In 2015, the UN set 17 global goals, the so-called Sustainable Development Goals (SDGs) for the year 2030, “a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity”. Although these challenges are global, their impact manifests itself on a local level. An inspiring challenge for HU UAS Utrecht is to educate self-confident (upcoming) professionals who contribute to the realization of these global goals by creating local impact. In our opinion such professionals are socially involved, cope with complexity, think systemic and work trans-disciplinary. Furthermore, they ‘mix and match’ personal, societal and professional development, which will not be confined to formal education but lasts a lifetime. This complex challenge forges us to transform our thinking about education and how to organize learning, and about how, where and with whom we educate. UAS’s will have to cooperate with private, public and research partners and create communities in which all participants work, learn and develop themselves while facing new challenges.
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OBJECTIVE: Develop a generic trans-disciplinary, skills-based capability framework for health professionals providing care for people with OA.DESIGN: e-Delphi survey. An international inter-professional Delphi Panel (researchers; clinicians; consumer representatives) considered a draft framework (adapted from elsewhere) of 131 specific capabilities mapped to 14 broader capability areas across four domains (A: person-centred approaches; B: assessment, investigation and diagnosis; C: management, interventions and prevention; D: service and professional development). Over three rounds, the Panel rated their agreement (Likert or numerical rating scales) on whether each specific capability in Domains B and C was essential (core) for all health professionals when providing care for all people with OA. Those achieving consensus (≥80% of Panel) rating of ≥ seven out of ten (Round 3) were retained. Generic domains (A and D) were included in the final framework and amended based on Panel comments.RESULTS: 173 people from 31 countries, spanning 18 disciplines and including 26 consumer representatives, participated. The final framework comprised 70 specific capabilities across 13 broad areas i) communication; ii) person-centred care; iii) history-taking; iv) physical assessment; v) investigations and diagnosis; vi) interventions and care planning; vii) prevention and lifestyle interventions; viii) self-management and behaviour change; ix) rehabilitative interventions; x) pharmacotherapy; xi) surgical interventions; xii) referrals and collaborative working; and xiii) evidence-based practice and service development).CONCLUSION: Experts agree that health professionals require an array of skills in person-centred approaches; assessment, investigation and diagnosis; management, interventions and prevention; and service and professional development to provide optimal care for people with OA.
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This article explores the perceptions of development through metaphor use by students of International Business Management Studies at The Hague University. Students’ reflections upon the concepts of nature and development before and after educational intervention are examined through discourse analysis and narrative analysis. Results show that initially students reflect the dominant development paradigm which tends to conflate ‘nature’ with ‘natural resources’. This study suggests that the critical course has the potential to shift the student focus from the unquestioning acceptance of economic development and instrumental view of nature to recognition of more ecologically benign and culturally variable paths to sustainability. In terms of pedagogy, the ‘trans-human’ Gestalt, or mindset conducive to planetary consciousness, may require a distinct type of didactic strategy, discussed in this article. It is concluded that while transformative social learning towards sustainability requires the integrative switching back and forth between the various mindsets, effective, ecologically engaged and critical learning may require a more fixed, committed and above all affirmative action approach. https://doi.org/10.1177/0973408214529989 https://www.linkedin.com/in/helenkopnina/
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Background: Current use of smartphone cameras by parents create opportunities for longitudinal home-video-assessments to monitor infant development. We developed and validated a home-video method for parents, enabling Pediatric Physical Therapists to assess infants’ gross motor development with the Alberta Infant Motor Scale (AIMS). The objective of the present study was to investigate the feasibility of this home-video method from the parents’ perspective. Methods: Parents of 59 typically developing infants (0–19 months) were recruited, 45 parents participated in the study. Information about dropout was collected. A sequential mixed methods design was used to examine feasibility, including questionnaires and semi-structured interviews. While the questionnaires inquired after the practical feasibility of the home-video method, the interviews also allowed parents to comment on their feelings and thoughts using the home-video method. Results: Of 45 participating parents, 34 parents returned both questionnaires and eight parents agreed to an interview. Parent reported effort by the infants was very low: the home-video method is perceived as similar to the normal routine of playing. The parental effort level was acceptable. The main constraint parents reported was time planning. Parents noted it was sometimes difficult to find the right moment to record the infant’s motor behavior, that is, when parents were both at home and their baby was in the appropriate state. Technical problems with the web portal, reported by 28% of the parents were also experienced as a constraint. Positive factors mentioned by parents were: the belief that the home videos are valuable for family use, receiving feedback from a professional, the moments of one-on-one attention and interaction with their babies. Moreover, the process of recording the home videos resulted in an increased parental awareness of, and insight into, the gross motor development of their infant. Conclusion: The AIMS home-video method is feasible for parents of typically developing children. Most constraints are of a practical nature that can be addressed in future applications. Future research is needed to show whether the home-video method is also applicable for parents with an infant at risk of motor development problems.
