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Cross European survey on training school leaders

Geen samenvatting

Research for TRAN Committee - Overtourism: impact and possible policy responses

This study addresses the complex phenomenon of overtourism in the EU. By focusing on a set of case studies, the study reports on overtourism indicators, discusses management approaches implemented within different destinations and assesses policy responses. It concludes that a common set of indicators cannot be defined because of the complex causes and effects of overtourism. Avoiding overtourism requires custom-made policies in cooperation between destinations' stakeholders and policymakers

Evaluating education for sustainable development (ESD)

With the emergence of education for sustainable development (ESD), robust literature on ethics and ESD has emerged; however, ecocentric perspective developed within environmental ethics is marginalized in current ESDebate. The questions discussed in this article are as follows: Why is the distinction between anthropocentric and ecocentric view of environment salient to ESD? How can this distinction be operationalized and measured? Until now, little has been done to address complement quantitative studies of environmental attitudes by qualitative studies, exploring the sociocultural context in which ecocentric or anthropocentric attitudes are being formed. Neither of existing scales engaged with the interface between environmental ethics and sustainable development. This article will discuss ESD in the context of environmental ethics and present the results of the case study conducted with the Dutch Bachelor-level students. Results of qualitative evaluation of the scale measuring ecocentric and anthropocentric attitudes will be presented, and the new Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale will be proposed.

The concept towards a Standard Safety Model (STASAM v.0)

In safety science and practice, there have been various safety models, each of them reflecting a particular approach to safety management and accident causality. The large variety of models suggested in literature and applied in practice serve the communication of diverse perspectives towards safety and the need to consider contextual factors, but it does not allow the establishment of a common language within and across organisations and industry sectors. Considering the potential benefits of talking a lingua franca when it comes to safety and inspired by the Standard Model used in particle physics and recent suggestions from relevant studies, we thought of exploring the possibility to introduce a Standard Safety Model (STASAM). As a first step, we focused on four representative safety and accident models widely used, discussed and debated: the Swiss Cheese Model, AcciMap, Functional Resonance Analysis Method (FRAM) and Systems-Theoretic Accident Model and Processes (STAMP). We reviewed literature which compares the particular models, and we listed the strengths and weaknesses of each as a means to set the grounds for the STASAM. The combinations of these models with a focus to host their advantages and avoiding their disadvantages led to a three-level STASAM. The concept STASAM was used in two random incident investigation reports to assess its applicability and visualisation against the original models. The results of the application along with the STASAM concept were reviewed by three safety professionals and three safety researchers. The comments received were in the positive direction and indicated the potential of establishing an inclusive and commonly accepted safety/accident model. The next research phase will be the additional review of the STASAM and its pilot application to a variety of safety events and systems as a means to test its reliability and strengthen its validity.

Midwifery students’ perspectives on how role models contribute to becoming a midwife

Background: The dynamics of maternal and newborn care challenge midwifery education programs to keep up-to-date. To prepare for their professional role in a changing world, role models are important agents for student learning. Objective: To explore the ways in which Dutch and Icelandic midwifery students identify role models in contemporary midwifery education. Methods: We conducted a descriptive, qualitative study between August 2017 and October 2018. In the Netherlands, 27 students participated in four focus groups and a further eight in individual interviews. In Iceland, five students participated in one focus group and a further four in individual interviews. All students had clinical experience in primary care and hospital. Data were analyzed using inductive content analysis. Results: During their education, midwifery students identify people with attitudes and behaviors they appreciate. Students assimilate these attitudes and behaviors into a role model that represents their ‘ideal midwife’, who they can aspire to during their education. Positive role models portrayed woman-centered care, while students identified that negative role models displayed behaviors not fitting with good care. Students emphasized that they learnt not only by doing, they found storytelling and observing important aspects of role modelling. Students acknowledged the impact of positive midwifery role models on their trust in physiological childbirth and future style of practice. Conclusion: Role models contribute to the development of students’ skills, attitudes, behaviors, identity as midwife and trust in physiological childbirth. More explicit and critical attention to how and what students learn from role models can enrich the education program.

Een destination marketingcampagne en een vulkaan: het succes van Inspired by Iceland