Stichting Natuurlijk Genieten is a Dutch foundation, founded by Jeannette Bolck, and dedicated to stimulating the development of a more natural living environment for older people living permanently in residential care centres. Many older people, in particular with Alzheimer's, are dependent on activities and facilities, in or in the immediate surroundings, of these centres. Over the past decade Natuurlijk Genieten has taken many initiatives to bring back nature into the daily lives of older people and their carers. In this article these activities are reviewed.
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In January 2008 the online photo-hosting site Flickr introduced a new section entitled The Commons. Its two key goals were to show the hidden treasures in the world’s public photography archives to the general public and to give Flickr community members the opportunity to contribute and describe these photos in order to enrich these collections. Surprisingly enough, little empirical research has been done on the actual usage of The Commons by the institutes and Flickr members. In our research we harvested a rich data sample over a 14-week period: 196,822 photos with user-generated content of 1.3 million tags, almost 130,000 comments and more than 22,000 notes. In total, 165,401 members from 188 different countries actively “did something” with the photos. This presentation will analyze this large data sample. In addition to the quantitative findings, we will discuss the qualitative findings regarding the content analysis of tags and comments.
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This publication gives an account of the Public Annotation of Cultural Heritage research project (PACE) conducted at the Crossmedialab. The project was carried out between 1 January 2008 and 31 December 2009, and was funded by the Ministry of Education, Culture, and Science. Three members of the Dutch Association of Science Centres (Vereniging Science Centra) actively participated in the execution of the project: the Utrecht University Museum, the National Museum of Natural History (Naturalis), and Museon. In addition, two more knowledge institutes participated: Novay and the Utrecht University of Applied Sciences. BMC Consultancy and Manage¬ment also took part in the project. This broad consortium has enabled us to base the project on both knowledge and experience from a practical and scientific perspective. The purpose of the PACE project was to examine the ways in which social tagging could be deployed as a tool to enrich collections, improve their acces¬sibility and to increase visitor group involvement. The museums’ guiding question for the project was: ‘When is it useful to deploy social tagging as a tool for the benefit of museums and what kind of effect can be expected from such deployment?’ For the Crossmedialab the PACE project presented a unique opportunity to conduct concrete research into the highly interesting phenomenon of social tagging with parties and experts in the field.
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In this article we focus upon a division between generalized schools of philosophical and ethical thought about culture and conservation. There is an ongoing debate playing out over conservation between those who believe conservation threatens community livelihoods and traditional practices, and those who believe conservation is essential to protect nonhuman species from the impact of human development and population growth. We argue for reconciliation between these schools of thought and a cooperative push toward the cultivation of an environmentally-focused perspective that embraces not only social and economic justice but also concern for non-human species. Our goal is to underline the ethics and tangible benefits that may result from combining the cultural data and knowledge of the social sciences with understanding of environmental science and conservation. We highlight instances in which social scientists overlook their own anthropocentric bias in relationship to ecological justice, or justice for all species, in favor of exclusive social justice among people. We focus on the polemical stances of this debate in order to emphasize the importance of a middle road of cooperation that acknowledges the rights of human and nonhuman species, alike. In conclusion, we present an alternative set of ethics and research activities for social scientists concerned with conservation and offer ideas on how to reconcile the conflicting interests of people and the environment. https://doi.org/10.1016/j.biocon.2015.01.030 https://www.linkedin.com/in/helenkopnina/
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In dit artikel vertalen de auteurs vier liedjes uit het Antwerps Liedboek (1544) in rijmend hedendaags Engels.
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This article analyses four of the most prominent city discourses and introduces the lens of urban vitalism as an overarching interdisciplinary concept of cities as places of transformation and change. We demonstrate the value of using urban vitalism as a lens to conceptualize and critically discuss different notions on smart, inclusive, resilient and sustainable just cities. Urban vitalism offers a process-based lens which enables us to understand cities as places of transformation and change, with people and other living beings at its core. The aim of the article is to explore how the lens of vitalism can help us understand and connect ongoing interdisciplinary academic debates about urban development and vice versa, and how these ongoing debates inform our understanding of urban vitalism.
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International education is a relatively new field and until recently, there was no formal education to prepare practitioners. This means that people working in international education are a colourful and diverse group, coming from a wide range of disciplines, which definitely adds to the attraction of the field. I call international education a field rather than a discipline since it is composed of a variety of established disciplines, such as languages, educational sciences, psychology, business, anthropology, history and even, in my case, classical archaeology. For this lecture, I have chosen to return to my original discipline and discuss global learning as the stages of an archaeological excavation. Cutting though the subsequent layers represents a history of international education but also my own professional history. By digging deeper down, layer after layer, I hope to uncover the essence of global learning in order to make its benefits available for all our students. This lecture consists of four sections. In the first section, I want to go back to the time when archaeology was a new discipline and see what we can learn from the research conducted at that time. In the second section I will reveal the layers of internationalisation and global learning until we come to the layer that we are currently exploring. In the third section, I will look at some of the factors and trends that will have an impact on global learning in the years to come. This shows that circumstances are quite different from when the excavation started and that global education is therefore dynamic. Finally, I will discuss what research the Research Group Global Learning will conduct, how and with whom, in the coming years.
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This publication is a result of an international research project which took place from 2012-2014. Among the participators were four universities, number of service providers, NGOs and people with psychiatric and learning disabilities from Amersfoort and Maastricht in the Netherlands, Budapest in Hungary and Tallinn in Estonia. The aim of the project was to explore the wishes and needs of persons with psychiatric or learning difficulties with regard to community participation, and how services could be (more) supportive in order to meet these needs. We also looked at local policies, especially from the perspective of the UN Convention on the Rights of Persons with Disabilities (CRPD). From the research we learn that regardless of the country where people live, persons with disabilities have similar struggles to cope with vulnerability and deprivation. They also share the same desires as any other human being: the wish to live a good and valued life, to have meaningful activities and to belong to a social community. The stories in this book were selected from the interviews which were conducted by researchers during the project. The portraits illustrate experiences of illness, disability and recovery. They also reflect experiences of using social- and mental health services, exclusion and inclusion. By reading these stories we see, how multifaceted life can be, and what are the challenges towards the real participation in community
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We are well into the 21st century now and the urgency for lifelong learning is growing especially regarding numeracy. There are major societal and policy pressures on education to prepare citizens for a complex and technologized society, in literature referred to as “21st century skills” (Voogt & ParejaRoblin, 2012), “global competences” (OECD, 2016a) or “the 4th industrial revolution” (Schwab, 2016). International research has demonstrated the economic and social value of literacy and numeracy knowledge and skills (Hanushek and Wöbmann, 2012; Grotlüschen, et al. 2016). With respect to numeracy (and/or mathematics) education, we explore the implications of these pressures to the mathematical demands at individuals living and working in modern life, and what is expected from numeracy education as society moves further into the 21st century. New means of communication and types of services have changed the way individuals interact with governments, institutions, services and each other, and social and economic transformations have in turn, changed the nature of the demand for skills as well.
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