This research aims to obtain more insight in the perception of fabric drape and how fabric drape can be cat-egorized With the current 3D virtual technologies to simulate garments the fashion and clothing industry can speed up work processes, improve accuracy and reduce material consumption in fit, design and sales. Although the interest in 3D technology is increasing, the implementation on a large scale emerges only slowly. At the threshold between physical and virtual fitting the fashion industry faces new challenges and demands re-quiring responses out of rule. The measurement of fabric drape started in the first half of the previous cen-tury, after the introduction of 3D garment simulation fabric drape gained interest from more researchers to obtain information for the virtual drape. Intensive research has been undertaken to define ‘fabric hand’, however, research is limited for the definition of fabric drape. Better understanding of how fabrics drape and how they can be selected based on their drape might contribute to the understanding of the virtually as-sessed material and accelerate the selection process of virtually, as well as digitally presented fabrics. For this research the drape coefficient of 13 fabrics, selected based on their drape, was measured with the Cusick drape tester. Images and videos of the fabrics draped on pedestals were presented to an expert tex-tile panel who were asked to define the fabric drape. From these definitions categories, as well as identifying key-words, were derived. During a group session the expert panel evaluated the drape categories and identi-fying key-words. In the next phase an expert user panel, familiar with the assessment of fabrics in a virtual environment, assessed the appropriateness of the categories and identifying key-words which were present-ed along with the fabric drape images and videos. Moreover, both panels judged the stiffness and amount of drape, next to that they indicated similar draping fabrics. The relation between the subjective assessment of drape and the drape coefficient was investigated. The agreement of the user panel with the drape categories defined and evaluated by the textile panel was high. Further, the agreement of the majority of the user panel with the identifying key-words was above 78%. A strong relation was found between the measured drape coefficient and the subjectively assessed stiffness and amount of drape. Additionally, the analysis of the fabrics combined by the panels based on drape simi-larity, as well as the analysis of the drape coefficients, confirms with previous research, that significantly dif-ferent fabrics can have a similar drape. Fabrics can be divided in drape categories based on the way they drape, and the identifying key-words are useful to distinguish between significantly different fabrics with similar fabric drape. Moreover, the cate-gories are related to the drape coefficient.
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The methodology of biomimicry design thinking is based on and builds upon the overarching patterns that all life abides by. “Cultivating cooperative relationships” within an ecosystem is one such pattern we as humans can learn from to nurture our own mutualistic and symbiotic relationships. While form and process translations from biology to design have proven accessible by students learning biomimicry, the realm of translating biological functions in a systematic approach has proven to be more difficult. This study examines how higher education students can approach the gap that many companies in transition are struggling with today; that of thinking within the closed loops of their own ecosystem, to do good without damaging the system itself. Design students should be able to assess and advise on product design choices within such systems after graduation. We know when tackling a design challenge, teams have difficulties sifting through the mass of information they encounter, and many obstacles are encountered by students and their professional clients when trying to implement systems thinking into their design process. While biomimicry offers guidelines and methodology, there is insufficient research on complex, systems-level problem solving that systems thinking biomimicry requires. This study looks at factors found in course exercises, through student surveys and interviews that helped (novice) professionals initiate systems thinking methods as part of their strategy. The steps found in this research show characteristics from student responses and matching educational steps which enabled them to develop their own approach to challenges in a systems thinking manner. Experiences from the 2022 cohort of the semester “Design with Nature” within the Industrial Design Engineering program at The Hague University of Applied Sciences in the Netherlands have shown that the mixing and matching of connected biological design strategies to understand integrating functions and relationships within a human system is a promising first step. Stevens LL, Whitehead C, Singhal A. Cultivating Cooperative Relationships: Identifying Learning Gaps When Teaching Students Systems Thinking Biomimicry. Biomimetics. 2022; 7(4):184. https://doi.org/10.3390/biomimetics7040184
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Comprehensive understanding of the merits of bottom-up urban development is lacking, thus hampering and complicating associated collaborative processes. Therefore, and given the assumed relevancies, we mapped the social, environmental and economic values generated by bottom-up developments in two Dutch urban areas, using theory-based evaluation principles. These evaluations raised insights into the values, beneficiaries and path dependencies between successive values, confirming the assumed effect of placemaking accelerating further spatial developments. It also revealed broader impacts of bottom-up endeavors, such as influences on local policies and innovations in urban development.
