Learning in the workplace for garage mechanics and technicians

Employees in technical firms, like garages, need more and more formations. Due to the very fast innovation in technology, lifelong learning is a real need for these labour forces. On the other hand, there are the needed formations very specialized and expensive. Another problem employers faced in these economical sectors in Western Europe is the lack of candidates. Also in secondary education schools, the wide interest for these formations is decreasing. One of the factors causes this problem is that schools don＇t have enough money for investing in new and high-tech machines. Therefore two interreg projects were submitted and approved for financing. Interreg is an initiative of the European Union meant for the permanent development of the ＂European Space＂. The third phase of interreg means enhancing the economic and social cohesion within the European Union. In this paper, we describe two successful projects, namely Autoweb and V@K, which try to help employers, employees, schools and students to keep up with the high-tech innovations with a workplace-based e-learning program.     

Hybrid e-TextBooks as comprehensive interactive learning environments

An e-TextBook can serve as an interactive learning environment (ILE), facilitating more effective teaching and learning processes. In this paper, we propose the novel concept of an EPUB 3-based Hybrid e-TextBook, which allows for interaction between the digital and the physical world. In that regard, we first investigated the gap between the expectations of teachers with respect to e-TextBook functionalities, on the one hand, and the ILE functionalities offered by e-TextBooks, on the other hand. Next, together with teachers, we co-designed and developed prototype EPUB 3-based Hybrid e-TextBooks that make it possible to connect their learning content to smart devices in classrooms, leveraging both digital publishing and Semantic Web tools. Based on experimentation with our prototype Hybrid e-TextBooks, we can argue that a semantically enriched EPUB 3-based Hybrid e-TextBook is able to act as a comprehensive ILE, providing the tools needed by teachers in smart classrooms. Furthermore, expert observations and Smiley o’meter results demonstrate an effective impact on student cognition and motivation.     

Associations between physical activity and health-related fitness – volume versus pattern

Approximately 3.2 million people die of non-communicable diseases (NCD) each year due to insufficient physical activity. Physical activity guidelines are possibly perceived as too demanding and might thus pose a barrier. We addressed the question if a more stable physical activity pattern is associated with higher levels of health-related fitness than one with high and low intensities, regardless of the physical activity level (PAL). Physical activity was objectively measured in 296 men and women (53.7 ± 8.94 years) with the SenseWear Pro Armband^®. Using this data, the PAL and a Gini index were calculated to report the physical activity pattern. Health-related fitness was expressed as a fitness index. PAL was weakly correlated to health-related fitness (r = 0.38, P < .0001). The Gini index was also weakly correlated to the fitness index (r = 0.23, P < .0001). Results of the ANCOVA showed that participants in the first quartile of PAL always scored significantly lower for health-related fitness than participants in quartile four, after adjustment for the Gini index. These results suggest that as long as the volume of physical activity is high, health-related fitness will be high as well, independent of the physical activity pattern or variability in intensities throughout the day.     

Effect of supramaximal exercise training on metabolic outcomes in obese adults

The purpose of this study was to evaluate the effects of 6 weeks of supramaximal exercise training (SET) on performance variables and metabolic changes in sedentary obese adults.

Twenty-four obese adults were randomly allocated into a non-trained (NT) [n = 12; body mass index (BMI) = 33(3)] and SET group [n = 12; BMI = (33(2)]. After baseline metabolic and fitness measurements, the participants completed a 6-week SET intervention. Metabolic, anthropometric, and fitness assessments were repeated post-intervention.

For SET, fasting glucose (4.64(0.15) vs. 4.32(0.22) mmol · l^–1; P < 0.01), insulin (23.2(4.6) vs. 13.8(3.3) µmol · ml^–1; P < 0.01), homoeostasis model assessment-insulin resistance index (4.78(1.2) vs. 2.65(1.5); P < 0.01) and systolic blood pressure (127(3) vs. 120(3) mmHg; P < 0.01) were significantly lower 24-h post-intervention than at baseline and for the NT group, and these changes remained significant at 72-h and 2-weeks post-intervention (P < 0.01, respectively). Interestingly, nonesterified fatty acids (0.62(0.09) vs. 0.71(0.11) mmol · l^–1; P < 0.01) and resting fat oxidation rate (57(11) vs. 63(4)%; P < 0.01) increased significantly from baseline 24-h post-intervention in the SET group and from baseline at 72-h (P < 0.01, respectively) and 2-weeks post-intervention (P < 0.01, respectively). Six weeks of SET improved a number of metabolic and vascular risk factors in obese, sedentary adults, highlighting the potential of SET to provide an alternative exercise model for the improvement of metabolic health in this population.     

