Podotherapeutische zorg als onderdeel van professionele voetzorg is in Zuidoost-Azië nog een onbekend fenomeen. Uitbreiding van het curriculum van de in 2014 in Hanoi (Vietnam) gestarte opleiding tot orthopedisch schoenmaker met onderwijs in het toepassen van vilttherapie biedt kansen. Een combinatie van theoretische uitleg en begeleid oefenen van praktische vaardigheden is daarbij aan te bevelen. Dat concludeert Esther Stals, student podotherapie aan Fontys Paramedische Hogeschool, in haar afstudeeronderzoek.* Zij verbleef hiervoor vijf weken in Vietnam.
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This study begins to fill the gap in tourism literature in examining the tourism structures from the perspective of a socialist-market economy with a single-party political system like Vietnam. At present, Central Vietnam (CV) has three different types of administrative layers and existing different tourism structures of destination management organisations (DMOs), like co-operations of public and private stakeholders in juxtaposition with each other, which do not achieve an effective target-oriented co-operation for enhancing the destination's competitiveness. Therefore, this paper aims to analyse the existing organisational tourism structures in CV under the aspect of tourism stakeholder co-operation in order to find out which structures and types of co-operation appear as the most efficient ones in CV and which structures would add most value to the region, with the goal for enhancing tourism management in CV. The research process involved a field research as well as in-depth interviews with public and private stakeholders in CV. The findings revealed that all stakeholders perceive CV as one destination. It is recommended to establish one single “DMO CV” as Public Private Partnership, which shall be responsible for CV, with the tasks including sustainable tourism development and to position CV as a strongly competitive destination.
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Under pressure of the continuing need to modernize, Vietnam is rapidly reforming its education system. Cooperative Learning (CL) with a Western-based model is being enthusiastically applied. This paper suggests that an authentic form of CL has long existed in the foundations of Vietnamese education. The reasons why Western-based CL is encouraged can be attributed to false universalism (the belief that a practice that originated from elsewhere can be “cloned” with similar results) and neo-colonialism (the perpetuation of a colonial mindset under the pressure of financial loans). While an adjusted form of CL has been suggested by previous studies to make CL culturally appropriate, this paper argues that a true hybrid form of CL which takes into account the authentic CL will have more potential to make this method not only culturally but institutionally appropriate. The paper indicates a strong need to identify and incorporate indigenous practice in the process of educational reform.
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Vorig jaar november heeft een kwartiermakersbezoek plaatsgevonden aan het Vietnamese Centre for Orthopaedic Technologists (VietCot) in Hanoi, Vietnam. Het Vietcot is onderdeel van de universiteit voor sociale zaken in Hanoi. Zij verzorgt internationale opleidingen op het gebied van protheses en ortheses. Het kwartiermakersbezoek vond plaats in het kader van het project "These Shoes are made for Walking" met als doel de opzet en realisatie van een orthopedische schoen technische opleiding. In de vorige uitgaven van het vakblad Orthopedische Technologie is hier uitvoerig over verteld.
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Liveability along four streets in Hanoi, Vietnam is assessed. Hanoi is a rapidly growing metropolis characterised by high levels of personal motorized traffic. Two high traffic volume streets and two low traffic volume streets were studied using a mixed methods approach, combining the collection and analysis of quantitative and qualitative data on traffic volumes and liveability perceptions of its residents. The research methodology for this study revisits part of the well-known Liveable Streets study for San Francisco by Appleyard et al. (1981). A Principal Component Analysis (PCA) shows that residents on both low traffic volume streets experience less traffic hazard and stress, including noise and air pollution, than neighbouring high traffic volume streets. In line with Appleyard, the study shows that low traffic volume streets were rated more liveable than high traffic volume streets. In contrast to Appleyard, however, the study also shows that traffic volumes are not correlated with social interaction, feeling of privacy and sense of home, which is likely caused by the high levels of collectivism typical for Vietnam. Finally, the study indicates a strong residential neighbourhood type dissonance, where a mismatch exists between preferences for living in peaceful and quiet streets and the actual home location of residents.
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Nutrition insecurity among urban poor in modernizing Asian metropolises is a critical issue. It is well recognized that in urban Asia the poor are food insecure. Across Asia the food retail environment is transforming rapidly, in which supermarkets increasingly replace traditional food vending, like markets and street vendors that the urban poor depend upon. The question is, how these transformations impact the diets of the urban poor? What drives their food choice? What are their daily shopping practices and how does that affect their dietary intake? To investigate this, we developed across-disciplinary nutrition and social practices study with a sequential quantitative-qualitative mixed-method design.
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To be able to ‘survive’ in a more and more globalising world, students of universities and universities of applied sciences must attain international competencies, in this study defined as respectively general personal, social competencies, intercultural competencies, a command of foreign languages and international academic and professional competencies. International competencies can be attained in different ways by students: internally (via foreign teachers and/or students) and/or externally (via internships and/or exchanges). The external attainment of competencies is far more successful when students are well prepared and when they receive proper supervision, both during and after their stay abroad. If this is not the case, students often tend to develop at a personal, social and (inter)cultural level, but significantly less at an academic and professional level (Stronkhorst, 2005). These students are also often unable to recognize and express which knowledge and skills they attained during their stay abroad (Orahood et al., 2004; CERI, 2008; Deardorff, 2009). With the preceding information as a starting point, the Social Work degree programme of Windesheim University of Applied Sciences in Zwolle started the minor ‘Social Work in Africa & Asia’ in the beginning of 2014. Students who participate firstly pass through a a six-week preparatory theoretical programma, followed by a three-month internship in Uganda or Vietnam. The minor concludes with a two-week postmortem programme. The practical component of the minor involves Eye4Africa, a Dutch internship supervision agency for internships in Uganda, Kenya and Vietnam. Eye4Africa arranges the internships, prepares the students for their stay abroad, both in the Netherlands and abroad, and then offers them support, coaching and intervision meetings. At the initiative of and in collaboration with Eye4Africa The Hague University of Applied Sciences carried out a qualitative study amongst eight female students of the Social Work degree programme of Windesheim University of Applied Sciences who followed the minor ‘Social Work in Africa & Asia’ during the academic year 2014-2015. The following was key to the research conducted: the question of the extent to which preparation for the Social Work in Africa & Asia minor at Windesheim University of Applied Sciences and the supervision that the Eye4Africa internship agency offers fourth-year Social Work students during their internships in Uganda in the autumn of 2014 had a positive impact on the attainment and further development of international competencies. The results have shown that the students found it very easy to recognise and express the knowledge and skills they gained during their internships. Secondly, the students mentioned clear professional, intercultural and personal, social growth. No growth or development in relation to academic competencies was observed in this study. However, this is not unusual, as the students were doing internships. Academic competencies are particularly attained when studying abroad, while professional competencies are particularly attained during internships (Hoven & Walenkamp, 2013; 2015). The main conclusion of this study is that the preparation and the supervision by Windesheim University of Applied Sciences and Eye4Africa within the framework of the minor ‘Social Work in Africa & Asia’ has aided students with regard to growth and the (further) development of international competencies. Some important short comments are that a relatively small, very one-sided sample has been interviewed and that there was no control group.
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Vietnamese vertaling van Method for improving the quality of higher education based on the EFQM model
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De publicatielijst bevat alle publicaties waar Patrick Huntjens aan bijgedragen heeft in de periode 1998 - 2021
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