Social media have become important platforms for residents to engage with their neighborhood. This paper investigates two Facebook communities that focus in distinctly different ways on Amsterdam-Noord, a gentrifying neighborhood in Amsterdam. Dialogue on both Facebook communities is found to be thoroughly affective, but the kinds of emotions and the way such emotions are generated and shared differ. Through this analysis, this paper seeks to understand how “affective publics” emerge through a specific form of collaborative storytelling, characterized by tone, form as well as rhythm of online interaction. We show how the channeling of affective expression and attunement helps to build two dissimilar collaborative discourses of the neighborhood transformation. We propose the term online affective placemaking to study and articulate such processes. The term points to mediated feelings and urgency to engage, which bonds participants and impacts the social and political landscape within the neighborhood.
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Ageing in Europe comes more rapidly than many realize: In about 10 years, one fifth of the population will be 65+ with a further increase of 70% in the next 25 years. At the same time, healthcare is under extreme pressure due to budget cuts, limited resources and personnel together with increased demands. Robots may fulfill important tasks in this respect. Our research focuses on social robots to support tasks requiring interpersonal communication. Many moral concerns and objections are raised, however, in particular among care professionals. To examine the issue, we report on 1) a qualitative study among professional caregivers and 2) a documentary portraying healthy elderly meeting with Hanson’s Robokind “Alice”. Alice is under development in our lab, supplying her with abilities for emotional responses. The results show that the moral concerns are not in line with the benefits that the social robots appear to have for the lonely elderly. Our conclusion posits that new robot technology may not dehumanize care but rather may bring humanness back into professional health care. In C. Verdier, M. Bienkiewicz, A. Fred, H. Gamboa, & D. Elias (Eds.), Proceedings of the 8th International Conference on Health Informatics (HEALTHINF) Jan. 12-15, 2015. Lisbon, Portugal (pp. 648-653). Lisbon, PT: SCITEPRESS:
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The first year of study is very exciting for many students. Everything is new: the school, your schedule, the teachers, and your fellow students. How can a university ensure a smooth transition for first-year students? For this, Inholland launched the Students for Students (S4S) project in the 2019-2020 academic year. In this project, second-year students (studentcoaches) support first-year students with their studies. They do this based on their own experience and the training they receive during their year as studentcoaches. Research shows that peer-mentoring is very successful in aiding first-year students through their first year of the study program. Peer-mentoring has the potential to increase well-being, social bonding, the feeling of belonging, and student resilience. It also ensures smoother academic integration, as peer-mentoring focuses on developing academic skills as well. Additionally, a studentcoach is often a low threshold point of contact for students where they can go with questions.
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Adaptive governance describes the purposeful collective actions to resist, adapt, or transform when faced with shocks. As governments are reluctant to intervene in informal settlements, community based organisations (CBOs) self-organize and take he lead. This study explores under what conditions CBOs in Mathare informal settlement, Nairobi initiate and sustain resilience activities during Covid-19. Study findings show that CBOs engage in multiple resilience activities, varying from maladaptive and unsustainable to adaptive, and transformative. Two conditions enable CBOs to initiate resilience activities: bonding within the community and coordination with other actors. To sustain these activities over 2.5 years of Covid-19, CBOs also require leadership, resources, organisational capacity, and network capacity. The same conditions appear to enable CBOs to engage in transformative activities. How-ever, CBOs cannot transform urban systems on their own. An additional condition, not met in Mathare, is that governments, NGOs, and donor agencies facilitate, support, and build community capacities. This is the peer reviewed version of the following article: Adaptive governance by community-based organisations: Community resilience initiatives during Covid‐19 in Mathare, Nairobi. which has been published in final form at doi/10.1002/sd.2682. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions
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Praktijk onderzoekende benaderingen hoe organisaties en samenwerkingsverbanden werken aan kennisproductiviteit
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Social robots are reported to hold great potential for education. However, both scholars and key stakeholders worry about children’s social-emotional development being compromised. In aiming to provide new insights into the impact that social robots can have on the social-emotional development of children, the current study interviewed teachers who use social robots in their day-to-day educational practice. The results of our interviews with these experienced teachers indicate that the social robots currently used in education pose little threat to the social-emotional development of children. Children with special needs seem to be more sensitive to social-affective bonding with a robot compared to regular children. This bond seems to have positive effects in enabling them to more easily connect with their human peers and teachers. However, when robots are being introduced more regularly, daily, without the involvement of a human teacher, new issues could arise. For now, given the current state of technology and the way social robots are being applied, other (ethical) issues seem to be more urgent, such as privacy, security and the workload of teachers. Future studies should focus on these issues first, to ensure a safe and effective educational environment for both children and teachers.
