This is the second edition of the Startup Workbook. This workbook is different from the first version. The first version, which was made with a so called touch-grant from Saxion, was primarily a digital version. In addition, the book was printed as a deluxe edition in a limited number of copies. The eBook has quickly been downloaded thousands of times through the website (www.startupwerkboek.nl). By using the Startup Work-book by Startups in the Startup Center Saxion (part of the Center for Entrepreneurship) it was revealed that one has a need to really use it as a workbook. That is, the questions that are in the book, must be filled in. Some Startups printed out the downloaded version, to be able to use it for writing answers. The printed version has therefore become a real book. That means that the questions can be answered directly in the book. It is in a writable form. If you have access to the Toolbox, you can also fill in the online questionnaire after each step, which you then will get mailed back. If required we can then remotely assist you with your cus-tomer development based on your reply. Another change in this version is that the business devel-opment trajectory isn’t spread over 12 weeks, but spread over 12 steps. A startup probably needs a week for a certain step, whereas another startup may sometimes need more time. This second edition is still primarily an eBook, which is free to download. The advantage of the eBook is that adjustments can be made quickly (the knowledge and methodologies for startups go so fast), and direct links to other website can be used easier when presented in an electronic way.
MULTIFILE
We developed a lesson where students construct a qualitative representation to learn how clock genes are regulated. Qualitative representations provide a non-numerical description of system behavior, focusing on causal relation-ships and system states. They align with human reasoning about system dy-namics and serve as valuable learning tools for understanding both domain-specific systems and developing broader systems thinking skills.The lesson, designed for upper secondary and higher education, is imple-mented in the DynaLearn software at Level 4, where students can model feedback loops. Students construct the representation step by step, guided by a structured workbook and built-in support functions within the software. At each step, they run simulations to examine system behavior and reflect on the results through workbook questions. To ensure scientific accuracy, the representation and workbook were evaluated by domain experts.The lesson begins with modeling how increasing BMAL:CLOCK activity enhances the transcription of PER and CRY genes through binding to the E-box. Next, students explore how mRNA production and degradation—two opposing processes—regulate mRNA levels. This is followed by modeling translation at the ribosomes, where PER and CRY proteins are synthesized and subsequently degraded, again illustrating competing regulatory process-es. Students then model how PER and CRY proteins form a complex that translocates to the nucleus, inhibiting CLOCK:BMAL binding and establish-ing a negative feedback loop. Finally, they extend their understanding by ex-ploring how CLOCK:BMAL also regulates the AVP gene, linking clock genes to broader physiological processes.
MULTIFILE
Background Providing individualized care based on the context and preferences of the patient is important. Knowledge on both prognostic risk stratification and blended eHealth care in musculoskeletal conditions is increasing and seems promising. Stratification can be used to match patients to the most optimal content and intensity of treatment as well as mode of treatment delivery (i.e. face-to-face or blended with eHealth). However, research on the integration of stratified and blended eHealth care with corresponding matched treatment options for patients with neck and/or shoulder complaints is lacking. Methods This study was a mixed methods study comprising the development of matched treatment options, followed by an evaluation of the feasibility of the developed Stratified Blended Physiotherapy approach. In the first phase, three focus groups with physiotherapists and physiotherapy experts were conducted. The second phase investigated the feasibility (i.e. satisfaction, usability and experiences) of the Stratified Blended Physiotherapy approach for both physiotherapists and patients in a multicenter single-arm convergent parallel mixed methods feasibility study. Results In the first phase, matched treatment options were developed for six patient subgroups. Recommendations for content and intensity of physiotherapy were matched to the patient’s risk of persistent disabling pain (using the Keele STarT MSK Tool: low/medium/high risk). In addition, selection of mode of treatment delivery was matched to the patient’s suitability for blended care (using the Dutch Blended Physiotherapy Checklist: yes/no). A paperbased workbook and e-Exercise app modules were developed as two different mode of treatment delivery options, to support physiotherapists. Feasibility was evaluated in the second phase. Physiotherapists and patients were mildly satisfied with the new approach. Usability of the physiotherapist dashboard to set up the e-Exercise app was considered ‘OK’ by physiotherapists. Patients considered the e-Exercise app to be of ‘best imaginable’ usability. The paper-based workbook was not used. Conclusion Results of the focus groups led to the development of matched treatment options. Results of the feasibility study showed experiences with integrating stratified and blended eHealth care and have informed amendments to the Stratified Blended Physiotherapy approach for patients with neck and/or shoulder complaints ready to use within a future cluster randomized trial.
