Background: With increasing knowledge on the adverse health efects of certain constituents of PM (particulate matter), such as silica, metals, insoluble ions, and black carbon, PM has been under the attention of work safety experts. Previously, we investigated the perceptions of blue-collar workers in highly exposed areas of work. Subsequently, we developed an instruction folder highlighting the most important aspects of PM risk and mitigation, and tested this folder in a digital experiment. The digital experiment yielded positive results with regards to acquired knowledge about PM, but did not on risk perception or safety behavior. Methods: In this study, we investigate the efects of the folder when combined with a practical assignment involving a PM exposimeter, showing the amount of particulate matter in microgram per cubic meter in real time on its display for various activities. We tested this at six workplaces of four companies in the roadwork and construction branch. Results: The results indicate that the folder itself yields an increased knowledge base in employees about PM, but the efects of the practical assignment are more contentious. Nevertheless, there is an indication that using the assignment may lead to a higher threat appraisal among employees for high exposure activities. Conclusion: We recommend implementing our folder in companies with high PM exposure and focusing further research on appropriate methods of implementation.
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Uit verschillende onderzoeken blijkt dat jongeren regelmatig schulden of betalingsachterstanden hebben. In hoeverre heeft financiële opvoeding invloed op hun financiële gedrag? Voor de gemeente Rotterdam is het aanpakken van schulden en het voorkomen van betalingsproblemen bij jongeren een belangrijk speerpunt. Daarom vroeg de gemeente de onderzoekers van Dynamiek van de Stad om hier onderzoek naar te doen, onder én door studenten. De bevindingen uit het onderzoek bieden goede aanknopingspunten voor beleid, de gemeente neemt de aanbevelingen dan ook graag over.
MULTIFILE
Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
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