Zoekresultaten

De drijvende kracht van ontwikkeling

To Meet, to Matter, and to Have Fun

Interventions for older people are often not evaluated and, if evaluated, are not proven successful. Based on a systematic literature review and two qualitative studies about the social needs of older people, an intervention has been developed, implemented, and evaluated. Important social needs that emerged from these studies are connectedness, meaningfulness, and independence.

Taking care of older workers

Purpose – The purposes of this paper are to 1) give an overview of the prevalence of HR practices that are used to retain vital older workers in health organizations, 2) to examine the evaluations of those HR practices, and 3) to determine the wishes for HR practices in three different target groups:older workers, line managers and HR professionals.Design/methodoly/approach - An inventory case study was conducted based on 51 interviews with older workers, line managers and HR professionals working in 15 hospitals and nursing and care organizations.Findings - Our results showed that maintenance HR practices focused on retaining older workers in their current jobs, in comparison with development HR practices, are by far more prevalent. In addition, maintenance and development HR practices, in general, are assessed being successful.Although wishes appeared to be strongly related to development HR practices, maintenance HR practices are mentioned as well.Originality/value - This paper aims to give an overview of the prevalence of HR practices used to retain older workers in health care organizations vital at work, which practices are evaluated as successful from not only line managers’ and HRM perspective, but from the older workers themselves as well.

Het kopen van kansen: de inzet van schaduwonderwijs in de onderwijscompetitie

Kansen voor kinderen in de Amsterdamse kinderopvang

A Dutch Translation and Multidimensional Structure of the Adjustment Scales for Early Transition in Schooling

This study utilized the Dutch translation of the Adjustment Scales for Early Transition in Schooling (ASETS), assessed in 323 kindergarten children across 30 regular schools in the Netherlands. Culturally-tailored, context-informed assessments are essential to address childhood adaptation challenges in early schooling. The analysis included EFA and CFA, revealing three behavioral problem categories: Aggressive/Oppositional (α = .86), Withdrawal/Low energy (α = .87), and Hyperactive/Attention seeking (α = .92). In addition, three situational contexts were identified: Contexts Requiring Discipline (α = .84), Contexts of Teaching and Learning (α = .85), and problems in Contexts Requiring Engagement (aka Disengagement) (α = .80). The 3-factor situational model demonstrated a good fit, RMSEA = .056, CFI = .97, and Pearson correlations highlighting distinct associations between behavioral dimensions and situational requirements.