In the present study, how crime scene investigators are informed before going to a crime scene was investigated. In order to gain more insight in the flow of information from emergency call to crime scene, semi-structured interviews were conducted in three different police regions with six crime scene investigators, six forensic team leaders, and six crime scene investigators.Results indicate that information that crime scene investigators receive before going to a crime scene is usually limited. Most information is provided on-site by the uniformed police officers, forensic medical examiner, and tactical investigation team. This information flow is underexposed, and there are no guidelines about how it is recorded.Even though all parties are provided with limited information, incidents are quickly labelled by emergency call responders and forensic team leaders. The influence of the framing process that occurs as a result is underestimated. Furthermore, emergency call responders and forensic team leaders have different goals in the investigative process and hardly take into account the specific needs of the crime scene investigator. In order to better meet the needs of crime scene investigators, further research about the content of the provided information, as well as at what moment it should be shared, is needed. Also, in order to determine afterward what role information may have played in the decision-making at the crime scene the recording of information should be better safeguarded.
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The aim of this research was to gain evidence based arguments for the use of the scoring rubric for performance assessment of information literacy [1] in Dutch Universities of Applied Sciences. Faculty members from four different departments of The Hague University were interviewed on the ways in which they use the scoring rubric and their arguments for it. A fifth lecturer answered the main question by email. The topic list, which has been used as a guide for the interviews, was based on subject analysis of scholar literature on rubric use. Four of the five respondents used (parts of) the rubric for the measurement of students’ performances in information use but none of them used the rubric as it is. What the faculty staff told the researcher is that the rubric helped them to improve the grading criteria for existing assignments. Only one respondent used the rubric itself, but this lecturer extended it with some new criteria on writing skills. It was also discovered that the rubric is not only used for grading but also for the development of new learning content on research skills. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-03919-0_58]
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Introduction: Patient information holds an important role in knee arthroplasty surgery regarding patients’ expectations and outcomes after surgery. The purpose of the present study was to explore the experiences and opinions of patients undergoing knee arthroplasty (KA) surgery on an information brochure provided preoperatively. Methods: A qualitative case study of 8 patients using individual semi-structured interviews was conducted to explore patients’ opinions on an information brochure in KA surgery. Results: Patients rated the brochure as good and recommended its use. Unsatisfactory information regarding wound healing, pain expectations, postoperative exercises and use of walking aids was reported. Patients stated that the table of contents was insufficient and the size of the brochure (A4-format) too large. Patients reported to have no need for additional digital sources (e.g. applications, websites). Conclusion: These opinions support the use of an information brochure. The reported opinions were used to improve the brochure. Future research should focus on the improvement of information sources by involving patients (and other users) in the development process in which the information is tailored towards patient needs.
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