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Bridging the KAP-gap in global education

This article reflects on the workshop Bridging the KAP-gap in global education, which was part of the DEEEP-conference Global Justice through Global Citizenship. The objective of the workshop was, to learn about strategies to bridge the KAP (Knowledge, Attitude, Practice) -gap and to gain ideas how to apply these strategies to participants’ own practices. The workshop turned into a slightly different direction and raised some fundamental questions: What could one expect of global education? Which others factors influence learners’ behaviour? To which manner does global education aim to change behaviour? Should global education aim to change behaviour? This article summarizes the outcomes of an evaluation which was done amongst alumni-students of the minor programme Global Development Issues of Fontys University of Applied Sciences and the main issues that were discussed during the workshop, also based on the integrated model of behavioural prediction. The article ends with some lessons learned, especially for the curriculumowners of the minor programme, who organised this workshop.

Introduction of ramp-LOSA at KLM Ground Services

Airline ground operations are subject to the conflicting demands of short turn-around times and safety requirements. They involve multiple parties, but are less regulated than airborne processes. Not surprisingly, more than a quarter of all aircraft incidents occur on the ground. These incidents lead to aircraft damage and associated costs, risk of injuries, and can potentially impact in-flight safety. KLM Ground Services has targeted platform safety performance as an area for improvement. However, existing safety awareness programs have had limited effect. A direct link between safety culture surveys and safety performance has not been established, and therefore these are insufficient to give adequate feedback on interventions. Newly developed by the Texas University are the Line Operations Safety Assessments (LOSA), first targeted at cockpit operations. Variants are available since October 2010 for the platform and maintenance environments. The research group for Aviation Engineering at the Amsterdam University of Applied Sciences has used the original platform LOSA material and tailored these to the specific circumstances at KLM. Results to date show that with these modifications, platform LOSA is a useful tool to quantify safety performance and to generate trend data. The effect of safety interventions can now be monitored. Referentie de Boer, R.J., Koncak, B., Habekotté, R., & van Hilten, G.J. (2011), Introduction of ramp-LOSA at KLM Ground Services , Human Factors and Ergonomics Society Annual Meeting, Leeds, United Kingdom

Onderzoek : bereikbaarheid als nieuwe maat voor klanttevredenheid

Veiligheid en gedragsbeinvloeding

Het handelen van mensen kent diverse vormen, dat van organisaties ook. Om beïnvloeding of verandering mogelijk te maken, moet je de handelingsoriëntatiekennen. Daarna komen structuur en cultuur van de handelingsomgeving aan bod: institutional redesign.

Time-out or switch?

Pupils with problem behaviours are challenging teachers as well as they are a challenge to teachers to find a way to teach them what curricula prescribe. Especially middle school teachers and those working in schools for special education are con-fronted with pupils with behavioural problems. There, teachers experience hard classes and find it difficult to fit classroom management with the pupils needs. In this paper we focus on two questions: is pullout an effective treatment to handle problem behaviour? do special classes have advantages for pupils who were pulled out or not? First we present a theoretical framework about pullout and we explicit our expectations. Then we describe the methods of our research in schools for special educa-tion during two months for students (N=759) when pulled out. We examined the reason of pulling out and the interactions during the process outside the classroom and the return. Because teachers noticed date and time of the removal, it was possible to use survival analysis to show the effects of the treatment. We found that pullout occurs under quite different circumstances, so the treatment integrity is a problem because deficiency of the intervention leads to repeated pullout. The data also showed that special classes for pupils who are pulled out seem to trigger and/or in-tensify the process itself. So, we conclude that these classes have a contra-productive effect.

The indoor sound environment and human task performance

A substantial amount of studies have addressed the influence of sound on human performance. In many of these, however, the large acoustic differences between experimental conditions prevent a direct translation of the results to realistic effects of room acoustic interventions. This review identifies those studies which can be, in principle, translated to (changes in) room acoustic parameters and adds to the knowledge about the influence of the indoor sound environment on people. The review procedure is based on the effect room acoustics can have on the relevant quantifiers of the sound environment in a room or space. 272 papers containing empirical findings on the influence of sound or noise on some measure of human performance were found. Of these, only 12 papers complied with this review's criteria. A conceptual framework is suggested based on the analysis of results, positioning the role of room acoustics in the influence of sound on task performance. Furthermore, valuable insights are pre- sented that can be used in future studies on this topic. Whi le the influence of the sound environment on performance is clearly an issue in many situations, evidence regarding the effectiveness of strategies to control the sound environment by room acoustic design is lacking and should be a focus area in future studies.