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  • Result 1-10 of 189
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  • Adan, Roger A. H., et al. (author)
  • Translational genetics; expectations for eating disorders and other psychiatric disorders : Translationele genetica: verwachtingen voor eetstoornissen en andere psychiatrische stoornissen
  • 2022
  • In: Tijdschrift voor Psychiatrie. - 0303-7339. ; 64:2022-5, s. 304-308
  • Journal article (peer-reviewed)abstract
    • Background Translational (genetic) research focuses on the translation of preclinical research into practice. While many genetic studies have been conducted in recent years, the results do not simply translate to the clinic. Aim To visualize the steps through which translational genetic research contributes to the unraveling of the biological backgrounds of psychiatric disorders, in particular of eating disorders. Method Literature review. Results Genetic studies have unraveled a mechanism underlying the hunger and satiety system. There is hope that genome-wide studies of eating disorders will lead to identification of neural circuits in which associated genes cluster. New techniques, such as opto- and chemogenetics, provide the opportunity to define the precise role of these circuits in eating disorders. Conclusion New techniques in molecular neuroscience allow the unravelling of the complexity of how the brain works and some of those techniques (such as chemogenetics) are being further developed for application in humans. However, it will be years before we can definitively translate this into the treatment of psychiatric disorders.
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  • Batstra, Laura, et al. (author)
  • Van kinderen naar leerkrachten met speciale onderwijsbehoeften : From children to teachers with special needs
  • 2023
  • In: Pedagogische Studiën. - 0165-0645. ; 100:1
  • Journal article (peer-reviewed)abstract
    • Inclusief onderwijs betekent dat alle kinderen op een reguliere school in hun eigen buurt onderwijs volgen. In Nederland zijn verschillende pogingen gedaan om dit in de praktijk te brengen: het Weer Samen Naar School beleid, de Leerlinggebonden Financiering (de rugzakjes) en, meest recentelijk, de wet op Passend Onderwijs. Al deze uitwerkingen zijn echter gericht op het individuele model van inclusief onderwijs, met als afwijkend ervaren kenmerken of eigenschappen van kinderen als uitgangspunt. Hiermee is eerder meer exclusie dan inclusie bewerkstelligd. Dit artikel pleit voor het sociale model van inclusie. Scholen zijn dan ingericht op omgaan met diversiteit en bieden een context waarin geen individuele barrières bestaan voor deelname aan onderwijs. Een eerste wezenlijke stap om de focus van individueel naar het sociaal vormgeven van inclusief onderwijs te verleggen, is om voortaan te spreken van leerkrachten in plaats van kinderen met speciale onderwijsbehoeften. Inclusive education means that all pupils attend school in their locality. In The Netherlands various subsequent national education policies aimed towards this goal. These policies have however pursued an individual model of inclusive education, in which personal attributes taken to be special were the point of departure. The outcome has sooner been more exclusion than more inclusion. In this article we advocate that by re-designing education around handling diversity and so creating settings in which individual barriers to participation are absent, a social model of inclusion is better able to achieve true inclusion. A first significant step in moving away from individual towards the social shaping of inclusive education is to henceforth speak of teachers’ special professional needs instead of pupils with special needs.
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  • Carpentier, Nico (author)
  • Beelden van prostituées
  • 2004
  • In: Nieuwsbrief van de Vlaamse Vereniging voor Seksuologie. ; :4, s. 7-20
  • Journal article (peer-reviewed)
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  • Result 1-10 of 189
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Carpentier, Nico (62)
Coussé, Evie, 1980 (12)
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