Presentatie voor het symposium rondom het kennislab mobiliteitstransitie.
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The user experience of our daily interactions is increasingly shaped with the aid of AI, mostly as the output of recommendation engines. However, it is less common to present users with possibilities to navigate or adapt such output. In this paper we argue that adding such algorithmic controls can be a potent strategy to create explainable AI and to aid users in building adequate mental models of the system. We describe our efforts to create a pattern library for algorithmic controls: the algorithmic affordances pattern library. The library can aid in bridging research efforts to explore and evaluate algorithmic controls and emerging practices in commercial applications, therewith scaffolding a more evidence-based adoption of algorithmic controls in industry. A first version of the library suggested four distinct categories of algorithmic controls: feeding the algorithm, tuning algorithmic parameters, activating recommendation contexts, and navigating the recommendation space. In this paper we discuss these and reflect on how each of them could aid explainability. Based on this reflection, we unfold a sketch for a future research agenda. The paper also serves as an open invitation to the XAI community to strengthen our approach with things we missed so far.
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An efficient four-step biotransformation-mediated synthesis of (1S)-1-(2,6-dichloro-3-fluorophenyl)ethanol in enantiomerically pure form is described. This compound is a key intermediate required for the preparation of PF-2341066, a potent inhibitor of c-Met/ALK that is currently in clinical development. The described synthesis was used to manufacture 6 kg of the title compound and can also be employed to produce the corresponding (1R)-enantiomer. © 2010 Elsevier Ltd. All rights reserved.
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IL-4 and IL-13 are prototypic Th2 cytokines that generate an “alternatively activated” phenotype in macrophages. We used high-density oligonucleotide microarrays to investigate the transcriptional profile induced in human monocytes by IL-13. After 8-h stimulation with IL-13, 142 genes were regulated (85 increased and 57 decreased). The majority of these genes were related to the inflammatory response and innate immunity; a group of genes related to lipid metabolism was also identified, with clear implications for atherosclerosis. In addition to characteristic markers of alternatively activated macrophages, a number of novel IL-13-regulated genes were seen. These included various pattern recognition receptors, such as CD1b/c/e, TLR1, and C-type lectin superfamily member 6. Several components of the IL-1 system were regulated. IL-1RI, IL-1RII, and IL-1Ra were all up-regulated, whereas the IL-1β-converting enzyme, caspase 1, and IRAK-M were down-regulated. LPS-inducible caspase 1 enzyme activity was also reduced in IL-13-stimulated monocytes, with a consequent decrease in pro-IL-1β processing. These data reveal that IL-13 has a potent effect on the transcriptional profile in monocytes. The IL-13-induced modulation of genes related to IL-1 clearly highlights the tightly controlled and complex levels of regulation of the production and response to this potent proinflammatory cytokine.
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The qualities and availability of different video formats offer many opportunities within the context of Higher Education (Hansch et al., 2015; Johnson et al., 2016; van Huystee, 2016). There is a shift within Higher Education to transition from the traditional face to face approach, to a more ‘blended’ approach in which face to face and online delivery of content are blended (Bates, 2015). More delivery of content is now provided online in video format, viewed before the class, as part of a flipped classroom (Bishop & Verleger, 2013; Yousef, Chatti, & Schroeder, 2014) and this is impacting the traditional role of the lecturer from ‘sage on the stage’, to ‘guide on the side’ (Tapscott, 2009). When creating video, a lecturer needs to have an understanding of the particular pedagogic affordances of the different types of video (Koumi, 2014; Thomson, Bridgstock, & Willems, 2014) and to know how to implement and embed these effectively into the teaching environment as part of a blended approach (Dankbaar, Haring, Moes, & van Hees, 2016; Fransen, 2006; Woolfitt, 2015). There needs to be awareness of how to embed the video from a didactic perspective to create meaningful learning (Karppinen, 2005) and an understanding of some of the financial and technical issues which include the relationship between cost of video production and the user experience (Hansch et al., 2015) and creating the correct combination of multimedia visual and audio elements (Colvin Clark & Mayer, 2011). As the role of the lecturer changes, there are a number of challenges when navigating through this changing educational environment. Massive Open Online Courses (MOOCs) provide lots of data for analysis and research shows that students in this environment stop watching videos after about six minutes (Guo, Kim, & Rubin, 2014) and that the most common video style used in MOOCs was the talking head with Power Point (Reutemann, 