Despite the consequences for women’s health, a repeat cesarean section (CS) birth after a previous CS is common in Western countries. Vaginal Birth After Cesarean (VBAC) is recommended for most women, yet VBAC rates are decreasing and vary across maternity organizations and countries. We investigated women’s views on factors of importance for improving the rate of VBAC in countries where VBAC rates are high. We interviewed 22 women who had experienced VBAC in Finland, the Netherlands, and Sweden. We used content analysis, which revealed five categories: receiving information from supportive clinicians, receiving professional support from a calm and confident midwife/obstetrician during childbirth, knowing the advantages of VBAC, letting go of the previous childbirth in preparation for the new birth, and viewing VBAC as the first alternative for all involved when no complications are present. These findings reflect not only women’s needs but also sociocultural factors influencing their views on VBAC.
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This research concerning the experience and future of zoos was carried out from 2011-2012 and takes regional ideas concerning Zoo Emmen as well as global visions into account. The research focuses partly on Zoo Emmen, its present attractions and visitors while also comparing and contrasting visions on the future in relationship to other international zoos in the world. In this way, remarkable experiences and ideas will be identified and in the light of them, it can serve as inspiration for stakeholders of zoos at large. The main research subject is a look at the future zoos in view of: The Zoo Experience – an international experience benchmark; The Zoo of the Future – a Scenario Planning approach towards the future; The virtual zoo - zoo’s in the internet domain.
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Nu ouderen worden geacht zo lang mogelijk zelfstandig te blijven wonen, blijkt er grote behoefte aan woonvormen die tussen zelfstandig wonen in de eigen woning en het verpleeghuis in liggen. Dit heeft geleid tot het ontstaan van allerlei nieuwe woonvormen, waarvan een belangrijk deel is gericht op geclusterd wonen. Hiermee wordt bevorderd dat ouderen elkaar ontmoeten en wordt beoogd eenzaamheid tegen te gaan en het welzijn van de ouderen te verhogen. Deze geclusterde woonvormen variëren van appartementencomplexen met een ontmoetingsruimte tot wooncomplexen die gerealiseerd worden voor en/of door een groep ouderen die er bewust voor kiezen met gelijkgestemden samen te gaan wonen, om samen activiteiten te ondernemen en naar elkaar om te kijken.Aan het bouwen van geclusterde woonvormen voor gelijkgestemde zelfstandig wonende ouderen liggen de hypothesen ten grondslag dat als deze ouderen bij elkaar gaan wonen, zij gezamenlijk activiteiten gaan ondernemen en naar elkaar omkijken, en dat zij hierdoor langer zelfstandig kunnen blijven wonen en minder, of minder snel, een beroep zullen doen op formele betaalde (thuis)zorg en ondersteuning. Vanuit het Netwerk Vitaliteit worden deze hypothesen onderzocht en is een onderzoeksplan opgesteld voor een langjarig onderzoek. Onderdeel van fase 1 is een kwalitatief onderzoek naar de relatie tussen het type geclusterde woonvorm en het welzijn dat ouderen ervaren. Dit onderzoek is uitgevoerd door het lectoraat Gezonde Stad van de Hanzehogeschool Groningen. In dit rapport wordt voor “naar elkaar omkijken” de term “noaberschap” gebruikt.De onderzoeksvragen zijn:1. Wat voor ontmoetingsplekken en andere voorzieningen vinden de bewoners belangrijk en hoe worden die gebruikt?2. Wat voor onderlinge sociale contacten hebben de bewoners en wat doen zij samen?3. Hoe kijken de bewoners aan tegen noaberschap en hoe pakt dat uit in de praktijk?4. Heeft het samenwonen binnen een geclusterde woonvorm voor ouderen waarbij bewust wordt gekozen voor noaberschap meerwaarde ten opzichte van samenwonen binnen een geclusterde woonvorm waarbij niet bewust wordt gekozen voor noaberschap, en zo ja, wat is die meerwaarde?De data zijn verzameld door middel van interviews met bewoners van acht geclusterde woonvormen voor senioren. Vier van deze wooncomplexen zijn gericht op ouderen die er bewust voor kiezen samen te wonen met een groep gelijkgestemden die naar elkaar willen omkijken. Bij de andere vier wooncomplexen kiezen ouderen er niet bewust voor naar elkaar om te kijken.Samenvattend kan worden geconcludeerd dat de respondenten van de wooncomplexen voor ouderen die bewust kiezen voor noaberschap over het geheel genomen (nog) tevredener zijn dan de respondenten van de andere wooncomplexen, dat zij meer gebruik maken van de ontmoetingsruimte, dat zij meer sociale contacten hebben en minder last van eenzaamheid, dat zij vaker deelnemen aan gezamenlijke activiteiten, dat zij vaker hulp ontvangen van of bieden aan medebewoners en dat zij er meer op vertrouwen dat medebewoners ook in de toekomst bereid zullen zijn andere bewoners inclusief henzelf hulp te bieden.5Het onderzoek resulteert in de volgende aanbevelingen:Voor de initiatiefnemers van wooncomplexen voor ouderen die bewust kiezen