In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?
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Er gaat wel eens iets mis. Daar kun je flink van balen. Toch is het vaak wel de moeite waard om te proberen, te durven en te doen, zelfs als het kan mislukken. Iedereen heeft wel eens iets dat mislukt. Alles kan en hoeft niet altijd alleen maar goed te gaan. Kijk maar naar de verhalen in dit boek.
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Can you remember the last time the ground gave way beneath you? When you thought the ground was stable, but for some reason it wasn’t? Perhaps you encountered a pothole on the streets of Amsterdam, or you were renovating your house and broke through the floor. Perhaps there was a molehill in a park or garden. You probably had to hold on to something to steady yourself. Perhaps you even slipped or fell. While I sincerely hope that nobody here was hurt in the process, I would like you to keep that feeling in your mind when reading what follows. It is the central theme of the words that will follow. The ground beneath our feet today is not as stable as the streets of Amsterdam, your park around the corner or even a poorly renovated upstairs bedroom. This is because whatever devices we use and whatever pathways we choose, we all live in hybrid physical and digital social spaces (Kitchin and Dodge 2011). Digital social spaces can be social media platforms like Twitter or Facebook, but also chat apps like WhatsApp or Signal. Crucially, social spaces are increasingly hybrid, in which conversations take place across digital spaces (WhatsApp chat group) and physical spaces (meeting friends in a cafe) simultaneously. The ground beneath our feet is not made of concrete or stone or wood but of bits and bytes.
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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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Introduction: Nursing students will come across stressful situations during their internships and will continue to do so in future practice. Because of the impact stress can have on performance, nursing students need to be equipped to work and collaborate in such situations. Careful consideration of the needs and desires of nursing students should be taken in account, in order to create a training environment that fosters students' ability to learn to collaborate under stress. Aim: The aim of this study is to identify viewpoints of undergraduate nursing students towards the learning of collaboration in stressful situations, to understand their needs and desires, and to improve educational designs for training to collaborate in stressful situations. Methods: We conducted a Q-methodology study, a mixed methods approach that studies and charts subjectivity, and uses a by-person factor analytical procedure to create profiles of shared viewpoints. The process of our Q-study is based on the following five steps: Q-set development (54 statements), participant selection (n = 29), Q-sorting procedure, data analysis, and factor interpretation. Results: Q-factor analysis resulted in two prevailing factors that answer our research question. Twenty-five students loaded on these two factors, and factor interpretation resulted in Profile 1 “Practice makes perfect, so let's do it” and Profile 2 “Practice is needed, but it scares me”. Whereas Profile 1 regarded learning to collaborate in stress mainly as a challenge, Profile 2 appeared anxious despite feeling the necessity to learn this. An overarching consensus factor revealed the importance of a learning environment in which mistakes can be made. Discussion: The two described profiles align with the biopsychosocial model of challenge and threat, and could help to recognize and address the individual needs of nursing students when learning to collaborate in stressful situations. Incorporating these profiles in training may guide students towards a more challenge-like appraisal of stressful situations.
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Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students will feel more effective (need for competence), more in charge over their own learning (need for autonomy) and experience a more positive classroom atmosphere (need for relatedness). Yet, in spite of the growing theoretical interest in goal clarification and process feedback in the context of physical education (PE), little experimental research is available about this topic. Purpose: The present study quasi-experimentally investigated whether the presence of goal clarification and process feedback positively affects students’ need satisfaction and frustration. Method: Twenty classes from five schools with 492 seventh grade PE students participated in this quasi-experimental study. Within each school, four classes were randomly assigned to one of the four experimental conditions (n = 121, n = 117, n = 126 and n = 128) in a 2 × 2 factorial design, in which goal clarification (absence vs. presence) and process feedback (absence vs. presence) were experimentally manipulated. The experimental lesson consisted of a PE lesson on handstand (a relatively new skill for seventh grade students), taught by one and the same teacher who went to the school of the students to teach the lesson. Depending on the experimental condition, the teacher either started the lesson explaining the goals, or refrained from explaining the goals. Throughout the lesson the teacher either provided process feedback, or refrained from providing process feedback. All other instructions were similar across conditions, with videos of exercises of differential levels of difficulty provided to the students. All experimental lessons were observed by a research-assistant to discern whether manipulations were provided according to a condition-specific script. One week prior to participating in the experimental lesson, data on students’ need-based experiences (i.e. quantitatively) were gathered. Directly after students’ participation in the experimental lesson, data on students’ perceptions of goal clarification and process feedback, need-based experiences (i.e. quantitatively) and experiences in general (i.e. qualitatively) were gathered. Results and discussion: The questionnaire data and observations revealed that manipulations were provided according to the lesson-scripts. Rejecting our hypothesis, quantitative analyses indicated no differences in need satisfaction across conditions, as students were equally satisfied in their need for competence, autonomy and relatedness regardless of whether the teacher provided goal clarification and process feedback, only goal clarification, only process feedback or none. Similar results were found for need frustration. Qualitative analyses indicated that, in all four conditions, aspects of the experimental lesson made students feel more effective, more in charge over their own learning and experience a more positive classroom atmosphere. Our results suggest that under certain conditions, lessons can be perceived as highly need-satisfying by students, even if the teacher does not verbally and explicitly clarify the goals and/ or provides process feedback. Perhaps, students were able to self-generate goals and feedback based on the instructional videos.
