This article takes the 3rd Global Survey Report of the International Association of Universities (IAU) as a starting point. The results of this worldwide survey were published in September 2010. The article discusses four questions from the survey that include internationalisation at Home (IaH) and internationalisation of the curriculum as response items. outcomes of these four questions are commented on and, where relevant and possible, compared to the results of the previous survey, which was conducted in 2005 and published in 2006. It is argued that the sections of the Global Survey that mention internationalisation of the curriculum and IaH use terminology that is not always adequate for the purpose and at times even seems contradictory. The Global Survey includes a question on internal obstacles to internationalisation, which will also be discussed here. These obstacles include the lack of engagement and limited expertise of academic staff in relation to the internationalisation process. The response items for this question do not connect these obstacles to internationalisation of the curriculum explicitly, but it is argued here that a relationship indeed exists. The same is true for issues around foreign language proficiency, which may have a strong impact on internationalisation of the home curriculum. In the conclusion, several additional questions are raised that could serve to get a clearer picture of the development of internationalisation of the curriculum in a global perspective.
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Regular physical activity is regarded as an important component of a healthy lifestyle, decreasing the risk of many non-communicable diseases, mental health issues and increasing functioning and quality of life in older adults. Despite these benefits, a substantial segment of the older adult population remains sedentary or insufficiently physically active. In the Netherlands, depending of the definition and measurementmethod used, approximately 40–80% of Dutch adults aged 55 years and older can be considered physically inactive which matches data from other Western countries. For this reason, the GALM was developed. Aim of GALM was stimulating leisure-time physical activity in sedentary and underactive older adults aged 55–65 years. GALM is a community-based approach and distinguishes itself from other community-based strategies by way of the neighborhood-oriented recruitment phase and the versatile recreational sports activity program which is based on behavioral change and evolutionary-biological play theories. Since 1997, over 1.1 million older adults have been approached door-to-door, over 150.000 participated in the fitness test and over 100.000 participated in the GALM program. In this presentation, the theoretical background and short and long-term effects of participation in the GALM project on indicators of health and fitness will be presented.
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Copyright enforcement by private third parties – does it work uniformly across the EU? Since the inception of Napster, home copying of digital files has taken a flight. The first providers of software or infrastructure for the illegal exchange of files were held contributory or vicariously liable for copyright infringement. In response, they quickly diluted the chain of liability to such an extent that neither the software producers, nor the service providers could be held liable. Moving further down the communication chain, the rights holders are now requiring Internet Service Providers (ISPs) that provide access to end customers to help them with the enforcement of their rights. This article discusses case-law regarding the enforcement of copyright by Internet Access Providers throughout Europe. At first glance, copyright enforcement has been harmonised by means of a number of directives, and article 8(3) of the Copyright Directive (2001/29/EC) regulates that EU Member States must ensure the position of rights holders with regard to injunctions against ISPs. Problem solved? Case law from Denmark, Ireland, Belgium, Norway, England, The Netherlands, Austria and the Court of Justice of the EU was studied. In addition, the legal practice in Germany was examined. The period of time covered by case law is from 2003 to 2013, the case law gives insight into the differences that still exist after the implementation of the directive.
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In this article, we examined whether career writing—creative, expressive, and reflective writing—can increase luck readiness, which is the ability to respond and make use of (career) opportunities. Two 2-day writing courses were taught to third-year bachelor students, one before and one after work placements. In this exploratory study, results showed that luck readiness and work competence increased when students engaged in career writing. Specifically, flexibility, risk, and persistence increased among students in the experimental group. They also made jumps in optimism and efficacy, though no statistically significant differences were found in these domains.
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The European Higher Education Area (EHEA) requires changes in the way universities are managed. It is an opportunity for correcting imbalances whilst at the same time being a challenge that can mark important differences between universities. This study seeks to identify the challenges and information/training requirements of Spanish university management teams in order to facilitate their integration in the EHEA. Methodology: The Delphi study with the participation of 115 chancellors, vice-chancellors, deans and heads of service of Spanish Universities (EUE) and 26 managers of non-Spanish Universities included in European university quality and management agencies (ENE). For preparing the Delphi study questionnaire, two groups were formed using qualitative research techniques: a first discussion group with the participation of 12 Spanish university managers and a second group in which the Nominal Group technique was applied, with the participation of 18 non-Spanish university managers. Results: The most important challenges are improvement in the quality of education and redefinition of each university's strategy. The EUE group considers it necessary to increase coordination between subjects in order to offer a comprehensive education and promote the renovation of teaching methodologies. The ENE group gives priority to the need for professionalizing university management. The information/training requirements of university managers are: quality management, strategic management and change leadership. Conclusions: There is a notable effort to identify how EHEA integration affects the different disciplines but it is less frequent to address the structural changes needed in universities to be able to successfully accomplish this integration. These include improving the quality of teaching and management, for which managers must have the capacity for innovation and change leadership.
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BackgroundThe closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children’s motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts).MethodsA total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 – 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA’s were used to analyse our data.ResultsNo significant differences in motor skill development over the study period between the lockdown groups and control groups (p > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 (p = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns.ConclusionsThe COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children’s motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.
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Openbare les Prof. Dr. Rick de Graaff, 24 mei 2018
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