1,456 research outputs found
Sturen op een gastvrij Albert Schweitzer ziekenhuis: Invloed van de gebouwde omgeving
No full textDe beleving van gastvrijheid door patiënten en bezoekers van ziekenhuizen wordt door veel aspecten beïnvloed: de bejegening door het personeel, de kwaliteit en keuzevrijheid in eten en drinken, de kwaliteit van het gebouw als geheel, de indeling en inrichting van de afzonderlijke ruimten, en de beschikbare diensten en middelen. Omdat gastvrijheidsbeleving een belangrijke waarde is, zowel op zich zelf als in concurrentie met andere zieken-huizen, is het Albert Schweitzer ziekenhuis (ASz) in Dordrecht en Zwijndrecht een project gestart om de gastvrij-heidsbeleving waar mogelijk te optimaliseren, te beginnen met de verpleegafdelingen. Wielinga Consultancy bereidt een advies voor over het aspect eten en drinken. Monique Willemse van Momoko Visions Trends Con-cepts concentreert zich op de wensen en voorkeuren van de patiënten. Aan de faculteit Bouwkunde van de TU Delft is gevraagd om een onderzoek uit te voeren naar de invloed van het gebouw. De gastvrijheidsbeleving van patiënten staat hierin centraal. Door de samenwerking met verschillende partijen hoopt het Albert Schweitzer ziekenhuis bouwstenen aangereikt te krijgen voor een integraal gastvrijheidsbeleid waarin de wensen van pati-ënten, facilitaire ondersteuning, personeel en fysieke ruimte samenkomen. Dit rapport beschrijft de bevindingen uit het onderzoek van de TU Delft.Real Estate and Housin
Parallel session 3 : Transforming COVID-19 as an opportunity to innovate community-based experiential learning
No full textPresented Titles: Model of Transformative Service-Learning and Its Potentials [Author: Zoe Chong Xiao] Inter-University Collaboration and Innovative Teaching Methods under the New Normal [Author: Jasper Van Holsteijn] Addressing COVID-19 Related Community Needs through Service-Learning [Author: Albert Ko
Het janushoofd van Julia (1885)
No full textpeer reviewedIn 1884 Willem Kloos and Albert Verwey started work on Julia, a collection of forty poems written in the manner of the successful author Fiore della Neve (M.G.L. van Loghem). In their pamphlet The Incompetence of the Dutch Literary Critics (1886), in which Julia’s true authorship was revealed, Kloos and Verwey made plain that the poems had been conceived as deliberate nonsense, something the Dutch literary establishment had failed to recognize. Nevertheless, a close reading of the collection brings to light a number of textual similarities with Kloos’s and Verwey’s serious poetry written in the period 1883-1885. This article reveals Julia as a fascinating hybrid in which an older aesthetic coexists with a new poetical language associated with the Eighties Movement
The author, a summer resident of Cark Island, recounts his adventures on a 1944
No full textThe author, a summer resident of Cark Island, recounts his adventures on a 1944 canoe trip which began at Seeboomook Lake and ended at Van Buren
Iohannis de Brunes I.C. Emblemata of zinne-werck : voorghestelt in beelden, ghedichten, en breeder uijt-legginghen, tot uijt-druckinghe en verbeteringhe van verscheijden feijlen onser eeuwe.
