The current study investigates the effects of the school lockdowns during school years 2019–2020 and 2020–2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results showed that students in grades 1 through 3 had significant learning delays after the first lockdown. However, results after the second lockdown showed that most students were able to catch up, compared to students from corresponding grades of cohorts before COVID-19. The magnitude of these positive effects was mostly close to the negative effect of the first lockdown. Apparently, during the second lockdown, schools seemed better prepared and able to deliver more effective home schooling and online instruction. The hypothesis that students’ learning from a low SES home environment will suffer most from the school lockdowns could only partly be confirmed. SES effects at the individual level tended to be mitigated by negative effects of SES at the school level, making SES-related differences between schools less profound. The findings of this study offer a broader perspective to evaluate the effects of long-term school closures. Implications for educational practice and issues of inequality between students are discussed.
Since the arrival of cinema, film theorists have studied how spectators perceive the representations that the medium offers to our senses. Early film theorists have bent their heads over what cinema is, how cinema can be seen as art, but also over what cinema is capable of. One of the earliest film theorists, Hugo Münsterberg argued in 1916 that the uniqueness of cinema, or as he calls it photoplay, lies in the way it offers the possibility to represent our mental perception and organisation of the reality, or the world we live in: “the photoplay tells us the human story by overcoming the forms of the outer world, namely, space, time, and causality, and by adjusting the events to the forms of the inner world, namely, attention, memory, imagination, and emotion” (Münsterberg [1916] 2004, 402)
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This paper explores the construction of self-narratives through a synthesis of two frameworks: Designing Your Life (DYL) and Theory U. Using close reading methodology, it analyzes how these approaches inform personal and professional development. The study highlights three key dimensions: doing (prototyping life choices), believing (leveraging intuition), and empowering (considering broader impacts). While DYL emphasizes rapid experimentation in career design, Theory U focuses on systemic change through "presencing." The integration of these perspectives reveals that self-narratives are intricately linked with social systems and future generations. This synthesis advances the discourse on life design by encouraging researchers to consider the role of the Self in historical and future-oriented contexts and by prompting exploration of intuition and narrative co-creation in fields like education and organizational change. The paper concludes that conscious narrative shaping, informed by both action and reflection, is crucial for meaningful personal development in an interconnected world.
Nature-based coastal management is mainstream in the Netherlands. About 12 Mm3 of sand is added annually to the coast to compensate coastal erosion and maintain high safety levels against flooding. This amount will likely increase to compensate for accelerated sea level rise. (Mega-)Nourishments may also strengthen and support biodiversity and recreational values of the coastal zone and associated wetland areas. However, the ecological and societal impacts of mega-nourishments on open coasts are not well established, hampering comparison of pros and cons of different nourishment strategies. This knowledge gap is largely due to the lack of suitable methods to monitor and predict the spreading of nourishment sand along the coast and into tidal basins. Ameland Inlet provides us with a unique opportunity to develop and test novel approaches to fill this knowledge gap in close collaboration with our consortium and stakeholders. In 2018 the first tidal inlet mega-nourishment (5 Mm3) was placed in the Ameland Inlet ebb-tidal delta, and geomorphic and biotic responses nearby are closely monitored in the Kustgenese 2.0 and SEAWAD programmes. Our research builds on the insights gained, will gather new data to investigate off-site effects (linked with SIBES/SIBUS sampling), and build a common knowledge-base with stakeholders. We will develop novel luminescence-based methods to monitor the temporal and spatial dispersal of nourishment sand. These insights will be combined with an inventory of off-site biotic responses to nourishment and the role biota play in the mixing of nourishment sand with natural sediments. Combined results will be used to develop and validate models to trace transport paths of individual grains and improve morphodynamic predictions. Throughout the project, we will collaborate and interact intensely with coastal managers and (local) stakeholders to address concerns and exchange insights, creating a platform for co-assessment and optimization of nourishment designs and strategies.
