For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on standardized language and numeracy tests. Results show that a proportion of children experience socioemotional and behavioral problems. Among boys, in particular, emotional or behavioral problems are significant. Furthermore, results show that these problems translate into a fairly consistent pattern of negative correlations with language and numeracy performance. These outcomes support the assertion that some children are not yet ready for school. It therefore seems important that the structured academic approach that is central to many methods used in early childhood education undergoes critical reflection, as by no means all target group children are ready for this approach.
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Background: Practicing handwriting is important for learning reading and spelling. The Writing Readiness Inventory Tool In Context (WRITIC) is an occupation-based assessment that enables early identification of kindergarten children at risk for developing handwriting difficulties. For children with non-handwriting readiness based on the WRITIC we developed a classroom group program with emphasis on engagement and motivation to practice paper-and-pencil tasks and improve handwriting readiness.Objective: We performed a proof of concept study to evaluate effectiveness and feasibility of the classroom group program.Methods: A within-group comparison design was used. Twenty-four children, 5-6 years old (score below the 15th percentile on WRITIC), participated. The Wilcoxon signed-rank test evaluated the difference in scores on the WRITIC before and after the classroom group program. Feasibility was tested by interviewing.Results: A significant difference was found on the WRITIC assessment (Z=-4,3; p<0,001). The classroom group program was feasible in the existing educational program.Conclusions: This proof of concept study shows that the classroom group program is effective and feasible within kindergarten education. This program contributes to the handwriting readiness of kindergarten children and provides them a good start for learning handwritings skills important for their further school career and self-esteem.
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Introduction: Writing Readiness Inventory Tool In Context (WRITIC) is an activity-based assessment tool to evaluate which kindergarten children are at risk of developing handwriting difficulties. WRITIC-assessment is valid, reliable, feasible, predictive, and norm-referenced. Broad international interest in translating WRITIC-assessment exists.Objectives: Making WRITIC available to professionals internationally to enable participation in handwriting at school. Methods: Composing translation teams with universities in different countries, back- and forth translation, cross-cultural assessment adaptation, carrying out feasibility and validation studies, starting courses for training the professionals.Results: Translation teams have been started in different countries resulting in an English, Portuguese and Slovenian translation, validation studies in Flanders, UK, Portugal and Slovenia and translation projects in Greece, Bulgaria, Germany, Austria, and Switzerland. A Figshare environment was developed to safely store, exchange the data and to support international research. An international digital platform has been constructed to sell e-manuals, share e-learning and support people worldwide.Conclusion: The translation and cross-cultural adaptation in different languages and the international digital platform made WRITIC-assessment accessible to children’s therapists around the world with the same results: enabling school participation of all children in contributing to inclusive education.
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This project addresses the critical issue of staff shortages and training inefficiencies in the hospitality industry, particularly focusing on the hotel sector. It connects with the urgent need for innovative, and effective training solutions to equip (inexperienced) staff with hospitality skills, thereby improving service quality and sustainable career prospects in the hotel industry. The project develops and tests immersive technologies (augmented and virtual reality, AR/VR) tailored to meet specific training needs of hotels. Traditional training methods such as personal trainings, seminars, and written manuals are proving inadequate in terms of learning effectiveness and job readiness, leading to high working pressure and poor staff well-being. This project aims to break this cycle by co-creating immersive training methods that promise to be more engaging and effective. Hotelschool The Hague has initiated steps in this direction by exploring AR and VR technologies for hotel staff training. This project builds on these efforts, aiming to develop accessible, immersive training tools specifically designed for the hotel sector. Specifically, this project aims to explore the effectiveness of these immersive trainings, an aspect largely overlooked in the rapid development of immersive technology solutions. The central research question is: How do immersive AR and VR training methods impact job readiness and learning effectiveness in the hotel sector? The one-year KIEM project period involves co-creating, implementing, and evaluating immersive training in collaboration with Hotelschool The Hague and Hyatt Andaz Amsterdam Prinsengracht Hotel in real-life settings. The partnership with Warp Industries, a leader in immersive technology, is crucial for the project’s success. Our findings will be co-created and multiplied through relevant sector associations such as House of Hospitality. This project aligns with the MV’s Impact Level 1: Transitions by promoting innovative training strategies that can lead to a fundamental shift in the hospitality industry, thereby enhancing social earning capacities.