voor noaberschap:1. Bij de start van een wooncomplex de bewoners begeleiding aanbieden bij het bestuur van de bewonersvereniging en het vormgeven van zelforganisatie, op een zodanige wijze dat deze begeleiding aansluit bij de eigen initiatieven van de bewoners en deze versterkt.2. Continue aandacht voor het realiseren van qua leeftijd divers samengestelde bewonersgroepen, zowel voor bestaande als nieuwe wooncomplexen.Voor het bestuur van de bewonersvereniging:3. Samen met alle bewoners afspraken maken over wat er uit de gezamenlijke pot wordt betaald en wat niet.Voor de onderzoekers van het Netwerk Vitaliteit:4. Vervolgonderzoek naar geclusterde woonvormen voor ouderen die bewust kiezen voor noaberschap met betrekking tot:o in hoeverre het zowel de tweede lichting bewoners als bewoners van de sociale huurwoningen lukt er tussen te komen bij de eerste groep bewoners die met elkaar is gestart en wat hiervoor succesfactoren zijn;o In hoeverre en hoe bewoners elkaar daadwerkelijk ondersteunen als een deel van hen meer hulp nodig heeft en wat succesfactoren zijn om te bewerkstelligen dat bewoners elkaar zo goed en zo lang mogelijk ondersteunen en zich hierbij ook prettig voelen.5. Vervolgonderzoek naar succesfactoren die ertoe bijdragen dat bewoners van geclusterde woonvormen op een prettige manier contact met elkaar hebben en eenzaamheid wordt tegengegaan.
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Onderzoeksplatform ‘Connected Learning: ’Al ruim vijftien jaar houdt De Haagse Hogeschool zich bezig met onderzoek als deel van haar missie. Terwijl onderwijs vaak geworteld is in monodisciplinaire vakgebieden, kan met onderzoek wat makkelijker gekeken worden naar domeinen in de samenleving (zorg, veiligheid, ondernemen, etc.) waarin complexe problematiek steeds vaker wél dan niet een multidisciplinaire aanpak vereist. Bijna niemand werkt nog alleen of met alleen vakgenoten aan problemen of uitdagingen. En die veranderende beroepspraktijk is bij uitstek het domein van het hoger beroepsonderwijs. Daar leiden we voor op. Het onderzoeken van en experimenteren met nieuwe uitdagingen in de praktijk verbindt ons sterker met de samenleving, het stelt ons in staat om ons beroepsonderwijs te vernieuwen en geeft docenten, onderzoekers en studenten de kans om zich te ontwikkelen door samen te werken aan vragen en uitdagingen die de toekomst van de beroepspraktijk vorm geven. Veel onderzoek wordt uitgevoerd onder begeleiding van lectoren die samenwerken met docent-onderzoekers, studenten, en professionals in het werkveld aan veelal meerjarige onderzoeksagenda’s die lijn aanbrengen in verschillende deelactiviteiten. Een van de manieren waarop De Haagse Hogeschool onderzoek organiseert is in de vorm van onderzoeksplatforms die zich richten op verschillende domeinen van de samenleving. Wij zijn ‘Connected Learning’, een onderzoeksplatform dat zich richt op leren in de netwerksamenleving - in de samenleving zelf, maar ook in de beroepspraktijk en in ons onderwijs. Aangenaam. Wat wij doen? Daar gaat dit boek over, dus daar verklappen we hier nog niets over. Wat verwacht u als u nadenkt over onze naam? Enig idee? Geen idee? Benieuwd? Lees verder om te ontdekken wat ons inspireert, uitdaagt en nieuwsgierig maakt. Sommige van onze ideeën zijn doordacht en doorleefd omdat we er al jaren onderzoek naar doen, andere zijn nieuw en dagen ons uit om er grip op te krijgen. Wij geven met dit boek een beeld van waar we staan in 2018. Zie het als een eerste kennismaking, met de nadruk op ‘eerste’: we werken graag met veel en verschillende partners. Zie het als visitekaartje van onze onderzoeksagenda. We hopen van harte dat u zich als lezer uitgenodigd voelt om met ons samen op zoek te gaan—misschien wel naar een gezamenlijke toekomst. ‘Connected Learning’ Research Platform: For over fifteen years, The Hague University of Applied Sciences has been carrying out research as part of its mission. While education is often rooted in monodisciplinary subject areas, research allows for a broader look at areas of society (care, security, entrepreneurship etc.), where complex problems more often than not require a multidisciplinary approach. Today, barely anyone works on problems or challenges alone or solely with colleagues from within the same subject area. Universities of applied sciences are uniquely placed to deal with these changes in professional practices; after all, we train the professionals who will one day enter that field. Researching and experimenting with new challenges in professional practice allows us to connect more strongly with society, enables us to be innovative in our professional training and gives lecturers, researchers and students the opportunity to develop themselves by cooperating on the challenges and issues that will shape the future of that professional practice. Most research is carried out under the guidance of professors who cooperate with lecturers/researchers, students and the professional field, mainly on long-term research agendas that provide an outline for various sub-activities. One of the ways in which research is organised at The Hague