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BACKGROUND: Rapid technological development has been opening new possibilities for children with disabilities. In particular, robots can enable and create new opportunities in therapy, rehabilitation, education, or leisure. OBJECTIVE: The aim of this article is to share experiences, challenges and learned lessons by the authors, all of them with experience conducting research in the field of robotics for children with disabilities, and to propose future directions for research and development. METHODS: The article is the result of several consensus meetings to establish future research priorities in this field. CONCLUSIONS: This article outlines a research agenda for the future of robotics in childcare and supports the establishment of R4C – Robots for Children, a network of experts aimed at sharing ideas, promoting innovative research, and developing good practices on the use of robots for children with disabilities. RESULTS: Robots have a huge potential to support children with disabilities: they can play the role of a play buddy, of a mediator when interacting with other children or adults, they can promote social interaction, and transfer children from the role of a spectator of the surrounding world to the role of an active participant. To fulfill their potential, robots have to be “smart”, stable and reliable, easy to use and program, and give the just-right amount of support adapted to the needs of the child. Interdisciplinary collaboration combined with user centered design is necessary to make robotic applications successful. Furthermore, real-life contexts to test and implement robotic interventions are essential to refine them according to real needs.
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Like a marker pen on a map, the Covid-19 pandemic drastically highlighted the persisting existence of borders that used to play an ever decreasing role in people´s perception and behavior over the last decades. Yes, inner European borders are open in normal times. Yes, people, goods, services and ideas are crossing the border between Germany and the Netherlands freely. Yet we see that the border can turn into a barrier again quickly and effectively and it does so in many dimensions, some of them being not easily visible. Barriers hinder growth, development and exchange and in spite of our progress in creating a borderless Europe, borders still create barriers in many domains. Differing labor law, social security and tax systems, heterogeneous education models, small and big cultural differences, language barriers and more can impose severe limitations on people and businesses as they cross the border to travel, shop, work, hire, produce, buy, sell, study and research. Borders are of all times and will therefore always exist. But as they did so for a long time, huge opportunities can be found in overcoming the barriers they create. The border must not necessarily be a dividing line between two systems. It has the potential to become a center of growth and progress that build on joint efforts, cross-border cooperation, mutual learning and healthy competition. Developing this inherent potential of border regions asks for politics, businesses and research & education on both sides of the border to work together. The research group Cross-Border Business Development at Fontys University of Applied Science in Venlo conducts applied research on the impact of the national border on people and businesses in the Dutch-German border area. Students, employees, border commuters, entrepreneurs and employers all face opportunities as well as challenges due to the border. In collaboration with these stakeholders, the research chair aims to create knowledge and provide solutions towards a Dutch-German labor market, an innovative Dutch-German borderland and a futureproof Cross-Border economic ecosystem. This collection is not about the borderland in times of COVID-19. Giving meaning to the borderland is an ongoing process that started long before the pandemic and will continue far beyond. The links that have been established across the border and those that will in the future are multifaceted and so are the topics in this collection. Vincent Pijnenburg outlines a broader and introductory perspective on the dynamics in the Dutch-German borderland.. Carla Arts observes shopping behavior of cross-border consumers in the Euregion Rhine-Meuse-North. Jan Lucas explores the interdependencies of the Dutch and German economies. Jean Louis Steevensz presents a cross-border co-creation servitization project between a Dutch supplier and a German customer. Vincent Pijnenburg and Patrick Szillat analyze the exitence of clusters in the Dutch-German borderland. Christina Masch and Janina Ulrich provide research on students job search preferences with a focus on the cross-border labor market. Sonja Floto-Stammen and Natalia Naranjo-Guevara contribute a study of the market for insect-based food in Germany and the Netherlands. Niklas Meisel investigates the differences in the German and Dutch response to the Covid-19 crisis. Finally, Tolga Yildiz and Patrick Szillat show differences in product-orientation and customer-orientation between Dutch and German small and medium sized companies. This collection shows how rich and different the links across the border are and how manifold the perspectives and fields for a cross-border approach to regional development can be. This publication is as well an invitation. Grasping the opportunities that the border location entails requires cooperation across professional fields and scientific disciplines, between politics, business and researchers. It needs the contact with and the contribution of the people in the region. So do what we strive for with our cross-border research agenda: connect!
