Saxion University of Applied Sciences

About: Saxion University of Applied Sciences is a education organization based out in Enschede, Netherlands. It is known for research contribution in the topics: Health care & Context (language use). The organization has 390 authors who have published 653 publications receiving 8859 citations. The organization is also known as: Saxion University of Applied Sciences.

Towards practical privacy-preserving genome-wide association study

Abstract: The deployment of Genome-wide association studies (GWASs) requires genomic information of a large population to produce reliable results. This raises significant privacy concerns, making people hesitate to contribute their genetic information to such studies. We propose two provably secure solutions to address this challenge: (1) a somewhat homomorphic encryption (HE) approach, and (2) a secure multiparty computation (MPC) approach. Unlike previous work, our approach does not rely on adding noise to the input data, nor does it reveal any information about the patients. Our protocols aim to prevent data breaches by calculating the χ2 statistic in a privacy-preserving manner, without revealing any information other than whether the statistic is significant or not. Specifically, our protocols compute the χ2 statistic, but only return a yes/no answer, indicating significance. By not revealing the statistic value itself but only the significance, our approach thwarts attacks exploiting statistic values. We significantly increased the efficiency of our HE protocols by introducing a new masking technique to perform the secure comparison that is necessary for determining significance. We show that full-scale privacy-preserving GWAS is practical, as long as the statistics can be computed by low degree polynomials. Our implementations demonstrated that both approaches are efficient. The secure multiparty computation technique completes its execution in approximately 2 ms for data contributed by one million subjects.

A Model for In-service Teacher Learning in the Context of an Innovation

Abstract: When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential

Motor imagery ability in stroke patients: the relationship between implicit and explicit motor imagery measures

Abstract: There is little consensus on how motor imagery ability should be measured in stroke patients. In particular it is unclear how two methods tapping different aspects of the motor imagery process relate to each other. The aim of this study was to investigate the relationship between implicit and explicit motor imagery ability by comparing performance of stroke patients and controls on a motor imagery questionnaire and a hand laterality judgment task (HLJT). Sixteen ischemic stroke patients (36±13 weeks post-stroke) and 16 controls, matched by age (51±10 years), gender (7 females) and handedness (3 left-handed), performed a HLJT and completed a motor imagery questionnaire. Our study shows that neither in the healthy controls nor in patients, a correlation is found between the HLJT and the motor imagery questionnaire. Although the patient group scored significantly lower than the control group on the visual motor imagery component (U= 60; p = 0.010) and the kinesthetic motor imagery component (U = 63.5; p = 0.015) of the questionnaire, there were no significant differences between patients and controls on accuracy scores of the HLJT. Analyses of the reaction time profiles of patients and controls showed that patient were still able to use an implicit motor imagery strategy in the HLJT task. Our results show that after stroke performance on tests that measure two different aspects of motor imagery ability, e.g. implicit and explicit motor imagery, can be differently affected. These results articulate the complex relation phenomenological experience and the different components of motor imagery have and caution the use of one tool as an instrument for use in screening, selecting and monitoring stroke patients in rehabilitation settings.

Cooperative learning that features a culturally appropriate pedagogy

Abstract: Many recent intercultural studies have shown that people cooperate with each other differently across cultures We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non‐Western cultures in which it is applied In the light of this assertion, this paper reports a series of experiments conducted in Vietnamese upper‐secondary schools One group was provided with a series of lessons designed according to mainstream CL practice Another group was provided with similar lessons but these were modified so as to be more culturally appropriate in terms of leadership, reward allocation and group composition Findings show that (1) the role and the type of leadership, although not a key element of mainstream CL theories and practice, proved to be influential; (2) groupings based upon existing friendships, rather than upon cognitive ability, appeared to be important A key finding was that the group receiving a culturally modified programme appeared to work harder during, and gain more satisfaction from, collaborative learning activities