University of Applied Sciences is in the form of research platforms that focus on various areas of society. We are ‘Connected Learning’, a research platform focusing on learning in the network society — in that society as such, but also in professional practice and our education. Nice to meet you! So, what do we do? That’s what this book is about, so we’re not going to give anything away just yet. Just thinking about our name, what do you expect we do? Any ideas? Or not a clue at all? If you’d like to find out, keep reading to find out what inspires us, what challenges we face and what drives our curiosity. Some of our ideas are well-established because we’ve been researching them for years, while other, newer ideas are more challenging to grasp. This book provides an overview of where we stand in 2018. You could see it as an initial introduction, with the emphasis on “initial”; we work with many different partners, and we enjoy doing so. Alternatively, you could see it as a calling card for our research agenda. We sincerely hope that, as a reader, you feel encouraged to join us in our quest — possibly towards a joint future.
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Hoofdstuk 20 Part II in Understanding Penal Practice van Ioan Durnescu en Fergus McNeill Criminological and penological scholarship has in recent years explored how and why institutions and systems of punishment change – and how and why these changes differ in different contexts. Important though these analyses are, this book focuses not so much on the changing nature of institutions and systems, but rather the changing nature of penal practice and practitioners The first part of the book focuses on understanding practice and practitioners, exploring how changing social, cultural, political, and organisational contexts influence practice, and how training, development, professional socialisation and other factors influence practitioners. The second part is concerned with how practitioners can be best supported to develop the skills and approaches that seem most likely to generate positive impacts. It contains accounts of new practice models and approaches, as well as reports of research projects seeking both to discover and to encourage effective practices
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Background: The most common reason for caesarean section (CS) is repeat CS following previous CS. Vaginal birth after caesarean section (VBAC) rates vary widely in different healthcare settings and countries. Obtaining deeper knowledge of clinicians’ views on VBAC can help in understanding the factors of importance for increasing VBAC rates. Interview studies with clinicians and women in three countries with high VBAC rates (Finland, Sweden and the Netherlands) and three countries with low VBAC rates (Ireland, Italy and Germany) are part of ‘OptiBIRTH’, an ongoing research project. The study reported here is based on interviews in high VBAC countries. The aim of the study was to investigate the views of clinicians working in countries with high VBAC rates on factors of importance for improving VBAC rates. Methods: Individual (face-to-face or telephone) interviews and focus group interviews with clinicians (in different maternity care settings) in three countries with high VBAC rates were conducted during 2012–2013. In total, 44 clinicians participated: 26 midwives and 18 obstetricians. Five central questions about VBAC were used and interviews were analysed using content analysis. The analysis was performed in each country in the native language and then translated into English. All data were then analysed together and final categories were validated in each country. Results: The findings are presented in four main categories with subcategories. First, a common approach is needed, including: feeling confident with VBAC, considering VBAC as the first alternative, communicating well, working in a team, working in accordance with a model and making agreements with the woman. Second, obstetricians need to make the final decision on the mode of delivery while involving women in counselling towards VBAC. Third, a woman who has a previous CS has a similar need for support as other labouring women, but with some extra precautions and additional recommendations for her care. Finally, clinicians should help strengthen women’s trust in VBAC, including building their trust in giving birth vaginally, recognising that giving birth naturally is an empowering experience for women, alleviating fear and offering extra visits to discuss the previous CS, and joining with the woman in a dialogue while leaving the decision about the mode of birth open. Conclusions: This study shows that, according to midwives and obstetricians from countries with high VBAC rates, the important factors for improving the VBAC rate are related to the structure of the maternity care system in the country, to the cooperation between midwives and obstetricians, and to the care offered during pregnancy and birth. More research on clinicians’ perspectives is needed from countries with low, as well as high, VBAC rates.
