The copper(II) catalyzed enantioselective 1,4-addition reactions of diethylzinc to cyclic enones in the presence of novel phosphorus amidite ligands, easily prepared from α,α,α',α'-tetraphenyl-2,2'-dimethyl-1,3- dioxolane-4,5-dimethanol (TADDOL) derivatives, resulted in e.e.s up to 71% for cyclohexenone and up to 62% for cyclopentenone. A remarkable enhancement of enantioselectivity was observed upon the addition of powdered molecular sieves to the reaction mixture.
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Zijn mensen die schuldhulpverlening afwijzen ongemotiveerd? Recent hersenonderzoek leert dat obstructie vaker voorkomt uit onvermogen. Dat heeft consequenties voor de lokale dienstverlening, betogen Nadja Jungmann en Helga Koper. Experimenten in de Verenigde Staten tonen aan dat een integrale en andere aanpak loont.
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Interview met Nadja Jungmann en Helga Koper. Zijn mensen die schuldhulp afwijzen ongemotiveerd? Hersenonderzoek leert dat obstructie vaker voorkomt uit onvermogen. Dat heeft consequenties voor de lokale dienstverlening, betogen Lector Schulden en Incasso Nadja Jungmann en Helga Koper van Platform 31 in een essay in Binnenlands Bestuur.
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Marktwerking binnen de gezondheidszorg. Schaarste aan organen leidt tot orgaantoerisme, schending van menselijke waardigheid of zelfbeschikkingsrecht van de koper.
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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Eindwaarde is het verwachte bedrag dat op de laatste dag van de beschouwde disconteringsperiode wordt overeengekomen voor een vastgoedobject tussen een willige verkoper en een willige koper, die op een gepaste afstand van elkaar staan, na een behoorlijke marketing en waarbij partijen met kennis, voorzichtigheid en zonder dwang handelen’.
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Many studies report changes taking place in the field of higher education, changes which present considerable challenges to educational practice. Educational science should contribute to developing design guidance, enabling practitioners to respond to these challenges. Design patterns, as a form of design guidance, show potential since they promise to facilitate the design process and provide common ground for communication. However, the potential of patterns has not been fully exploited yet. We have proposed the introduction of a task conceptualization as an abstract view of the concept chosen as central: the task. The choice of the constituting elements of the task conceptualization has established an analytical perspective for analysis and (re)design of (e)learning environments. One of the constituting elements is that of ‘boundary objects’, which has added a focus on objects facilitating the coordination, alignment and integration of collaborative activities. The presented task conceptualization is deliberately generic in nature, to ease the portability between schools of thought and make it suitable for a wide target audience. The conceptualization and the accompanying graphical and textual representations have shown much promise in supporting the process of analysis and (re)design and add innovative insights to the domain of facilitating the creation of design patterns.
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Werkloosheid of te laag betaald werk gaan vaak samen met (geld)stress. Geworteld in de hersenwetenschap is in de VS de nieuwe integrale aanpak Mobility Mentoring® ontwikkeld, die aangrijpt op stress als ontregelend principe. Dankzij deze nieuwe aanpak ontgroeien meer mensen armoede en schulden. In dit artikel de achtergronden en een vertaling naar Nederland.
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One of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach.
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In this paper, I first discuss in some detail the current use of Learning Objects and show it to be wanting. Although their use, in principle, may offer much flexibility in creating content, in practice it will not, particularly since it does not support sufficient pedagogical flexibility. Then I offer an alternative view which, in my view, is indeed capable of fulfilling all the needs of customised learning, both the need for custom content and the need for custom pedagogies. I conclude by addressing some possible criticisms of my line of reasoning. This Chapter is a remake of Necessary Conditions for the Flexible Reuse of Educational Content.
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