DOCUMENT
All social media should have a sticker saying 'Don't Jump for the Tool!' While it is tempting 'to use Twitter', the choice of a medium like Twitter cannot be seen in isolation of strategic goals, instruments and expected results, i.e. a communication strategy. We designed a board game, called the Media Strategy Game, which makes professionals aware of the choices and opportunities involved in developing a communication strategy. By playing the game, assumptions about objectives and results are made explicit and awareness is created for the activities needed to achieve objectives. The game therefore serves to stimulate discussions, provides insights for the development of an efficient media policy, and helps to create consensus. While designed for professionals who need to communicate a message inside or outside of an organization, it has also proved very valuable in trainings and in higher education. Recently a workbook has been added to the board game that helps professionals to formulate their communication strategy by providing 16 hands-on models for business strategy, business modelling, leveraging tools and formulating indicators to measure impact.
DOCUMENT
Abstract The main purpose of this intervention was to measure student’s motivation in English Literature before and after an intervention based Zoltán Dörnyei’s Motivational Self System (2009) and Michael Magid’s (2011) application of the same theory in schools in Singapore. The present intervention was adapted to the students of the Dutch secondary school CLV (Christian Lyceum Veenendaal) in Veenendaal using fragments of English Literature (books, films, poems and songs). The intervention was carried out during eight lessons of fifty minutes where students had to participate in a variety of activities, all registered in a workbook assigned to each student at the beginning of the research project. Prior to and after the intervention, students filled in a questionnaire on motivation and English Literature. The results of these questionnaires were analysed with SPSS running descriptive statistical analysis. Along with these analyses, the timelines and life trees made by the students during the lessons and students’ answers given to the exercises on the workbooks were evaluated and compared. One of the most important conclusions of the intervention was that female students were more motivated, could make action plans and set goals easier and more detailed than male students. Another important result was that students in general had no interest in English Literature, although they realised it can be influential in their future life. The affective attitude of students to- wards the teacher and materials increased after the intervention, as well as students’ confidence in their own effort during class. However, the construct validity between the quantitative and qualitative data could not be established due to the fact that gender was not included as variable in the questionnaire. Gender relevancy became visible after the analyses of the workbooks. Therefore, future research will have to focus on including gender as a variable in the questionnaire in order to establish solid relations between quantitative and qualitative data. Another interesting research question for future interventions could be how to adapt English Literature and the materials that are being used in a way that both female and male students can tap into their own intrinsic motivational current.
DOCUMENT
Background: Although interdisciplinary multimodal pain treatment (IMPT) programs are widely regarded as treatment of choice for patients with chronic pain, there are signs that many patients are unable to maintain their treatment gains in the long term. To facilitate the maintenance of positive treatment outcomes over time, we developed two relapse prevention strategies. Objective: The main objective of this study was to explore the feasibility of these strategies within the context of IMPT programs. Methods: We performed a feasibility study using 3 workbook prototypes containing either one or both strategies. For a period of 6 months, the workbooks were made available in two IMPT facilities. Qualitative data were collected through a focus group and semistructured interviews. We performed a thematic analysis using a deductive approach with (1) applicability to the treatment program, (2) acceptability of the workbook content, and (3) form, as predefined themes. Results: The final dataset consisted of transcripts from a focus group with health care providers and 11 telephone interviews and 2 additional in-depth interviews with patients. In general, the intervention was perceived as useful, easy to use, and in line with the treatment program. The data also include suggestions to further improve the use of both strategies, including more specific implementation guidelines, revised goal-setting procedure, and development of a mobile health version. However, several factors, including a high dropout rate and small sample size, impact the external validity of our findings. Conclusions: This study should be regarded as a first step in the process of transforming the prototype workbook into an effective intervention for clinical practice. Although these initial results indicate a favorable evaluation of both behavior regulation strategies within the workbook, this study encountered multiple barriers regarding implementation and data collection that limit the generalizability of these results. Future research efforts should specifically address the fidelity of HCPs and patients and should include clear procedures regarding recruitment and use of both relapse prevention strategies during treatment.
LINK
We have developed a lesson in which learners interactively construct a qualitative representation about climate change and the decline of biodiversity by using the online software DynaLearn. They are supported by a built-in support function to notice mistakes, and they can run simulations to explore system behavior. Throughout the lesson, learners are guided by a workbook providing necessary information step by step.
DOCUMENT
Het werkboek Privaatrecht voor Vastgoed is een aanvulling op het theorieboek. Het werkboek bevat twee onderdelen: Meerkeuzevragen• Oefententamens. Voor elk hoofdstuk zijn er meerkeuzevragen. Deze zijn bedoeld om de kennis, toepassing en inzicht van de theorie te toetsen. Daarnaast zijn er oefententamens, die over de hele leerstof gaan. Het werkboek is hiermee ook een goede voorbereiding op tentamens en/of examens. De methode Privaatrecht voor Vastgoed is door zijn opzet en samenstelling bij uitstek praktijk- en tentamen/examengericht.
LINK
To what extent can the application of blockchain technologies be employed toward civic empowerment, organizing local civic and circular economies, reinstating trust in civic institutions, or, perhaps, creating entirely new types of institutions?
MULTIFILE
