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“Community care” en de zorgtransitie in Nederland De transitie in de gezondheidszorg in Nederland is al jaren een centraal thema in de politiek en het maatschappelijke debat. De recente veranderingen vereisen (opnieuw) aandacht in onder andere onderzoek en onderwijs. In dit artikel reflecteren we op de ideologie en doelen die schuilen achter de transitie in Nederland en linken we deze naar het onderzoek en onderwijs dat georganiseerd wordt door het lectoraat Community Care. Wat betekent het “nieuwe denken” van de transitie voor het Community Care gedachtegoed in relatie tot onderwijs en onderzoek? Het lectoraat Community Care van de Hogeschool van Amsterdam houdt zich bezig met verschillende onderzoeksonderwerpen verdeeld onder drie stromingen: informele zorg, sociale inclusie en netwerkversterking. Binnen deze drie onderzoekslijnen wordt er gefocust op zorg door de samenleving en hoe dit gelinkt kan worden aan professionele zorg. In dit artikel zetten we uiteen waarom dit relevant is in onderzoek en onderwijs, zeker wanneer de transitie in Nederland eens temeer benadrukt dat zorg in en door de samenleving belangrijk is, en de rol van de zorgprofessional verandert. Tot slot reflecteren we op de manieren waarop we dit gedachtegoed en het huidige zorgbeleid kunnen vertalen in onderwijs voor studenten die later in het sociaal- en zorgdomein werkzaam zullen zijn. Community Care and the Care Transition in the Netherlands The transition taking place within the Dutch healthcare system has been a central theme in politics and public debate for decades. The recent changes again demand the full attention of researchers and educators in the field. In this article, we reflect on the current ideology and goals of the transition and link these to the range of ideas that lie behind the ideal of “community care”. Additionally, we pose the question of what these changes may mean for research and education within the social care domain in general and for our research group in particular. The AUAS Community Care Research Group covers a variety of research topics that are clustered into three “streams”: informal care, social inclusion and network strengthening. Within these streams, we focus on care by society and link this to professional caregiving. We will also explain why our research interests are specifically relevant in the context of the transition of the healthcare system, as this transition explicitly accentuates the importance of a “caring society” and thus a change in role for the care professional. We will also reflect on how we can best translate our research results into the curriculum of education programmes for students who will soon work as professionals in the social and/or care domains.

BACKGROUND: Many intensive care unit survivors (ICU) are confronted with undesirable and long-lasting impairments in physical, cognitive, and mental health, but not only patients are at risk of developing this post-intensive care syndrome (PICS). Family members can experience symptoms of depression, anxiety, and posttraumatic stress disorder (PTSD). This cluster of complications is called PICS-family.OBJECTIVE: To describe the level of caregiver strain and posttraumatic stress-related symptoms in relatives of ICU survivors.METHODS: We conducted a cohort study in a general hospital between July 2010 and May 2014. Relatives of ICU survivors, mechanically ventilated for > 48 h in the ICU, were asked to complete a questionnaire 3 months after discharge from critical care. Symptoms of PTSD and caregiving concerns were assessed using the Trauma Screening Questionnaire and the Caregiver Strain Index (CSI).RESULTS: A total of 94 relatives visiting our post-ICU clinic completed the questionnaires. Twenty-one percent of the caregivers had a CSI score of 7 or more, indicating high levels of strain. Six percent had CSI scores indicating severe strain (CSI > 10). PTSD-related symptoms were seen in 21% of the caregivers. The mean time spent on caregiving was 10 h (interquartile range 6-17 h) per week.CONCLUSION: This study shows that relatives of ICU survivors could experience strain 3 months after hospital discharge and are at risk of developing PTSD-related symptoms. This complements existing data that relatives are at risk of psychological symptoms. Knowledge can lead to improvements and means to prevent these symptoms. (PsycINFO Database Record

With the rapid development of Information and Communication Technology (ICT), digital technology changes how banks translate new customer demands into new products and services. To achieve this translation, banks should increase their intrapreneurship capability through Individual-level Innovative Behavior (IIB). However, research on how to manage and promote manager's IIB in the workplace is still at the nascent stage. Therefore, this study investigates an under-researched topic: how Perceived Organizational Innovativeness (POI) affects manager's IIB through self-leadership strategies, and whether perceived organizational risk-taking and the gender of the respondents facilitate or impede the process. The study surveys 340 managers in the Turkish banking sector and analyses the results through SEM. The findings indicate that POI, self-leadership, and strategies of self-leadership are positively related to manager's IIB. Further, the results show that self-leadership fully mediates the relationship between POI and manager's IIB and that the perceived organizational risk-taking and gender of the respondents moderate the mediating effect of self-leadership on the relationship between POI and manager's IIB. Overall, the contribution of the research is not only to gain a more holistic understanding of manager's IIB antecedents but also to provide managers or practitioners with guidance on designing organizational environments that encourage innovation in the technology-driven sector.

