Abstract: Background: Hip fracture in older patients often lead to permanent disabilities and can result in mortality. Objective: To identify distinct disability trajectories from admission to one-year post-discharge in acutely hospitalized older patients after hip fracture. Design: Prospective cohort study, with assessments at admission, three-months and one-year post-discharge. Setting and participants: Patients ≥ 65 years admitted to a 1024-bed tertiary teaching hospital in the Netherlands. Methods: Disability was the primary outcome and measured with the modified Katz ADL-index score. A secondary outcome was mortality. Latent class growth analysis was performed to detect distinct disability trajectories from admission and Cox regression was used to analyze the effect of the deceased patients to one-year after discharge. Results: The mean (SD) age of the 267 patients was 84.0 (6.9) years. We identified 3 disability trajectories based on the Katz ADL-index score from admission to one-year post-discharge: ‘mild’- (n=54 (20.2%)), ‘moderate’- (n=110 (41.2%)) and ‘severe’ disability (n=103 (38.6%)). Patients in all three trajectories showed an increase of disabilities at three months, in relation to baseline and 80% did not return to baseline one-year post-discharge. Seventy-three patients (27.3%) deceased within one-year post-discharge, particularly in the ‘moderate’- (n=22 (8.2%)) and ‘severe’ disability trajectory (n=47 (17.6%)). Conclusions: Three disability trajectories were identified from hospital admission until one-year follow-up in acutely hospitalized older patients after hip fracture. Most patients had substantial functional decline and 27% of the patient’s deceased one-year post-discharge, mainly patients in the ‘moderate’- ‘and severe’ disability trajectories.
Longitudinal criminological studies greatly improved our understanding of the longitudinal patterns of criminality. These studies, however, focused almost exclusively on traditional types of offending and it is therefore unclear whether results are generalizable to online types of offending. This study attempted to identify the developmental trajectories of active hackers who perform web defacements. The data for this study consisted of 2,745,311 attacks performed by 66,553 hackers and reported to Zone-H between January 2010 and March 2017. Semi-parametric group-based trajectory models were used to distinguish six different groups of hackers based on the timing and frequency of their defacements. The results demonstrated some common relationships to traditional types of crime, as a small population of defacers accounted for the majority of defacements against websites. Additionally, the methods and targeting practices of defacers differed based on the frequency with which they performed defacements generally.
In this study, growth trajectories (from admission until unconditional release) of crime-related dynamic risk factors were investigated in a sample of Dutch forensic patients (N = 317), using latent growth curve modeling. After testing the unconditional model, three predictors were added: first-time offender versus recidivist, age, and treatment duration. Postanalyses were chi-square difference tests, t tests, and analyses of variance (ANOVAs) to assess differences in trajectories. Overall, on scale level, a decrease of risk factors over time was found. The predictors showed no significant slope differences although age and treatment duration differed significantly at some time points. The oldest age group performed worse, especially at later time points. Treatment duration effects were found at the second time point. Our results that forensic patients show a decrease in crime-related risk factors may indicate that treatment is effective. This study also found differences in growth rates, indicating the effect of individual differences
This project develops a European network for transdisciplinary innovation in artistic engagement as a catalyst for societal transformation, focusing on immersive art. It responds to the professionals in the field’s call for research into immersive art’s unique capacity to ‘move’ people through its multisensory, technosocial qualities towards collective change. The project brings together experts leading state-of-the-art research and practice in related fields with an aim to develop trajectories for artistic, methodological, and conceptual innovation for societal transformation. The nascent field of immersive art, including its potential impact on society, has been identified as a priority research area on all local-to-EU levels, but often suffers from the common (mis)perception as being technological spectacle prioritising entertainment values. Many practitioners create immersive art to enable novel forms of creative engagement to address societal issues and enact change, but have difficulty gaining recognition and support for this endeavour. A critical challenge is the lack of knowledge about how their predominantly sensuous and aesthetic experience actually lead to collective change, which remains unrecognised in the current systems of impact evaluation predicated on quantitative analysis. Recent psychological insights on awe as a profoundly transformative emotion signals a possibility to address this challenge, offering a new way to make sense of the transformational effect of directly interacting with such affective qualities of immersive art. In parallel, there is a renewed interest in the practice of cultural mediation, which brings together different stakeholders to facilitate negotiation towards collective change in diverse domains of civic life, often through creative engagements. Our project forms strategic grounds for transdisciplinary research at the intersection between these two developments. We bring together experts in immersive art, psychology, cultural mediation, digital humanities, and design across Europe to explore: How can awe-experiences be enacted in immersive art and be extended towards societal transformation?
