Als docent, maar ook als artistedcuator en onderzoeker, heb ik tijdens mijn afscheid van MKE ArtEZ samen met de leergemeenschap een #TuinvanOnderwerpen geplant. Voor elk onderwerp, issue of kwestie een bol. Dat konden fijne alledaagse onderwerpen en belevenissen zijn, maar het konden ook minder fijne alledaagse dingen zijn die soms alledaags dreigen te worden. Het ging om onderwerpen die er toe doen, onderwerpen die volgens de MKE van artisteducators volop verbeelding en groei nodig hebben om tot inzicht, begrip, perspectief en bloei te komen.
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This report maps different programs that supportrefugees on the road to entrepreneurship. The municipality of The Hague, along with the refugee and migrant support organization EnterStart (MigrantINC) asked for an evaluation of the program The Hague Test Garden (from now on called The Test Garden) where refugees can ask for help starting their own businesses. The evaluation is not just based on the experiences in The Test Garden; other programs have been included in the evaluation to come to a broader view of the road to entrepreneurship and the obstacles encountered. The increased inflow of refugees in Dutch society and on the Dutch labor market has generated different support programs for starting-up a business. Some of these programs already existed but shifted to accommodate the needs of this specific target group. Other programs were initiated to support refugees because of perceived barriers in Dutch society. Most programs are private initiatives, funded on a project basis. In the Netherlands, refugees that hold a residence permit are called ‘status holders’. Upon arrival, they received a temporary permit for at least five years. They need to follow a civic integration and language program and they are expected to be part of the (regular) education system or labor market as soon as possible. The Test Garden started in 2016, a time when multiple support systems for refugee-entrepreneurs began their programs. This report starts with a short overview ofrefugee flows to the Netherlands. The main part of the report consists of the comparison and evaluation of the different programs. The information was gathered through literature, websites, and in-depth interviews with program managers and others involved. Interviews with the participants are only included for The Test Garden (Appendix 1 gives an overview of the meetings and interviews). LinkedIn: https://www.linkedin.com/in/karijn-nijhoff-89589316/
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Inaugurele rede uitgesproken in verkorte vorm bij de aanvaarding van de positie van lector Meertaligheid en Geletterdheid aan de NHL Stenden Hogeschool. In deze rede gaat Joana Duarte dieper in op het thema meertaligheid in het onderwijs vanuit een sociolinguïstisch perspectief op het noorden van Nederland.
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This research concerning the experience and future of zoos was carried out from 2011-2012 and takes regional ideas concerning Zoo Emmen as well as global visions into account. The research focuses partly on Zoo Emmen, its present attractions and visitors while also comparing and contrasting visions on the future in relationship to other international zoos in the world. In this way, remarkable experiences and ideas will be identified and in the light of them, it can serve as inspiration for stakeholders of zoos at large. The main research subject is a look at the future zoos in view of: The Zoo Experience – an international experience benchmark; The Zoo of the Future – a Scenario Planning approach towards the future; The virtual zoo - zoo’s in the internet domain.
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Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
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Can you remember the last time the ground gave way beneath you? When you thought the ground was stable, but for some reason it wasn’t? Perhaps you encountered a pothole on the streets of Amsterdam, or you were renovating your house and broke through the floor. Perhaps there was a molehill in a park or garden. You probably had to hold on to something to steady yourself. Perhaps you even slipped or fell. While I sincerely hope that nobody here was hurt in the process, I would like you to keep that feeling in your mind when reading what follows. It is the central theme of the words that will follow. The ground beneath our feet today is not as stable as the streets of Amsterdam, your park around the corner or even a poorly renovated upstairs bedroom. This is because whatever devices we use and whatever pathways we choose, we all live in hybrid physical and digital social spaces (Kitchin and Dodge 2011). Digital social spaces can be social media platforms like Twitter or Facebook, but also chat apps like WhatsApp or Signal. Crucially, social spaces are increasingly hybrid, in which conversations take place across digital spaces (WhatsApp chat group) and physical spaces (meeting friends in a cafe) simultaneously. The ground beneath our feet is not made of concrete or stone or wood but of bits and bytes.