No full textSignatures: pi² *⁴ A-2X⁴ 2Y⁴(-2Y4) 2Z-3A⁴ 3B².Emblematic engravings by Christof Le Blon, Johann Gelle, Willem van de Passe, Albert Poel and Jan Gerrits Swelinck, all after Adriaen van de Venne. See Landwehr. Woodcut head-pieces, initials (some historiated).First published 1624. As described by Landwehr, the 1636 ed. is the same as the 1st, except that the imprint on the engraved t.p. was changed to read: Den tweeden druck, Amsterdam, I. E. Kloppenburgh, 1636. The present copy corresponds rather to Praz's description of the 1636 ed., with 378 rather than 360 p., an additional 52nd emblem, and the "zedespreucken" at the end.Praz, M. Studies in 17th-cent. imagery (2nd ed.),Landwehr, J. Emblem books in the Low Countries,Mode of access: Internet.Binding: modern vellum, author & title lettered on spine
Sewing the Body of Christ : Eucharist wafer souvenirs stitched into fifteenth-century manuscripts, primarily in the Netherlands
No full textBooks of hours in the fifteenth century occupied several social and devotional roles. People used them to store small objects, including metal badges. Although the cultural practice of sewing in badges was widespread in the late Middle Ages, nearly all of the badges were removed (by later collectors). This article examines the practice by considering needle holes and offsets in the soft parchment, which indicate the shape of the badges and where they were attached. Noting that vast majority of metal offsets in books of hours are round, the author posits that these were not impressed by pilgrims’ badges, as is often repeated in the scholarly literature, but rather by tokens that commemorate having taken the Eucharist. The round badges are the same size and shape and bear the same imagery as host wafers. Owners stitched such badges into their books’ margins at locations relevant to Eucharistic piety. When they were sewn into books, Eucharist badges reconfigured the book as a shrine that recorded a votary’s pursuit of Communion.Peer reviewe
Parameter identifiability analysis: Mitigating the non-uniqueness issue in the inverse identification of an anisotropic yield function
No full textA large number of conventional mechanical tests are required to calibrate advanced anisotropic yield functions. A well-designed non-conventional mechanical test generating information-rich inhomogeneous strain fields enables to reduce the experimental effort via inverse identification methods. Gradient-based inverse identification methods have repeatedly been reported to yield non-unique solutions for advanced anisotropic yield functions. Although the generic design of non-conventional mechanical tests progressively improves by maximizing the information content using indicators for describing the inhomogeneity of the strain field, it remains questionable whether the uniqueness problem can be avoided for advanced anisotropic yield functions. The latter problem is studied in this paper through the concept of parameter identifiability. A general identifiability analysis framework is proposed enabling to efficiently quantify the parameters sensitivity strength as well as parameter interactions. The feasibility of the framework is assessed through the inverse identification of the Yld2000-2d yield function using a virtual experiment, i.e. a complex notched tensile specimen designed via shape optimization to maximize the strain field inhomogeneity. The advanced synthetic experimentation approach is crucial to avoid errors due to the choice of an inappropriate constitutive model, yet allows accounting for the intrinsic Digital Image Correlation (DIC) filter. For the non-conventional mechanical test under investigation, it is shown that the individual parameter sensitivity and parameter interaction jointly determine the inverse identification quality. It is observed that the detrimental effect of low individual parameter sensitivity on the identification quality can be mitigated by proper parameter subset selection. In addition, it is shown that the orientation of the principal material axes enables to significantly improve the identifiability of the sought model parameters of the anisotropic yield function. The virtual experiment shows that the studied notched tensile test with a tensile direction of 45 degrees from the rolling direction enables to reliably identify all anisotropy parameters of the Yld2000-2d yield function. Finally, actual experiments confirm the importance of identifiability analysis and material orientation for the inverse identification of an anisotropic yield function, yet further research is required to arrive at a sufficiently accurate inverse identification quality.This work was supported by Research Fund for Coal and Steel under grant agreement No 888153 and the program of China Scholarships Council (No. 201806460097). The author A. Andrade-Campos also gratefully acknowledge the financial support of the Portuguese Foundation for Science and Technology (FCT) under the project PTDC/EMEAPL/29713/2017 (CENTRO-01-0145-FEDER-029713) by UE/FEDER through the programs CENTRO 2020 and COMPETE 2020, and UIDB/ 00481/2020 and UIDP/00481/2020-FCT under CENTRO-01-0145- FEDER-022083. Yi Zhang and Sam Coppieters acknowledge MatchID for the use of the MatchID software
Lastman kijkt naar Caravaggio en inspireert Rembrandt en Van Loo
No full textAbstractThe fact that Pieter Lastman was Rembrandt's teacher was published way back in 1641. However, general similarities between the master's and pupil's work were not observed until 1854 by Kolloff. In 1895 Hofstcdc de Groot was the first to note a direct borrowing from a Lastman in a particular Rembrandt. Since then more than 70 of such direct borrowings have been noted. The present author adds that the figure of Delilah in Rembrandt's Blinding of Samson of 1636 (fig. 4) was inspired by the fleeing girl on the left at the top of Lastman's Ulysses and Nausicaä of 1619 (fig. 3) (In an earlier version of this theme by Lastman - fig. 1 - the very similar fleeing lady was inspired by the running boy on the right in Caravaggio's Martyrdom of Matthew - fig. 2 and thus represented the first instance of Carravagio's influence on Dutch art). The same figure from Lastman's second Ulysses and Nausicaä (fig. 3) was similarly used as the top of a pyramid of action by the 'classicist' Jacob van Loo in his Bacchanal of 1653 (fig.6). Both Rembrandt and Van Loo interpreted Lastman's 'Caravaggesque' figure in a new way, serving their own subject and purpose. Additionally, the author supports C. Lenz's idea that the composition of Rubens's oilsketch fig.5 also influenced Rembrandt's Blinding of Samson.
