Brochure from the Inauguration of Klaas Dijkstra, professor Computer Vision and Data Science
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Review: With great interest we have read the paper “Pregnancy Screening before Diagnostic Radiography in Emergency Department; an Educational Review” by A.I. Abushouk et al. (1). We agree with the authors that unnecessary fetal radiation exposure should be avoided and that pregnancy screening can be a means to accomplish this. However, in their paper the authors suggest in several instances that radiological imaging during pregnancy can lead to teratogenic effects. In the Abstract it is stated: “Radiation exposure during pregnancy may have serious teratogenic effects to the fetus. Therefore, checking the pregnancy status before imaging women of child bearing age can protect against these effects.”, and in the Introduction: “Therefore, checking the pregnancy status before imaging women of child bearing age can protect against radiation teratogenic effects.” We strongly disagree with these statements: common radiological imaging will usually not give rise to fetal radiation doses high enough to lead to teratogenesis. The statements in the paper may lead to unnecessary worrying of pregnant women and it may discourage themfrom undergoing medically necessary radiological examinations.
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The report from Inholland University is dedicated to the impacts of data-driven practices on non-journalistic media production and creative industries. It explores trends, showcases advancements, and highlights opportunities and threats in this dynamic landscape. Examining various stakeholders' perspectives provides actionable insights for navigating challenges and leveraging opportunities. Through curated showcases and analyses, the report underscores the transformative potential of data-driven work while addressing concerns such as copyright issues and AI's role in replacing human artists. The findings culminate in a comprehensive overview that guides informed decision-making in the creative industry.
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De publicatielijst bevat alle publicaties waar Wilma Swildens aan bijgedragen heeft
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The Challenge Me intervention aimed to indirectly involve parents in a school-based intervention, by challenging primary school children to perform physical activity (PA) and nutrition-related activities with their parents. The aim of this study is to gain insight in whether this was a feasible strategy to engage children and parents, especially those of vulnerable populations. An exploratory cross-sectional study design was applied. Four primary schools implemented the intervention. Data consisted of challenges completed (intervention posters) and child and family characteristics (questionnaires and anthropometric measurements). Associations between challenges performed and child and family characteristics were assessed using linear regression analysis. Of the 226 study participants, 100% performed at least one challenge, and 93% performed at least one challenge involving parents. Children who performed more PA challenges were often younger, a sports club member, lived in higher socioeconomic status neighbourhoods, of Western ethnicity and from larger families. Regarding nutrition challenges involving parents, younger children performed more challenges. There was no difference in intervention engagement regarding gender, weight status, PA preference, healthy nutrition preference, or the Family PA and Family Nutrition Climate. Challenge Me has potential in involving parents in a school-based intervention. However, certain characteristics were associated with higher involvement
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De uitgaven van Amnesty Vlaanderen worden door vrijwilligers geschreven. Dit boekje zorgt ervoor dat typische Amnesty-items consequent door iedereen op dezelfde geschreven worden.
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De Partnerschapskaarten werden ingevuld door de uitvoeringsteams Kamperpoort, Binnenstad- Marslanden en Assendorp- Pierik in oktober en november 2022. Het doel was om de samenwerking opnieuw met elkaar te bespreken in vijf stappen. De eerste stap bestond uit het bespreken en formuleren van waarden die professionals belangrijk vinden bij een succesvolle samenwerking, waaronder veiligheid en vertrouwen, duidelijke doelen in een integraal plan en een balans tussen fysieke en sociale vraagstukken. Stap twee en drie waren gericht op het maken van afspraken en het opbouwen van relaties met elkaar en externe partners, evenals het werken met enthousiasme, respect en out-of-the-box denken. Stap vier besprak de noodzakelijke voorwaarden voor succesvol teamwork, zoals teamondersteuning en een focus op het integrale plan en teamdoelen. Tot slot beschreef stap vijf specifieke acties die professionals en hun netwerk zouden ondernemen om bij te dragen aan de taak van de uitvoeringsteams.
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Deze meetladder biedt vragen om onderwijs te onderzoeken en verbeteren op diversiteitsgevoeligheid. Wat moeten studenten leren om als professionals om te kunnen gaan met een diverse cliëntenpopulatie, te werken in divers samengestelde teams en hoe moet dat leerproces eruit zien? Welke eisen stelt professionele ondersteuning en begeleiding van gezinnen in een multi-etnische context aan het curriculum van pedagogische en sociaal-agogische opleidingen? Welke communicatieve en didactische vaardigheden zijn nodig? Zelfonderzoek in het onderwijs biedt aandachtspunten om met elkaar tot veranderingen te komen.
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Publicatie bij de rede, uitgesproken bij de aanvaarding van de functie van lector Toegankelijkheid van het Recht aan Hogeschool Inholland te Rotterdam op 18 september 2018.
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