Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

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Bodemkwaliteit op zandgrond. Meer aandacht voor de bodem verbetert productie
Haan, Janjo de - \ 2013
arable farming - soil quality - sandy soils - environmental policy - no-tillage - discussion groups - kempen - noord-brabant
Bijenverdwijning
Bergeijk, J. van; Blacquière, T. ; Calis, J. - \ 2009
VPRO Gids mei 2009 (2009). - ISSN 0921-7533 - p. 20 - 21.
In Amerika is een nieuwe mysterieuze bijenziekte opgedoken, die zich sinds enige tijd ook in Nederland manifesteert. 'Wanneer de bijen verdwijnen, zal de mensheid na vier jaar volgen.'
Stress, angst en depressie bij patienten met inflammatoire darmziekten (IBD) en het Prikkelbare Darm Syndroom (PDS)
Visser, M. ; Geelen, A. ; Pot, G.K. ; Bergeijk, J. van; Brehler, H.D. ; Kampman, E. ; Witteman, B.J.M. - \ 2008
Psychologie & gezondheid 36 (2008)2. - ISSN 1873-1791 - p. 56 - 62.
quality-of-life - psychological-factors - hospital anxiety - remission - symptoms - impact - scale
Inflammatoire darmziekten (in het Engels: Inflammatory Bowel Disease, IBD), bestaande uit de ziekten colitis ulcerosa (CU) en ziekte van Crohn (ZC), en het prikkelbare darmsyndroom (PDS) zijn veel voorkomende darmaandoeningen (Horwitz & Fisher, 2001). In 2004 leed ongeveer 0,5% van de bevolking in de Verenigde Staten en Europa aan IBD (Loftus, 2004). In 2001 was de prevalentie van PDS ongeveer 10-15% in de Europese en Noord Amerikaanse bevolking (Quigley, Bytzer, Jones & Mearin, 2006). IBD en PDS worden gekarakteriseerd door afwisselende perioden met en zonder klachten (Schwartz et al., 1993). Onderscheid tussen IBD en PDS kan worden gemaakt op basis van de aanwezigheid van zichtbare darmafwijkingen. Bij IBD is het darmslijmvlies aangedaan door ontstekingsreacties, wat aanleiding geeft tot klinisch en biochemisch aantoonbare afwijkingen. Bij PDS is er sprake van functionele afwijkingen die op hun beurt tot veel (subjectieve) klachten aanleiding geven (Horwitz & Fisher, 2001; Simren et al., 2002).
In memoriam: Prof. Em. Dr. Jaap van Bergeijk (1934-2007)
Mulder, M. - \ 2007
Pedagogische Studiën 84 (2007)6. - ISSN 0165-0645 - p. 431 - 432.
Folic Acid and Vitamin B-12 Supplementation Does Not Favorably Influence Uracil Incorporation and Promoter Methylation in Rectal Mucosa DNA of Subjects with Previous Colorectal Adenomas
Donk, M. van den; Pellis, E.P.M. ; Crott, J.W. ; Engeland, M. van; Friederich, P. ; Nagengast, F.M. ; Bergeijk, J. van; Boer, S.Y. van; Mason, J.B. ; Kok, F.J. ; Keijer, J. ; Kampman, E. - \ 2007
The Journal of Nutrition 137 (2007). - ISSN 0022-3166 - p. 2114 - 2120.
methylenetetrahydrofolate-reductase - folate supplementation - dietary-folate - colon-cancer - s-adenosylmethionine - c677t polymorphism - vascular-disease - tumor-suppressor - common mutation - breast-cancer
Adequate folate availability is necessary to sustain normal DNA synthesis and normal patterns of DNA methylation and these features of DNA can be modified by methylenetetrahydrofolate reductase (MTHFR) C677T genotype. This study investigated the effect of MTHFR C677T genotype and daily supplementation with 5 mg folic acid and 1.25 mg vitamin B-12 on uracil misincorporation into DNA and promoter methylation. Subjects (n = 86) with a history of colorectal adenoma and MTHFR CC or TT genotype were randomly assigned to receive folic acid plus vitamin B-12 or placebo for 6 mo. Uracil misincorporation and promoter methylation of 6 tumor suppressor and DNA repair genes were assessed in DNA from rectal biopsies at baseline and after the intervention. The biomarkers did not differ between the treated group and the placebo group after 6 mo compared with baseline. The uracil concentration of DNA increased in the treated group (5.37 fmol/µg DNA, P = 0.02), whereas it did not change in the placebo group (P = 0.42). The change from baseline of 4.01 fmol uracil/µg DNA tended to differ between the groups (P = 0.16). An increase in promoter methylation tended to occur more often in the intervention group than in the placebo group (OR = 1.67; P = 0.08). This study suggests that supplementation with high doses of folic acid and vitamin B-12 may not favorably influence uracil incorporation and promoter methylation in subjects with previous colorectal adenomas. Because such alterations may potentially increase the risk of neoplastic transformation, more research is needed to fully define the consequences of these molecular alterations
