What is this publication about?In this publication on ‘New urban economies’, we search for answers and insights to a key question: how can cities foster economic development and develop ‘new urban economies’. And, importantly, how can they do that:◗ in concertation with different urban stakeholders, ◗ responding adequately to key challenges and developments beyond their control, ◗ building on the cities’ own identity, industries and competences, ◗ in a sustainable way, ◗ and without compromising weaker groups.
Background Understanding the kinematic characteristics of relapse clubfoot compared to successfully treated clubfoot could aid early identification of a relapse and improve treatment planning. The usage of a multi segment foot model is essential in order to grasp the full complexity of the multi-planar and multi-joint deformity of the clubfoot. Research question The purpose of this study was to identify differences in foot kinematics, using a multi-segment foot model, during gait between patients with Ponseti treated clubfoot with and without a relapse and age-matched healthy controls. Methods A cross-sectional study was carried out including 11 patients with relapse clubfoot, 11 patients with clubfoot and 15 controls. Gait analysis was performed using an extended Helen Hayes model combined with the Oxford Foot Model. Statistical analysis included statistical parametric mapping and discrete analysis of kinematic gait parameters of the pelvis, hip, knee, ankle, hindfoot and forefoot in the sagittal, frontal and transversal plane. Results The relapse group showed significantly increased forefoot adduction in relation with the hindfoot and the tibia. Furthermore, this group showed increased forefoot supination in relation with the tibia during stance, whereas during swing increased forefoot supination in relation with the hindfoot was found in patients with relapse clubfoot compared with non-relapse clubfoot. Significance Forefoot adduction and forefoot supination could be kinematic indicators of relapse clubfoot, which might be useful in early identification of a relapse clubfoot. Subsequently, this could aid the optimization of clinical decision making and treatment planning for children with clubfoot.
MULTIFILE
The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.
I-DEMO aims at supporting EU tourism professionals in acquiring and developing key competences in game-based tourism in order to foster innovation and improve overall tourism organizations’ performance. Societal IssueIn the tourism sector occurs skills mismatch between offer and demand. The tourism market presents new needs, such as increasing employability of the tourism workforce. i-DEMO will foster and provide grounds for national and cross-border cooperation in the field of professional competencies.Benefit to societyThe specific objects on i-DEMO are: Enhancing specific skills and competences of DMO professionals and VET students in relation to creative game-based tourism.Designing an innovative and needs-oriented on-line training course “Game-based Tourism”, offered through an online platform, which integrates several sector-specific and transversal skills, including digital, entrepreneurial, and soft skills.Providing DMO professionals and VET students an I-DEMO toolkit to apply gamification and creative strategies in planning innovative and inclusive tourism offer and services. The toolkit includes guidelines and a Visual Virtual Map of EU good practices of creative strategies linked to game-based tourism.Enhancing the replicability potential of project results outside of the partners’ destinations.Collaborating partnersTIMESIS SRL, Italy (Lead Partner); The Phoenicians’ Route – Cultural Route of the Council of Europa based in Italy; Associazione Culturale Tuo Museo, Italy; Pafos Regional Board of Tourism, Cyprus; Stichting Breda University of Applied Sciences, Netherlands; Hellenic Open University, Greece; ACIF – Industrial and Commercial Association of Funchal – Chamber of Commerce and Industry of Madeira (Portugal); Wojewodztwo Kujawsko Pomorskie, Poland.