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At this critical moment in time, April 2020, when we are living with the cataclysmic event of Covid-19, television – a medium declared almost dead at the beginning of this millennium – has become a vital resource for solace, daydreaming, social ritual, knowledge and storytelling. In conditions of lockdown, we turn towards television, not away from it (Ellis, 2020; Negra, 2020). We are checking news on national channels, and tuning to live broadcasting for campaigns to help the health services and communities in need, such as with the globally broadcast One World: Together At Home special. We are curling up on the sofa to engage with gripping drama, like Ozark streaming on Netflix, re-watching favourite series from the beginning, such as Buffy or Breaking Bad, and taking part in television quiz shows like Pointless, even watching repeats, to recreate a pub quiz atmosphere in the living room. On a darker note, we are also overloaded with corona news; the ritual evening news bulletin can be a source of anxiety and a cause of sleeplessness. Television infrastructure can break down, from broken satellite dishes to lost remote controls, which are tricky to fix when technicians are not so readily available to help; and television can be an economic burden. The cost of streaming Breaking Bad can push the limits of monthly contracts and data packages. Television both lightens and darkens the mood of domestic spaces and social relations in lockdown culture.
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Dynamic body feedback is used in dance movement therapy (DMT), with the aim to facilitate emotional expression and a change of emotional state through movement and dance for individuals with psychosocial or psychiatric complaints. It has been demonstrated that moving in a specific way can evoke and regulate related emotions. The current study aimed to investigate the effects of executing a unique set of kinetic movement elements on an individual mover’s experience of happiness. A specific sequence consisting of movement elements that recent studies have related to the feeling of happiness was created and used in a series of conditions. To achieve a more realistic reflection of DMT practice, the study incorporated the interpersonal dimension between the dance movement therapist (DMTh) and the client, and the impact of this interbodily feedback on the emotional state of the client. This quantitative study was conducted in a within-subject design. Five male and 20 female participants (mean age = 20.72) participated in three conditions: a solo executed movement sequence, a movement sequence executed with a DMTh who attuned and mirrored the movements, and a solo executed movement sequence not associated with feelings of happiness. Participants were only informed about the movements and not the feelings that may be provoked by these movements. The effects on individuals were measured using the Positive and Negative Affect Schedule and visual analog scales. Results showed that a specific movement sequence based on movement elements associated with happiness executed with a DMTh can significantly enhance the corresponding affective state. An additional finding of this study indicated that facilitating expressed emotion through movement elements that are not associated with happiness can enhance feelings such as empowerment, pride, and determination, which are experienced as part of positive affect. The results show the impact of specific fullbody movement elements on the emotional state and the support outcome of DMT on emotion regulation.
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Het ministerie van Economische zaken, Landbouw en Innovatie (EL&I, thans EZ) heeft in 2012 het Lectoraat Welzijn van Dieren (Hogeschool VHL, Leeuwarden) gevraagd meer inzicht te verschaffen in de beweegredenen van mensen die kiezen voor een dier met een hoog welzijns- en gezondheidsrisico. Deze vraag werd gesteld vanuit het beleidsvoornemen deze groepen te bereiken met voorlichting aangaande de risico’s en alternatieven. De auteurs van het rapport doen meerdere aanbevelingen om particulieren te bereiken ter voorkoming van welzijnsproblemen bij hun huisdieren. Zij adviseren o.a. een cross-mediale aanpak waarin (aankomende) diereigenaren via verschillende kanalen en op verschillende manieren worden geïnformeerd over het houden van dieren. Ook bevelen de auteurs aan het gedrag van de diereigenaar bespreekbaar te maken in de discussie over het houden van ‘risicovolle’ dieren.
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While social robots bring new opportunities for education, they also come with moral challenges. Therefore, there is a need for moral guidelines for the responsible implementation of these robots. When developing such guidelines, it is important to include different stakeholder perspectives. Existing (qualitative) studies regarding these perspectives however mainly focus on single stakeholders. In this exploratory study, we examine and compare the attitudes of multiple stakeholders on the use of social robots in primary education, using a novel questionnaire that covers various aspects of moral issues mentioned in earlier studies. Furthermore, we also group the stakeholders based on similarities in attitudes and examine which socio-demographic characteristics influence these attitude types. Based on the results, we identify five distinct attitude profiles and show that the probability of belonging to a specific profile is affected by such characteristics as stakeholder type, age, education and income. Our results also indicate that social robots have the potential to be implemented in education in a morally responsible way that takes into account the attitudes of various stakeholders, although there are multiple moral issues that need to be addressed first. Finally, we present seven (practical) implications for a responsible application of social robots in education following from our results. These implications provide valuable insights into how social robots should be implemented
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