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/
MULTIFILE
One of the core elements of the Programme for the International Assessment of Adult Competencies (PIAAC) is a survey of adult skills. The survey measures adults’ proficiency in literacy, numeracy, and problem solving in technology-rich environments. Furthermore, the survey gathers data on how adults use their skills at home, at work and in the wider community. The second cycle of PIAAC will take place in 2021 and 2022. Preparations have started by the Numeracy Expert Group in reviewing the numeracy framework used in the first cycle and designing items which will be used to measure the numerate capabilities and numerate behavior of adults.
A tangible proof of the meaning and scope of human flourishing that can change not only organizations but also entire societies, is given by Robert Schuman, the French Minister of Foreign Affairs who launched the Schuman Declaration (1950) that gave birth to the EU. His leitmotiv was to be a faithful instrument in the hands of God in whichever circumstances. A strong personal relationship with God characterized his entire personal and professional life and implied the heroic practice of virtues. He strove for peace on the continent and therefore for reconciliation between France and Germany - countries that had been archenemies since the Treaty of Verdun (843). He previewed a peace project on coal and steel, former instruments of war. Schuman pursued a policy of reconciliation from the moment he became a member of the French Parliament (1919) and even during his captivity during the Second World War. His coherence of life was acknowledged by friend and foe and recognized also professionally. His profound Catholic faith brought human flourishing that changed not only French-German relationships, not only Europe, but the entire world. Schuman’s Europe would strive towards political unification through economic cooperation – as a means! – at the service of man and his transcendence so that man could flourish. These days man seems to be an instrument of the economy and politics instead of the other way round. A good moment to revive the person and thoughts of the Father of Europe.
The project aims to improve palliative care in China through the competence development of Chinese teachers, professionals, and students focusing on the horizontal priority of digital transformation.Palliative care (PC) has been recognised as a public health priority, and during recent years, has seen advances in several aspects. However, severe inequities in the access and availability of PC worldwide remain. Annually, approximately 56.8 million people need palliative care, where 25.7% of the care focuses on the last year of person’s life (Connor, 2020).China has set aims for reaching the health care standards of the developed countries by 2030 through the Healthy China Strategy 2030, where one of the improvement areas in health care includes palliative care, thus continuing the previous efforts.The project provides a constructive, holistic, and innovative set of actions aimed at resulting in lasting outcomes and continued development of palliative care education and services. Raising the awareness of all stakeholders on palliative care, including the public, is highly relevant and needed. Evidence based practice guidelines and education are urgently required for both general and specialised palliative care levels, to increase the competencies for health educators, professionals, and students. This is to improve the availability and quality of person-centered palliative care in China. Considering the aging population, increase in various chronic illnesses, the challenging care environment, and the moderate health care resources, competence development and the utilisation of digitalisation in palliative care are paramount in supporting the transition of experts into the palliative care practice environment.General objective of the project is to enhance the competences in palliative care in China through education and training to improve the quality of life for citizens. Project develops the competences of current and future health care professionals in China to transform the palliative care theory and practice to impact the target groups and the society in the long-term. As recognised by the European Association for Palliative Care (EAPC), palliative care competences need to be developed in collaboration. This includes shared willingness to learn from each other to improve the sought outcomes in palliative care (EAPC 2019). Since all individuals have a right to health care, project develops person-centered and culturally sensitive practices taking into consideration ethics and social norms. As concepts around palliative care can focus on physical, psychological, social, or spiritual related illnesses (WHO 2020), project develops innovative pedagogy focusing on evidence-based practice, communication, and competence development utilising digital methods and tools. Concepts of reflection, values and views are in the forefront to improve palliative care for the future. Important aspects in project development include health promotion, digital competences and digital health literacy skills of professionals, patients, and their caregivers. Project objective is tied to the principles of the European Commission’s (EU) Digital Decade that stresses the importance of placing people and their rights in the forefront of the digital transformation, while enhancing solidarity, inclusion, freedom of choice and participation. In addition, concepts of safety, security, empowerment, and the promotion of sustainable actions are valued. (European Commission: Digital targets for 2030).Through the existing collaboration, strategic focus areas of the partners, and the principles of the call, the PalcNet project consortium was formed by the following partners: JAMK University of Applied Sciences (JAMK ), Ramon Llull University (URL), Hanze University of Applied Sciences (HUAS), Beijing Union Medical College Hospital (PUMCH), Guangzhou Health Science College (GHSC), Beihua University (BHU), and Harbin Medical University (HMU). As project develops new knowledge, innovations and practice through capacity building, finalisation of the consortium considered partners development strategy regarding health care, (especially palliative care), ability to create long-term impact, including the focus on enhancing higher education according to the horizontal priority. In addition, partners’ expertise and geographical location was also considered important to facilitate long-term impact of the results.Primary target groups of the project include partner country’s (China) staff members, teachers, researchers, health care professionals and bachelor level students engaging in project implementation. Secondary target groups include those groups who will use the outputs and results and continue in further development in palliative care upon the lifetime of the project.
