78 research outputs found

    Are you curious about curiosity?

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    Kids (and adults) are often curious. Maybe you are curious about dinosaurs, giant squids, or rollercoaster rides. But have you ever been curious about why you are curious about some things but not about other things? In the last 10 years, scientists have asked similar questions about curiosity. In this article, we will share some of the answers. We explain how scientists across the world study curiosity. We also explain that people become curious to seek out specific information or to explore new things. Based on research on curiosity and the brain, scientists think that curiosity is a signal that it is valuable (or rewarding) to learn something or figure something out. Curiosity can even make you remember information better. After reading this article, we hope that your curiosity is satisfied

    Social connectedness in online and blended-learning communities

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    Increasing flexibilisation and personalisation of education creates challenges in terms of students’ social connectedness with each other, with the programme and with lecturers. For this reason, a team of researchers and professors from four universities of applied sciences in the Netherlands carried out research into how a sense of community can be created in learning communities. On the basis of a literature review and design-oriented research, we conducted experiments aimed at fostering social connectedness in eight learning communities. These learning communities were in the domains of Nursing, Healthcare and Welfare Teacher Training, Management in Care, Teacher Training, and Nutrition and Dietetics (part-time, full-time and dual programme variants). The above research resulted in this Social connectedness in Online and Blended Learning Communities guide, which consists of two parts. Part one outlines the seven design principles (focused on content, attitude and preconditions) which lecturers can work with in their role as facilitator. The lecturer can apply these design principles to promote social connectedness in online and blended learning communities, including when flexible student paths are involved. These design principles are supported by practical IT tools and working methods and are widely applicable. The design principles involved are: A. Getting to know each other B. Trust and cooperation C. Shared and common goals D. Willingness to participate E. Programme and instruction strategies F. Sharing information and knowledge G. Resources and preconditions. Part 2 consists of a methodological justification and substantiation of the research underpinning the guide as well as a description of the results and ends with a conclusion, discussion and recommendations for further research. The experiments showed that learning communities that were newly established or had changed in composition after some time mainly opted for design principles A. Getting to know each other and B. Trust and cooperation. Learning communities that had been active for a longer period chose mainly C. Shared and common goals. Further longitudinal and other research is needed to determine to what extent the design principles and the role of the facilitators can be applied in other domains (such as technology, economics, etc.)

    Frailty is associated with in-hospital mortality in older hospitalised COVID-19 patients in the Netherlands:the COVID-OLD study

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    BACKGROUND: During the first wave of the coronavirus disease 2019 (COVID-19) pandemic, older patients had an increased risk of hospitalisation and death. Reports on the association of frailty with poor outcome have been conflicting. OBJECTIVE: The aim of the present study was to investigate the independent association between frailty and in-hospital mortality in older hospitalised COVID-19 patients in the Netherlands. METHODS: This was a multicentre retrospective cohort study in 15 hospitals in the Netherlands, including all patients aged ≥70 years, who were hospitalised with clinically confirmed COVID-19 between February and May 2020. Data were collected on demographics, co-morbidity, disease severity and Clinical Frailty Scale (CFS). Primary outcome was in-hospital mortality. RESULTS: A total of 1,376 patients were included (median age 78 years (interquartile range 74-84), 60% male). In total, 499 (38%) patients died during hospital admission. Parameters indicating presence of frailty (CFS 6-9) were associated with more co-morbidities, shorter symptom duration upon presentation (median 4 versus 7 days), lower oxygen demand and lower levels of C-reactive protein. In multivariable analyses, the CFS was independently associated with in-hospital mortality: compared with patients with CFS 1-3, patients with CFS 4-5 had a two times higher risk (odds ratio (OR) 2.0 (95% confidence interval (CI) 1.3-3.0)) and patients with CFS 6-9 had a three times higher risk of in-hospital mortality (OR 2.8 (95% CI 1.8-4.3)). CONCLUSIONS: The in-hospital mortality of older hospitalised COVID-19 patients in the Netherlands was 38%. Frailty was independently associated with higher in-hospital mortality, even though COVID-19 patients with frailty presented earlier to the hospital with less severe symptoms

    Explicit hypotheses and analyses steps

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    Data archive: Choosing the negative

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    Paradigm & Stimuli

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    Curiosity for negative stimuli - Choice task replication

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