Rationale: The dietary protein counselling of the VITAMIN trial showed to be effective in increasing the protein intake in community-dwelling older adults up to 1.41 g/kg/day after 6-months intervention and sustaining this intake up to 1.24 g/kg/day at 12-months. In this sub-analysis we determine how the increased protein intake was established. Methods: The VITAMIN (VITal AMsterdam older adults IN the city) RCT randomised older adults into: control, exercise, or exercise plus dietary counselling (protein) group. The dietary counselling intervention was blended, by use of face-to-face contacts and videoconferencing during a 6-month intervention, followed by a 6-month follow-up. Dietary intake was measured by a 3d dietary record at 0, 6 and 12 months (m). Sub-group analysis included characterisation of protein sources, product groups, resulting amino acid intake, and intake per meal moment. Linear Mixed Models were performed with SPSSv25; whereas time and time*group interaction were defined as fixed factors, and the protein group as reference. Results: In total 212 subjects were eligible for analysis (72.2 ± 6.3y), with an average protein intake at baseline of 77.8 (20) g/day and 1.08 (0.3) g/kg/day. Animal protein (g) accounted as major source (6m +25.6 (2.7) p

De kwaliteit van de pedagogische omgeving rond een kind hangt af van de samenwerking tussen de professionals in jeugdwerk, vrijwilligers en de ouders. Deze studie onderzocht hoe jeugdzorgwerkers, jeugdwerkers en onderwijsprofessionals samenwerking ervaren met andere professionals, ouders en vrijwilligers. Hierbij is gekeken of er verschillen zijn in hoe zij de samenwerking ervaren op het vlak van wederzijdse afhankelijkheid en reflectie.

Jeugdwerkers werken vaker binnen interdisciplinaire buurtteams. Dat betekent een verschuiving van specialistische zorg naar een interdisciplinaire aanpak. Deze literatuurstudie onderzocht wat er bekend is over het bevorderen van interdisciplinaire samenwerking tussen jeugdwerkers.

This chapter discusses the efforts of community workers to obtain consent in local communities as a basis for taking action on issues that are affecting local people’s lives. Crucial here is that community workers resist the initial urge to settle for consensus and as a consequence limit the possibilities for creativity, exploration and interpersonal development. Drawing on two case studies, one from Amsterdam (the Netherlands) and one from Chelsea (US), the requirements and process of acquiring consent are outlined. Consent in general refers to a form of permission to act or take action. In this chapter we consider it as a sense of approval by neighbourhood community members to engage in a collective course of action. Community workers often play a crucial part in the acquisition of community consent as they support the process of recognition of the diversity of interests, opinions and values that characterises local life. Consent is necessary for creating sustainable local initiatives, incorporating, instead of eliminating, conflicting positions. This acknowledgement of diversity can be seen as an ethical requirement in community development practice, but also as a strategic issue for community workers. After all, without being able to obtain legitimacy for their engagement with local issues, effective community development work is impossible. This chapter focuses on neighbourhood-based community development work in geographical communities. However, similar principles apply in all forms of community development, including work with communities of interest and identity. We use the term ‘community worker’ to refer to someone who takes on a facilitating and coordinating role with members of communities to build community capacity and/or bring about social change. Such workers may be paid and professionally qualified, or unpaid volunteers and activists. They may live in the communities where they work/are active, or reside outside these areas. These circumstances influence the legitimacy of their interventions, as well as how consent is gained and consensus reached.

