiers. De financieringsbehoefte van een onderneming verandert ook als een bedrijf ervoor kiest om producten niet te verkopen, maar via een overeenkomst beschikbaar te stellen aan gebruikers. Mkb-bedrijven die circulair willen gaan ondernemen, geven aan problemen te ondervinden bij het vinden van passende financiering voor hun circulaire bedrijfsmodel. Zij hebben behoefte aan nieuwe kennis over hoe zij hun financiering moeten organiseren om niet alleen circulair maar ook winstgevend te ondernemen. Uit gesprekken en workshops met bedrijven, zijn de volgende praktijkvragen naar voren gekomen: 1. hoe kunnen we de financiële (rest)waardes van onze producten bepalen en verbinden aan zakelijke afspraken over hergebruik en recycling? 2. hoe kunnen we financiële contracten opstellen met ketenpartners waardoor gebruikers worden gefaciliteerd en gestimuleerd om producten opnieuw te gebruiken en te recyclen? 3. hoe kunnen we financiering aantrekken en wat betekent dit voor onze onderneming en samenwerking binnen de logistieke keten? Onder leiding van het Windesheim lectoraat Supply Chain Management wordt in dit project in een consortium met Stenden, University of Aruba, Sustainable Finance Lab (verbonden aan Universiteit Utrecht), Ilab Green PAC, Bureau Innovatie, MKB-ondernemingen en financiers onderzoek gedaan naar financieringsmogelijkheden binnen de circulaire logistieke keten. De resultaten van dit casestudieonderzoek worden breed gedeeld met bedrijven en onderwijs via masterclasses en lesprogramma's.
A fast growing percentage (currently 75% ) of the EU population lives in urban areas, using 70% of available energy resources. In the global competition for talent, growth and investments, quality of city life and the attractiveness of cities as environments for learning, innovation, doing business and job creation, are now the key parameters for success. Therefore cities need to provide solutions to significantly increase their overall energy and resource efficiency through actions addressing the building stock, energy systems, mobility, and air quality.The European Energy Union of 2015 aims to ensure secure, affordable and climate-friendly energy for EU citizens and businesses among others, by bringing new technologies and renewed infrastructure to cut household bills, create jobs and boost growth, for achieving a sustainable, low carbon and environmentally friendly economy, putting Europe at the forefront of renewable energy production and winning the fight against global warming.However, the retail market is not functioning properly. Many household consumers have too little choices of energy suppliers and too little control over their energy costs. An unacceptably high percentage of European households cannot afford to pay their energy bills. Energy infrastructure is ageing and is not adjusted to the increased production from renewables. As a consequence there is still a need to attract investments, with the current market design and national policies not setting the right incentives and providing insufficient predictability for potential investors. With an increasing share of renewable energy sources in the coming decades, the generation of electricity/energy will change drastically from present-day centralized production by gigawatt fossil-fueled plants towards decentralized generation, in cities mostly by local household and district level RES (e.g PV, wind turbines) systems operating in the level of micro-grids. With the intermittent nature of renewable energy, grid stress is a challenge. Therefore there is a need for more flexibility in the energy system. Technology can be of great help in linking resource efficiency and flexibility in energy supply and demand with innovative, inclusive and more efficient services for citizens and businesses. To realize the European targets for further growth of renewable energy in the energy market, and to exploit both on a European and global level the expected technological opportunities in a sustainable manner, city planners, administrators, universities, entrepreneurs, citizens, and all other relevant stakeholders, need to work together and be the key moving wheel of future EU cities development.Our SolutionIn the light of such a transiting environment, the need for strategies that help cities to smartly integrate technological solutions becomes more and more apparent. Given this condition and the fact that cities can act as large-scale demonstrators of integrated solutions, and want to contribute to the socially inclusive energy and mobility transition, IRIS offers an excellent opportunity to demonstrate and replicate the cities’ great potential. For more information see the HKU Smart Citieswebsite or check out the EU-website.