2016). Further research needs to be conducted regarding student preferences of video styles and correlation between video styles and course drop-out rates. As part of its research, the Inholland research group ‘Teaching, Learning and Technology’ (TLT) examines the use of ICT and video to support teaching and learning within Inholland. In 2015-2016, several pioneers (Fransen, 2013) working at Inholland explored different approaches to using video to support the teaching and learning process within a number of educational environments. TLT supported the pioneers in establishing their role within their faculty, creating a framework within which the pioneer can design the video intervention, collecting data and reflecting on what was learned through this process. With some of the projects, a more formal research process was followed and a full research report could be compiled. In other cases, the pioneer took a more exploratory and experimental approach. In these cases, the pioneer may not have conducted the video intervention under a formal research framework. However, during this process the pioneer may have uncovered interesting and valuable practical examples that can inspire and be shared with other educators. This current report falls under the category Research Type 3 as defined by TLT. It describes and assesses an ICT application (in this case, video) in order to share the original approach that could have high potential to be implemented in a broader educational context.
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Synthetic glucocorticoids are potent anti-inflammatory drugs but show dose-dependent metabolic side effects such as the development of insulin resistance and obesity. The precise mechanisms involved in these glucocorticoid-induced side effects, and especially the participation of adipose tissue in this are not completely understood. We used a combination of transcriptomics, antibody arrays and bioinformatics approaches to characterize prednisolone-induced alterations in gene expression and adipokine secretion, which could underlie metabolic dysfunction in 3T3-L1 adipocytes. Several pathways, including cytokine signalling, Akt signalling, and Wnt signalling were found to be regulated at multiple levels, showing that these processes are targeted by prednisolone. These results suggest that mechanisms by which prednisolone induce insulin resistance include dysregulation of wnt signalling and immune response processes. These pathways may provide interesting targets for the development of improved glucocorticoids.
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We hear about disruptive technologies and live in a VUCA world (Volatile, Uncertain, Complex, and Ambiguous). New technologies will change business models as they have always done. However the four VUCA factors have varying impacts on business “which defies confident diagnosis and befuddles executives” (Bennett & Lemoine, 2014).They identify four potent weapons to fight digitalisation dragons: agility, information, restructuring, and experimentation.This blog compares earlier waves of technology with the digitalisation wave. Currently, 40–60 percent of customer value is not created within the focal company but in the supply chain (KPMG, 2016). The same holds for the purchasing-turnover ratio: 20 to 85 cents of every euro sold was purchased from suppliers (Van Weele et al., 2017, p. 35). In current business models B2B sales and procurement play dominant roles. The blog (Part I & II) discusses the impact of disruptive technology on business models with a focus on procurement (purchasing).1500 words
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This paper takes a process perspective in exploring the influence of social interaction on the dynamics of psychological contracting throughout organizational change. Although social interaction is a key focus in social exchange theory, this aspect is largely overlooked in the current psychological contract literature. In this qualitative study, we adopt a retrospective design, asking change recipients to recollect events over time in the context of digital transformation in Dutch travel organizations. Our data reveal a sequence of different kinds of social interactions over the course of a change process, from collective-focused interactions (i.e., kindness and sharing) in stable contracts to transactional interactions (i.e., “what is in it for me”) following psychological contract disruption, to relational interactions (i.e., vigilance about equity in social exchange) in psychological contract repair, and to a final return to resonance and alignment with others and a return to psychological contract maintenance. Our results suggest that social interactions play a more potent role in the dynamics of psychological contracting than is currently recognized in the literature. Finally, we discuss a number of implications for dynamic models of psychological contracting.
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Will China’s policymakers return to pragmatism and will the entrepreneurs strike a balance between the central control and market logic? In this analysis, Yuxi Nie explores the situation.
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Conference Proceedings EAPRIL 2015, Leuven, Belgium
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