Students in higher professionals education are prepared for high level professional practice. To be able to fulfill their future roles, their educational programmes provide them interaction with professional knowledge, theoretical knowledge and professional practice. These types of interactions are presumed to aid students in their transformation from high school student to a professional in a complex society. However, it still is unknown how the different types of knowledge interact in the transformation of students to professionals through higher professional education, as well as the prerogatives for this interaction. This longitudinal study will follow 4x25 students of four different applied disciplines during their four years of undergraduate education to better understand this role of knowledge. In a mixed-methods design the interaction between the development of their professional identity, professional knowledge-base and notions of just professional action will be investigated. This paper presents an overview of the research design and preliminary findings.

De 48e editie van de Onderwijs Research Dagen (ORD) werd onder toezicht van de Vereniging voor Onderwijs Research (VOR) afgelopen jaar op 13, 14 en 15 juni in Nijmegen georganiseerd door de Radboud Universiteit, het Radboud UMC en de Hogeschool van Arnhem en Nijmegen. Gedurende drie dagen kwamen onderzoekers, onderwijskundigen en beleidsmakers bijeen om kennis uit te wisselen met als centraal thema Ondersteboven van onderwijs. Er waren ruim 240 bijdragen, variërend van paperpresentaties en symposia tot rondetafelgesprekken en posterpresentaties. Nieuw dit jaar was een veertiental presentaties in alternatieve vorm waarin vooral een (inter-) actieve inbreng van bezoekers werd gevraagd. De congresbijdragen waren ingedeeld in 10 thema’s, parallel aan de VOR-divisies, zoals Beleid & Organisatie, Hoger Onderwijs en Leren & Instructie. Op de website van de VOR (https://www.vorsite.nl/nl/content/divisies) staat een overzicht van alle divisies.

This chapter serves as an introduction to the book. History shows that the intentions and ambitions of many curriculum innovations failed because the complexity of the design and implementation processes was often overlooked. Lack of teacher involvement in curriculum design processes is seen as an important cause for these disappointing outcomes. Several scholars have therefore called for more active involvement of (teams of) teachers in curriculum design processes. The first part of this chapter discusses the role of teachers in curriculum design, and how views about their involvement have evolved over time from reactive to more proactive involvement. Next, we examine how the products of curriculum design, curriculum materials, may contribute to teacher learning and curriculum enactment. We bring these two perspectives together in the final section where we use insights from sociocultural theory to conceptualize the key principles underlying collaborative curriculum design in teacher teams.

This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

For children with asthma, physical activity (PA) can decrease the impact of their asthma. Thus far, effective PA promoting interventions for this group are lacking. To develop an intervention, the current study aimed to identify perspectives on physical activity of children with asthma, their parents, and healthcare providers. Children with asthma between 8 and 12 years old (n = 25), their parents (n = 17), and healthcare providers (n = 21) participated in a concept mapping study. Participants generated ideas that would help children with asthma to become more physically active. They sorted all ideas and rated their importance on influencing PA. Clusters were created with multidimensional scaling and cluster analysis. The researchers labelled the clusters as either environmental or personal factors using the Physical Activity for people with a Disability model. In total, 26 unique clusters were generated, of which 17 were labelled as environmental factors and 9 as personal factors. Important factors that promote physical activity in children with asthma according to all participating groups are asthma control, stimulating environments and relatives, and adapted facilities suiting the child&rsquo, s needs. These factors, supported by the future users, enable developing an intervention that helps healthcare providers to promote PA in children with asthma.

In this chapter, the authors elaborate on serious games and playful interactions in modern scientific practices, and on the way they can engender mutual scientific growth. They use a research-through-design approach, in which three possible scenarios and prototypes are studied to envisage the new role of the public library in practicing science in a changing society. Their conclusion is that the public library of the future should employ citizen science projects that are fun, accessible, malleable, and participatory, so that its new role can focus on offering meaningful information at the right time in the right place, contextualizing information using playful solutions, bringing together communities to share information, and enabling new scientific practices in unexplored fields.

In House of Skills werkt de Hogeschool van Amsterdam – samen met overheden, werkbemiddelaars, bedrijfsleven en vakbonden – aan een duurzaam ondernemingsplan voor een op skills georiënteerde arbeidsmarkt in de regio. Skills zijn (leerbare) vaardigheden die nodig zijn om een bepaalde activiteit uit te kunnen voeren. Naast deze skillsbenadering staat de inrichting van een regionale governance structuur centraal in House of Skills. Het driejarige project is nu halverwege, tijd voor een eerste evaluatie.

