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Sanja Kezic - One of the best experts on this subject based on the ideXlab platform.
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filaggrin loss of function mutations and atopic dermatitis as risk factors for hand eczema in apprentice nurses part ii of a prospective cohort study
Contact Dermatitis, 2014Co-Authors: Maaike J Visser, Maarten M Verberk, Frank J H Van Dijk, Jan G Bakker, J D Bos, Linda E Campbell, W Irwin H Mclean, Florentine Calkoen, Sanja KezicAbstract:Summary Background/objectives. Environmental exposure and personal susceptibility both contribute to the development of hand eczema. In this study, we investigated the effect of loss-of-function mutations in the filaggrin gene (FLG), atopic dermatitis and wet work exposure on the development of hand eczema in apprentice nurses. Methods. Dutch apprentice nurses were genotyped for the four most common FLG mutations; atopic dermatitis and hand eczema history were assessed by questionnaire. Exposure and hand eczema during Traineeships were assessed with diary cards. Results. TheprevalenceofhandeczemaduringTraineeshipswashigheramongsubjects with a history of hand eczema reported at inclusion. Hand washing during Traineeships andathomeincreasedtheriskofhandeczema.Afteradjustmentfortheeffectsofexposure andFLGmutations,anoddsratioof2.5(90%confidenceinterval1.7‐3.7)wasfoundfor ahistoryofatopicdermatitis.Inthisstudy,anincreasedriskofhandeczemaconferredby FLG mutations could not be shown, but subjects with concomitant FLG mutations and atopic dermatitis showed the highest risk of hand eczema during Traineeships. Conclusion. A history of atopic dermatitis, a history of hand eczema and wet work exposure were the most important factors increasing the risk of hand eczema during
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wet work and hand eczema in apprentice nurses part i of a prospective cohort study
Contact Dermatitis, 2014Co-Authors: Maaike J Visser, Maarten M Verberk, Frank J H Van Dijk, Jan G Bakker, J D Bos, Sanja KezicAbstract:Summary Background /objectives Environmental exposure and personal susceptibility both contribute to the development of hand eczema. Here, we report an investigation on wet work exposure and its influence on the risk of developing hand eczema in apprentice nurses. Methods A prospective cohort study was performed among 721 Dutch apprentice nurses. Participants recorded wet work exposure and symptoms of hand eczema using specially designed diary cards. Results For 533 apprentice nurses, a follow-up time of 1–3 years was completed. Diary cards were supplied by 383 students. The 1-year period prevalence of hand eczema was 23% in the first year, 25% in the second year and 31% in the third year of follow-up. Eighty-one new cases of hand eczema developed, most of which occurred during the first year of follow-up. In approximately one-third of the participants, wet work exposure exceeded the national guidelines. Frequent hand washing during Traineeships [odds ratio (OR) 1.5; 90% confidence interval (CI) 1.0–2.3], frequent hand washing at home (OR 2.3; 90% CI 1.5–3.7) and having a side job involving wet work (OR 1.6; 90% CI 1.0–2.4) were independent risk factors for hand eczema. Conclusion As a considerable number of apprentice nurses had already developed hand eczema during Traineeships, more attention should be paid to skin protection in vocational education.
Maaike J Visser - One of the best experts on this subject based on the ideXlab platform.