Kwaliteit met de nieuwste techniek : Innovatief bedrijf onder de loep
Noorduyn, L. - \ 2006
Syscope Magazine (2006)10. - p. 8 - 9.
innovaties - technische vooruitgang - agrarische bedrijfsvoering - ondernemerschap - kennisoverdracht - innovations - technical progress - farm management - entrepreneurship - knowledge transfer
Innovatieve ondernemers hebben vaak een eigen manier van doen en vertonen eigenschappen die hen onderscheiden van anderen. Van deze ondernemers valt veel te leren. Neem bijvoorbeeld VOF Gebr. van Bergeijk in Zuidland, een bedrijf dat voorop loopt in techniek. Dit is het eerste artikel in een serie over innovatieve ondernemers. In het onderzoek ‘Inspiratie voor transitie’ hebben onderzoekers 25 van dergelijke bedrijven geselecteerd, die verschillen in de richting waarin ze innoveren. Daarbij draagt elk bedrijf bij aan minimaal twee van de drie p’s van people, planet en profit
Kosten-/batenanalyse wijst uit: DURP loont in Bergeijk
Peeten, R. - \ 2004
VI Matrix 12 (2004)6. - ISSN 0929-6107 - p. 20 - 22.
regionale planning - kosten-batenanalyse - geografische informatiesystemen - noord-brabant - kempen - regional planning - cost benefit analysis - geographical information systems
Een vervolgartikel over het afstuurdeerproject van Peeters aan de Universiteit Wageningen
Dynamic weighing for accurate fertilizer application and monitoring
Bergeijk, J. van; Goense, D. ; Willigenburg, L.G. van; Speelman, L. - \ 2001
Journal of Agricultural Engineering Research 80 (2001)1. - ISSN 0021-8634 - p. 25 - 35.
The mass flow of fertilizer spreaders must be calibrated for the different types of fertilizers used. To obtain accurate fertilizer application manual calibration of actual mass flow must be repeated frequently. Automatic calibration is possible by measurement of the actual mass flow, based on dynamic weighing of the spreader. This paper describes the design and test of a dynamic weighing system. Under field conditions, this system was able to provide force due to spreader weight readings that have a standard deviation of 20 N, over a measurement range of 6-20 kN, at a maximum time delay of 1 s. Time-stamped data logging of the spreader weight and the theoretical application rate combined with position information allows determination of the realized spatial application of fertilizer. A comparison can be made between realized and prescribed application rates. This information is necessary for evaluation of fertilizer management in a precision agriculture farming system and to accurately target fertilizer application to crop and soil status. (C) 2001 Silsoe Research Institute.
Design and integration of components for site specific control of fertilizer application
Bergeijk, J. van - \ 2001
University. Promotor(en): L. Speelman; D. Goense. - S.l. : S.n. - ISBN 9789058085351 - 159
kunstmeststoffen - agrarische bedrijfsvoering - toedieningswijzen - bedrijfssystemen - informatiesystemen - landbouwtechniek - bodemtypen - globale plaatsbepalingssystemen - precisielandbouw - bemesting - fertilizers - farm management - application methods - farming systems - information systems - agricultural engineering - soil types - global positioning systems - precision agriculture - fertilizer application