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This article explores the decision-making processes in the ongoing development of an AI-supported youth mental health app. Document analysis reveals decisions taken during the grant proposal and funding phase and reflects upon reasons why AI is incorporated in innovative youth mental health care. An innovative multilogue among the transdisciplinary team of researchers, covering AI-experts, biomedical engineers, ethicists, social scientists, psychiatrists and young experts by experience points out which decisions are taken how. This covers i) the role of a biomedical and exposomic understanding of psychiatry as compared to a phenomenological and experiential perspective, ii) the impact and limits of AI-co-creation by young experts by experience and mental health experts, and iii) the different perspectives regarding the impact of AI on autonomy, empowerment and human relationships. The multilogue does not merely highlight different steps taken during human decision-making in AI-development, it also raises awareness about the many complexities, and sometimes contradictions, when engaging in transdisciplinary work, and it points towards ethical challenges of digitalized youth mental health care.
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This longitudinal, quantitative study contributes to the debate on technology-based professional development by examining the extent to which a learning (LinkedIn) intervention in a university setting affects an individual’s social media use for professional development, and the extent to which this relates to self-reported employability. In addition, we investigated how this relationship is moderated by an individual’s motivation to communicate through social media (LinkedIn). Based on social capital theory and the conservation of resources theory, we developed a set of hypotheses that were tested based on longitudinal data collected from university employees (N = 101) in middle- and high-level jobs. First, in line with our expectations, social media use for professional development was significantly higher after the learning intervention than before. Second, partially in line with our expectations, social media use for professional development was positively related with the employability dimension anticipation and optimization. Third, contrary to our expectations, motivation to communicate through social media (LinkedIn) did not have a moderating role in this relationship. We concluded that the learning intervention has the potential to foster social media use for professional development, and in turn, can contribute to individuals’ human capital in terms of their employability. Hence, the intervention that forms the core of this empirical research can be a sustainable and promising human resource management (HRM) practice that fits the human capital agenda.
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This article focuses on the role of ethical perspectives such as deep ecology and animal rights in relation to environmental education, arguing that such perspectives are well-placed to reposition students as responsible planetary citizens. We focus on the linkage between non-consequentialism, animal rights, and deep ecology in an educational context and discuss the broader issue of ethics in education. Finally, we discuss how the inclusion of deep ecology and animal rights perspectives would improve current environmental education programs by deepening the respect for nonhumans and their inclusion in the ethical community. https://www.linkedin.com/in/helenkopnina/
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This paper examines how a serious game approach could support a participatory planning process by bringing stakeholders together to discuss interventions that assist the development of sustainable urban tourism. A serious policy game was designed and played in six European cities by a total of 73 participants, reflecting a diverse array of tourism stakeholders. By observing in-game experiences, a pre- and post -game survey and short interviews six months after playing the game, the process and impact of the game was investigated. While it proved difficult to evaluate the value of a serious game approach, results demonstrate that enacting real-life policymaking in a serious game setting can enable stakeholders to come together, and become more aware of the issues and complexities involved with urban tourism planning. This suggests a serious game can be used to stimulate the uptake of academic insights in a playful manner. However, it should be remembered that a game is a tool and does not, in itself, lead to inclusive participatory policymaking and more sustainable urban tourism planning. Consequently, care needs to be taken to ensure inclusiveness and prevent marginalization or disempowerment both within game-design and the political formation of a wider participatory planning approach.
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