This article analyzis two Dutch experiments in which the government guarantees a job to tackle long-term unemployment. The experiment with the Melkert jobs was carried out in the 1990s. Recently the municipality of Groningen implemented a project in which long-term unemployed people are offered a so-called basic job. The research results of this project demonstrate that the target group can do productive work on a regular basis and that basic jobs have a net positive social added value based on a Social Cost Benefit Analysis (SCBA).In this article we also pay attention to the recent academic debate betweenan unconditional basic income (BIG) and a job guarantee (JG).
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Although lifetime employment was once commonplace, the situation has changed dramatically over the last century. The group of precarious workers has increased, and with it, the size of the precariat. Although there is a body of research on how precarious workers perceive the effect of their precarity on their social, psychological, and economic well-being, there is no research on the needs of precarious workers. In this article, we report the findings of an exploratory study about precarious worker’s needs. The findings show that the precariat has a diversity of needs, ranging from the need for a higher income to the need for a change in the discourse on self-reliance. Most of the needs are targeted toward the government and are not only related to labor. This is, however, contradictory to the ideology of downsizing the welfare state, in which governments focus on creating more temporary or steppingstone jobs. The needs show that the measures orientated toward the labor market are insufficient because they meet only a marginal part of the needs of the precariat.
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Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η 2 = 0.048; SM: F = 73.10, p < 0.001, η 2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.
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Many children aged 9–12 appear to have low levels of fundamental movement skills (FMS). Physical education (PE) is important because PE-teachers can teach children a variety of FMS and can influence PE-motivation. However, declined levels of PE-motivation are reported in the final grades of elementary school. Therefore, more insight in the relations between PE-motivation and FMS is needed.Purposes: In the first phase, instruments to measure the satisfaction of basic psychological needs (competence, autonomy, classmate relatedness and teacher relatedness) and PE-motivation (autonomous and controlled) in 9–12-year-old children were developed and validated. The purpose of the second phase was to examine the influence of basic psychological needs on PE-motivation, the influence of PE-motivation on locomotor skills, object control skills and balance skills, and the direct influence of basic psychological needs on FMS for boys and girls aged 9–12.Participants and data collection: In the first phase, 172 children (82 boys, 90 girls, M = 10.72 years ± 0.77) filled out questionnaires assessing the satisfaction of their basic psychological needs and motivation for PE. Forty-eight children completed the questionnaires again 4 weeks later. In the second phase, a total of 138 children (66 boys, 72 girls, 10.8 years ± .79) (three schools from phase 1 and one new school) participated. Children from the new school also completed the questionnaires and all children conducted the subtest for speed and agility, upper limb coordination and balance of the Bruininks-Oseretsky Test of Motor Proficiency 2.Data analysis: In phase 1, linear weighted Kappa's and the Mokken Scale Program for polychotomous items were used to test reliability and validity. In phase 2, Pearson's correlations and multiple linear regression analyses were performed to examine the relations.Findings: Regarding phase 1, all subscales were reliable and the validity was considered moderate to strong except for the autonomy subscale, which was not reliable and valid. With respect to phase 2, all basic psychological needs, except autonomy among girls, had moderate to strong correlations with autonomous PE-motivation. Teacher relatedness was the most important predictor for boys and girls, while the second predictor was classmate relatedness for boys and competence for girls. No positive significant relations between basic psychological needs and FMS and between PE-motivation and FMS were found. In contrary, moderate but negative relations between teacher relatedness and balance skills and between autonomous PE-motivation and balance skills were found for boys.Conclusions: The results confirmed the importance of the basic psychological needs in the prediction of autonomous PE-motivation in 9–12-year-old children. Although all needs should be supported by the PE-teacher, it is important to be aware of the different impact of the needs on autonomous PE-motivation for boys and girls. Despite the missing relations with FMS, PE-teachers seem to be able to autonomously motivate children for PE regardless of their FMS proficiency.
