„Der Druck auf die alliierten und deutschen Autoritäten, den Transfer von Kapitalerträgen aus Deutschland zu erlauben, darf den Versuchen, die Exporte nach Deutschland zu erhöhen, definitiv nicht untergeordnet werden“, schrieb der niederländische Ökonom P. J. van den Burg in der ökonomischen Wochenzeitschrift Economisch-Statistische Berichten Anfang 1949.1 Seine Beobachtung war nur zu verständlich: In der niederländischen Politik gegenüber Deutschland bestand eine deutliche Ambivalenz zwischen Versuchen, Vorkriegsvermögen zurückzuerhalten, und den Versuchen, niederländisch-deutsche Handels- und Wirtschaftsbeziehungen wiederherzustellen. In den Niederlanden war dieser Dualismus besonders akut, weil Deutschland, seit dem späten 19.Jahrhundert die dominante Wirtschaftsmacht Kontinentaleuropas, seit etwa 1850 der wichtigste Handelspartner der Niederlande gewesen war.2 Zudem hatten niederländische Unternehmen, Banken und Privatpersonen in der ersten Dekade nach dem Ersten Weltkrieg in Deutschland im Allgemeinen und im Ruhrgebiet im Besonderen große Investitionen getätigt. Jedoch verloren niederländische Eigentümer und Firmen 1931, als die Konvertibilität der Reichsmark aufgegeben wurde, die Kontrolle über ihre Besitzungen und Investitionen im Dritten Reich. Die deutsche Besetzung der Niederlande zwischen 1940 und 1945 verschlimmerte diesen Zustand noch. https://doi.org/10.1515/hzhz-2018-0035 LinkedIn: https://www.linkedin.com/in/martijn-lak-71793013/
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Dit hoofdstuk beschrijft de veranderende verhouding tussen Nederland en Duitsland aan de hand van een geschiedenis van de voetbalinterlands tussen beide landen. Het maakt deel uit van een boek waarin elk hoofdstuk de relatie met Duitsland beschrijft vanuit het perspectief van een van de Europese 'lievelingsvijanden'.
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After the unconditional surrender of the Third Reich in May 1945, Germany no longer existed as a sovereign, independent nation. It was occupied by the four Allied powers: France, Great Britain, the United States and the Soviet Union. When it came to the postwar European recovery, the biggest obstacle was that the economy in Germany, the dominant continental economic power before the Second World War, was at an almost complete standstill. This not only had severe consequences for Germany itself, but also had strong economic repercussions for surrounding countries, especially the Netherlands. As Germany had been the former’s most important trading partner since the middle of the nineteenth century, it was clear that the Netherlands would be unable to recover economically without a healthy Germany. However, Allied policy, especially that of the British and the Americans, made this impossible for years. This article therefore focuses on the early postwar Dutch-German trade relations and the consequences of Allied policy. While much has been written about the occupation of Germany, far less attention has been paid to the results of this policy on neighbouring countries. Moreover, the main claim of this article is that it was not Marshall Aid which was responsible for the quick and remarkable Dutch economic growth as of 1949, but the opening of the German market for Dutch exports that same year. https://doi.org/10.1515/jbwg-2018-0009 LinkedIn: https://www.linkedin.com/in/martijn-lak-71793013/
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Warum Deutschland und die Niederlande sich gegenseitig das Fussball-Leben unmöglich machen.
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This article presents results of a qualitative analysis based on biographic narratives of three young, well-educated women from Syria. They arrived in the Netherlands between 2015 and 2017 in the context of family reunion. The central question is how young Syrian women navigate between two major projects that ask for their agency, being family and work. It is argued that both occupational career development and the building of a family are ‘agentic projects’ that aim to contribute to the establishment of a new life and to regain continuity. The analyses demonstrate that both projects are closely intertwined. Agency emerges as highly relational and intersecting with the women’s position in the life course, timing of life events, ability to adapt career goals to the new situation, and impact of social contexts on family relations.
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The Technical Manual for the digital evaluation tool QualiTePE supports users of the QualiTePE tool in creating, conducting and analysing evaluations to record the quality of teaching in physical education. The information on the General Data Protection Regulation (GDPR) instructs users on how to anonymise the data collection of evaluations and which legal bases apply with regard to the collection of personal data. The technical manual for the digital evaluation tool QualiTePE and the information on the General Data Protection Regulation (GDPR) are available in English, German, French, Italian, Spanish, Dutch, Swedish, Slovenian, Czech and Greek.
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The cultivation of intrinsic motivation is key in the 21th century, but most students in Dutch vocational education lack this quality. To foster intrinsic motivation, a strong career-learning environment is needed that enables students to develop career competencies and a career identity. However such an environment is absent in much of vocational education in The Netherlands. Research shows that the desired learning must be practice based (real life experiences are key), enable a dialogue (in order to attach personal meaning to real life experiences) and give students more autonomy in making choices in their school careers. Although there has been an increase in the use of portfolios and personal-development plans, these instruments are used mainly for improving success at school but are not in career and work. In addition research on the conversations between student and teachers/work-place mentors shows that the latter talk primarily to (65%), and about (21%), but rarely with (9%) students. The culture in schools is still predominately monological. Most teachers feel uncertain about their abilities to help students in developing career competencies and a career identity, though a growing number of teachers want to be trained in initiating meaningful career dialogues. In order to make such training successful in terms of promoting new guidance behaviours, it is essential that school managers create a strong career-learning environment for teachers. The Standards Era policies (Gatto, 2009) that dominate Dutch vocational education at the moment, however, leaves managers little space to do so. https://doi.org/10.1007/978-3-319-50734-7_7 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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Jede Regierung will uns als Wähler davon überzeugen, dass ihre politischen Standpunkte sowie die sich daraus entwickelnde Politik angemessen und richtig sind. Ist ja auch logisch. Selbstverständlich werden dabei die stärkeren Argumente in ein besseres Licht gerückt als die schwächeren. Diese günstige Politikbeeinflussung, das Impression Management, ist in unserer demokratischen Gesellschaft ein Recht der Politiker. Pläne und Ambitionen dürfen in ihrer Präsentation einfacher und zugänglicher beschrieben werden, um es den Wählern zu ermöglichen, diese auch ohne Fachleute oder Wörterbuch zu verstehen. Aber wie schön wir diese auch manchmal finden, dürfen wir uns von den „schlagenden“ Argumenten, die genutzt werden, nicht blindlings begeistern lassen.
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