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Winter tourism : Skiing feedbacks warm the climate.

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Constructing authenticity in contemporary consumer culture: The case of lifestyle sports

For twenty years, typical outdoor lifestyle sports like rafting, snowboarding and rock climbing, which used to be exclusively practised in natural environments, are being offered in controlled artificial settings. This process can be described as 'the indoorisation of outdoor sports'. With this development, questions of authenticity arise. Are these new, commercial forms still authentic lifestyle sports? And can we consider the participants in these indoorised lifestyle sports as authentic? There has been a discussion about authenticity in lifestyle sports since its worldwide popularisation and it is worth to reconsider this discussion against the background of new, commercial versions of lifestyle sports. Therefore, in this paper a qualitative analysis is offered about the consumption of a constructed authenticity in a cultural context increasingly characterized by artificialization.

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NDT-competence of nurses caring for patients with stroke

NeuroDevelopmental Treatment (NDT) is the most used rehabilitation approach in the treatment of patients with stroke in the Western world today, despite the lack of evidence for its efficacy. The aim of this study was to conduct an intervention check and measure the nurses' competence, in positioning stroke patients according to the NDT approach. The sample consisted of 144 nurses in six neurological wards who were observed while positioning stroke patients according to the NDT approach. The nurses' combined mean competence scores within the wards was 195 (70%) of 280 (100%) possible, and for each ward the mean score varied between 181 (65%) and 206 (74%). This study indicates that nurses working in hospitals where the NDT approach has been implemented have the knowledge and skills to provide NDT nursing.

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NDT-competence of nurses caring for patients with stroke

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The immediate influence of implicit motor learning strategies on spatiotemporal gait parameters in stroke patients

Objectives: To investigate immediate changes in walking performance associated with three implicit motor learning strategies and to explore patient experiences of each strategy. Design: Participants were randomly allocated to one of three implicit motor learning strategies. Within-group comparisons of spatiotemporal parameters at baseline and post strategy were performed. Setting: Laboratory setting. Subjects: A total of 56 community-dwelling post-stroke individuals. Interventions: Implicit learning strategies were analogy instructions, environmental constraints and action observation. Different analogy instructions and environmental constraints were used to facilitate specific gait parameters. Within action observation, only videotaped gait was shown. Main measures: Spatiotemporal measures (speed, step length, step width, step height) were recorded using Vicon 3D motion analysis. Patient experiences were assessed by questionnaire. Results: At a group level, three of the four analogy instructions (n=19) led to small but significant changes in speed (d=0.088m/s), step height (affected side d=0.006m) and step width (d=–0.019m), and one environmental constraint (n=17) led to significant changes in step width (d=–0.040m). At an individual level, results showed wide variation in the magnitude of changes. Within action observation (n=20), no significant changes were found. Overall, participants found it easy to use the different strategies and experienced some changes in their walking performance. Conclusion: Analogy instructions and environmental constraints can lead to specific, immediate changes in the walking performance and were in general experienced as feasible by the participants. However, the response of an individual patient may vary quite considerably.

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The immediate influence of implicit motor learning strategies on spatiotemporal gait parameters in stroke patients

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Responsive curriculum development for professional education

Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.

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Responsive curriculum development for professional education

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Insights in flexible assessment from students’ and teachers’ perspectives

The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and teachers regarding flexible assessment within the specific context of nursing education. Seven focus groups comprised four sessions with teachers and three with students, each involving 5-8 participants. Results showed that students and teachers have a predominantly positive perspective towards flexible assessment. They acknowledge the opportunities that flexible assessment provides for diverse forms to present evidence. However, concerns were raised regarding the design of flexible assessments, issues of fairness in rating evidence, and the understanding among teachers and students regarding the assessment processes. Additionally, discussions focused on the perceived benefit of flexible assessments, particularly concerning the time investment required for their implementation and evaluation. In conclusion, the success of flexible assessments is contingent on the careful consideration of its design, ensuring equitable evaluation of evidence, and fostering comprehensive understanding among both teachers and students. Recognizing potential disparities in views of students and teachers offers valuable insights into the effectiveness of flexible assessment. Achieving a balance between the flexibility of assessment formats, aligned forms of evidence, and an appropriate rating methodology is crucial for effective implementation.

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Insights in flexible assessment from students’ and teachers’ perspectives

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Following a fast track course for refugee teachers

The aim of this small explorative study was to get an impression of the participants’ views and understanding of the role of becoming a teacher in Swedish schools, realising the characteristic of pedagogy aimed for in the curriculum (in Lgr11 and Lgy), specifically the interaction patterns and student participation in learning processes. Main research questions addressed participants expectations of differences and challenges in the Swedish school context as compared to their experiences in Syria contexts, in specific the development of their understanding of student participation in interaction as characteristic of Swedish education and curriculum. From this, recommendations are formulated for curriculum and research for future Fast Track trajectories.