<p>Keywords: Precision Agriculture, Site Specific Agriculture, Global Positioning System, GPS, Fertilizer Application, Information System.</p><p>Spatial and temporal variability in soil, crop and climate characteristics results in non optimal use of fertilizers when the application rate is kept constant within agricultural fields. Components to adapt the fertilizer rate to site specific conditions are identified and discussed. One of the basic components is positioning; both for data acquisition and for site specific control, a reliable and accurate positioning device has to be available. For a correct description of the spatial variability of soil properties often many samples are required. The possibility to reduce the number of soil samples by means of correlation with recorded plough draught is presented. Next to data recording, site specific control of a fertilizer spreader is discussed. Not just adaption of fertilizer rate to local requirements but also recording of applied fertilizer amount is important. Calculation of the required amount of fertilizer is based on information from different sources. To accommodate this data exchange, an information model for processing of spatial and temporal data is presented. Field experiments were conducted to evaluate the components and determine the required spatial scale of operation. To describe the soil variability, a grid with a cell size of 5 by 5 meter was necessary. The positioning system was sufficiently accurate but the implements for the application of fertilizer had to be modified to vary application rate that precise.</p>
Operational remote sensing for precision agriculture
Booltink, H.W.G. ; Alphen, B.J. van; Epinat, V. ; Peters, P.D. ; Bergeijk, J. van; Booij, R. ; Grashoff, C. ; Persie, M. van; Brokx, W. ; Tiemissen, T.G.M. - \ 2001
elft : Rijkswaterstaat (Opresept NRSP-2 01-18) - ISBN 9789054113676 - 108
gewasopbrengst - grondvermogen - ruimtelijke variatie - toepassingen - precisielandbouw - crop yield - land capability - spatial variation - applications - precision agriculture
Kavelruilproject Bergeijk-Keersop; een verkennende bodemkundige en hydrologische studie
Maas, G.J. ; Runhaar, J. ; Jansen, P.C. ; Dirkx, G.H.P. ; Vrielink, J.G. - \ 1999
Wageningen : Staring Centrum - 78
bodemkarteringen - kaarten - grondwaterspiegel - ruilverkaveling - nederland - ecohydrologie - noord-brabant - kempen - soil surveys - maps - water table - land consolidation - netherlands - ecohydrology
Het onderzoeksgebied Bergeijk-Keersop is een beekdal ingesneden in grove, goed doorlatende, zanden behorende tot de Formatie van Sterksel. De holocene dalopvulling bestaat uit veen en gelaagde, zandige beekafzettingen. Vanaf de middeleeuwen zijn de beekdalgronden opgehoogd met een 50-130 cm dik plaggendek. Sinds de ontginning van de heide wordt in het zuidelijk deel van het onderzoeksgebied veel kwelwater afgevangen in een stelsel van sloten. Als gevolg van de stuw bij Westerhoven treed benedenstroomseen potentiaalverschil op in het grondwater. Het grondwater is sterk antroprogeen beinvloed blijkens verhoogde kalium- en nitraatgehaltes. De fosfaatgehalten van de eerdlagen zijn op de meeste plaatsen te hoog voor de ontwikkeling van natuurlijke schraalgraslanden, zodat afgraven of uitmijnen noodzakelijk is. De cultuurhistorische referentie 1870 en de ecologische streefbeelden vallen niet samen, zodat een keuze moet worden gemaakt in het realiseren van de gewenste (natuur)doelen.
Remote sensing for precision agriculture RESEPT
Booltink, H.W.G. ; Alphen, B.J. van; Finke, P.A. ; Kraalingen, D.W.G. van; Persoe, M. van; Bergeijk, J. van - \ 1999
Unknown Publisher - 47 p.
Development of a database model and implementation of a crop growth model for precision agriculture in starch potatoes
Bergeijk, J. van; Verhagen, J. ; Booltink, H. ; Kruise, A. ; Booij, R. - \ 1999
Wageningen : AB-DLO - 30
databanken - modellen - groei - aardappelzetmeel - aardappelen - grondvermogen - bodemgeschiktheid - oogsttoename - oogstverliezen - precisielandbouw - databases - models - growth - potato starch - potatoes - land capability - soil suitability - yield increases - yield losses - precision agriculture
Onderwijzen voor een natuurbetrokken bestaan : didactische uitgangspunten voor natuur- en milieueducatie
Alblas, A. - \ 1999
Agricultural University. Promotor(en): J. van Bergeijk; W. van den Bor. - S.l. : S.n. - ISBN 9789058081193 - 288
milieueducatie - lerarenopleidingen - onderwijzen - onderwijsmethoden - leertheorie - samenleving - interacties - attitudes - natuur- en milieueducatie - environmental education - educational courses - teaching - teaching methods - learning theory - society - interactions - nature and environmental education