Trainers/coaches van sporttalenten hebben een complexe taak. Sporttalenten moeten hard trainen om de volgende stap te maken in hun sportcarrière of om de aansluiting bij de top te halen. Complexe taken waarmee de trainer te maken krijgt zijn onder andere: het vinden van de juiste balans tussen techniek, tactiek, mentale en andere trainbare factoren; stellen van grenzen aan fysieke en mentale vermogen van sporters; afstemmen op pieken in groei, lichamelijke en mentale ontwikkeling; bepalen van trainingsbelasting in relatie tot (individuele) belastbaarheid; afstemmingsproblemen tussen studie, sport en privéleven. Het risico van een disbalans tussen belasting en belastbaarheid is continu aanwezig met alle negatieve gevolgen van dien. Hierbij valt te denken aan sportblessures, niet optimaal presteren als gevolg van over- of ondertraining of drop out. Om goede sturing te kunnen geven aan dit proces, monitoren veel trainers de individuele belasting en belastbaarheid van hun sporters. Echter ontbreekt het hen aan de kennis, knowhow en tijd om de verzamelde data te verwerken, te interpreteren en om te zetten naar onderbouwde trainingsaanpassingen. Deze handelingsverlegenheid van trainers/coaches is vertaald naar de volgende onderzoeksvraag die centraal staat in het huidige RAAK-project: Hoe kunnen trainers/coaches beter toegerust worden om een optimale balans tussen individuele belasting en belastbaarheid van sporttalenten te realiseren met gebruikmaking van feedback van trainingsdata en trainingssturing. In dit project gaan we, mede op basis van input van trainers/coaches, een scholing ontwikkelen ter bevordering van trainingssturing. Parallel hieraan wordt een feedback dashboard ontwikkeld (Coach in Control dashboard) dat data van individuele sporter geautomatiseerd en betekenisvol rapporteert, visualiseert en beschikbaar maakt voor trainers/coaches. Dit gebeurt in de context van de cyclische sporten waarbij de casus plaatsvindt binnen het langebaanschaatsen en shorttrack. De trainers/coaches worden doorlopend actief betrokken bij de ontwikkeling en het testen van prototypes van de scholing (blended) en het feedback dashboard.
The SPRONG-collaboration “Collective process development for an innovative chemical industry” (CONNECT) aims to accelerate the chemical industry’s climate/sustainability transition by process development of innovative chemical processes. The CONNECT SPRONG-group integrates the expertise of the research groups “Material Sciences” (Zuyd Hogeschool), “Making Industry Sustainable” (Hogeschool Rotterdam), “Innovative Testing in Life Sciences & Chemistry” and “Circular Water” (both Hogeschool Utrecht) and affiliated knowledge centres (Centres of Expertise CHILL [affiliated to Zuyd] and HRTech, and Utrecht Science Park InnovationLab). The combined CONNECT-expertise generates critical mass to facilitate process development of necessary energy-/material-efficient processes for the 2050 goals of the Knowledge and Innovation Agenda (KIA) Climate and Energy (mission C) using Chemical Key Technologies. CONNECT focuses on process development/chemical engineering. We will collaborate with SPRONG-groups centred on chemistry and other non-SPRONG initiatives. The CONNECT-consortium will generate a Learning Community of the core group (universities of applied science and knowledge centres), companies (high-tech equipment, engineering and chemical end-users), secondary vocational training, universities, sustainability institutes and regional network organizations that will facilitate research, demand articulation and professionalization of students and professionals. In the CONNECT-trajectory, four field labs will be integrated and strengthened with necessary coordination, organisation, expertise and equipment to facilitate chemical innovations to bridge the innovation valley-of-death between feasibility studies and high technology-readiness-level pilot plant infrastructure. The CONNECT-field labs will combine experimental and theoretical approaches to generate high-quality data that can be used for modelling and predict the impact of flow chemical technologies. The CONNECT-trajectory will optimize research quality systems (e.g. PDCA, data management, impact). At the end of the CONNECT-trajectory, the SPRONG-group will have become the process development/chemical engineering SPRONG-group in the Netherlands. We can then meaningfully contribute to further integrate the (inter)national research ecosystem to valorise innovative chemical processes for the KIA Climate and Energy.