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Following a fast track course for refugee teachers

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Understanding tree failure - A systematic review and meta-analysis

Recent research has indicated an increase in the likelihood and impact of tree failure. The potential for trees to fail relates to various biomechanical and physical factors. Strikingly, there seems to be an absence of tree risk assessment methods supported by observations, despite an increasing availability of variables and parameters measured by scientists, arborists and practitioners. Current urban tree risk assessments vary due to differences in experience, training, and personal opinions of assessors. This stresses the need for a more objective method to assess the hazardousness of urban trees. The aim of this study is to provide an overview of factors that influence tree failure including stem failure, root failure and branch failure. A systematic literature review according to the PRISMA guidelines has been performed in databases, supported by backward referencing: 161 articles were reviewed revealing 142 different factors which influenced tree failure. A meta-analysis of effect sizes and p-values was executed on those factors which were associated directly with any type of tree failure. Bayes Factor was calculated to assess the likelihood that the selected factors appear in case of tree failure. Publication bias was analysed visually by funnel plots and results by regression tests. The results provide evidence that the factors Height and Stem weight positively relate to stem failure, followed by Age, DBH, DBH squared times H, and Cubed DBH (DBH3) and Tree weight. Stem weight and Tree weight were found to relate positively to root failure. For branch failure no relating factors were found. We recommend that arborists collect further data on these factors. From this review it can further be concluded that there is no commonly shared understanding, model or function available that considers all factors which can explain the different types of tree failure. This complicates risk estimations that include the failure potential of urban trees.

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Understanding tree failure - A systematic review and meta-analysis

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Is Bobath-based therapy used by physiotherapists in the care of stroke patients?

The aim of this study was to investigate if physiotherapists had knowledge and skills in applying Bobath-based therapy (BB), also referred to as Neurodevelopmental Treatment, in the care of stroke patients and if they generally used the therapy in daily practice. This is because of the important emphasis placed on documenting the extent of the therapy given to the client groups compared in outcome studies measuring the efficacy of therapeutic interventions. The study took place as an intervention check for a large outcome study measuring the effects of BB therapy. BB therapy had been implemented on six wards, whereas six other wards did not use this approach. The physiotherapists (n /38) knowledge and skills in making decisions about applying the BB principles in all wards was measured in two steps. In step 1, the physiotherapists received a questionnaire focusing on their physiotherapy strategy, and Bobath education. In step 2, they received a case vignette describing a stroke patient and questions concerning the content of the physiotherapy provided to this patient. An expert panel judged the therapists responses to the questions of both steps. Of the physiotherapists working in the BB wards, 14 (74%) therapists generally used BB principles, whereas four (21%) therapists did not (one was uncertain). Of the physiotherapists working in the non-BB wards (n /19), three (16%) did use BB therapy whereas 10 (52%) therapists did not use the therapy (six responses were missing). The study showed that within the BB wards, the physiotherapists had followed sufficient BB education, as judged by a panel of experts, and demonstrated the knowledge and skills in applying the BB therapy, whereas in the other wards they did not. BB wards could therefore participate in the experimental group of the study measuring the effects of the Bobath therapy, and the non-BB wards could serve as proper control wards.

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Products 22

Winter tourism : Skiing feedbacks warm the climate.

Constructing authenticity in contemporary consumer culture: The case of lifestyle sports

NDT-competence of nurses caring for patients with stroke

The immediate influence of implicit motor learning strategies on spatiotemporal gait parameters in stroke patients

Responsive curriculum development for professional education

Insights in flexible assessment from students’ and teachers’ perspectives

Following a fast track course for refugee teachers

Understanding tree failure - A systematic review and meta-analysis

Is Bobath-based therapy used by physiotherapists in the care of stroke patients?

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Products 22

Winter tourism : Skiing feedbacks warm the climate.

Constructing authenticity in contemporary consumer culture: The case of lifestyle sports

NDT-competence of nurses caring for patients with stroke

The immediate influence of implicit motor learning strategies on spatiotemporal gait parameters in stroke patients

Responsive curriculum development for professional education

Insights in flexible assessment from students’ and teachers’ perspectives

Following a fast track course for refugee teachers

Understanding tree failure - A systematic review and meta-analysis

Is Bobath-based therapy used by physiotherapists in the care of stroke patients?