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filaggrin loss of function mutations and atopic dermatitis as risk factors for hand eczema in apprentice nurses part ii of a prospective cohort study
Contact Dermatitis, 2014Co-Authors: Maaike J Visser, Maarten M Verberk, Frank J H Van Dijk, Jan G Bakker, J D Bos, Linda E Campbell, W Irwin H Mclean, Florentine Calkoen, Sanja KezicAbstract:Summary Background/objectives. Environmental exposure and personal susceptibility both contribute to the development of hand eczema. In this study, we investigated the effect of loss-of-function mutations in the filaggrin gene (FLG), atopic dermatitis and wet work exposure on the development of hand eczema in apprentice nurses. Methods. Dutch apprentice nurses were genotyped for the four most common FLG mutations; atopic dermatitis and hand eczema history were assessed by questionnaire. Exposure and hand eczema during Traineeships were assessed with diary cards. Results. TheprevalenceofhandeczemaduringTraineeshipswashigheramongsubjects with a history of hand eczema reported at inclusion. Hand washing during Traineeships andathomeincreasedtheriskofhandeczema.Afteradjustmentfortheeffectsofexposure andFLGmutations,anoddsratioof2.5(90%confidenceinterval1.7‐3.7)wasfoundfor ahistoryofatopicdermatitis.Inthisstudy,anincreasedriskofhandeczemaconferredby FLG mutations could not be shown, but subjects with concomitant FLG mutations and atopic dermatitis showed the highest risk of hand eczema during Traineeships. Conclusion. A history of atopic dermatitis, a history of hand eczema and wet work exposure were the most important factors increasing the risk of hand eczema during
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wet work and hand eczema in apprentice nurses part i of a prospective cohort study
Contact Dermatitis, 2014Co-Authors: Maaike J Visser, Maarten M Verberk, Frank J H Van Dijk, Jan G Bakker, J D Bos, Sanja KezicAbstract:Summary Background /objectives Environmental exposure and personal susceptibility both contribute to the development of hand eczema. Here, we report an investigation on wet work exposure and its influence on the risk of developing hand eczema in apprentice nurses. Methods A prospective cohort study was performed among 721 Dutch apprentice nurses. Participants recorded wet work exposure and symptoms of hand eczema using specially designed diary cards. Results For 533 apprentice nurses, a follow-up time of 1–3 years was completed. Diary cards were supplied by 383 students. The 1-year period prevalence of hand eczema was 23% in the first year, 25% in the second year and 31% in the third year of follow-up. Eighty-one new cases of hand eczema developed, most of which occurred during the first year of follow-up. In approximately one-third of the participants, wet work exposure exceeded the national guidelines. Frequent hand washing during Traineeships [odds ratio (OR) 1.5; 90% confidence interval (CI) 1.0–2.3], frequent hand washing at home (OR 2.3; 90% CI 1.5–3.7) and having a side job involving wet work (OR 1.6; 90% CI 1.0–2.4) were independent risk factors for hand eczema. Conclusion As a considerable number of apprentice nurses had already developed hand eczema during Traineeships, more attention should be paid to skin protection in vocational education.
Colognesi Stéphane - One of the best experts on this subject based on the ideXlab platform.
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La dynamique de construction du jugement évaluatif du superviseur lors de l’évaluation de stages en enseignement
Canadian Society for the Study of Education Société canadienne pour l'étude de l'éducation, 2020Co-Authors: Maes Olivier, Van Nieuwenhoven Catherine, Colognesi StéphaneAbstract:In the context of initial teacher training courses, and more particularly in the Frenchspeaking part of Belgium, this contribution attempts to answer the question: how to characterize the construction of the supervisor’s evaluative judgment during the co-assessment interview? To answer this question, we conducted an exploratory study. This is a multicase study based on two co-evaluation interviews conducted by two supervisors from the same training institute. The results show that the process is dynamic and iterative, taking into account a series of partial and provisional judgments in order to construct the final evaluative judgment that meets the characteristics of professional judgment in evaluation. Keywords: Traineeship, supervisor, co-assessment, professional judgment in evaluationDans le contexte des stages en formation initiale des enseignants, et plus particulièrement en Belgique francophone, cette contribution tente de répondre à la question suivante : comment caractériser la construction du jugement évaluatif du superviseur lors de l’entretien de coévaluation ? Pour y répondre, nous avons réalisé une étude exploratoire. Il s’agit d’une étude multicas autour de deux entretiens de coévaluation menés par deux superviseurs issus du même institut de formation. Les résultats mettent en évidence que le processus est dynamique et itératif, prenant en compte une série de jugements partiels et provisoires afin de construire le jugement évaluatif final rencontrant les caractéristiques du jugement professionnel en évaluation. Mots-clés : stage, superviseur, coévaluation, jugement professionnel en évaluatio
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Le processus de construction du jugement évaluatif par les superviseurs de stage en enseignement