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High school teachers as agents of hope: a practical theological engagement
No full textEnglish: This participatory action research journey with teachers from old model C high schools in South Africa investigates the possibility that teaching might be a practical theological engagement that sanctions teachers towards becoming agents of hope for themselves and their colleagues. This qualitative study is built upon an epistemology of a postmodern, postfoundationalist approach to practical theology embodied within a narrative, feminist and social constructionist feminist framework. Such a multi-authored approach to research also creates space for the individual voices of silenced, marginalized and often burnt out teachers to be heard. Through a constant migration between theory and praxis within the habitus of practical theology, the academic discourses about teachers, factors causing stress in their lives and their personal relationship with God are explored. This specific context creates a moment of praxis where teachers can feel empowered and in a position to facilitate social transformation. This research journey thus concerns itself with a critical reflection on the secular and religious aspects as it is understood in the specific context of a teacher. The postfoundationalist approach to practical theology forces a researcher to firstly listen to the stories of people in real life situations and does not merely aim to describe a general context, but confronts the participants with a specific and concrete situation, in this case the state of education in South Africa. Two groups of participants took part in this study. Through conversations the first group conceptualized the factors causing stress in their lives and explored the traditional understanding of having a calling. The question is asked whether the traditional concept of calling is still relevant in the lives of modern day teachers. Concepts like stewardship and servant leadership are offered as alternatives. It is then postulated that the awareness of the presence of God in a teacher’s professional life can change the way that this person perceives a calling, will cope with stress and anxiety, as well as reduce the possibility of them experiencing severe burnout. The second group attended a weekend retreat where these teachers could share hope and encourage each other to take part in healing conversations. They were offered the opportunity to re-author their stories and deconstruct the discourses that shapes their lives and identities as teachers. Subsequently, their preferred identities as teachers with a calling to be stewards for the Kingdom of God were strengthened through conceptualizing the influence that living according to such an identity can have on their relationship with the Department of Education, their colleagues, themselves and their relationship with God. The teachers attending the retreat also defined and conceptualized a school driven by a calling. They further committed to transform their school to becoming such a school driven by a calling. Seeing themselves as practical theologians does not eliminate the factors that cause stress in teachers’ lives, but it becomes the driving force that keeps them coping in times of duress. The participants in this research journey learned that having a calling to teach requires a daily commitment to being in the service of God, to viewing the children and the situation in education in South Africa through the eyes of God. Being a practical theologian creates a different kind of responsibility in the Christian teacher, because they are now accountable to an alternative source than only the Department of Education, they answer to God. Thus they become the hands and feet of God in their classrooms and in turn, serve as guardians and agents of hope for each