Hogeschool Rotterdam wil in samenwerking met IT-Campus en Rotterdamse mkb-bedrijven onderzoeken of de dataskills die studenten in hun opleiding verwerven, aansluiten op de datageletterdheid die van hen als startende professionals wordt verlangd. Om dit te beoordelen vragen we Rotterdamse ondernemers naar de datagedreven uitdagingen en problemen die zij voor zich zien en of zij bij de instroom van startende professionals voldoende kennis en skills zien om die uitdagingen het hoofd te bieden. Met de uitkomsten kunnen kennisinstellingen een helder beeld krijgen van het concept datageletterdheid en hiermee een handvat bieden aan opleidingen om dataskills in de curricula aan te laten sluiten op de behoefte in de arbeidsmarkt van de Metropoolregio Rotterdam-Den Haag (MRDH). We werken toe naar een ontwerp Data Skills-set. Misschien is het beter om te spreken van datacompetenties, hetgeen onderdeel is van de zoektocht in dit onderzoek. Welke terminologie is het meest behulpzaam in het oplijnen van onderwijs en werkveld op het gebied van data: geletterdheid, competenties, skills of een combinatie daarvan. Is het van belang of juist contraproductief om daarin (merk)specifieke tooling een plek te geven? We vragen ons ook af of datageletterdheid als een generiek concept domeinoverstijgend bruikbaar is, bijvoorbeeld tussen het economisch en technisch domein. De verwachting is dat de bevindingen op het gebied van datageletterdheid in de regio Rotterdam te generaliseren zijn naar andere delen van Nederland. Ook die hypothese willen we verkennen in dit onderzoek. Door het beantwoorden van deze vragen willen we een start maken voor het ontwerp van een instrument voor professionele ontwikkeling in het werkveld als ook een referentiekader voor het gesprek met onderwijspartners en overheid. Daarnaast kan zo’n ontwerp DataSkills-set ervoor zorgen dat de onderwijsdomeinen in gesprek blijven met elkaar ten aanzien van nieuwe methoden en onderwijsvormen voor vaardigheden.
Higher education offers great flexibility as students are largely free to decide where, when, and how to study. Being successful in such an environment requires well-developed self-regulated learning skills. However, every teacher in higher education knows that students experience ample difficulty to self-regulate their learning. They struggle to set and plan learning goals, and to gain sufficient depth in learning when preparing for exams. These struggles can negatively impact their learning, well-being, academic achievement, and professional life. On top of the existing flexibility in higher education, a need for more flexibility in what students learn is becoming evident. That is, students have room for flexible learningapproaches (i.e., deciding what learning goals or materials to study and how) and/or flexible learning trajectories (i.e.,choosing what combination of courses to take). This places an additional burden on students’ self-regulated learning skills. We posit that for students to thrive in flexible higher education, practice-oriented research on supporting students’self-regulated learning skills is required. Our collaborative consortium will i) unravel how students can be optimally scaffolded within flexible learning approaches and flexible learning trajectories, ii) examine how to optimize teacher and technological support, and iii) study how student autonomy and motivation can be guarded. We will set up a practice-oriented research program with both qualitative and quantitative methods, including design-based research, action research, pre-post comparative intervention studies, and large-scale correlational research. The findings will impact higher education through (technological) design guidelines and intervention programs for educational professionals, andsupport-modules for students.