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Internationalizing curricula. Needs and wishes of alumni and employers with regard to international competencies. Internationalization has become of great importance for universities acrossthe globe. The labour market is becoming international, with internationalopportunities and international competition. Emerging markets such as India, China and Russia are gaining economic power. Global challenges demand world-wide solutions. Production and marketing networks span the globe and various forms of migration have resulted in a large cultural diversity within nations. As a result, societies and labour markets are changing as well. In order to deal with these societal changes adequately and to succeed in today’s labour market, graduates need to be equipped with international competencies. In a survey among 500 chief executives, ICM Research (on behalf of Think Global and The British Council, 2011) showed that employers strongly value staff members who are able to work in an international and multicultural environment. Similar results were found in Diamond et al. (2011), in which ‘multicultural teamwork’ was considered most important. The Hague University of Applied Sciences seeks to prepare its students adequately for the world of tomorrow. The University’s development plans (e.g. HogeschoolOntwikkelingsPlan, HOP 7, 2009-2013 and HOP 8, 2014-2017) indicate that its vision is to train students to be globally-minded professionals with an international and multicultural perspective, who are world-citizens, interested in global issues and able to deal with diversity in a constructive manner. They are to be professionals, who possess the competencies to function well in an international and intercultural environment. Internationalization is therefore high on the agenda of The Hague University of Applied Sciences (THUAS) which is illustrated by the fact that, as of 2014, new students in all academies have to fill 12.5% (30 ECTS) of their four-year Bachelor program with international activities. These activities can range from an internship or semester abroad (student mobility) to participating in full programs of study or minors in which English is the medium of instruction, or an internationally themed minor (Internationalization at Home, IaH). And this is only the beginning. Internationalization is a means, not an end. All THUAS courses are looking into ways in which they can internationalize their curriculum. And in doing so, they need to be innovative (Leask, 2009) and keep in mind the specific needs and wishes of alumni and their employers with regard to international competences. The THUAS research group International Cooperation supports these internationalization policy objectives by investigating various aspects, such as: • The acquisition and development of international competencies among students. • The extent to which lecturers possess international competencies and what their needs and wishes are for further development. • The international competencies THUAS graduates have acquired as part of their degree and how THUAS has stimulated this development. • The international competencies that employers and alumni consider important. Although international competencies and employability have received growing attention in internationalization research, existing studies have mainly focused on: • The effects of study abroad on the development of international competence (cf. Hoven & Walenkamp, 2013). • The effects of an experience abroad (study, internship, voluntary work) on employability. • A more general analysis of the skills employers look for in prospective employees.
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It has become a topic at Dutch educational institutes to feel not only responsible for improvement of theoretical and practical skills, but also of 'competences' in a broader sense. The curriculum of the Electrical and Electronic (E&E) Department has been changed enormously in the past decade. Fewer lessons and many more projects were introduced. We have choosen to let the students work on competences especially in the projects they are in. With the introduction of competences and the aid of a student portfolio we have given the tools to the students to improve their competences in a broader way. At the E &E department we introduced two different ways of working on competences. In the first years of their study students choose different roles in our projects every time. We have described all the roles and the related tasks for each specific role. While working on a role, the students indirectly work on different competences. This way of working inforces a broader educational level (a student shouldn t work on things he already knows or is able to handle) and the hitch hiking behaviour is banned out. Students now do take responsibility while contributing to the project teams. Inquiries amongst the students confirm these results. The second way is working on the specific competences in their traineeship and thesis work in the last part of their study. This will be introduced in autumn 2004 in the E&E department. In this paper we will show you how we are implementing the integration of competences, like the E&E department did, for IPD projects as well. This implementation is planned to start in autumn 2004.
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This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.
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This project builds upon a collaboration which has been established since 15 years in the field of social work between teachers and lecturers of Zuyd University, HU University and Elte University. Another network joining this project was CARe Europe, an NGO aimed at improving community care throughout Europe. Before the start of the project already HU University, Tallinn Mental Health Centre and Kwintes were participating in this network. In the course of several international meetings (e.g. CARe Europe conference in Prague in 2005, ENSACT conferences in Dubrovnik in 2009, and Brussels in April 2011, ESN conference in Brussels in March 2011), and many local meetings, it became clear that professionals in the social sector have difficulties to change current practices. There is a great need to develop new methods, which professionals can use to create community care.
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