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Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policymakers

In 2010 voerde Marco Snoek de eindredactie over een beleidshandboek van de Europese Commissie rond inductieprogramma's voor beginnende leraren. Dit inductie handboek is het resultaat van een peer learning proces waarin ervaringen vanuit verschillende landen rond inductieprogramma's gedeeld zijn. Het handboek geeft handvatten voor het ontwikkelen en implementeren van (beleid gericht op) systematische inductieprogramma's voor beginnende leraren. aan de orde komen doelen, ontwerpkenmerken, condities en voorbeelden van inductieprogramma's in een aantal landen.

An parametric investigation into the effect of low induction rotor (LIR) wind turbines on the levelised cost of electricity of a 1 GW offshore wind farm in a North Sea wind climate

In this report, the details of an investigation into the eect of the low induction wind turbines on the Levelised Cost of Electricity (LCoE) in a 1GW oshore wind farm is outlined. The 10 MW INNWIND.EU conventional wind turbine and its low induction variant, the 10 MW AVATAR wind turbine, are considered in a variety of 10x10 layout configurations. The Annual Energy Production (AEP) and cost of electrical infrastructure were determined using two in-house ECN software tools, namely FarmFlow and EEFarm II. Combining this information with a generalised cost model, the LCoE from these layouts were determined. The optimum LCoE for the AVATAR wind farm was determined to be 92.15 e/MWh while for the INNWIND.EU wind farm it was 93.85 e/MWh. Although the low induction wind farm oered a marginally lower LCoE, it should not be considered as definitive due to simple nature of the cost model used. The results do indicate that the AVATAR wind farms require less space to achieve this similar cost performace, with a higher optimal wind farm power density (WFPD) of 3.7 MW/km2 compared to 3 MW/km2 for the INNWIND.EU based wind farm.

Traction Motors, what is the difference? Induction, Interior Permanent Magnet and Synchronous Reluctance Machines Technologies, Constraints, Possibilities & Outlook

Becoming a teacher educator: experiences with a special induction programme for beginning teacher educators

Literature reveals that beginning teacher educators are dealing with organisational and professional difficulties in their induction period. At the Teacher Education Institute of Fontys University of Applied Sciences in Tilburg, The Netherlands, a special induction programme was developed for the induction period. The programme was designed using recommendations from literature and focused on both organisational induction as well as professional induction. This programme was evaluated through an inquiry. Experiences of participants and as non-participants in the programme were taken into account. The evaluation reveals that all beginning teacher educators (participants as well as non-participants) have learned a lot from their colleagues, for example through conversations or while preparing lessons together. The majority of the participants hold the opinion that the goals of the programme have been reached and they appreciate the programme for the possibility to exchange experiences with other beginning teacher educators.

Effects of induction of labour versus expectant management in women with impending post-term pregnancies

Background: Post-term pregnancy, a pregnancy exceeding 294 days or 42 completed weeks, is associated with increased perinatal morbidity and mortality and is considered a high-risk condition which requires specialist surveillance and induction of labour. However, there is uncertainty on the policy concerning the timing of induction for post-term pregnancy or impending post-term pregnancy, leading to practice variation between caregivers. Previous studies on induction at or beyond 41 weeks versus expectant management showed different results on perinatal outcome though conclusions in meta-analyses show a preference for induction at 41 weeks. However, interpretation of the results is hampered by the limited sample size of most trials and the heterogeneity in design. Most control groups had a policy of awaiting spontaneous onset of labour that went far beyond 42 weeks, which does not reflect usual care in The Netherlands where induction of labour at 42 weeks is the regular policy. Thus leaving the question unanswered if induction at 41 weeks results in better perinatal outcomes than expectant management until 42 weeks. Methods/design: In this study we compare a policy of labour induction at 41 + 0/+1 weeks with a policy of expectant management until 42 weeks in obstetrical low risk women without contra-indications for expectant management until 42 weeks and a singleton pregnancy in cephalic position. We will perform a multicenter randomised controlled clinical trial. Our primary outcome will be a composite outcome of perinatal mortality and neonatal morbidity. Secondary outcomes will be maternal outcomes as mode of delivery (operative vaginal delivery and Caesarean section), need for analgesia and postpartum haemorrhage (≥1000 ml). Maternal preferences, satisfaction, wellbeing, pain and anxiety will be assessed alongside the trial. Discussion: his study will provide evidence for the management of pregnant women reaching a gestational age of 41 weeks.

How do second career teachers in vocational education experience their induction period?

Second career teachers (SCT) are key role models in vocational education (VE) because they prepare students for the vocational practice they were part of, and they bring up-to-date vocational knowledge and skills into VE schools. Therefore, the early leaving of SCTs in VE is a problem, adding to the worldwide teacher shortages. Induction programs have been developed to support starting teachers to grow into their new profession and to diminish high attrition rates. However, it is argued that current induction programs fail to support SCTs adequately. For instance, induction programs rarely adapt to SCTs’ various needs, such as recognizing and integrating previously developed competencies and specific backgrounds. Further-more, SCTs’ induction programs in the specific context of VE are largely under-studied. This study explores the experiences of SCTs in VE during their induction programs regarding four themes identified in research on SCTs in other education sectors: 1) professional identity development, 2) learning processes, 3) tailor-made coaching, and 4) co-creation of induction programs. Eleven SCTs from eight Dutch VE schools were interviewed. The data show a rich variation of SCTs’ experiences. For example, they experienced the opportunity to develop their professional identity as teachers while preserving and including their former identity as practitioners of the vocation they teach for. Yet, only a few SCTs experienced co-creation of the induction program, which seems to have a positive impact. The insights of this study offer an understanding of what SCTs in VE go through and what might support them during their induction.