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In this review, we present the growing scientific evidence showing the importance of protein and amino acid provision in nutritional support and their impact on preservation of muscle mass and patient outcomes.
The main aim of this study was to determine the agreement in classification between the modified KörperKoordinations Test für Kinder (KTK3+) and the Athletic Skills Track (AST) for measuring fundamental movement skill levels (FMS) in 6- to 12-year old children. 3,107 Dutch children (of which 1,625 are girls) between 6 and 12 years of age (9.1 ± 1.8 years) were tested with the KTK3+ and the AST. The KTK3+ consists of three items from the KTK and the Faber hand-eye coordination test. Raw scores from each subtest were transformed into percentile scores based on all the data of each grade. The AST is an obstacle course consisting of 5 (grades 3 till 5, 6–9 years) or 7 (grades 6 till 8, 9–12 years) concatenated FMS that should be performed as quickly as possible. The outcome measure is the time needed to complete the track. A significant bivariate Pearson correlation coefficient of 0.51 was found between the percentile sum score of the KTK3+ and the time to complete the AST, indicating that both tests measure a similar construct to some extent. Based on their scores, children were classified into one of five categories: <5, 5–15, 16–85, 86–95 or >95%. Cross tabs revealed an agreement of 58.8% with a Kappa value of 0.15 between both tests. Less than 1% of the children were classified more than two categories higher or lower. The moderate correlation between the KTK3+ and the AST and the low classification agreement into five categories of FMS stress the importance to further investigate the test choice and the measurement properties (i.e., validity and reliability) of both tools. PE teachers needs to be aware of the context in which the test will be conducted, know which construct of motor competence they want to measure and know what the purpose of testing is (e.g., screening or monitoring). Based on these considerations, the most appropriate assessment tool can be chosen.
MULTIFILE
Circular Economy is a novel disruptive paradigm redefining sustainability in the hospitality industry and addressing the environmental challenges set by this fast-growing impactful industry. To address these challenges, the creation of further knowledge on circular economy and its applications in the hospitality sector is fundamental, together with providing hoteliers and restaurateurs with proper skills and knowhow to tackle such challenges. Drawing on a on going pilot project on Circular Economy in Hotels in Amsterdam, the Friesland hospitality sector and the Professorship of Sustainability in Hospitality and Tourism at NHL Stenden University of Applied Sciences have set out to develop an innovative learning experimental environment in which Friesland hoteliers and restaurateurs can develop further knowledge and identify - together with students, researchers, and experts – possible key actions and strategies to implement regenerative circular processes of material up-cycling. To which extent this learning community of the Northern Netherlands contributes to develop wider knowledge on circular economy in hospitality and to identify, implement, and test innovative regenerative circular actions will be evaluated.
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.
Hogeschool Rotterdam wil in samenwerking met IT-Campus en Rotterdamse mkb-bedrijven onderzoeken of de dataskills die studenten in hun opleiding verwerven, aansluiten op de datageletterdheid die van hen als startende professionals wordt verlangd. Om dit te beoordelen vragen we Rotterdamse ondernemers naar de datagedreven uitdagingen en problemen die zij voor zich zien en of zij bij de instroom van startende professionals voldoende kennis en skills zien om die uitdagingen het hoofd te bieden. Met de uitkomsten kunnen kennisinstellingen een helder beeld krijgen van het concept datageletterdheid en hiermee een handvat bieden aan opleidingen om dataskills in de curricula aan te laten sluiten op de behoefte in de arbeidsmarkt van de Metropoolregio Rotterdam-Den Haag (MRDH). We werken toe naar een ontwerp Data Skills-set. Misschien is het beter om te spreken van datacompetenties, hetgeen onderdeel is van de zoektocht in dit onderzoek. Welke terminologie is het meest behulpzaam in het oplijnen van onderwijs en werkveld op het gebied van data: geletterdheid, competenties, skills of een combinatie daarvan. Is het van belang of juist contraproductief om daarin (merk)specifieke tooling een plek te geven? We vragen ons ook af of datageletterdheid als een generiek concept domeinoverstijgend bruikbaar is, bijvoorbeeld tussen het economisch en technisch domein. De verwachting is dat de bevindingen op het gebied van datageletterdheid in de regio Rotterdam te generaliseren zijn naar andere delen van Nederland. Ook die hypothese willen we verkennen in dit onderzoek. Door het beantwoorden van deze vragen willen we een start maken voor het ontwerp van een instrument voor professionele ontwikkeling in het werkveld als ook een referentiekader voor het gesprek met onderwijspartners en overheid. Daarnaast kan zo’n ontwerp DataSkills-set ervoor zorgen dat de onderwijsdomeinen in gesprek blijven met elkaar ten aanzien van nieuwe methoden en onderwijsvormen voor vaardigheden.
