Zoekresultaten

Designing for experiences: a meta-ethnographic synthesis

Experiences are at the core of tourism and hospitality. Understanding how to design, manage and measure such experiences has become a key topic in academic literature focused on this sector. This paper presents the characteristics of an optimal design process model for experiences, based on the results of a meta-ethnographic synthesis of such processes. The characteristics can be seen as critical success factors in delivering the right solution to the right problem efficiently and effectively. Depending on the context, starting level and aim of the design, designers can benefit from applying several different design processes. Such a process benefits from design capabilities developed in multi-disciplinary teams. Moreover, the design process aids design teams through steering the collection of explicit and tacit knowledge on problem and solution aspects with stakeholders in a specific order. The success of a design process depends on procedural knowledge of lead designers and their ability to orchestrate and integrate contributions from various disciplines and stakeholders at the right times. Existing design processes for tourism and hospitality experiences lack maturity and flexibility, resulting in them having poor structural validity. However these processes, with insights from design science, can form a base for further theoretical development.

Chronic pain in hypermobility syndrome and Ehlers-Danlos syndrome (hypermobility type)

Generalized joint hypermobility (GJH) is highly prevalent among patients diagnosed with chronic pain. When GJH is accompanied by pain in ≥4 joints over a period ≥3 months in the absence of other conditions that cause chronic pain, the hypermobility syndrome (HMS) may be diagnosed. In addition, GJH is also a clinical sign that is frequently present in hereditary diseases of the connective tissue, such as the Marfan syndrome, osteogenesis imperfecta, and the Ehlers-Danlos syndrome. However, within the Ehlers-Danlos spectrum, a similar subcategory of patients having similar clinical features as HMS but lacking a specific genetic profile was identified: Ehlers-Danlos syndrome hypermobility type (EDS-HT). Researchers and clinicians have struggled for decades with the highly diverse clinical presentation within the HMS and EDS-HT phenotypes (Challenge 1) and the lack of understanding of the pathological mechanisms that underlie the development of pain and its persistence (Challenge 2). In addition, within the HMS/EDS-HT phenotype, there is a high prevalence of psychosocial factors, which again presents a difficult issue that needs to be addressed (Challenge 3). Despite recent scientific advances, many obstacles for clinical care and research still remain. To gain further insight into the phenotype of HMS/EDS-HT and its mechanisms, clearer descriptions of these populations should be made available. Future research and clinical care should revise and create consensus on the diagnostic criteria for HMS/EDS-HT (Solution 1), account for clinical heterogeneity by the classification of subtypes within the HMS/EDS-HT spectrum (Solution 2), and create a clinical core set (Solution 3).

On the Road Together: Issues Observed in the Process of a Research Duo Working Together in a Long-Term and Intense Collaboration in an Inclusive Research Project

Inclusive research practices can lead to progress towards an inclusive society. With this study, we aimed to gain insight into dilemmas and catalysing processes within the long-term collaboration of an inclusive research duo: one non-academic researcher who lives with the label of intellectual disabilities and visual impairment, and one academic researcher. Both researchers kept personal diaries about their collaboration process. Inductive thematic analysis, individually and as a group of authors, was employed. Our findings reveal six necessary conditions for diversity-sensitive work in inclusive research: (a) experiencing belonging within the research group, (b) empowering people in a team through growing self-awareness and competence-building, (c) having room for reflection and searching for various ways of communication, (d) sharing power and ownership of research processes, (e) having enough time to foster the above conditions, and (f) joining in a mutual engagement in accommodating vulnerability in dialogue and collaborative work. Awareness of stigma-related issues and the risk of tokenism is also required.

On the Road Together

Inclusive research practices can lead to progress towards an inclusive society. With this study, we aimed to gain insight into dilemmas and catalysing processes within the long-term collaboration of an inclusive research duo: one non-academic researcher who lives with the label of intellectual disabilities and visual impairment, and one academic researcher. Both researchers kept personal diaries about their collaboration process. Inductive thematic analysis, individually and as a group of authors, was employed. Our findings reveal six necessary conditions for diversity-sensitive work in inclusive research: (a) experiencing belonging within the research group, (b) empowering people in a team through growing self-awareness and competence-building, (c) having room for reflection and searching for various ways of communication, (d) sharing power and ownership of research processes, (e) having enough time to foster the above conditions, and (f) joining in a mutual engagement in accommodating vulnerability in dialogue and collaborative work. Awareness of stigma-related issues and the risk of tokenism is also required.

Muscle volume is a critical determinant of rowing performance in Olympic rowers

'Hakken en plakken'

Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to master orthographic rules, even after years of education. In educational literature it is argued that the problems related to spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable, since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but that students don’t seem to be able to use MA effectively to enhance spelling performance.