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Van docenten wordt verwacht dat zij steeds meer hun onderwijs aanpassen aan de behoefte van studenten. Dit kan door het implementeren van gedifferentieerde instructie (DI) of assessment for learning (AfL). Deze concepten worden beschouwd als twee verschillende benaderingen van het identificeren van de behoeften van studenten en het aanpassen van de instructie. In de huidige studie, streven we ernaar empirische overeenkomsten en verschillen te identificeren in de kennis en vaardigheden die leraren nodig zijn voor gedifferentieerde instructie en assessment for learning. Het blijkt dat – in lijn met veel andere aspecten van effectief onderwijs – vier fasen nauw verwant zijn voor de taak (DI of AfL) als geheel: het voorbereiden van een lessenserie, het voorbereiden van een les, het geven van een les en, daarna het evalueren van een les. Omdat leraren dezelfde onderliggende vaardigheden nodig hebben om DI of AfL uit te kunnen voeren, kunnen we veronderstellen dat leraren die bekwaam zijn in DI of AfL, ook in staat zullen zijn om zich te ontwikkelen om AfL of DI in de praktijk te kunnen brengen.
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Preliminary empirical research conducted by the leading author has shown that design students using biological analogies, or models across different contexts, often misinterpreted these, intentionally or unintentionally, during design. By copying shape or form without integrating the main function of the mimicked biological model, students failed to consider the process or system directing that function when attempting to solve the design need. This article considers the first step in the development of an applicable educational model using distant analogies from nature, by means of biomimicry thinking methodology. The analysis examines results from a base-line exercise taken by students in the Minor Design with Nature during the Spring semester of Industrial Design Engineering at The Hague University of Applied Sciences in 2019, verifying that students without biomimicry training use this hollow approach automatically. This research confirms the gap between where students are at the beginning of the semester and where they need to be as expert sustainable designers when they graduate. These findings provide a starting point for future interventions in biomimicry workshops to improve systematic design thinking through structural and scientifically based iterations of analogical reasoning. https://doi.org/10.1007/s10798-020-09574-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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De laatste jaren is er in het hbo veel aandacht voor de legitimering van de diploma’s. Het rapport “Vreemde ogen dwingen” heeft een impuls gegeven aan het verbeteren van de afstudeerprocessen bij vrijwel alle opleidingen. Onderdeel van de verbeterslag is het verbeteren van de modellen waarmee eindwerken worden beoordeeld. Deze modellen moeten bijdrage aan een valide, betrouwbaar en voor de student inzichtelijke beoordeling. Belangrijke vraag daarbij is hoe zo’n model kan worden vormgegeven en of een beoordelingsmodel specifiek is voor een opleiding of hetzelfde kan zijn voor meerdere opleidingen. Dit artikel beschrijft een project aan de Hogeschool Utrecht waarin een gezamenlijk beoordelingsmodel voor afstuderen in het economiedomein is ontwikkeld. Het bleek mogelijk een gezamenlijk beoordelingsformulier te ontwerpen waarin ruimte is voor het toetsen van opleidingsspecifieke eindkwalificaties. Het artikel beschrijft de manier waarop het beoordelingsmodel is ontwikkeld en het resultaat van deze ontwikkeling en geeft een aantal succesfactoren aan.
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Dit proefschrift onderzoekt de manieren waarop affectieve reacties op lichamen met een handicap worden gerepresenteerd en hoe dit ons uitnodigt om deze lichamen esthetisch te lezen. Ik stel dat deze affectieve impact begrepen kan worden als een ‘affordance’, een term die ik gebruik om te beschrijven hoe de verschijning van en interactie met gehandicapte lichamen affectieve reacties teweegbrengt, zoals angst, verwondering of walging. Ik bestudeer de relatie tussen representatie en affectieve reacties via literatuur en andere kunstvormen. Door middel van close readings van literaire teksten en kunstwerken biedt dit proefschrift een alternatief voor het zogenaamde modeldenken - een benadering die categorisering benadrukt. In plaats daarvan stel ik een lezing voor die zich richt op hoe lichamelijke capaciteiten cultureel en sociaal vertaald worden in (on)vermogens. In tegenstelling tot taxonomische benaderingen die categoriseren en generaliseren, maakt deze methode het mogelijk om van het bijzondere naar het private te gaan. Kunstwerken, hoewel vatbaar voor generalisatie, benadrukken hun uniciteit en weerstaan categorisering. Door te analyseren hoe verschillende kunstvormen gehandicapte lichamen representeren, geeft dit proefschrift een nieuwe dimensie aan het begrijpen van onze emotionele reacties en de esthetische waardering van lichamelijke diversiteit.
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Paper for the European workshop Social Work Education in Europe: towards a stronger research-orientation, University of Applied Sciences Magdeburg-Stendal, 31 March - 4 April 2004. The paper presents both general and specific aspects of the developing context in social work education in theory and practice according to the changing face of higher education in Europe.
