Introduction: Writing Readiness Inventory Tool In Context (WRITIC) is an activity-based assessment tool to evaluate which kindergarten children are at risk of developing handwriting difficulties. WRITIC-assessment is valid, reliable, feasible, predictive, and norm-referenced. Broad international interest in translating WRITIC-assessment exists.Objectives: Making WRITIC available to professionals internationally to enable participation in handwriting at school. Methods: Composing translation teams with universities in different countries, back- and forth translation, cross-cultural assessment adaptation, carrying out feasibility and validation studies, starting courses for training the professionals.Results: Translation teams have been started in different countries resulting in an English, Portuguese and Slovenian translation, validation studies in Flanders, UK, Portugal and Slovenia and translation projects in Greece, Bulgaria, Germany, Austria, and Switzerland. A Figshare environment was developed to safely store, exchange the data and to support international research. An international digital platform has been constructed to sell e-manuals, share e-learning and support people worldwide.Conclusion: The translation and cross-cultural adaptation in different languages and the international digital platform made WRITIC-assessment accessible to children’s therapists around the world with the same results: enabling school participation of all children in contributing to inclusive education.
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Introduction: Writing Readiness Inventory Tool In Context (WRITIC) is a context-based assessment tool to evaluate which kindergarten children are at risk of developing handwriting difficulties. WRITIC-assessment is valid, reliable, feasible, predictive, and norm-referenced tool. Objectives: Building a network to enable professionals internationally using WRITIC-assessment in kindergarten. Methods: Build contacts internationally, compose translation teams within different universities, train translation teams, support back- and forth translation and cross-cultural assessment adaptation, carry out feasibility and validation studies, publish WRITIC-manuals in different languages, provide train-the-trainer courses, support organization of courses for professionals in different countries. Results: Different international projects started resulting in an English, Portuguese, German and Slovenian translation; validation studies in Flanders, UK, Portugal and Slovenia; translation projects in Greece and Bulgaria and contacts build in France, Spain, Japan, Indonesia, South Africa and Australia. A Figshare environment was developed to safely store and exchange data and to support international research. A digital platform was constructed to share information, sell manuals, and provide assessment requirements. Conclusion: The growing international network and the resulting projects make it possible to support future-proofing school-based occupational therapy worldwide. WRITIC-assessment helps to enable participation in handwriting for all children and contributes to inclusive education.
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This paper quantifies output from 11 annual conferences held by the European Federation of Food Science and Technology (EFFoST) in the period 2010–2020 on a range of themes in food science/technology, innovation, sustainability, valorisation, food safety, food and health, food properties, consumer aspects and related areas. Summaries of the 11 conferences have been published in a series of 11 reports published in Trends in Food Science and Technology. Collated outputs from the 11 conferences were 283 plenary/keynote lectures, 982 theme lectures, 3196 posters and 4710 attendees. This represents a very large dissemination effort by any standard and augers well for the status of food science and technology in Europe and also more globally. Special sessions are a feature of recent EFFoST conferences, consisting of discussion platforms/forums with chairpersons and ‘hot topics’ for debate. Two examples are (i) the OLEUM project which aims to better guarantee olive oil quality and authenticity, and (ii) the valorisation of side streams. Foremost among special sessions are those for young scientists. The Young EFFoST Day provides opportunity for young food professionals to expand their competencies and networking in food science. It is a day for young scientists managed by young scientists. Networking between conference attendees at posters sessions, coffee and lunch breaks is a key part of each conference, which facilitates information exchange and the framing of new collaborative projects.
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The evolving landscape of science communication highlights a shift from traditional dissemination to participatory engagement. This study explores Dutch citizens’ perspectives on science communication, focusing on science capital, public engagement, and communication goals. Using a mixed-methods approach, it combines survey data (n = 376) with focus group (n = 66) insights. Findings show increasing public interest in participating in science, though barriers like knowledge gaps persist. Trust-building, engaging adolescents, and integrating science into society were identified as key goals. These insights support the development of the Netherlands’ National Centre of Expertise on Science and Society and provide guidance for inclusive, effective science communication practices.