Evaluation and management of leukolysis-mediated pseudohyperkalemia in paediatric leukemic samples

IntroductionLeukolysis-related pseudohyperkalemia due to preanalytical procedures may lead to erroneous (or absence of) treatment based on an invalid lab test result. We aimed to obtain a leukocyte threshold above which leukolysis-related pseudohyperkalemia becomes clinical relevant. Secondly, temporal dynamics of treatment-induced leukocyte decrease were studied to allow tailored implementation of laboratory information system (LIS) decision rules based on the leukocyte threshold to avoid leukolysis-related pseudohyperkalemia.Materials and methodsPotassium results of AU5811 routine chemistry (Beckman Coulter, Brea, California, USA) and iStat point of care (POC) (Abbott Diagnostics, Chicago, Illinois, USA) analysers were compared, the latter method being insensitive to leukolysis caused by pre-analytical procedures. Potassium results were combined with leukocyte counts obtained using a Cell-Dyn Sapphire haematology analyser (Abbott Diagnostics, Santa Clara, California, USA), resulting in 132 unique data triplets. Regression analysis was performed to establish a leukocyte threshold. The Reference Change Value (√2 x Z x √(CV_a² + CV_i²)) was used to calculate maximum allowable difference between routine analyser and POC potassium results (delta_max + 0.58 mmol/L). Temporal analysis on the treatment-induced leukocyte decrease was performed by plotting leukocyte counts in time for all patients above the threshold leukocyte count (N = 41).ResultsEstablished leukocyte threshold was 63 x10⁹/L. Temporal analysis showed leukocyte counts below the threshold within 8 days of treatment for all patients.ConclusionsBased on performed analyses we were able to implement LIS decision rules to reduce pseudohyperkalemia due to preanalytical procedures. This implementation can contribute to a reduction in erroneous (or absence of) treatments in the clinic.     

A typology of students in intermediate vocational education and training programmes based on student engagement factors,sociodemographic characteristics and intentions of dropping out

The main objective of this article is to define a typology of students enrolled in intermediate vocational education and training programmes in Spain. Students were first placed in groups based on various factors related to engagement. Then, their sociodemographic characteristics were analysed. Finally, the intentions of dropping out were considered in each of the groups. The results obtained describe a typology of students consisting of five groups with different levels of engagement. Each of the groups is associated with distinct sociodemographic characteristics and shows notable differences with regards to intentions of leaving their studies. The results of this research can serve to detect and prevent drop‐outs that take place at this level by identifying at‐risk profiles and creating more adequate approaches and interventions.     

Teachers’ first year in the profession: the power of high-quality support

ABSTRACT

In research on teacher induction, scholars have pointed at the pivotal role of collegial support to overcome the challenges inherent to the first years of teaching. In this quantitative study, we extend current work by using a social network perspective to examine characteristics (i.e. network size, frequency and perceived usefulness) of professional, emotional, and social collegial support networks. Moreover, we explore the extent to which these characteristics explain key factors affecting teacher retention, namely job satisfaction, intrinsic motivation to teach, and self-efficacy. An online survey was completed by 292 beginning primary school teachers in Flanders (Belgium). Social network data showed that, on average, they receive professional, emotional and social support from six colleagues each week and found this mostly useful. Regression analyses demonstrated that network size and perceived usefulness of professional, emotional, and social collegial support networks were positively related to job satisfaction and intrinsic motivation to teach, thus confirming the importance of collegial support in teacher induction. Frequency of support was not significant. Finally, no substantial relationship was found between collegial support and teachers’ self-efficacy. Implications of these findings for practice and policy are discussed.     

Child Care Quality in The Netherlands Over the Years: A Closer Look

Research Findings: We assessed the quality of child care in a nationally representative sample of 200 Dutch child care centers using the Infant/Toddler Environment Rating Scale–Revised and/or Early Childhood Environment Rating Scale–Revised and compared it with a previous assessment in 2005. The Caregiver Interaction Profile (CIP) scales were used to rate the quality of caregiver–child interactions. Results showed a significant and substantial decline in quality compared to 2005, with 49% of the groups now scoring below the minimal level. The CIP scales showed relatively high scores for the basic caregiver interactive skills of sensitive responsiveness, respect for autonomy, and structuring and limit setting but much lower scores for the more educational skills of verbal communication, developmental stimulation, and fostering positive peer interactions. Caregiver sensitive responsiveness was significantly lower in infant groups (0–2 years) than in preschool groups (2–4 years); caregiver respect for autonomy, verbal communication, developmental stimulation, and fostering positive peer interactions were significantly lower in infant groups than in preschool groups and mixed-age groups (0–4 years). Practice or Policy: Quality of child care is not stable across the years, and regular quality assessments are therefore needed to monitor child care quality. The low scores on the more educational versus the more basic caregiver interactive skills indicate that these skills deserve more attention in caregiver education and training. Training programs should be attuned to the individual interaction skill profile of caregivers.     

Caregiver’s Mind-Mindedness in Early Center-based Childcare

Recent studies suggest that mind-mindedness is an important element of caregiver–child interactions in family and childcare context. This study investigated caregivers’ mind-mindedness in a nationally representative Dutch sample and its relation with structural quality factors (i.e., group size, caregivers’ education and work experience, group type, and situation) and caregivers’ interactive skills. Participants were 99 caregivers recruited in 50 childcare centers. Mind-mindedness was assessed with observations during free-play and lunch situations in infant, preschool, and mixed-age groups (0–4-year-olds). Caregivers’ appropriate and nonattuned mind-related comments were coded as individual (over/toward one child) or group related (over or toward more than one child). Caregivers’ interactive skills were assessed using the Caregiver Interaction Profile (CIP) scales. Research Findings: Caregivers generally refer to children’s desires, thoughts, and emotions in about 10% of their verbal interactions, with a low incidence rate of nonattuned comments (< 1%). Mind-mindedness was found to be significantly associated with structural quality characteristics and caregivers’ interactive skills. Caregivers with greater interactive skills produced fewer individual and more group appropriate mind-minded comments in mixed-age groups. Practice or Policy: We discuss the relevance of mind-minded comments at individual and group level for the future study of mental-state talk in early childhood education and care.