The consistent demand for improving products working in a real-time environment is increasing, given the rise in system complexity and urge to constantly optimize the system. One such problem faced by the component supplier is to ensure their product viability under various conditions. Suppliers are at times dependent on the client’s hardware to perform full system level testing and verify own product behaviour under real circumstances. This slows down the development cycle due to dependency on client’s hardware, complexity and safety risks involved with real hardware. Moreover, in the expanding market serving multiple clients with different requirements can be challenging. This is also one of the challenges faced by HyMove, who are the manufacturer of Hydrogen fuel cells module (https://www.hymove.nl/). To match this expectation, it starts with understanding the component behaviour. Hardware in the loop (HIL) is a technique used in development and testing of the real-time systems across various engineering domain. It is a virtual simulation testing method, where a virtual simulation environment, that mimics real-world scenarios, around the physical hardware component is created, allowing for a detailed evaluation of the system’s behaviour. These methods play a vital role in assessing the functionality, robustness and reliability of systems before their deployment. Testing in a controlled environment helps understand system’s behaviour, identify potential issues, reduce risk, refine controls and accelerate the development cycle. The goal is to incorporate the fuel cell system in HIL environment to understand it’s potential in various real-time scenarios for hybrid drivelines and suggest secondary power source sizing, to consolidate appropriate hybridization ratio, along with optimizing the driveline controls. As this is a concept with wider application, this proposal is seen as the starting point for more follow-up research. To this end, a student project is already carried out on steering column as HIL
It is VHL’s mission to train high-quality, committed and innovative professionals who con-tribute to a more sustainable world , and who are able to organize and manage multi-stakeholder processes for sustainable change: graduates with transdisciplinary competences. Secondly, VHL aims to contribute to the SDG-agenda by linking its education and applied research to eight particular SDGs of which Resilient Communities is one. However, to operationalize SDGs in practice, and aligning targets and strategies of different stakeholders is difficult: ‘resilience’ and ‘sustainability’ refer to ‘wicked problems’ for which no definitive problem formulation, nor clear-cut solutions exist. Addressing wicked problems like ‘resilience’ and ‘sustainability’ requires transdisciplinary collaboration to manage and transform divergent values and conflicting interests, and to co-create sustainable innovations. This HBO postdoc views the 17 SDGs as a compass to align targets and strategies of citizens, government, civil society organizations, private sector and knowledge institutes who collaborate in Living Labs of VHL focusing on resilient communities/regions. Through spiraling action-reflection cycles, stakeholders will use the SDG compass to make success mechanisms, obstacles and trade-offs visible, assuming they stay engaged to overcome difficulties to improve interventions and innovations; this is expected to result in adapted sustainability practices and lessons learned on reaching community resilience. The postdoc’s aim is two-fold highlighting the link between research and education: (1) Design a methodology to integrate SDGs effectively in VHL’s applied research: using the SDGs as compass to improve performance and outcomes of transdisciplinary collaborations. (2) Develop a Roadmap for transdisciplinary education at course, curriculum, and institutional level with SDGs as compass. Future graduates require the competence to work together with others outside one own’s discipline, institute, culture or context. Living Labs offer a suitable learning environment to develop this competence