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Background: Although principles of the health promoting school (HPS) approach are followed worldwide, differences between countries in the implementation are reported. The aim of the current study was (1) to examine the implementation of the HPS approach in European countries in terms of different implementation indicators, that is, percentage of schools implementing the HPS approach, implementation of core components, and positioning on so‐called HPS‐related spectra, (2) to explore patterns of consistency between the implementation indicators across countries, and (3) to examine perceived barriers and facilitators to the implementation of the HPS approach across countries. Methods: This study analyzed data from a survey that was part of the Schools for Health in Europe network's Monitoring Task 2020. The survey was completed by HPS representatives of 24 network member countries. Results: Large variations exist in (the influencing factors for) the implementation of the HPS approach in European countries. Observed patterns show that countries with higher percentages of schools implementing the HPS approach also score higher on the implementation of the core components and, in terms of spectra, more toward implementing multiple HPS core components, add‐in strategies, action‐oriented research and national‐level driven dissemination. In each country a unique mix of barriers and facilitators was observed. Conclusion: Countries committed to implementing the HPS approach in as many schools as possible also seem to pay attention to the quality of implementation. For a complete and accurate measurement of implementation, the use of multiple implementation indicators is desirable.
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Internet technology offers a lot of new opportunities for the dissemination of information, sharing of support and consultation of professionals. Innovating professionals from multiple disciplines have begun to exploit the new opportunities for parenting support. The studies presented in this book are meant to deepen our insights in the subject of online parenting support and investigate the feasibility to use single session email consultation to empower parents. This publication includes: - A systematic review of 75 studies on online parenting support. - A meta-analytic review of 12 studies on online tools to improve parenting. - A content analysis of 129 parenting questions and responses in single session email consultation. - An analysis and validation study of the newly developed Guiding the Empowerment Process model. - An evaluation study of the effects of single session email consultation on parental empowerment. The results of this research indicate that the Internet is not only a source of information, but it can also be an instrument for support and training, aiming to improve parental competencies.
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This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collecting information to inspire further project development and implementation strategies. We conclude by summarising the lessons learned and providing recommendations for improved and extended use and further dissemination of the project results and facilities.
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Introduction: From the patient and staff perspective, care delivery for patients experiencing a mental health problem in ambulance and emergency department (ED) settings is challenging. There is no uniform and internationally accepted concept to reflect people with a mental health problem who require emergency care, be it for, or as a result of, a mental health or physical health problem. On initial presentation to the emergency service provider (ambulance or ED), the cause of their healthcare condition/s (mental health and/or physical health) is often initially unknown. Due to this (1) the prevalence and range of underlying causes (mental and/or physical) of the patients presenting condition is unknown; (2) misattribution of physical symptoms to a mental health problem can occur and (3) diagnosis and treatment of the initial somatic complaint and cause(s) of the mental/physical health problem may be hindered.This study will name and define a new concept: 'mental dysregulation' in the context of ambulance and ED settings. Methods and analysis: A Delphi study, informed by a rapid literature review, will be undertaken. For the literature review, a steering group (ie, persons with lived experience, ED and mental health clinicians, academics) will systematically search the literature to provide a working definition of the concept: mental dysregulation. Based on this review, statements will be generated regarding (1) the definition of the concept; (2) possible causes of mental dysregulation and (3) observable behaviours associated with mental dysregulation. These statements will be rated in three Delphi rounds to achieve consensus by an international expert panel (comprising persons with lived experience, clinicians and academics). Ethics and dissemination: This study has been approved by the Medical Ethical Committee of the University of Applied Sciences Utrecht (reference number: 258-000-2023_Geurt van der Glind). Results will be disseminated via peer-reviewed journal publication(s), scientific conference(s) and to key stakeholders.
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The gap between research and design practice has long been a concern for the HCI community. In this article, we explore how different translations of HCI knowledge might bridge this gap. A literature review characterizes the gap as having two key dimensions - one between general theory and particular artefacts and a second between academic HCI research and professional UX design practice. We report on a 5-year engagement between HCI researchers and a major media company to explore how a particular piece of HCI research, the trajectories conceptual framework, might be translated for and with UX practitioners. We present various translations of this framework and fit them into the gap we previously identified. This leads us to refine the idea of translations, suggesting that they may be led by researchers, by practitioners or co-produced by both as boundary objects. We consider the benefits of each approach.
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