This study is aimed at making a contribution toward the didactic development of Environmental Education (EE).

The issue under question is as follows (Part I): Which criteria govern commitment-oriented EE learning processes? To answer this question a number of theories were studied (Part II) and the practical experiences of several EE tutors evaluated (Part III). Then comparisons were made between the results (Part IV). The outcome of the comparison consists of several didactical clues for the didactics of EE learning processes. A brief description of the content of the different parts is given below.

Part I: Underlying principles, issues and research questions

The emergence of nature and environmental education is strongly linked to society's increased concern about the deterioration of nature and the environment. The introduction of EE in schools is believed to contribute toward solving the existing problems of the environment by teaching children to behave in a more environmental-friendly way. In this study we distance ourselves from this one-sided instrumental view. We perceive a form of education which transforms students into active participants in an ever-changing society. It demands a critical attitude and the willingness to shoulder joint responsibility. It does not include the provision of codes of behaviour. With this perception of education we see EE's primary objective as being man's commitment to nature.

Someone committed to nature is taken to mean:

a person prepared to and capable of weighing up the pros and cons of the interests of nature, against personal interests and society's interests;;a person who understands nature and the value of the environment for our mental and material well-being;a person who understands and values nature as the bearer of all life; anda person who is willing to personally take on the responsibility for nature and whose deeds give shape to this responsibility.

Part II: The cornerstone of this study

The question now arises as to how we plan to fulfil the primary objective mentioned above. To answer this question we have steered our study by several social constructivist theories that would give us more insight into a number of aspects regarding the didactics of EE. These theories are:

the cultural historic theory, as introduced by Vygotskij (1987) and further developed by a few kindred spirits. This theory provides us with clues about how the shaping of meaningful, usable concepts can take place;the structuration theory, as developed by Giddens (1985). This theory clearly explains the freedom of action individuals have within the social structure in which they live. It then becomes clearer to see to which extent education contributes to development of the relative freedom of action of the individual;the human valuation theory , as developed by Hermans (1981). This theory contributes to our insight into the nature of our valuation and the manner in which it develops;the 'Bildung' theory (a human development approach) of Klafki (1994). This theory consists of a number of important points of departure for the didactics of education aimed at emancipation of the individual to actively participate in the community.

Some relevant insights gleaned from these theories are summarised as follows:

Man's actions are the result of structural and intentional powers. In educational situations we aim primarily at development of the intention of actions. Intentional actions are created by personally shaping societal practices in a fresh and unique manner. When giving new form to reality our interpretation of reality is tested against that of the surroundings. Reaction of the surroundings to our actions adjusts, refines and consolidates our knowledge. Learning should therefore be understood as the internalising of a socio-cultural dialogue.