This open access book presents a selection of the best contributions to the Digital Cities 9 Workshop held in Limerick in 2015, combining a number of the latest academic insights into new collaborative modes of city making that are firmly rooted in empirical findings about the actual practices of citizens, designers and policy makers. It explores the affordances of new media technologies for empowering citizens in the process of city making, relating examples of bottom-up or participatory practices to reflections about the changing roles of professional practitioners in the processes, as well as issues of governance and institutional policymaking.

Since it is insufficiently clear to urban planners in the Netherlands to what extent design measures can reduce heat stress and which urban spaces are most comfortable, this study evaluates the impact of shading, urban water, and urban green on the thermal comfort of urban spaces during hot summer afternoons. The methods used include field surveys, meteorological measurements, and assessment of the PET (physiological equivalent temperature). In total, 21 locations in Amsterdam (shaded and sunny locations in parks, streets, squares, and near water bodies) were investigated. Measurements show a reduction in PET of 12 to 22 °C in spaces shaded by trees and buildings compared to sunlit areas, while water bodies and grass reduce the PET up to 4 °C maximum compared to impervious areas. Differences in air temperature between the locations are generally small and it is concluded that shading, water and grass reduce the air temperature by roughly 1 °C. The surveys (n = 1928) indicate that especially shaded areas are perceived cooler and more comfortable than sunlit locations, whereas urban spaces near water or green spaces (grass) were not perceived as cooler or thermally more comfortable. The results of this study highlight the importance of shading in urban design to reduce heat stress. The paper also discusses the differences between meteorological observations and field surveys for planning and designing cool and comfortable urban spaces. Meteorological measurements provide measurable quantities which are especially useful for setting or meeting target values or guidelines in reducing urban heat in practice.

In the debate about smart cities, an alternative to a dominant top-down, tech-driven solutionist approach has arisen in examples of ‘civic hacking’. Hacking here refers to the playful, exploratory, collaborative and sometimes transgressive modes of operation found in various hacker cultures, this time constructively applied in the context of civics. It suggests a novel logic to organise urban society through social and digital media platforms, moving away from centralised urban planning towards a more inclusive process of city-making, creating new types of public spaces. This book takes this urban imaginary of a hackable city seriously, using hacking as a lens to explore examples of collaborative city-making enabled by digital media technologies. Five different perspectives are discussed. Hacking can be understood as (1) an ethos, a particular articulation of citizenship in the network era; (2) as a set of iterative and collaborative city-making practices, bringing out new roles and relations between citizens, (design) professionals and institutional actors; (3) a set of affordances of institutional structures that allow or discourage their appropriation; (4) a critical lens to bring in notions of democratic governance, power struggles and conflict of interests into the debate on collaborative city-making; and (5) a point of departure for action research. After a discussion of these themes, the various chapters in the book are briefly introduced. Taken together they contribute to a wider debate about practices of technology-enabled collaborative city-making, and the question how city hacking may mature from the tactical level of smart and often playful interventions to a strategic level of enduring impact.

Traditionally, teacher professional learning is often seen as something that mainly takes place in organized, formalized settings. This article takes a broader starting point: the idea that it can be understood as the result of the teachers’ confrontations and interactions with and within their professional contexts, and that context can thus serve as a source for learning. To gain a closer understanding of the nature of these contexts, we start with exploring these contexts from a theoretical point of view. We then look for evidence for the role of different contexts in teacher learning autobiographies and learner reports, produced by a diverse group of experienced teachers (n = 18), as part of their course work in a master’s programme. The findings suggest that three contexts can be identified – a personal practice domain, a social domain, and a theoretical domain – and that confrontations in each of these domains can take place planned as well as unplanned. The relevance of the study is that understanding the ways in which context can serve as a source for learning can contribute to the debate on how to stimulate teacher professional learning.

In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.

Om kinderen met astma meer te laten bewegen, is de digitale tool Foxfit ontwikkeld. De tool bevat interactieve modulen met persoonlijke doelstellingen, educatie, agendavoering en een visuele terugkoppeling van het beweeggedrag.

