Bevordert het plan voor de begeleiding en opvolging van werklozen de overgang naar werk?

De invoering van het Plan voor de begeleiding en opvolging van werklozen door minister Vandenbroucke in juli 2004 was controversieel. De vakbonden vonden dat de minister een jacht op werklozen opende op een moment dat er te weinig vacatures waren. Vooral in Wallonië en Brussel, waar de werkloosheidsgraad dubbel zo hoog is als in Vlaanderen, was het verzet tegen het plan hevig. De patronale organisaties daarentegen vonden dit plan een essentieel ingrediënt van elk beleid tegen werkloosheid. Zij stelden vast dat ondanks de hoge werkloosheidsgraad hun vacatures niet ingevuld geraakten. Daarom beweerden ze dat bepaalde werklozen niet willen werken en dat enige vorm van dwang nodig is. We hebben deze problematiek op een objectieve wijze willen onderzoeken opdat men het debat op basis van steekhoudende argumenten zou voeren. In dit artikel stellen we de resultaten voor van een onderzoek naar de effecten van het nieuwe plan voor de begeleiding en de opvolging van werklozen op de overgang naar werk. De evaluatie heeft betrekking op uitkeringsgerechtigde werklozen van 25 tot 29 jaar

Anticarbamylated protein antibodies are associated with long-term disability and increased disease activity in patients with early inflammatory arthritis:Results from the Norfolk Arthritis Register

Objectives: Anticarbamylated protein (anti-CarP) antibodies are a novel family of autoantibodies recently identified in patients with inflammatory arthritis. The aim of this study was to investigate their association with long-term outcomes of disability and disease activity over 20 years’ follow-up in a cohort of patients with inflammatory polyarthritis (IP).  Methods: Norfolk Arthritis Register recruited adults with recent-onset swelling of ≥2 joints for ≥4 weeks from 1990 to 2009. At baseline, Health Assessment Questionnaire (HAQ) and 28 joint disease activity scores (DAS28) were obtained, and C reactive protein, rheumatoid factor (RF), anticitrullinated protein antibodies (ACPA) and anti-CarP antibodies were measured. Further HAQ scores and DAS28 were obtained at regular intervals over 20 years. Generalised estimating equations were used to test the association between anti-CarP antibody status and longitudinal HAQ and DAS28 scores; adjusting for age, gender, smoking status, year of inclusion and ACPA status. Analyses were repeated in subgroups stratified by ACPA status. The relative association of RF, ACPA and anti-CarP antibodies with HAQ and DAS28 scores was investigated using a random effects model.  Results: 1995 patients were included; 1310 (66%) were female. Anti-CarP antibodies were significantly associated with more disability and higher disease activity, HAQ multivariate β-coefficient (95% CI) 0.12 (0.02 to 0.21), and these associations remained significant in the ACPA-negative subgroups. The associations of RF, ACPA and anti-CarP antibodies were found to be additive in the random effects model.  Conclusions: Anti-CarP antibodies are associated with increased disability and higher disease activity in patients with IP. Our results suggest that measurement of anti-CarP antibodies may be useful in identifying ACPA-negative patients with worse long-term outcomes. Further, anti-CarP antibody status provided additional information about RF and ACPA

Why allowing law students to use GenAI for writing assignments is a bad idea.: Some reflections on the labour market orientation on HLE curriculum decisions

Curriculum decisions in Higher Education (HE) regarding students’ use of Generative AI (GenAI) are often substantiated by arguments such as graduate employability. This labour market orientation dictates that, because GenAI will inevitably play a crucial role in their future jobs, we should prepare our students by allowing or even encouraging them to use GenAI tools for their writing assignments. A quick scan of Dutch policy documents shows that the labour market perspective dominates the agenda related to GenAI on the governmental level and in Universities of Applied Sciences. In all HE institutions, the use of GenAI is allowed (sometimes conditionally, sometimes reluctantly) or even encouraged. We observe that the regulation of GenAI in Higher Legal Education (HLE) is virtually absent and fragmented, perhaps because the labor market orientation does not always align with local HLE education objectives. In our view this regulatory gap could only be filled if room is made for other orientations on curriculum decisions related to Gen AI, such as: focus on the legal discipline itself, on students’ self-development and on societal reform. This will enable HLE to make curriculum decisions aimed at training law students’ writing skills and teaching them to ‘think as a lawyer’

Chasing Newton: Designing and implementing an intrinsically integrated game on Newtonian mechanics

It has long been a coveted idea to combine the motivational aspects of games with learning in formal education. Digital educational games have indeed shown potential in this respect. However, individual educational games demonstrate large variations in (learning) outcomes. Ensuring that learning and gameplay are integrated with each other appears to be the key to obtaining higher learning outcomes. This is referred to as intrinsic integration. This dissertation adds to the body of knowledge on the characteristics that make educational games effective, realizing that no easy fix exists. To use a game in formal education, students should be able to transfer their acquired conceptual knowledge from the game context to other scenarios. This is possible by embedding the game in other learning activities. This dissertation describes four studies that were conducted to answer the main research question: How can a digital intrinsically integrated game be designed and implemented in a lesson fostering conceptual knowledge and transfer regarding Newtonian mechanics? Findings of our studies provide more insight on how students learn using a digital educational game. We developed a guiding frame for designing an intrinsically integrated game. Our studies demonstrate the benefits of embedding an educational game within other learning activities. Based on our findings, we give practical recommendations for such learning activities. Our studies provide an in-depth analysis, giving more insight on students’ learning and providing recommendations for others who want to venture into the wonderful world of game didactics

Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer

Digital educational games have demonstrated large variations in learning outcomes and transfer. Furthermore, educational games are usually embedded in a larger educational setting.  This case study evaluates in detail a lesson around an educational game designed to foster transfer. The game, Newton’s Race, is an intrinsically integrated game on Newtonian mechanics. Outside of the game, lesson activities include a debriefing session, a generalisation assignment, and an assignment on transfer situations. This lesson was evaluated using a mixed-methods approach. A pre- post-test design (N=27) demonstrated a large significant learning effect (p = .002, d = .908). Transfer, as measured within the post-test, was also fostered significantly. In the qualitative part of the study, students’ written statements on the worksheets and students’ utterances during the discussion were analyzed using open coding. A great majority (79 %) of all quotes were coded as scientifically correct

Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer

Digital educational games have demonstrated large variations in learning outcomes and transfer. Furthermore, educational games are usually embedded in a larger educational setting. This case study evaluates in detail a lesson around an educational game designed to foster transfer. The game, Newtons Race, is an intrinsically integrated game on Newtonian mechanics. The learning goal of the lesson is understanding and applying the relationship between forces and motion. Outside of the game, lesson activities include a debriefing session, a generalisation assignment, and an assignment on transfer situations. This lesson was evaluated using a mixed-methods approach. A pre-post test design (N=27) demonstrated a large significant learning effect (p = .002, d = .908). Transfer, as measured within the posttest, was also fostered significantly. In the qualitative part of the study, students written statements on the worksheets and students utterances during the discussion were analyzed using open coding. 79 percent Of all quotes were coded as scientifically correct.Comment: 25 pagers, 4 figures, 6 table

The effects of communicating uncertainty on public trust in facts and numbers.

Uncertainty is inherent to our knowledge about the state of the world yet often not communicated alongside scientific facts and numbers. In the "posttruth" era where facts are increasingly contested, a common assumption is that communicating uncertainty will reduce public trust. However, a lack of systematic research makes it difficult to evaluate such claims. We conducted five experiments-including one preregistered replication with a national sample and one field experiment on the BBC News website (total n = 5,780)-to examine whether communicating epistemic uncertainty about facts across different topics (e.g., global warming, immigration), formats (verbal vs. numeric), and magnitudes (high vs. low) influences public trust. Results show that whereas people do perceive greater uncertainty when it is communicated, we observed only a small decrease in trust in numbers and trustworthiness of the source, and mostly for verbal uncertainty communication. These results could help reassure all communicators of facts and science that they can be more open and transparent about the limits of human knowledge

The effects of communicating uncertainty around statistics, on public trust

Uncertainty around statistics is inevitable. However, communicators of uncertain statistics, particularly in high-stakes and potentially political circumstances, may be concerned that presenting uncertainties could undermine the perceived trustworthiness of the information or its source. In a large survey experiment (Study 1; N = 10 519), we report that communicating uncertainty around present COVID-19 statistics in the form of a numeric range (versus no uncertainty) may lead to slightly lower perceived trustworthiness of the number presented but has no impact on perceived trustworthiness of the source of the information. We also show that this minimal impact of numeric uncertainty on trustworthiness is also present when communicating future, projected COVID-19 statistics (Study 2; N = 2,309). Conversely, we find statements about the mere existence of uncertainty, without quantification, can reduce both perceived trustworthiness of the numbers and of their source. Our findings add to others suggesting that communicators can be transparent about statistical uncertainty without undermining their credibility as a source but should endeavour to provide a quantification, such as a numeric range, where possible.</p

The effects of communicating uncertainty around statistics, on public trust

Uncertainty around statistics is inevitable. However, communicators of uncertain statistics, particularly in high-stakes and potentially political circumstances, may be concerned that presenting uncertainties could undermine the perceived trustworthiness of the information or its source. In a large survey experiment (Study 1; N = 10 519), we report that communicating uncertainty around present COVID-19 statistics in the form of a numeric range (versus no uncertainty) may lead to slightly lower perceived trustworthiness of the number presented but has no impact on perceived trustworthiness of the source of the information. We also show that this minimal impact of numeric uncertainty on trustworthiness is also present when communicating future, projected COVID-19 statistics (Study 2; N = 2,309). Conversely, we find statements about the mere existence of uncertainty, without quantification, can reduce both perceived trustworthiness of the numbers and of their source. Our findings add to others suggesting that communicators can be transparent about statistical uncertainty without undermining their credibility as a source but should endeavour to provide a quantification, such as a numeric range, where possible.</p