'Consortium Erudit', 2019Co-Authors: Maes Olivier, Colognesi Stéphane, Van Nieuwenhoven CatherineAbstract:Dans le contexte de la formation initiale des enseignants en Belgique francophone, cet article s’intéresse aux stages, plus précisément à la construction du jugement évaluatif des superviseurs durant la coévaluation. Il a pour objectif d’analyser les jugements évaluatifs produits par les superviseurs afin d’identifier si ceux-ci respectent les caractéristiques du jugement professionnel en évaluation, plus particulièrement la singularité de la situation. Cette contribution vise alors à répondre aux deux questions suivantes : Le jugement évaluatif du superviseur respecte-t-il les caractéristiques du jugement professionnel en évaluation ? Dans quelle mesure la singularité de la situation influence-t-elle ce jugement évaluatif ? Pour ce faire, nous avons réalisé des entretiens individuels de huit superviseurs issus d’un même institut de formation. L’analyse du contenu appliquée aux données récoltées a permis de mettre en évidence les caractéristiques du jugement professionnel mis en oeuvre, mais aussi la manière dont les aspects singuliers relatifs au contexte de stage sont pris en compte dans la construction du jugement évaluatif.In the context of initial teacher training in French-speaking Belgium, this article focuses on Traineeships, and more specifically on the construction of the evaluative judgment of supervisors during co-assessment. It aims to analyze the evaluative judgments produced by supervisors to see if they meet the characteristics of professional judgment in assessment, and more specifically the dimension of the situation that takes into account its singularity. This contribution aims to answer the following two questions: Does the evaluative judgment of the supervisor meet the characteristics of professional judgment in assessment? To what extent does the singularity of the situation influence this evaluative judgment? To answer these questions, we conducted an individual interview with eight supervisors from the same training institute. On the one hand, the analysis of the content highlighted the characteristics of the professional judgment implemented. On the other hand, it showed how the Traineeship context has been taken into consideration during the construction of the evaluative judgment.No contexto da formação inicial de professores na Bélgica francófona, este artigo incide sobre os estágios, mais especificamente na construção de juízos avaliativos dos supervisores durante a coavaliação. O objetivo é analisar os juízos avaliativos produzidos pelos supervisores, a fim de identificar se estes respeitam as características do juízo profissional em avaliação, mais particularmente a singularidade da situação. Este contributo visa responder às duas perguntas seguintes: o juízo avaliativo do supervisor respeita as características do juízo profissional em avaliação? Em que medida a singularidade da situação influencia esse juízo avaliativo? Para o efeito, realizamos entrevistas individuais a oito supervisores de um mesmo instituto de formação. A análise de conteúdo aplicada aos dados recolhidos permitiu destacar as características do juízo profissional adotado, mas também a maneira pela qual os aspectos singulares relacionados ao contexto do estágio são levados em consideração na construção do juízo avaliativo
Van Nieuwenhoven Catherine - One of the best experts on this subject based on the ideXlab platform.
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La dynamique de construction du jugement évaluatif du superviseur lors de l’évaluation de stages en enseignement
Canadian Society for the Study of Education Société canadienne pour l'étude de l'éducation, 2020Co-Authors: Maes Olivier, Van Nieuwenhoven Catherine, Colognesi StéphaneAbstract:In the context of initial teacher training courses, and more particularly in the Frenchspeaking part of Belgium, this contribution attempts to answer the question: how to characterize the construction of the supervisor’s evaluative judgment during the co-assessment interview? To answer this question, we conducted an exploratory study. This is a multicase study based on two co-evaluation interviews conducted by two supervisors from the same training institute. The results show that the process is dynamic and iterative, taking into account a series of partial and provisional judgments in order to construct the final evaluative judgment that meets the characteristics of professional judgment in evaluation. Keywords: Traineeship, supervisor, co-assessment, professional judgment in evaluationDans le contexte des stages en formation initiale des enseignants, et plus particulièrement en Belgique francophone, cette contribution tente de répondre à la question suivante : comment caractériser la construction du jugement évaluatif du superviseur lors de l’entretien de coévaluation ? Pour y répondre, nous avons réalisé une étude exploratoire. Il s’agit d’une étude multicas autour de deux entretiens de coévaluation menés par deux superviseurs issus du même institut de formation. Les résultats mettent en évidence que le processus est dynamique et itératif, prenant en compte une série de jugements partiels et provisoires afin de construire le jugement évaluatif final rencontrant les caractéristiques du jugement professionnel en évaluation. Mots-clés : stage, superviseur, coévaluation, jugement professionnel en évaluatio
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Le processus de construction du jugement évaluatif par les superviseurs de stage en enseignement