Knowledge consists of affective as well as cognitive elements. On the affective side are two fundamental motives , namely the motive of self-determination and self-submission. Our involvement in the world about us is based on these two fundamental motives and is especially stable if based on both of the motives.Learning must also be understood as a longitudinally genetic process in which continuous, gradual changes occur in a human being's potential to act. This view of learning implies a constant linking of the known with the unknown , of existing knowledge with new knowledge or of experiences gained with new experiences.Learning is characterised by the interiorisation of knowledge. At the end of such an interiorising process the knowledge is added to the repertoire of actions of the person concerned, developing into a fully-fledged mental potential to act.Besides social testing personal opinion is an essential component of the interiorising process. Both foreknowledge and appreciation play a dominant role in the formation of personal opinion.Learning must first take place in the zone of proximal development, which implies that students gain insights that they can and want to develop, but those that they cannot make completely and independently their own. It is the task of the teacher to organise and guard this activity.In education personal and social interests need to be weighed up against each other. Here, the young human being stands central as a full member of a democratic society in which self-determination, joint-decision and solidarity are significant and main objectives within which other educational aims must fit.Exemplary themes are required to be included in the curriculum that are clearly related to key social problems (such as the environment, war and peace and medical-ethical issues) as well as linked to specific socio-cultural themes (like religion, economy and science).

Part III: The field research

The field research involved a search for tutors' practical insights into the didactics of EE learning processes. These insights were gathered in two series of field research. Series I consisted of: (1) in-depth research among EE tutors; (2) development research on environment-oriented lesson material; and (3) research conducted at a study conference of environment coordinators. Series II consisted of : (4) an inventory of tutors' opinions of various different agricultural schools; and (5) development research on agricultural education at school level. The results of these two series were combined to provide a practical image of EE didactics. The most important insights gained from this practical research were:

At the core of EE learning processes is knowledge that:

is shaped in a process of personal processing ;contains the development of comprehension as well as commitment ;leads to the development of self-endorsed values ;goes hand-in-hand with feelings of care and responsibility;is close to reality of the learning state;is studied from different angles ;constantly needs to be judged on its merits time and time again ; andincludes ecological aspects as a permanent component should the content of the lesson require it.

The learning process must preferably:

give the highest priority to development of the person ;take place in an open and pluriform environment for learning ;assume a hopeful perspective;be geared to the individual tutor's capabilities and that of the individual student;offer room for development and unpredictable learned questioning;deal with value-laden subjects carefully, but not avoid them;take place in safe, convivially studious surroundings ;allow room for dialogue as essential part of the learning process, andfollow up /make use of positive (nature) experiences.pay attention to caring activities.

Part IV: Toward didactics for meaningful EE

In this part the results of the theory studied (Part II) and the practical research carried out (Part III) are combined to form a comprehensive picture of didactic points of departure for EE learning processes (Part IV). This image can be divided into two main categories of didactics, namely personal closeness and exemplarity, which are further elaborated into several leading principles and didactic criteria. The main categories are briefly explained below.

Personal closeness

In learning processes personal closeness is characterised by the student's active approval of the content and objective of the learning process. Furthermore, much attention must be paid to the meaning that the student personally attaches to the content of the lesson. Focusing attention on personal significance is not really the issue. If the content of the lesson needs to be usable, it should also be placed in a social context. By sharing of meanings with others and by reflection on the social consequences of a specific information, knowledge becomes socially integrated and can be expressed within social reality.

Exemplarity

In exemplary learning processes it is true that the educational learning process begins within a certain context, but subsequently requires extension of the scholar's application. Examples that are recognisably linked with practice are the most suitable. Although the educational learning process first aims at the concrete context, the comprehension of the scholar must also be made abstract and the scholar must then be tested in a new concrete situation. For the quality of the educational learning process therefore, going back and forth several times between concretisation and abstraction would appear to be important. To increase the transferability and the flexibility of knowledge we must not only move between the concrete and the abstract, but also must observe a subject from different interest perspectives and apply it in various different contexts . Moreover, what needs to be sought are ways in which to symbolise the scholars in a diagram or a brief description.

The brief didactic characteristics given above, which a nature and environmental educational learning process must satisfy, are done justice if they are employed from the socio-constructivistic view of learning underlying this study.

