This research paper looks at a selection of science-fiction films and its connection with the progression of the use of television, telephone and print media. It also analyzes statistical data obtained from a questionnaire conducted by the research group regarding the use of communication media.
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Abstract The Government of the Netherlands wants to be energy neutral by 2050 (Rijksoverheid, sd). A transition towards non-fossil energy sources also affects transport, which is one of the industries significantly contributing to CO2 emission (Centraal Bureau Statistiek, 2019). Road authorities at municipalities and provinces want a shift from fossil fuel-consuming to zero-emission transport choices by their inhabitants. For this the Province of Utrecht has data available. However, they struggle how to deploy data to positively influence inhabitants' mobility behavior. A problem analysis scoped the research and a survey revealed the gap between the province's current data-item approach that is infrastructure oriented and the required approach that adopts traveler’s personas to successfully stimulate cycling. For this more precisely defined captured data is needed and the focus should shift from already motivated cyclists to non-cyclers.
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A study of the improvement of the quality of student teachers’ lessons in interactive (story)book reading through the use of data-feedback on observed lessons. Variables regarding the optimal time use, the quality of instruction and the student teachers’ pedagogical relation with pupils were included in a one group pre-test post-test design.
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Productivity in construction is relatively low compared to other industries. This is particularly true for labour productivity. Problems that contribute to low labour productivity are often related to unorganised workspace, and inefficient organisation of work, materials and equipment. In terms of time use, site workers spend time on various activities including installing, waiting, walking etc. In lean production terms time use should be value adding and not wasteful or non-value adding. The study reported in this paper has endeavoured to measure the time use and movement applying an automated data system. The case study reflected a limited application to a specific kind of activity, namely doors installation. The study investigated time use and movements based on interviews and on automated detection of workforce. The interviews gave insights in the time build-up of work and value-added time use per day. The automated tracking indicated time intervals and uninterrupted presence of site workers on work locations giving indications of value adding time. The time measurements of the study enable comparison of time use categories of site workers. The study showed the data system calculated the same amounts of productive and value adding time one would expect based on the organisation and characteristics of the work. However, the discussion of the results underlined that the particular characteristics of individual projects and types of team work organisation may well have an impact on productivity levels of workers. More application and comparative studies of projects and further development and extension of the automated data system should be helpful.
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For many years, teachers’ intuitive evaluations of pupils’ competences was considered to be a solid base for decisions; it is only recently that teachers have been expected more and more to use data. We state that insights on intuitive and data-driven approaches need to be integrated to understand and support informed, professional decisions in education. Starting from an integrated framework we studied teachers’ decision process regarding the transition of 30 pupils during their last year of primary education within a case study design. Results describe different approaches to decision-making. Some teachers greatly rely on intuitive processes when they ultimately make the decision, even if data was collected. Other teachers combine and weigh information deriving from deliberate processes of data use and from intuitive recognition before they decide. Implications for theory and practice are explained.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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On average 125 murders take place in the Netherlands on an annual basis. However, not all such incidents can be solved. Currently there are more than 1700 unsolved homicide cases on the shelf at the National Police that classify as a andapos;cold caseandapos;. Investigation into these types of capital offenses takes a lot of time, money, and capacity. Applications of the current working method and available techniques are very labor-intensive and time-consuming. In addition, the pressure on the executive Police officers is high-from the Police organization, the Public Prosecution Service, the media, the next of kin, as well as society in general. From an investigative point of view, it is relevant to provide direction in the criminal investigation and formulate and evaluate various case scenarios, while reducing a risk of andapos;tunnel visionandapos;. From a scientific point of view, more research into homicide cases in the Netherlands is of eminent importance. Remarkably little has been written in scientific literature about this type of crime. The project andapos;Cold Case: Solved andamp; Unsolvedandapos; focused on the use of open, publicly available information sources to collect the data and gain more insight into homicide cases in The Netherlands. Applicability of various modern techniques, such as web-scraping, API software and Artificial Intelligence (AI) was explored to facilitate and automate data collection and processing tasks. A first concept of a andapos;smartandapos; database was proposed, combining a web-based database platform with AI modules to filter and (pre-)process the data. With further development and training of AI modules, such a database might eventually support data-driven generation and/or prioritization of investigative scenarios. The data collected in the process was used in three scientific studies aimed at uncovering the relationships and patterns in the homicide data for The Netherlands.
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In this study data-feedback in a cyclic model of data-driven teaching was used to enhance the teaching behavior of students registered in a master course for teachers.
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In this study data-feedback in a cyclic model of data-driven teaching was used to enhance the teaching behavior of students registered in a master course for teachers. Differences between pre- and post-test measures in a simple one-group pre-test post-tests design proved to be significant with effect sizes ranging from d = 0.29 to d = 0.76. Improving teaching behavior in a time span of only six weeks on average is remarkable since earlier studies indicated that it takes over 15 years to master complex teaching skills with a ‘natural development’ of teaching skills of about 25% of a standard deviation.
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