A decade ago many gushed at the possibilities of 3D printers and other DIY tech. Today makers are increasingly shaking off their initial blind enthusiasm to numerically control everything, rediscovering an interest in sociocultural histories and futures and waking up to the environmental and economic implications of digital machines that transform materials. An accumulation of critique has collectively registered that no tool, service, or software is good, bad, or neutral—or even free for that matter. We’ve arrived at a crossroads, where a reflective pause coincides with new critical initiatives emerging across disciplines. What was making? What is making? What could making become? And what about unmaking? The Critical Makers Reader features an array of practitioners and scholars who address these questions. Together, they tackle issues of technological making and its intersections with (un)learning, art and design, institutionalization, social critique, community organizing, collaboration, activism, urban regeneration, social inequality, and the environmental crisis.

In today’s era of content abundance, education has to deal with changed practices for the dissemination of knowledge. Many digital resources are available, and they have the potential to take the place of textbooks. ‘The role of the classic textbook as the key, immutable reference point for any class subject, is rapidly fading’, says Good (2016). Educational publishers like Pearson see a decline in textbook use (Sweney, 2017), and a study at a Dutch university of applied sciences (Leighton, 2015) indicates that lecturers in higher education move away from core textbooks towards a variety of materials, including powerpoint slides, websites, and videos. Baron & Zablot (2015) complement this, saying ‘teachers now have the possibility to create and modify resources’. This development carries the risk that the structure, continuity and coherence textbooks are supposed to provide (Littlejohn, 2011), disappear. One could argue that when structure and coherence disappear from learning materials, the quality of education is at risk. To make the most of (digital) materials that teachers select, they must be organized well (Deschaine & Sharma, 2015). In order to do that, lecturers will have to act as skilled curators when selecting and structuring learning materials. Central in the concept of curation is that it goes beyond selection: providing coherence and context is what sets out curation from mere selection (Bhaskar, 2016). Considered from the perspective of teaching, curating means selecting and structuring learning content for students, while also providing them with context and coherence. The notion of lecturers as curators has been discussed by Siemens (2008), who describes the changing roles of lecturers and identifies ‘curational educators’ as those who ‘acknowledge the autonomy of learners, yet understand the frustration of exploring unknown territories without a map’. So far, the literature mainly focusses on providing students with curational skills, since these are important 21st century and media literacy skills (e.g. Jenkins et al., 2009; Potter, 2012). Little empirical research has been done when it comes to curational roles of lecturers. This proposed poster provides a mixed-methods research design for a PhD study.

ObjectiveMedial tibial stress syndrome (MTSS) is a common lower extremity overuse injury often causing long-term reduction of sports participation. This study aimed to investigate the incidence and risk factors of MTSS in first-year Dutch Physical Education Teacher Education (PETE) students.MethodsThis prospective study consisted of physical measures at baseline (height, weight, fat percentage, 3000 m run test, navicular drop test, hip internal and external range of motion, hip adduction and adduction strength, single leg squat and shin palpation), an intake questionnaire at baseline (age, sport participation, presence of MTSS, MTSS history, insole use and use of supportive shoes) and an MTSS registration procedure during the academic year of 2016–2017 (10 months) using a validated questionnaire. In total 221 first-year PETE students were included, of whom 170 (77%) were male and 51 (23%) female. The evaluation of risk factors was conducted with univariable and multivariable logistic generalised estimating equation analyses.ResultsIn total 55 (25%) subjects, 35 (21%) men and 20 (39%) women, developed MTSS during the follow-up period. The associated risk factors were female sex (OR=3.14, 95% CI 1.39 to 7.11), above-average age (OR=0.31, 95% CI 0.13 to 0.76), above-average body mass index (OR=2.29, 95% CI 1.02 to 5.16) and history of MTSS (OR=5.03, 95% CI 1.90 to 13.30).ConclusionThe incidence of MTSS is high in PETE students. Several risk factors were identified. These results demonstrate the need for prevention and may provide direction to preventive intervention design.

On the occasion of the 13th International Conference on Osteogenesis imperfecta in August 2017 an expert panel was convened to develop an international consensus paper regarding physical rehabilitation in children and adolescents with Osteogenesis imperfecta. The experts were chosen based on their clinical experience with children with osteogenesis imperfecta and were identified by sending out questionnaires to specialized centers and patient organizations in 26 different countries. The final expert-group included 16 representatives (12 physiotherapists, two occupational therapists and two medical doctors) from 14 countries. Within the framework of a collation of personal experiences and the results of a literature search, the participating physiotherapists, occupational therapists and medical doctors formulated 17 expert-statements on physical rehabilitation in patients aged 0-18 years with osteogenesis imperfecta. ispartof: ORPHANET JOURNAL OF RARE DISEASES vol:13 issue:1 ispartof: location:England status: published

