© 2025 SURF
Praktijkbijdrage over de eerste resultaten uit het haalbaarheidsonderzoek
LINK
Deze studie richt zich op het ontwikkelen van een woonconcept voor jongeren in Groningen die te maken hebben met thuisloosheid. Het initiatief 'Jimmy’s', in samenwerking met het lectoraat Vastgoed van het Kenniscentrum Noorderruimte van de Hanzehogeschool, is het project 'Jimmy’s geeft Thuis' gestart met het doel om te verkennen hoe een passend woonconcept gerealiseerd kan worden voor jongeren in een kwetsbare (huisvesting)situatie. De aanpak van dak- en thuisloosheid in Nederland ondergaat momenteel een paradigmashift, waarbij de focus verschuift van opvang naar directe huisvesting, zoals benadrukt in het Nationaal Actieplan Dakloosheid ‘Eerst een Thuis’. Een regulier woonaanbod sluit echter vaak niet aan bij de behoeften van de verschillende doelgroepen die kampen met dak- of thuisloosheid. Om een passende woonvorm voor de doelgroep jongeren te identificeren, zijn de volgende stappen ondernomen: inventarisatie van bestaande woonconcepten; ontwikkeling van een methodologie voor het ontwerpen van een passend woonconcept; en een participatief proces met betrokken stakeholders, waaronder de gemeente Groningen, WerkPro, PPS Construct, woningcorporaties, welzijnsorganisaties en het Jongerenpanel de Derde Kamer van Jimmy’s. Uit het ontwikkelproces bleek dat het gebrek aan een 'sense of belonging' de belangrijkste woonbehoefte is onder deze doelgroep. Daarom is een innovatief woonconcept ontwikkeld in de vorm van een netwerk van peer-support communities, verspreid in de stad Groningen, en gebaseerd op verschillende gedeelde interesses en competenties, en in verbinding met de omringende omgeving. Dit concept combineert wonen met een talentenbroedplaats, wat bijdraagt aan bestaanszekerheid, sociale cohesie en persoonlijke ontplooiing van de jongeren.
MULTIFILE
Although Corona is a very nasty virus, we can learn from the global imbalance it causes. The "official" opinions are raised above any reasonable and unreasonable doubt, which is dangerous, because unexpected events, such as the new Coronavirus, always lack knowledge at first. By accepting assumptions as 'facts ' too quickly, much-needed reflection - the ideation phase - is put aside. Maths professor Nassim Taleb classifies events with respect to predictability into four quadrants, from quadrant 1, Mediocristan, where life is simple, forecasting is safe because models work, to quadrant 4, or Extremistan (unpredictable, domain controlled by black swans). The successes of data science (AI, machine learning, etc.) concern the first quadrant, but do not apply to the fourth quadrant, where, according to Taleb, they wrongly give a sense of security and predictability. . In Extremistan, models do not apply, neither scientific nor conspiracy models!
MULTIFILE
L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have become apparent in recent intervention studies, but the question remains how teachers perceive such forms of grammar teaching, which is of particular importance for curriculum development. The present study investigated Dutch teachers’ beliefs in focus groups and a national survey (N = 127). It is found that Dutch language teachers see important benefits of a metaconceptual approach to grammar teaching, particularly as a means to improve students’ grammatical understanding. However, results also indicate that while teachers may see clear pedagogical and conceptual advantages of working based on underlying metaconcepts, their own teaching practice appears to be much more traditional. This discrepancy is explained by assuming that contextual factors have a restraining effect on what teachers can or want to do in reality. Once such contextual factors no longer play a part, teachers’ views tend to be much more geared towards a metaconceptual approach. The paper concludes with some implications for future research.
DOCUMENT
Currently the advances in the field of 3D printing are causing a revolution in the (bio-)medical field. With applications ranging from patient-specific anatomical models for surgical preparation to prosthetic limbs and even scaffolds for tissue engineering, the possibilities seem endless. Today, the most widely used method is FDM printing. However, there is still a limited range of biodegradable and biocompatible materials available. Moreover, printed implants like for instance cardiovascular stents require higher resolution than is possible to reach with FDM. High resolution is crucial to avoid e.g. bacterial growth and aid to mechanical strength of the implant. For this reason, it would be interesting to consider stereolithography as alternative to FDM for applications in the (bio-) medical field. Stereolithography uses photopolymerizable resins to make high resolution prints. Because the amount of commercially available resins is limited and hardly biocompatible, here we investigate the possibility of using acrylates and vinylesters in an effort to expand the existing arsenal of biocompatible resins. Mechanical properties are tailorable by varying the crosslink density and by varying the spacer length. To facilitate rapid production of high-resolution prints we use masked SLA (mSLA) as an alternative to conventional SLA. mSLA cures an entire layer at a time and therefore uses less time to complete a print than conventional SLA. Additionally, with mSLA it takes the same time to make 10 prints as it would to make only one. Several formulations were prepared and tested for printability and mechanical strength.
MULTIFILE
In L1 grammar teaching, teachers often struggle with the students’ conceptual understanding of the subject matter. Frequently, students do not acquire an in-depth understanding of grammar, and they seem generally incapable of reasoning about grammatical problems. Some scholars have argued that an in-depth understanding of grammar requires making connections between concepts from traditional grammar and underlying metaconcepts from linguistic theory. In the current study, we evaluate an intervention aiming to do this, following up on a previous study that found a significant effect for such an approach in university students of Dutch Language and Literature (d = 0.62). In the current study, 119 Dutch secondary school students’ grammatical reasonings (N=684) were evaluated by language teachers, teacher educators and linguists pre and post intervention using comparative judgement. Results indicate that the intervention significantly boosted the students’ ability to reason grammatically (d = 0.46), and that many students can reason based on linguistic metaconcepts. The study also shows that reasoning based on explicit underlying linguistic metaconcepts and on explicit concepts from traditional grammar is more favored by teachers and (educational) linguists than reasoning without explicit (meta)concepts. However, some students show signs of incomplete acquisition of the metaconcepts. The paper discusses explanations for this incomplete acquisition.
DOCUMENT
Among other things, learning to write entails learning how to use complex sentences effectively in discourse. Some research has therefore focused on relating measures of syntactic complexity to text quality. Apart from the fact that the existing research on this topic appears inconclusive, most of it has been conducted in English L1 contexts. This is potentially problematic, since relevant syntactic indices may not be the same across languages. The current study is the first to explore which syntactic features predict text quality in Dutch secondary school students’ argumentative writing. In order to do so, the quality of 125 argumentative essays written by students was rated and the syntactic features of the texts were analyzed. A multilevel regression analysis was then used to investigate which features contribute to text quality. The resulting model (explaining 14.5% of the variance in text quality) shows that the relative number of finite clauses and the ratio between the number of relative clauses and the number of finite clauses positively predict text quality. Discrepancies between our findings and those of previous studies indicate that the relations between syntactic features and text quality may vary based on factors such as language and genre. Additional (cross-linguistic) research is needed to gain a more complete understanding of the relationships between syntactic constructions and text quality and the potential moderating role of language and genre.
DOCUMENT