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The concept of internationalization has been seen as a buzz word and container concept. The meaning of internationalization includes everything that relates to international, meanwhile internationalization is losing its meaning. This study takes a practical approach to searching for some clarification of this concept. During the period 2009-2011, 73 key actors in the field of internationalization at 16 Dutch higher education institutions (HEIs) were interviewed. Among the 14 elements identified by this study as constituting the concept of internationalization, many may be commonly know. However, the value of this study is that it ranks their significance and provides a sound base for further comparative studies in other countries. Moreover, this study compares and contrasts the differing interpretations of what the pursuit of internationalization means in research universities and universities of applied sciences and concludes that internationalization is pursued differently in the two sectors and clarifies the cause of these differences. These sectoral differences are important but have so far been rarely acknowledged in the internationalization literature. Finally, knowledge about practitioners’ perceptions of internationalization is not widely available in the education literature on internationalization. This study provides this knowledge based on the Dutch situation and argues that the current trend of theoretical development and general conceptualization in this field needs to recognize the actual practices, if our aim is to produce meaningful and feasible models/guidelines/frameworks that are recognizable by the practitioners.
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Information about a research study on how data science and artificial intelligence can contribute to modern education aimed at identifying and developing talents of students. De presentatie is gepubliceerd onder de titel: Future skills : and whre to find them?
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Background: Collaboration between Speech and Language Therapists (SLTs) and parents is considered best practice for children with developmental disorders. However, such collaborative approach is not yet implemented in therapy for children with developmental language disorders (DLD) in the Netherlands. Improving Dutch SLTs’ collaboration with parents requires insight in factors that influence the way SLTs work with parents. Aims: To explore the specific beliefs of Dutch SLTs that influence how they collaborate with parents of children with DLD. Methods and procedures: We conducted three online focus groups with 17 SLTs using a reflection tool and fictional examples of parents to prompt their thoughts, feelings and actions on specific scenarios. Data were organised using the Theoretical Domains Framework (TDF). Outcomes and results: We identified 34 specific beliefs across nine TDF domains on how SLTs collaborate with parents of children with DLD. The results indicate that SLTs hold beliefs on how to support SLTs in collaborating with parents but also conflicting specific beliefs regarding collaborative work with parents. The latter relate to SLTs’ perspectives on their professional role and identity, their approach towards parents, and their confidence and competence in working collaboratively with parents.
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Purpose: Intellectual capital theory and practice predominantly focus on measuring and managing intangible assets. However, if we want to balance the intellectual capital books (Harvey and Lusch, 1999), we should recognize both intellectual assets and intellectual liabilities (Caddy, 2000). Therefore, the purpose of this article is to present a theoretical framework for measuring intellectual liabilities. Design: Identifying intangible liabilities is identifying the risk of decline and fall of organizations. One of the first extensive studies related to causes of decline and fall is Gibbon‟s Decline and Fall of the Roman Empire (Gibbon, 2003 [original publication 1776]). It seems as if the main lessons that were drawn from this study are also applicable to today‟s business environment. Therefore, the framework that is developed in this article is not only based on intellectual capital literature, but also on Gibbon‟s study into the causes of decline and fall of the Roman Empire. Findings: The findings are combined in a framework for measuring intellectual liabilities. The main distinction within the proposed framework is the distinction between internal and external liabilities. Internal liabilities refer to the causes of deterioration that arise from the sources of value creation within the organization. External liabilities refer to the causes of deterioration that come from outside and are beyond control of the organization. Originality: This article explores a relatively new topic (intellectual liabilities) from a perspective (historical sciences) that is hardly used in management science.
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An effective implementation approach is crucial for successful integration of structured risk assessment instruments into practice. This qualitative study explored barriers and facilitators to the implementation of the Short-Term Assessment of Risk and Treatability: Adolescent Version (START:AV) in a Dutch residential youth care service. Perceptions of staff members from various disciplines were gathered through focus group interviews at three consecutive occasions. After inductive coding of the interview extracts using thematic analysis, the identified codes were linked to the consolidated framework for implementation research. Through this framework, factors that influence an implementation project can be organized into multiple domains and constructs. In the present study, staff members described implementation barriers related to characteristics of the risk assessment instrument, staff, and the implementation process. In addition, features of the setting were frequently mentioned as hindering the implementation, such as hierarchy, culture, communication, as well as implementation climate and readiness for change. Staff members also identified multiple facilitators, such as experienced advantages of the START:AV compared to the previous risk assessment practice and positive beliefs about the instrument. The article concludes with recommendations for successful implementation of structured risk assessment instruments in forensic-clinical practice.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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