The purpose of this article is to explore the determining factors of household expenditures on sports participation. Due to a relatively large amount of zero-expenditures, simple regression methods are not suited. Because of methodological reasons, the two-step Heckman approach is used over the Tobit approach and the Double Hurdle approach. The participation decision (spend money or not) is influenced by sports participation of the parents, family income, education, sports club membership, and sports frequency. Determining factors of the intensity decision (amount of money that is spent on sports participation) are family income, sports participation of parents during their youth, sports club membership, sports frequency, age of youngest child, and household size. Moreover, the results indicate that a two-stage approach is needed because it gives a more in-depth insight in the household spending behavior. For example, higher educated households more often spend money on sports participation. However, this research demonstrates that once higher educated households have decided to spend money on sports participation, the amount of money spent does not differ from lower educated households.
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This paper aims to offer a critical reflection on the way Talent Management (TM) is investigated in practice, by addressing the key issues regarding the quality (in terms of rigor and relevance) of academic empirical TM research and therefore the critical scrutiny of TM scholars’ work. We will argue that despite the growth in the quantity, the quality of many empirical TM papers is lagging behind and hindering the progress of the academic field of TM.
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Purpose: This study examined the effects of a giant (4×3 m) exercising board game intervention on ambulatory physical activity (PA) and a broader array of physical and psychological outcomes among nursing home residents. Materials and methods: A quasi-experimental longitudinal study was carried out in two comparable nursing homes. Ten participants (aged 82.5±6.3 and comprising 6 women) meeting the inclusion criteria took part in the 1-month intervention in one nursing home, whereas 11 participants (aged 89.9±3.1 with 8 women) were assigned to the control group in the other nursing home. The giant exercising board game required participants to per-form strength, flexibility, balance and endurance activities. The assistance provided by an exercising specialist decreased gradually during the intervention in an autonomy-oriented approach based on the self-determination theory. The following were assessed at baseline, after the intervention and after a follow-up period of 3 months: PA (steps/day and energy expenditure/day with ActiGraph), cognitive status (mini mental state examination), quality of life (EuroQol 5-dimensions), motivation for PA (Behavioral Regulation in Exercise Questionnaire-2), gait and balance (Tinetti and Short Physical Performance Battery), functional mobility (timed up and go), and the muscular isometric strength of the lower limb muscles. Results and conclusion: In the intervention group, PA increased from 2,921 steps/day at baseline to 3,358 steps/day after the intervention (+14.9%, P=0.04) and 4,083 steps/day (+39.8%, P=0.03) after 3 months. Energy expenditure/day also increased after the intervention (+110 kcal/day, +6.3%, P=0.01) and after 3 months (+219 kcal/day, +12.3%, P=0.02). Quality of life (P<0.05), balance and gait (P<0.05), and strength of the ankle (P<0.05) were also improved after 3 months. Such improvements were not observed in the control group. The preliminary results are promising but further investigation is required to confirm and evaluate the long-term effectiveness of PA interventions in nursing homes.
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The transition from adolescence to adulthood also has been described as a window of opportunity or vulnerability when developmental and contextual changes converge to support positive turnarounds and redirections (Masten, Long, Kuo, McCormick, & Desjardins, 2009; Masten, Obradović, & Burt, 2006). The transition years also are a criminological crossroads, as major changes in criminal careers often occur at these ages as well. For some who began their criminal careers during adolescence, offending continues and escalates; for others involvement in crime wanes; and yet others only begin serious involvement in crime at these ages. There are distinctive patterns of offending that emerge during the transition from adolescence to adulthood. One shows a rise of offending in adolescence and the persistence of high crime rates into adulthood; a second reflects the overall age-crime curve pattern of increasing offending in adolescence followed by decreases during the transition years; and the third group shows a late onset of offending relative to the age-crime curve. Developmental theories of offending ought to be able to explain these markedly different trajectories
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Uit onderzoek blijkt de kwaliteit van de leraar voor de klas de meest belangrijke factor is op het leerresultaat van leerlingen.Leraarschap is een professie en net als andere professionals moeten leraren hun vak bijhouden en constant hun eigen handelen evalueren en verbeteren. Soms gaat dat vanzelf, bijvoorbeeld bij beginnende leraren. Om te overleven, zijn zij gedwongen heel snel te leren en zich verder te ontwikkelen. Maar meer ervaren leraren hebben inmiddels allerlei routines opgebouwd en missen vaak wat Koffeman (2011) noemt de 'noodzaak tot leren'. Het proefschrift beschrijft mogelijkheden om de professionalisering van leraren te stimuleren door middel van reflectiegesprekken met collega's en het gebruik van videofeedback. Het proefschrift betreft een ontwerponderzoek met als doel: op onderzoek gebaseerde oplossingen te ontwikkelen voor complexe problemen uit de onderwijspraktijk en tevens bij te dragen aan wetenschappelijke theorievorming, door het bestuderen van de onderliggende ontwerpprincipes. Samen met een school voor voortgezet onderwijs is een concreet programma ontworpen dat meer informele vormen van leren op de werkplek tussen leraren stimuleert. Door het ontwerpproces en de uitkomsten stap voor stap te beschrijven, levert dit onderzoek niet alleen een kant-en-klaar professionaliseringsprogramma dat andere scholen kunnen gaan gebruiken, maar levert het vooral ook bouwstenen op in de vorm van ontwerpprincipes en kennis over hoe en onder welke voorwaarden deze in de school kunnen werken. Met deze bouwstenen worden ook andere scholen in staat gesteld om het programma aan te passen aan de context van de eigen school.
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Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students’ academic success was predictable, and these predictions were more accurate than predictions of their peers’ success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students’ studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor’s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.
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