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BACKGROUND: Many hospitalised patients are affected by medication errors (MEs) that may cause discomfort, harm and even death. Children are at especially high risk of harm as the result of MEs because such errors are potentially more hazardous to them than to adults. Until now, interventions to reduce MEs have led to only limited improvements.OBJECTIVES: To determine the effectiveness of interventions aimed at reducing MEs and related harm in hospitalised children.SEARCH METHODS: The Effective Practice and Organisation of Care Group (EPOC) Trials Search Co-ordinator searched the following sources for primary studies: The Cochrane Library, including the Cochrane Central Register of Controlled Trials (CENTRAL), the Economic Evaluation Database (EED) and the Health Technology Assessments (HTA) database; MEDLINE, EMBASE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, Proquest Dissertations & Theses, Web of Science (citation indexes and conference proceedings) and the EPOC Register of Studies. Related reviews were identified by searching the Cochrane Database of Systematic Reviews and the Database of Abstracts of Reviews of Effects (DARE). Review authors searched grey literature sources and trial registries. They handsearched selected journals, contacted researchers in the field and scanned reference lists of relevant reviews. They conducted searches in November 2013 and November 2014. They applied neither language nor date limits.SELECTION CRITERIA: Randomised controlled trials, controlled before-after studies and interrupted time series investigating interventions to improve medication safety in hospitalised children (≤ 18 years). Participants were healthcare professionals authorised to prescribe, dispense or administer medications. Outcome measures included MEs, (potential) patient harm, resource utilisation and unintended consequences of the interventions.DATA COLLECTION AND ANALYSIS: Two review authors independently selected studies, extracted data and assessed study quality using the EPOC data collection checklist. We evaluated the risk of bias of included studies and used the GRADE (Grades of Recommendation, Assessment, Development and Evaluation) approach to assess the quality of the body of evidence. We described results narratively and presented them using GRADE tables.MAIN RESULTS: We included seven studies describing five different interventions: participation of a clinical pharmacist in a clinical team (n = 2), introduction of a computerised physician order entry system (n = 2), implementation of a barcode medication administration system (n = 1), use of a structured prescribing form (n = 1) and implementation of a check and control checklist in combination with feedback (n = 1).Clinical and methodological heterogeneity between studies precluded meta-analyses. Although some interventions described in this review show a decrease in MEs, the results are not consistent, and none of the studies resulted in a significant reduction in patient harm. Based on the GRADE approach, the overall quality and strengfh of the evidence are low.AUTHORS' CONCLUSIONS: Current evidence on effective interventions to prevent MEs in a paediatric population in hospital is limited. Comparative studies with robust study designs are needed to investigate interventions including components that focus on specific paediatric safety issues.
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The research group Participation, Care and Support is part of the Research Centre for Social Innovation of Utrecht University for Applied Sciences. This is a transdisciplinary research centre, doing practice based research focused on relevant social issues, connecting different fields like social work, care, law, employment, policy and organisation. In the centre, around 125 researchers are active and every year several hundreds of students are participating in research projects. Our research group has around 15 members, including people with personal experience with a disability or a mental health issue
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Transcript of a lecture during the conference 'Is contemporary art history', Institute of Fine Arts, New York, 28th february 2014.
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The definition of ‘Assistive Technology’ (AT) includes both assistive products and the services or actions necessary for safe and effective provision of the assistive products to people who need them. International standards and product specifications exist for assistive products. Despite huge unmet need for effective AT provision, a variety of service delivery models across different countries, and a shortage of personnel trained in this field, nowidely useable and accepted AT service provision guidelines currently exist. Aligned with contemporary global initiatives to improve access to AT, a scoping review was commissioned to inform the development of globally useable provision guidance. The aim was to deliver a rapid scoping review of the literature regarding quality guidelines for AT service provision. Method: The rapid scoping review utilised a two-tiered approach to identifying relevant publications: 1) systematic search of academic databases; 2) consultation with assistive technology organisations. The review was conducted in March 2023 across four databases (Medline, CINAHL, SCOPUS and Google Scholar) with no date limitations. Systematic outreach to international and global AT networks was used to access expert informants. Non-English publications were included utilizing Google Translate and support from expert informants to verify content. Analysis was guided by the body of work on quality AT provision and service delivery processes in Europe, as well as the World Health Organization-GATE 5P framework for strengthening access to AT. Results: The search strategies yielded 41 publications from diverse countries, and directed at differing assistive products, personnel and provision contexts. Results are reported from the charted data through to the data extraction framework, including type of publication, study design, audience and reach. We report on the type of AT and the AT provision ecosystem elements discussed, and service delivery process or steps and quality criteria service delivery. Conclusion: This review did not find established guidelines or standards for service provision, but it did identify key service delivery steps which may form part of such guidelines, and many of the 3 publications included mentioned the need for practice guidelines. Despite different contexts such as type of assistive product, recipient of the guidance, language, location and authorship, core elements of AT provision including service delivery steps can be identified. Consideration regarding the nuances of vocabulary, of process, and of enabling flexible foci, is recommended in systematizing globally applicable guidance. This review offers a strong starting point for developing guidance for assistive technology provision to meet global need.
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