'Consortium Erudit', 2019Co-Authors: Maes Olivier, Colognesi Stéphane, Van Nieuwenhoven CatherineAbstract:Dans le contexte de la formation initiale des enseignants en Belgique francophone, cet article s’intéresse aux stages, plus précisément à la construction du jugement évaluatif des superviseurs durant la coévaluation. Il a pour objectif d’analyser les jugements évaluatifs produits par les superviseurs afin d’identifier si ceux-ci respectent les caractéristiques du jugement professionnel en évaluation, plus particulièrement la singularité de la situation. Cette contribution vise alors à répondre aux deux questions suivantes : Le jugement évaluatif du superviseur respecte-t-il les caractéristiques du jugement professionnel en évaluation ? Dans quelle mesure la singularité de la situation influence-t-elle ce jugement évaluatif ? Pour ce faire, nous avons réalisé des entretiens individuels de huit superviseurs issus d’un même institut de formation. L’analyse du contenu appliquée aux données récoltées a permis de mettre en évidence les caractéristiques du jugement professionnel mis en oeuvre, mais aussi la manière dont les aspects singuliers relatifs au contexte de stage sont pris en compte dans la construction du jugement évaluatif.In the context of initial teacher training in French-speaking Belgium, this article focuses on Traineeships, and more specifically on the construction of the evaluative judgment of supervisors during co-assessment. It aims to analyze the evaluative judgments produced by supervisors to see if they meet the characteristics of professional judgment in assessment, and more specifically the dimension of the situation that takes into account its singularity. This contribution aims to answer the following two questions: Does the evaluative judgment of the supervisor meet the characteristics of professional judgment in assessment? To what extent does the singularity of the situation influence this evaluative judgment? To answer these questions, we conducted an individual interview with eight supervisors from the same training institute. On the one hand, the analysis of the content highlighted the characteristics of the professional judgment implemented. On the other hand, it showed how the Traineeship context has been taken into consideration during the construction of the evaluative judgment.No contexto da formação inicial de professores na Bélgica francófona, este artigo incide sobre os estágios, mais especificamente na construção de juízos avaliativos dos supervisores durante a coavaliação. O objetivo é analisar os juízos avaliativos produzidos pelos supervisores, a fim de identificar se estes respeitam as características do juízo profissional em avaliação, mais particularmente a singularidade da situação. Este contributo visa responder às duas perguntas seguintes: o juízo avaliativo do supervisor respeita as características do juízo profissional em avaliação? Em que medida a singularidade da situação influencia esse juízo avaliativo? Para o efeito, realizamos entrevistas individuais a oito supervisores de um mesmo instituto de formação. A análise de conteúdo aplicada aos dados recolhidos permitiu destacar as características do juízo profissional adotado, mas também a maneira pela qual os aspectos singulares relacionados ao contexto do estágio são levados em consideração na construção do juízo avaliativo
Joan S Tolentino - One of the best experts on this subject based on the ideXlab platform.
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integrated graduate education research Traineeships transportation technology policy executive summary
Institute of Transportation Studies, 2005Co-Authors: Patricia L Mokhtarian, Joan S TolentinoAbstract:The UC Davis IGERT grant for Transportation Technology and Policy (TTP) began October 1, 1998 and officially concluded September 30, 2005, although no students were funded in its seventh and final year. The TTP theme of the grant was shared by the degree-granting program of the same name (the students in which overlapped, but did not completely coincide, with IGERT recipients), and focused on the need to integrate the often-segregated policy and technology sides of transportation, so as to better prepare students to address today's and tomorrow's complex transportation-related challenges. The budget totaled $2.66 million, which directly funded 43 students in eight different degree programs (including research, teaching, international internships, and travel activities), 14 distinguished speakers, two graduate research conferences, a variety of recruiting practices, laboratory and computing equipment, project administration, and this evaluation. More than 2/3 of the budget directly funded students. In less than 15 years, the Institute of Transportation Studies at UC Davis (ITS-Davis, established in 1991) has vaulted into the top ranks of university transportation centers. IGERT has had everything to do with this meteoric rise: the IGERT grant was active for nearly half of that period, and was seminal in supporting numerous and diverse research and educational activities of the Institute.
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integrated graduate education research Traineeships igert transportation technology policy executive summary escholarship
2005Co-Authors: Patricia L Mokhtarian, Joan S TolentinoAbstract:The UC Davis IGERT grant for Transportation Technology and Policy (TTP) began October 1, 1998 and officially concluded September 30, 2005, although no students were funded in its seventh and final year. The TTP theme of the grant was shared by the degree-granting program of the same name (the students in which overlapped, but did not completely coincide, with IGERT recipients), and focused on the need to integrate the often-segregated policy and technology sides of transportation, so as to better prepare students to address today's and tomorrow's complex transportation-related challenges. The budget totaled $2.66 million, which directly funded 43 students in eight different degree programs (including research, teaching, international internships, and travel activities), 14 distinguished speakers, two graduate research conferences, a variety of recruiting practices, laboratory and computing equipment, project administration, and this evaluation. More than 2/3 of the budget directly funded students. In less than 15 years, the Institute of Transportation Studies at UC Davis (ITS-Davis, established in 1991) has vaulted into the top ranks of university transportation centers. IGERT has had everything to do with this meteoric rise: the IGERT grant was active for nearly half of that period, and was seminal in supporting numerous and diverse research and educational activities of the Institute.