other.Afrikaans: In hierdie deelnemende aksie navorsingsreis met onderwysers van oud model C hoërskole in Suid Afrika word die moontlikheid ondersoek dat onderwys dalk ‘n prakties teologiese onderneming kan wees wat onderwysers uitdaag om beskermers van hoop vir hulleself en hulle kollegas te word. Hierdie kwalitatiewe studie is gestruktureer vanuit ‘n epistemologie van ‘n postmoderne, “postfoundationalist” benadering to praktiese teologie wat gefundeer is in narratiewe, feministiese en sosiale konstruksie diskoers. Só ‘n veel-stemmige benadering tot navorsing skep ruimte vir die individuele stemme van onderwysers wat stil geword het, ingeperk is, gemarginaliseer en dikwels uitgebrand voel. Deur ‘n konstante migrasie tussen praktyk en teorie binne die habitus van praktiese teologie word die dominante diskoerse oor onderwysers, faktore wat stres in hul lewens veroorsaak en hul persoonlike verhouding met God ondersoek. Hierdie spesifieke konteks skep sodoende ‘n moment van “praxis” waar onderwysers bemagtig word om sosiale transformasie te fasiliteer. Hierdie navorsingsreis is bemoeid met ‘n kritiese en geïntegreerde refleksie op die sekulêre en geestelike aspekte van onderwys soos dit verstaan word in die spesifieke konteks van die onderwyser. Die “postfoundationalist” benadering tot praktiese teologie noop ‘n navorser om eerstens aandagtig te luister na die alledaagse omstandighede van mense in regte lewe situasies en poog nie net om ‘n algemene konteks te beskryf nie, maar konfronteer die deelnemers met ‘n spesifieke en konkrete situasie, in hierdie geval die stand van onderwys in Suid-Afrika. Twee groepe deelnemers het aan hierdie navorsingsprojek deelgeneem. Die eerste groep het, deur middel van verskeie gesprekke, faktore geidentifiseer wat stres in hul lewens veroorsaak en ook die tradisionele siening van die konsep roeping ontgin. Die vraag is gevra of die tradisionele konsep van roeping nog relevant is in die lewens van hedendaagse onderwysers. Konsepte soos rentmeesterskap en diensleierskap is as alternatiewe gebied. Dit word gestel dat ‘n roepingsbesef en ‘n bewustheid van die teenwoordigheid van God in ‘n onderwyser se professionele lewe ‘n verandering kan bring aan ‘n individu se verstaan van roeping, aan hoe stres en angs ervaar word en gevolglik dus ‘n vermindering in die moontlikheid van uitbranding te weeg te bring. Die tweede groep deelnemers het ‘n naweek retraite bygewoon waar hierdie onderwysers deur genesende gesprekke hoop kon deel en mekaar kon bemoedig. Hulle is die geleentheid gebied om alternatiewe stories te skryf en die diskoerse wat hul lewens en identiteit definieer, te dekonstrueer. Hul verkose identiteit as roepingsgedrewe onderwysers en rentmeesters vir die Koninkryk van God is versterk deur gesprekke oor die invloed wat ‘n lewe volgens so ‘n identiteit sal hê op hul verhouding met die Departement van Onderwys, hulle kollegas, hulleself en hulle verhouding met God. Hierdie retraite was ook ‘n geleentheid om die konsep van ‘n roepingsgedrewe skool te definieër, ondersoek en na te streef. Deur ‘n roepingsidentiteit te versterk en hulleself dan moontlik te beskou as praktiese teoloë sal nie die faktore wat stres veroorsaak heeltemal elimineer nie, maar dit word die dryfkrag wat veerkragtigheid in moeilike tye aanmoedig. Die deelnemers aan hierdie navorsingsreis het geleer dat ‘n roeping ‘n daaglikse toewyding is om in die diens van God te staan, om kinders en die stand van onderwys in Suid Afrika deur God se bril te sien. Om ‘n praktiese teoloog te wees skep ‘n alternatiewe soort verantwoordelikheid by die Christen-onderwyser omdat hulle nou rekenskap moet gee teenoor meer as die Departement van Onderwys, hulle doen verantwoording aan God. So word elke onderwyser God se hande en voete in hulle klaskamers en gevolglik ook die beskermers van hoop vir mekaar
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