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Historian Yuval Harari writes in his 21 Lessons for the 21st Century that due to increasing automation and robotization, large groups of people will probably become completely redundant in the labour market in the near future. He proposes a basic income as a solution. In this article it is argued that it may be a solution to fight poverty, but in itself it doesn’t provide meaningful connectedness, which is an important result of labour.
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The increased use of instruments for assessing risks and needs in probation should lead to intervention plans that meet the criteria for effective practice. An analysis of 300 intervention plans from the Dutch probation service showed that the match between the assessed criminogenic needs and the goals and interventions in the intervention plan is fairly low. It was also found that the so-called risk principle is not fully applied by probation officers. In addition, personal goals that the offender values are often not taken fully into account. Finally, the intervention plans have a strong focus on improving human capital, while improving social capital and basic needs often is not part of the intervention plans, even if they were assessed as dynamic criminogenic needs.
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Citizen science – the active participation of lay people in research – may yield crucial local knowledge and increase research capacity. Recently, there is growing interest to understand benefits for citizen scientists themselves. We studied the perceived impacts of participation in a public health citizen science project on citizen scientists in a disadvantaged neighbourhood in the Netherlands. Local citizen scientists, characterised by low income and low educational level – many of whom were of migrant origin – were trained to interview fellow residents about health-enhancing and health-damaging neighbourhood features. Experiences of these citizen scientists were collected through focus groups and interviews and analysed using a theoretical model of potential citizen science benefits. The results show that the citizen scientists perceived participation in the project as a positive experience. They acquired a broader understanding of health and its determinants and knowledge about healthy lifestyles, and took action to change their own health behaviour. They reported improved self confidence and social skills, and expanded their network across cultural boundaries. Health was perceived as a topic that helped people with different backgrounds to relate to one another. The project also induced joint action to improve the neighbourhood’s health. We conclude that citizen science benefits participants with low educational or literacy level. Moreover, it seems to be a promising approach that can help promote health in underprivileged communities by strengthening personal skills and social capital. However, embedding projects in broader health promotion strategies and long-term engagement of citizen scientists should be pursued to accomplish this.
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MoneyLab is a network of artists, activists, and geeks experimenting with forms of financial democratization. Entering the 10th year of the global financial crisis, it still remains a difficult yet crucial task to distinguish old wine from its fancy new bottles. The MoneyLab network questions persistent beliefs, from Calvinist austerity, growth, and up-scaling, to trustless, automated decision making and (anarcho-)capitalist dreams of cybercurrencies and blockchained solutionism.We consider experiments with digital coops, internet-based payment and network-based revenue models as spaces of political imagination, with an equally important aesthetic program. In this second MoneyLab Reader the network delves into topics like the financialization of art; love as a binary proposition on the blockchain; the crowdfunding of livelihood; the cashless society; financial surveillance of the poor; universal basic income as the real McCoy or a real sham; the cooperative answer to Airbnb and Uber; the history of your financial dashboard; and, Hollywood’s narration of the financial crisis. Fintech rushes through our veins, causing a whirlwind of critical concepts, ideas and imaginaries. Welcome to the eye of the storm.
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This is the second episode of Art in Permacrisis, a podcast on the organization of art workers in the face of the ever-growing stack of crises. How can artists make a living without selling their souls? Can we imagine and practice a sustainable art economy beyond precarity? How should we transform the circulation of artworks, the curriculum of art and design academies, the exhibition programs of museums, and the organization of collectives and unions? We invite speakers with combined backgrounds in art, theory, and organizing to share their insights.For this episode, we talk to Emanuele Braga. Emanuele is an artist, researcher and activist. Over the past decades, he has been involved in many important grassroots initiatives, including MACAO, a center for art and Culture in Milan, and the Institute of Radical Imagination. This conversation focuses mostly on Art for Universal Basic Income (manifesto), which was produced by the Institute of Radical Imagination in 2022, and which was co-edited by Emanuele, together with Marco Baravalle and Gabriella Riccio.
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