Digital filters to integrate global positioning system and dead reckoning.
Bergeijk, J. ; Goense, D. ; Keesman, K.J. ; Speelman, L. - \ 1998
Journal of Agricultural Engineering Research 70 (1998). - ISSN 0021-8634 - p. 135 - 143.
Use-oriented courseware development for agricultural education : an ecological approach
Blom, J.J.C. - \ 1997
Agricultural University. Promotor(en): J. van Bergeijk; J.C.M.M. Moonen. - S.l. : Blom - ISBN 9789054857051 - 296
computers - onderwijs - lesmaterialen - minicomputers - microcomputers - gegevensverwerking - onderwijzen - opleiding - vrije tijd - landbouw - agrarisch onderwijs - nederland - machines - education - teaching materials - data processing - teaching - training - leisure - agriculture - agricultural education - netherlands
<p>This thesis investigates the disappointing use of computers and courseware in Dutch agricultural education. The central question is: How to develop courseware that will be used by teachers in agricultural education practice? On the basis of a theoretical frame of reference and by means of two case studies, the use of courseware in the context of Dutch agricultural education is described, understood and explained; and use influencing factors are established. Prescriptions are formulated that reckon with these factors and presumably increase the likelihood of use in practice. In two additional case studies, both the process and the organisation of courseware development for Dutch agricultural education are described, understood and explained. On the basis of this understanding, the prescriptions, phrased in the two preceding case studies, are adjusted and extended. The resulting prescriptions fit into five categories:<br/>a) courseware should address needs<p>b) courseware should lead to lower costs of use<br/>c) courseware development should match teacher learning<br/>d) courseware development should reckon with contexts of use<br/>e) courseware development should be organised in manner that facilitates use<br/>increasing development<p>Essentially, the formulation of these use-increasing prescriptions as described above amounts to tailoring the courseware-development process to the context in which the courseware will be used. For this process of tailoring, insight is needed in the contingencies between courseware- development characteristics and the attributes of a context of use. These contingencies are described in the last chapter of this thesis. Risk prevention is the most important argument in selecting a specific courseware-development characteristic for a given context.<p>In this research, this tailoring process is applied to Dutch agricultural education. The resulting alternative and supposedly use-increasing approach of courseware development can be characterised as situation specific, teacher-driven, and processoriented. Important domains of expertise are those of subject matter, of teachers as users, of project and educational innovation management and of instructional design. This approach combines a small scale with a high level of ambition. This approach is termed ecological since insights from ecology offer instructive analogies that for courseware development can be phrased as follows. Courseware may offer a wide range of educational improvements, the contexts of use determine the quality characteristics of viable courseware applications. Consequently, characterising, a viable courseware application implies describing its context of use.
Dynamic weighing for accurate fertilizer application.
Bergeijk, J.D. van; Goense, D. ; Willigenburg, L.G. van; Speelman, L. - \ 1997
In: Proc. First European Conference on Precision agriculture, J.V. Stafford, ed. BIOS scientific publishers, Oxford, UK - p. 263 - 272.
Enhancement of global positioning system with dead reckoning.
Bergeijk, J. ; Goense, D. ; Keesman, K.J. - \ 1996
In: Paper 96G-013. AgEng96: Int. Conf. on Agricultural engineering, Madrid, Spain - p. 995 - 996.
Opbrengstkartering bij de graanoogst in Nederland.
Bergeijk, J. van; Goense, D. ; Missotten, B. - \ 1996
Landbouwmechanisatie 47 (1996)2. - ISSN 0023-7795 - p. 46 - 47.
toepassingen - graansoorten - nederland - remote sensing - stro - oogsttoename - oogstverliezen - opbrengsten - thematische cartografie - applications - cereals - netherlands - straw - yield increases - yield losses - yields - thematic mapping
In het seizoen 1993 en 1995 is in Nederland experimentele ervaring opgedaan met opbrengstkartering met behulp van maaidorsers. Behalve de opbrengst van graan is ook de opbrengst van stro in kaart gebracht
Dynamic weighing for accurate fertilizer distibution.
Bergeijk, J. van; Goense, D. ; Willigenburg, L.G. van - \ 1996
In: Paper 96A-105. AgEng96: Int. Conf. on Agricultural engineering, Madrid, Spain - p. 217 - 218.
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