A method to analyze the sound environment and its relation with typical professional tasks is described in which structured non participative observations are combined with audio recordings. First results of a field study are reported, directed towards the day shift of hospital nurses, working at a surgical ward. With this method we want to contribute context specific outcomes which we consider a prerequisite for the design of dedicated laboratory experiments which can reveal insights transferrable to natural work settings. In our reading of the literature we see many studies on task-sound interaction with one or more of the following shortcomings: 1. The sound conditions used in the experiment are not representative for the dedicated environment. 2. The experimental task is not representative for tasks performed in the dedicated environment. 3. The task-sound interaction is such that subjects are instructed to ignore environmental sounds while in real life they first need to attach meaning to each sound in order to decide whether it is (ir)relevant. It is our expectation that the proposed method helps design experiments that overcome these shortcomings.
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Research into how and why language teachers use literature as content is presented to explore one aspect of various pedagogical and collaborative practices open to language teachers in CLIL contexts. Language teachers’ beliefs and practices are examined based on a literature review, focus group study, survey, and multiple-case study.The question how and why language teachers shape practices using literature as content is considered, drawing on research into the pedagogical and collaborative practices of language teachers in CLIL contexts. The presentation brings together findings from a literature review, focus group study, survey, and multiple-case study to exemplify and explain the practices of language teachers in CLIL who turn to literature as their content. A dynamic framework for locating and explicating the pedagogical and collaborative practices of language teachers in CLIL contexts (Dale, Oostdam, & Verspoor, 2017) derived from a literature review is presented. The views of different stakeholders in CLIL in the Netherlands in relation to the teaching of literature, based on a focus group study are discussed (Dale, Oostdam, & Verspoor, 2018a). The findings of a survey into the stated beliefs and practices of Teachers of English in Bilingual Streams (TEBs) in the Netherlands with regard to the teaching of literature (Dale, Oostdam, & Verspoor, 2018b) are presented. Two case descriptions representing prototypical practices of language teachers taking literature as content are introduced (Dale, Oostdam, & Verspoor, submitted). ]
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Introduction: Previous longitudinal studies indicate that physical activity (PA) significantly declines from primary-to secondary school, and report both changes in individual and environmental determinants of PA. In order to understand this transition and to prevent this negative trend, it is important to gather contextually rich data on possible mechanisms that drive this decline. Therefore, the aim of this study was to investigate changes of PA patterns in transition between primary and secondary school, and to add domain-specific insights of how, where, and when these changes occur. Methods: In total, 175 children participated in a 7-day accelerometer- and Global Positioning System (GPS) protocol at their last year of primary and their first year of secondary school. GPS data-points were overlaid with Geographical Information Systems (GIS) data using ArcGIS 10.1 software. Based on the GPS locations of individual data-points, we identified child’s PA at home, school, local sports grounds, shopping centers, and other locations. Also, trips in active and passive transport were identified according to previously validated GPS speed-algorithms. Longitudinal multi-level linear mixed models were fitted adjusting for age, gender, meteorological circumstances, and the nested structure of days within children and children within schools. Outcome measures were minutes spent in light PA and moderate-to-vigorous PA, specified for the time-segments before school, during school, after school and weekend days. Results: Total PA significantly declined from primary to secondary school. Although transport-related PA increased before- and during school, decreases were found for especially afterschool time spent at sports grounds and transport-related PA during weekends.
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DISTENDER will provide integrated strategies by building a methodological framework that guide the integration of climate change(CC) adaptation and mitigation strategies through participatory approaches in ways that respond to the impacts and risks of climatechange (CC), supported by quantitative and qualitative analysis that facilitates the understanding of interactions, synergies and tradeoffs.Holistic approaches to mitigation and adaptation must be tailored to the context-specific situation and this requires a flexibleand participatory planning process to ensure legitimate and salient action, carried out by all important stakeholders. DISTENDER willdevelop a set of multi-driver qualitative and quantitative socio-economic-climate scenarios through a facilitated participatory processthat integrates bottom-up knowledge and locally-relevant drivers with top-down information from the global European SharedSocioeconomic Pathways (SSPs) and downscaled Representative Concentration Pathways (RCPs) from IPCC. A cross-sectorial andmulti-scale impact assessment modelling toolkit will be developed to analyse the complex interactions over multiple sectors,including an economic evaluation framework. The economic impact of the different efforts will be analyse, including damage claimsettlement and how do sectoral activity patterns change under various scenarios considering indirect and cascading effects. It is aninnovative project combining three key concepts: cross-scale, integration/harmonization and robustness checking. DISTENDER willfollow a pragmatic approach applying methodologies and toolkits across a range of European case studies (six core case studies andfive followers) that reflect a cross-section of the challenges posed by CC adaptation and mitigation. The knowledge generated byDISTENDER will be offered by a Decision Support System (DSS) which will include guidelines, manuals, easy-to-use tools andexperiences from the application of the cases studies.
