Overcoming distance in virtual teams : effects of communication media, experience, and time pressure on distributed teamwork

Een virtueel team is een team waarvan de leden elkaar niet of zelden in levenden lijve ontmoeten, bijvoorbeeld omdat de teamleden verschillende werktijden hebben of op verschillende vestigingen van een organisatie werken. Anders dan reguliere teams zijn virtuele teams in grote mate afhankelijk van informatie- en communicatietechnologie. Een voorbeeld van een virtueel team is een ontwerpteam dat binnen een multinationaal bedrijf een nieuwe productlijn ontwikkelt vanaf verschillende locaties door gebruik te maken van e-mail en videovergaderingen. Een belangrijke bijdrage van het huidige onderzoek is dat het laat zien dat de beperkingen van gedistribueerd samenwerken die de wijdverbreide toepassing van virtuele teams hinderen, zijn te overkomen. Door een combinatie van relevante groupware en ervaring met samenwerken op afstand, kunnen virtuele teams werk produceren dat qua kwaliteit en hoeveelheid vergelijkbaar is met het werk van face-to-face teams. Het lijkt er dan ook op dat virtuele teams geen modeverschijnsel zijn. Virtuele teams zijn de toekomst

Towards an Integrative Formative Approach of Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing

This study concerns the comparison of three approaches to assessment: Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing. Although the three approaches claim to be beneficial with regard to student learning, no clear study into the relationships and distinctions between these approaches exists to date. The goal of this study was to investigate the extent to which the three approaches can be shaped into an integrative formative approach towards assessment. The three approaches were compared on nine characteristics of assessment. The results suggest that although the approaches seem to be contradictory with respect to some characteristics, it is argued that they could complement each other despite these differences. The researchers discuss how the three approaches can be shaped into an integrative formative approach towards assessmen

Reimagining classroom assessment and feedback to meet learner needs

The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford student agency, and enhance student learning outcomes. Key learnings from recent research in primary and secondary education contexts are synthesised to provide state-of-the-art insights for shaping policy, practice and future research

Significance of Conversation between Mast Cells and Nerves

More and more studies are demonstrating interactions between the nervous system and the immune system. However, the functional relevance of this interaction still remains to be elucidated. Such associations have been found in the intestine between nerves and mast cells as well as between eosinophils and plasma cells. Similar morphologic associations have been demonstrated in the liver, mesentery, urinary bladder, and skin. Unmyelinated axons especially were found to associate with mast cells as well as Langerhans' cells in primate as well as murine skin. Although there are several pathways by which immune cells interact with the nervous system, the focus in this review will be on the interaction between mast cells and nerves

To be selected or not to be selected : A modeling and behavioral study of the mechanisms underlying stimulus-driven and top-down visual attention

This thesis investigates the mechanisms of stimulus-driven visual attention (global saliency), the mechanisms of top-down visual attention, and the interaction between these mechanisms, in visual search. Following the outline of an existing model of top-down visual attention, namely the Closed-Loop Attention Model (CLAM), simulations in this thesis explore mechanisms of visual working memory in the prefrontal cortex and of object recognition in the ventral pathway, and specify mechanisms of spatial selection in the dorsal pathway. Behavioral experiments additionally address several questions regarding stimulus-driven and top-down visual attention in visual search, and their interaction. The findings of the simulations and behavioral experiments have implications for CLAM in particular, and for the mechanisms of global saliency and top-down visual attention in general.LEI Universiteit LeidenFSW - Action Control - Ou

The implementation of intersectoral community approaches targeting childhood obesity

Childhood obesity remains a major public health concern. To successfully address the childhood obesity epidemic, intersectoral community interventions that take into account the multifactorial aetiology of childhood obesity are needed. However, the implementation of such interventions has proved to be difficult and prone to error. This thesis therefore examines the implementation process of five EPODE-derived intersectoral community approaches targeting childhood obesity in the Netherlands. It focuses on both the level of implementation and determinants of implementation. Quantitative as well as qualitative methods are used, next to novel “in-between” methods such as Quantitative Comparative Analysis and Social Network Analysis. Recommendations are provided on how to design strategies to improve the implementation of intersectoral community approaches, and suggestion for future research initiatives are made.ZonMWLUMC / Geneeskunde Repositoriu