Rationale In order to prevent sarcopenia in community dwelling older adults a higher daily protein intake is needed. A new m-health strategy for dietary counseling was used with the aim to increase total daily protein intake to optimal levels (minimal 1.2 g/kg/d, optimal 1.5 g/kg/d) through use of regular food products.Methods The VITAMIN (VITal AMsterdam older adults IN the city) RCT included 245 community dwelling older adults (age ≥ 55y): control, exercise, and exercise plus dietary counseling (protein) group. Dietary intake was measured by a 3d dietary record at baseline and after 6 months intervention. In total 173 subjects were eligible for analysis. A two-way mixed ANOVA with time, group, and time*group interaction was performed. Post-hoc Bonferroni was performed with significance level at p

Introduction: Intensive care unit (ICU) patients often develop weakness. Rehabilitation is initiated early to prevent physical deterioration, but knowledge of optimal training schedules is lacking. A reliable method to assess muscle activity during exercise is needed. In this study we explored the feasibility of electrical activity measurement by surface electromyography (sEMG) during bed cycling in ICU patients. Methods: SEMG was performed in 9 ICU patients and 6 healthy controls. A standardized 1-minute incremental resistance bedside cycle ergometer protocol was used. Results: The median cycle time was 5.3 minutes in patients and 12.0 minutes in controls. The maximum sEMG increased in both groups; the minimal sEMG activity remained the same in patients, whereas an increase in the control group was found. Discussion: sEMG is feasible and can detect muscle activity during bed cycling in ICU patients. It may be a useful monitoring tool. Repeated measurements could possibly provide information on the effects of training. Muscle Nerve, 2018.

Background and Purpose: Decreased muscle mass and muscle strength are independent predictors of poor postoperative recovery in patients with esophageal cancer. If there is an association between muscle mass and muscle strength, physiotherapists are able to measure muscle strength as an early predictor for poor postoperative recovery due to decreased muscle mass. Therefore, in this cross-sectional study, we aimed to investigate the association between muscle mass and muscle strength in predominantly older patients with esophageal cancer awaiting esophagectomy prior to neoadjuvant chemoradiation. Methods: In patients with resectable esophageal cancer eligible for surgery between March 2012 and October 2015, we used computed tomographic scans to assess muscle mass and compared them with muscle strength measures (handgrip strength, inspiratory and expiratory muscle strength, 30 seconds chair stands test). We calculated Pearson correlation coefficients and determined associations by multivariate linear regression analysis. Results and Discussion: A tertiary referral center referred 125 individuals to physiotherapy who were eligible for the study; we finally included 93 individuals for statistical analysis. Multiple backward regression analysis showed that gender (95% confidence interval [CI], 2.05-33.82), weight (95% CI, 0.39-1.02), age (95% CI, -0.91 to -0.04), left handgrip strength (95% CI, 0.14-1.44), and inspiratory muscle strength (95% CI, 0.08-0.38) were all independently associated with muscle surface area at L3. All these variables together explained 66% of the variability (R2) in muscle surface area at L3 (P

Student satisfaction gains an increasingly central position in the context of quality measurements. However, student satisfaction can also be stipulated as an important motivational factor for students as learners. This study combines this perspective on student satisfaction with the notion of differences in students’ ability. We hypothesize that differences in ability result in differences in student satisfaction. In line with concepts of high ability education, it is additionally hypothesized that this relation is mediated by educational stimulation - divided in cognitive, creative and professional stimulation – as well as by participation in honours programs. A structural equation modelling (N=733) of factors affecting student satisfaction in higher education shows that cognitive, creative and professional stimulation are the largest influencers of bachelor students’ sense of satisfaction. The interrelation between these three aspects of educational stimulation also shows the complexity of higher educational practice, since it suggests that cognitive stimulation cannot be realized without a creative factor, and vice versa. Professional stimulation needs both. Furthermore, the results show that educational stimulation mediates the effect of students’ ability on their educational satisfaction. This implies that changes in education can indeed influence students’ educational satisfaction, especially by providing educational quality. Finally, considering students’ ability level, it is shown that especially cognitive abler students are less easy to satisfy. The combination of educational stimulation and ability suggests that especially the more cognitive able students do not feel themselves sufficiently cognitively or creatively stimulated, and hence are less satisfied in vocational higher education. Implications are discussed.