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The European Manifesto for Inclusive Learning is an initiative of the University of Florence to promote adult education for migrants and refugees. The program seeks to provide “a concrete tool for adult educators to promote adult learning in their local context”. In order to achieve this goal, eight European Union partners in different EU countries collaborated intensively for 1 ½ year to exchange experiences, expand opportunities and to seek to promote a more coordinated and integrated approach. Each partner collected case studies of good practices using a common tool for collecting data. The results of the Dutch partner, The Hague University of Applied Sciences are presented here. Seven cases have been studied with very different, mainly informal ways of mutual learning in the Netherlands. First the Manifesto is described in more detail. This is followed by a sketch of refugee flows to the Netherlands and the Dutch asylum system. After these chapters, the different cases are presented, followed by a conclusion and recommendations based on the Dutch good practices.
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Treatment guidelines difer signifcantly, not only between Europe and North America but also among European countries [1–4]. Reasons for these diferences include antimicrobial resistance patterns, accessibility to and reimbursement policies for medicines, and culturally and historically determined prescribing attitudes. The European Association of Clinical Pharmacology and Therapeutics’ Education Working Group has launched several initiatives to improve and harmonize European pharmacotherapy education, but international diferences have proven to be a major barrier to these eforts [5–7]. While we have taken steps to chart these diferences [6, 8], it will probably not be possible to fully resolve them. Rather than viewing these diferences as a barrier, we should perhaps see them as an opportunity for intercultural learning by providing students and teachers a valuable lesson in the context-dependent nature of prescribing medication and the diferent interpretations of evidence-based medicine. Here, we extend our experience with interprofessional student-run clinics [9, 10], to report on our first experiences with the “International and Interprofessional Student-run Clinic.” We organized three successful video meetings with medical and pharmacy students of the Amsterdam UMC, location VU University (the Netherlands), and the University of Bologna (Italy). During these meetings, one of the students presented a real-life case of a patient on polypharmacy. Then, in a 45-min session, the students split into smaller groups (break-out rooms) to review the patient’s medication, using the prescribing optimization method and STOPP/ START criteria [11, 12]. The teachers rotated between the diferent rooms and assisted the students when necessary. Teachers and students reconvened for 60 min for debriefng, with students presenting their fndings and suggestions to revise the medication list and teachers stimulating discussion and indicating how they would alter the medication list. Participation was voluntary, and the meetings were held in the evenings to accommodate students in clinical rotations. Third-to-fnal-year medical and pharmacy students participated in the three meetings (n=17, n=20, n=12, respectively). They reported learning a lot from each other, gaining an international and interprofessional perspective. Moreover, they learned to always consider the patient’s perspective, that evidence-based medicine is context-dependent, and that guidelines should be adapted to the patient’s situation.
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Purpose: The aims of this study were to investigate how a variety of research methods is commonly employed to study technology and practitioner cognition. User-interface issues with infusion pumps were selected as a case because of its relevance to patient safety. Methods: Starting from a Cognitive Systems Engineering perspective, we developed an Impact Flow Diagram showing the relationship of computer technology, cognition, practitioner behavior, and system failure in the area of medical infusion devices. We subsequently conducted a systematic literature review on user-interface issues with infusion pumps, categorized the studies in terms of methods employed, and noted the usability problems found with particular methods. Next, we assigned usability problems and related methods to the levels in the Impact Flow Diagram. Results: Most study methods used to find user interface issues with infusion pumps focused on observable behavior rather than on how artifacts shape cognition and collaboration. A concerted and theorydriven application of these methods when testing infusion pumps is lacking in the literature. Detailed analysis of one case study provided an illustration of how to apply the Impact Flow Diagram, as well as how the scope of analysis may be broadened to include organizational and regulatory factors. Conclusion: Research methods to uncover use problems with technology may be used in many ways, with many different foci. We advocate the adoption of an Impact Flow Diagram perspective rather than merely focusing on usability issues in isolation. Truly advancing patient safety requires the systematic adoption of a systems perspective viewing people and technology as an ensemble, also in the design of medical device technology.
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This publication the avocado advisory report which is based on popular papers (practice briefs) of master and bachelor theses and business assignments of students at three Dutch Universities of Applied Sciences: Van Hall Larenstein (VHL), InHolland and HAS Green Academy, and Meru University of Science and Technology in Kenya. All 23 theses and business assignments were commissioned through the research project entitled “Food Waste Reduction and Food Quality LivingLab (FORQLAB)” in Kenya.
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