In the Netherlands, and in many other countries, teacher policy and teacher education are strongly focused on ensuring that teachers meet certain minimum standards. As all student teachers need to meet these standards, teacher education programmes might put the main emphasis on the ‘average’ student and pay little attention to students who can perform better, which would lead to a middle-ofthe-road perspective on teachers and teacher education curricula. However, there is a growing awareness within higher education of the diversity of students with respect to their abilities and ambitions. In the Netherlands, there are initiatives to develop excellence programmes and honours programmes that recognize and accept student diversity. Such programmes offer ‘excellent’ students new challenges in the development of their excellence. But as ‘excellence’ is not centrally defined, higher education institutes can define the concept independently. Here, we present two examples of teacher education institutes that have developed honours programmes that emphasize excellent student teachers. While traditionally honours programmes in universities are focused on stimulating outstanding research performance of excellent students, in both examples a different focus is taken. The honours programmes in these universities for applied sciences do not focus on academic performance, but focus more directly on the roles of outstanding teachers in schools. One of these institutes focuses on primary teacher roles, the other on secondary teacher roles. Both use research in the content of the honours programmes and in the evaluation of the programmes. Here, an analysis of the two programmes is related to developments in teacher policy and the teaching profession with respect to teacher excellence, e.g. the recent recommendation from the Netherlands Education Council to nominate the top 5% of teachers as ‘excellent teachers’ – a recommendation that was received with mixed feelings by teachers, teachers’ unions and school leaders
In the Netherlands, and in many other countries, teacher policy and teacher education are strongly focused on ensuring that teachers meet certain minimum standards. As all student teachers need to meet these standards, teacher education programmes might put the main emphasis on the ‘average’ student and pay little attention to students who can perform better, which would lead to a middle-ofthe-road perspective on teachers and teacher education curricula. However, there is a growing awareness within higher education of the diversity of students with respect to their abilities and ambitions. In the Netherlands, there are initiatives to develop excellence programmes and honours programmes that recognize and accept student diversity. Such programmes offer ‘excellent’ students new challenges in the development of their excellence. But as ‘excellence’ is not centrally defined, higher education institutes can define the concept independently. Here, we present two examples of teacher education institutes that have developed honours programmes that emphasize excellent student teachers. While traditionally honours programmes in universities are focused on stimulating outstanding research performance of excellent students, in both examples a different focus is taken. The honours programmes in these universities for applied sciences do not focus on academic performance, but focus more directly on the roles of outstanding teachers in schools. One of these institutes focuses on primary teacher roles, the other on secondary teacher roles. Both use research in the content of the honours programmes and in the evaluation of the programmes. Here, an analysis of the two programmes is related to developments in teacher policy and the teaching profession with respect to teacher excellence, e.g. the recent recommendation from the Netherlands Education Council to nominate the top 5% of teachers as ‘excellent teachers’ – a recommendation that was received with mixed feelings by teachers, teachers’ unions and school leaders
From the introduction: "There are two variants of fronto-temporal dementia: a behavioral variant (behavioral FTD, bvFTD, Neary et al. (1998)), which causes changes in behavior and personality but leaves syntax, phonology and semantics relatively intact, and a variant that causes impairments in the language processing system (Primary Progessive Aphasia, PPA (Gorno-Tempini et al., 2004). PPA can be subdivided into subtypes fluent (fluent but empty speech, comprehension of word meaning is affected / `semantic dementia') and non-fluent (agrammatism, hesitant or labored speech, word finding problems). Some identify logopenic aphasia as a FTD-variant: fluent aphasia with anomia but intact object recognition and underlying word meaning."
MULTIFILE
Chemo-enzymatic peptide synthesis is unique in enabling the fast and sustainable synthesis of cyclic peptides, complex peptides and functionalized mini-proteins. The starting materials are routinely obtained by solid-phase peptide synthesis. One of the starting materials requires an oxo-ester functionality for recognition by the enzymes active site. The SPPS-based synthesis of the oxo-ester functionality still suffers from significant byproduct formation and low overall synthesis yields. The solution to this is introduction of the oxo-ester functionality at the end of the SPPS via a so-called Passerini reaction. Such a process does not only result in a more efficient production of cyclic or long peptides, but also expand the scope towards proteins derived from biological synthesis (i.e. recombinant proteins). To highlight the relevance of this proposed methodology, we will demonstrate a site-selective modification of the pharmaceutically important drug insulin.
Gezonde voedselkeuzes maken is niet altijd gemakkelijk. Om consumenten hierbij te helpen, is het wettelijk verplicht om voedingswaarden en ingrediëntenlijsten op verpakkingen van voedingsmiddelen en in de supermarktwebshop te vermelden. Steeds meer van dit soort informatie (food data) komt digitaal beschikbaar, ook voor consumenten. Met apps kunnen consumenten barcodes scannen en zien hoe gezond en ook duurzaam voedingsmiddelen zijn. Deze ontwikkeling biedt ook nieuwe kansen voor producenten om beter op de consumentenvraag in te spelen. Doordat steeds meer food data digitaal beschikbaar komen, kan ook steeds beter gemeten worden hoe gezond ons voedingsmiddelenaanbod is. Maar dan moet die informatie wel kloppen. Hier liggen nog uitdagingen: Food data zijn nog incompleet, onjuist, verouderd of nog helemaal niet digitaal beschikbaar. De oorzaken voor deze suboptimale informatie-uitwisseling liggen in een gebrek aan prioriteit voor food data bij producenten en te weinig samenwerking in de keten. Veel data worden nog handmatig in diverse databases overgetypt. Daarnaast heeft het lectoraat Voeding & Gezondheid van de HAS Hogeschool in de afgelopen jaren een aantal monitoringsstudies gedaan en food data verzameld voor en samen met verschillende partners. Ook hierbij werden food data van foto’s overgetypt. Er wordt dus nog veel handwerk gedaan. Dat moet efficiënter kunnen. Daarom wordt in dit project met praktijkpartners een OCR-tool door-ontwikkeld, getest en geborgd waarmee etiketinformatie van verpakkingen van voedingsmiddelen gedigitaliseerd kan worden. Food data worden verzameld, om de gezondheid van het voedingsmiddelaanbod te bestuderen en datavaardigheden te ontwikkelen bij docenten en bij studenten, die straks in deze foodsector gaan werken. Om uiteindelijk bij te dragen aan de prioriteit voor de juistheid van ‘Food data’ bij het voedingsmiddelenbedrijfsleven en zo consumenten te helpen bij het maken van geïnformeerde keuzes. OCR = Optical Character Recognition, hiermee kunnen beelden van getallen en woorden weer omgezet worden in digitale informatie.