Since the first uptake of electric vehicles, policy makers are questioning how to rollout public charging infrastructure in an efficient manner, such that user convenience balances with costs of investment. In some metropolitan areas, the first phase of rollout has been passed, meaning an optimized deployment of future charging stations for electric vehicles (EVs) becomes important to improve the charging infrastructure and ensure customer satisfaction and sufficient service provision. Complex system literature shows that network vulnerability is an important metric, yet, charging infrastructure has not yet been a subject of these simulation models so far. This research, based on real-world data, provides a novel approach for improving the roll-out strategy of municipalities, by treating the charge infrastructure as a complex network of charging stations and defining vulnerability in respect to the availability of its surrounding charging stations within relevant walking distance.

As web technology and (big) data continue to transform how we organize ourselves, scholarly research increasingly zooms in on the socio-material conditions of citizen participation and public engagement, the objects and devices that organize publics. Where social issues may often be the driver of such public engagement, increasingly the city and, more specifically, the neighborhood itself have become a central objects connecting their inhabitants through online networks and neighborhood events. Tools and apps for citizen participation then weave together neighborhood stakeholders (e.g. inhabitants, municipal parties and entrepreneurs). This paper zooms in on a sample of 40 such tools that enable and organize bottom-up citizen participation in the city of Amsterdam. Combining a theoretical framework with content analysis, digital methods and data visualization, this paper marks the starting point of a longitudinal analysis of online tools for the urban bottom-up movement.

This paper presents an alternative way to use records from safety investigations as a means to support the evaluation of safety management (SM) aspects. Datasets from safety investigation reports and progress records of an aviation organization were analyzed with the scope of assessing safety management’s role, speed of safety communication, timeliness of safety investigation processes and realization of safety recommendations, and the extent of convergence among SM and investigation teams. The results suggested an interfering role of the safety department, severe delays in safety investigations, timely implementation of recommendations, quick dissemination of investigation reports to the end-users, and a low ratio of investigation team recommendations included in the final safety investigation reports. The results were attributed to non-scalable safety investigation procedures, ineffective resource management, lack of consistent bidirectional communication, lack of investigators’ awareness about the overall organizational context, and a weak commitment of other departments to the realization of safety recommendations. The set of metrics and the combination of quantitative and qualitative methods presented in this paper can support organizations to the transition towards a performance-based evaluation of safety management.

During educational change, managers can contribute positively to the professional’s sense of coping ability. The question remains as to whether the managers of lecturers can also influence the perception of lecturers on newly formulated organizational aims. Recently, the changes in many European institutes of higher professional education (HPE) have been considerable. The innovationsathand include the Dutch HPE institutes changing from teaching-only institutes toward hybrid organizations for teaching and research. The role of lecturers is central in implementing research into HPE, especially into the educational programmes. Hence, lecturers’ view on the new organizational aims are crucial. Based on a quantitative design, lecturers’ perceptions on the new organizational aims are measured. As part of a structural equation model, these perceptions are related to how lecturers perceive their direct executives’ leadership style, directly as well as mediated by executive-imputed organizational structures as col...

Objective To evaluate the feasibility and safety of exercise testing and to describe the physiological response to exercise of patients in the Intensive Care Unit (ICU). Design A prospective observational multicenter study. Setting Two mixed medical-surgical ICUs. Participants Patients (N=37; with no primary neurological disorders, 59% men; median age 50y; ICU length of stay 14.5d; Acute Physiology and Chronic Health Evaluation IV 73.0) who had been mechanically ventilated for more than 48 hours and were hemodynamically stable enough to perform physical exercise. Interventions A passive or active incremental exercise test, depending on muscle strength, on a bed-based cycle ergometer. Main Outcome Measures Feasibility and safety were evaluated based on protocol adherence and adverse events. Physiological responses to exercise quantified as changes in respiratory frequency (RF), oxygen uptake (V o 2), carbon dioxide output (V co 2), respiratory exchange ratio (RER), and blood lactate. Results Thirty-seven patients of whom 18 were mechanically ventilated underwent the exercise test. The active incremental test was performed by 28, and the passive test by 9 participants. Thirty-three (89%) accomplished the test according to the protocol and 1 moderate severe adverse event (bradycardia; heart rate 44) occurred shortly after the test. RF, V o 2, V co 2, and lactate increased significantly, whereas RER did not change during the active incremental exercise test. No changes were observed during the passive exercise test. Conclusions It is safe and feasible to perform exercise testing on a bed-based cycle ergometer in patients who are critically ill and a physiological response could be measured. Future research should investigate the clinical value of exercise testing in daily ICU practice and whether exercise capacity and its limiting factors could be determined by incremental exercise testing.

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study is to investigate the effects of explicit instruction in an inquiry-based learning setting on the acquisition of inquiry skills for students in primary education. Participants included 705 Dutch 5th and 6th graders (aged 10-13 years). Students in an explicit instruction condition received an 8-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pretest-posttest design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. Results of a multi-level analysis controlling for pre-tests, general cognitive ability, age, gender and grade-level indicated that explicit instruction facilitates the acquisition of science skills. Even though the paper-and-pencil test shows no effect, the scores on the performance assessment with a topic familiar to students show that students in both intervention conditions have significantly higher scores than students in the baseline condition. When skills are measured by means of a performance assessment with an unfamiliar topic, only students in the explicit condition outperform students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

Onderzoeksvaardigheid is in de afgelopen decennia steeds belangrijker geworden in het hoger beroepsonderwijs, maar onduidelijk blijft waar bacheloropleidingen zich precies op richten. Om hier scherper zicht op te krijgen zijn de leerdoelen gerelateerd aan onderzoek in kaart gebracht bij de bacheloropleidingen van de Hogeschool van Amsterdam. Op basis van een kwalitatieve analyse middels de methode van Verburgh, Schouteden en Elen (2012) van studiegidsteksten en studiehandleidingen laten de voorlopige resultaten zien dat onderzoeksgerelateerde leerdoelen een andere vorm en inhoud hebben in verschillende disciplines. Ook zijn de verschillen tussen faculteiten groter dan binnen faculteiten.

What lecturers do and think are a prerequisite for educational change. It is therefore important to gain insight into factors that influence their involvement in educational reform. This study considers the effect of leadership and managerial constructs on lecturers’ commitment to the newly implemented honours programmes in a Dutch University of Applied Sciences, by combining two models: (a) the Excellence Acceptance Model and (b) the Organisational Influence Model. This combination connects two important change factors of content and context included in a combined quantitative measurement framework. A full structural equation analysis on lecturers’ questionnaire data (N = 406) results in insight into the direct influence of executive managers’ leadership style on lecturers’ commitment in a situation of educational change. Especially, visionary leadership and the perceived discussion culture on excellence are of large influence on lecturers’ behaviour towards honours programmes. Based on these findings, directions for future research are suggested.

BackgroundPhysical activity can prevent or delay age-related impairments and prolong the ability of older adults to live independently. Community-based programs typically offer classes where older adults can exercise only once a week under the guidance of an instructor. The health benefits of such programs vary. Exercise frequency and the duration of the program play a key role in realizing effectiveness. An auxiliary home-based exercise program can provide older adults the opportunity to exercise more regularly over a prolonged period of time in the convenience of their own homes. Furthermore, mobile electronic devices can be used to motivate and remotely guide older adults to exercise in a safe manner. Such a blended intervention, where technology is combined with personal guidance, needs to incorporate behavior change principles to ensure effectiveness.ObjectiveThe aim of this study was to identify theory-based components of a blended intervention that supports older adults to exercise at home.MethodsThe Medical Research Council framework was used to develop the blended intervention. Insights from focus group, expert panels, and literature were combined into leading design considerations.ResultsA client-server system had been developed that combined a tablet app with a database in the cloud and a Web-based dashboard that can be used by a personal coach to remotely monitor and guide older adults. The app contains several components that facilitate behavior change—an interactive module for goal setting, the ability to draw up a personal training schedule from a library containing over 50 exercise videos, progress monitoring, and possibilities to receive remote feedback and guidance of a personal coach.ConclusionsAn evidence-based blended intervention was designed to promote physical activity among older adults. The underlying design choices were underpinned by behavior change techniques that are rooted in self-regulation. Key components of the tablet-supported intervention were a tailored program that accommodates individual needs, demonstrations of functional exercises, monitoring, and remote feedback. The blended approach combines the convenience of a home-based exercise program for older adults with the strengths of mobile health and personal guidance.