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Why a position statement on Assessment in Physical Education? The purpose of this AIESEP Position Statement on Assessment in Physical Education (PE) is fourfold: • To advocate internationally for the importance of assessment practices as central to providing meaningful, relevant and worthwhile physical education; • To advise the field of PE about assessment-related concepts informed by research and contemporary practice; • To identify pressing research questions and avenues for new research in the area of PE assessment; • To provide a supporting rationale for colleagues who wish to apply for research funds to address questions about PE assessment or who have opportunities to work with or influence policy makers. The main target groups for this position statement are PE teachers, PE pre-service teachers, PE curriculum officers, PE teacher educators, PE researchers, PE administrators and PE policy makers. How was this position statement created? The AIESEP specialist seminar ‘Future Directions in PE Assessment’ was held from October 18-20 2018, at Fontys University of Applied Sciences in Eindhoven, the Netherlands. The seminar aimed to bring together leading scholars in the field to present and discuss ‘evidence-informed’ views on various topics around PE assessment. It brought together 71 experts from 20 countries (see appendix 2) to share research on PE assessment via keynote lectures and research presentations and to discuss assessment-related issues in interactive sessions. Input from this meeting informed a first draft version of the statement. This first draft was sent to all participants of the specialist seminar for feedback, from which a second draft was created. This draft was presented at the AIESEP International Conference 2019 in Garden City, New York, after which further feedback was collected from participants both on site and through an online survey. The main contributors to the writing of the position statement are mentioned in appendix 1. Approval was granted by the AIESEP Board on May 7th, 2020. Largely in keeping with the main themes of the AIESEP specialist seminar ‘Future Directions in PE Assessment’, this Position Statement is divided into the following sections: Assessment Literacy; Accountability & Policy; Instructional Alignment; Assessment for Learning; Physical Education Teacher Education (PETE) and Continuing Professional Development; Digital Technology in PE Assessment. These sections are preceded by a brief overview of research data on PE. The statement concludes with directions for future research.
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Few people I know act likea magnet in the way Laura does. If you hear her speak, see her move, enjoy her smile - you can't help but want to be a part of what makes her heart beat faster. She radiates passion for her dream topic biomimicry and before you know it you're caught in that dream. From the day I met her, I was captivated by her enthusiasm and knowledge about this topic. In fact, meeting Laura made me decide to join the university as I thought: if people like Laura work at THUAS, I want to be a part of this organization'. Over the years I have seen her finish the Msc in biomimicry at Arizona State University followed by a PhD at TUDelft. And all that next to her full time job as a teacher. It's only a miracle that she still found the time to go outdoors and be in Nature. But luckily, she did as this is what nourishes her - and that nourishment is brought into the classroom affecting generations of students. I am very proud of how she builds her tribe just like Nature does; grassroots from the bottom up, not supported but also not inhibited by formal structures. In that way she truly acts as a bridge helping others to tap into Nature's wisdom. This morning I harvested the remaining vegetables from my garden and turned them into lunch. It's the second year I grow vegetables and it feels like I am only at the beginning of learning to collaborate with Nature. In Spring and Summer, Ihave witnessed in awe how seeds become seedlings which then grow into mature plants carrying fruit. The sheer wonder of Nature never ceases to amaze me, and my garden is only an attempt to be more aware of seasonal rhythms. It's Autumn right now, a time of year that invites us to go inside, reflect and let go of old baggage that no longer serves us. We'll be approaching the stage of wintering soon in which our inner journey will benefit from the darkness of wintertime introspection, along with the space to process the old, integrate learnings, and then germinate the new. Over the course of her career, Laura has gone through these seasonal cycles - reinventing herself in the past decade as a teacher, researcher and regenerative leader. One of Laura's many qualities is that she embodies three leadership characteristics derived from Nature. First, she acknowledges the importance of interconnection. Many times, we think of Nature as being separate from us, but in reality we humans are Nature. Connection with Nature enables us to think within systems and understand that we can't direct the system, but instead we're all part of multiple systems. Second, sensing the system and our part in it builds resilience. Even if things don't go as we expected or imagined, rather than reacting, we can step back and engage with more insight. Laura's adaptability to a system's needs while spotting opportunities to crack it open, is admirable. As the system is always in evolution, so is she - remarkably receptive to change even in the final stages of her career. Third, Laura creates space for people to develop and thrive, acting as multipliers of her vision and love for the natural world. In her leadership she embodies the ideal elder while being able to perceive the world through the eyes of a child - with continuous wonder for how life unfolds. This book is a bricolage of Laura's post-doc research conducted the past two years. In it you will find an array of fascinating reads and tools that help you deepen your practice as a biomimicry professional. The book is a community effort integrating tools Laura has co-created with her ecosystem as well as more in-depth readings written by some of the talents she has nourished over time. I wish for you to enjoy this careful curation of both practical as well as more conceptual contributions. May it inspire your own thriving in bringing Nature based wisdom to the core of our daily lives.
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This project builds upon a collaboration which has been established since 15 years in the field of social work between teachers and lecturers of Zuyd University, HU University and Elte University. Another network joining this project was CARe Europe, an NGO aimed at improving community care throughout Europe. Before the start of the project already HU University, Tallinn Mental Health Centre and Kwintes were participating in this network. In the course of several international meetings (e.g. CARe Europe conference in Prague in 2005, ENSACT conferences in Dubrovnik in 2009, and Brussels in April 2011, ESN conference in Brussels in March 2011), and many local meetings, it became clear that professionals in the social sector have difficulties to change current practices. There is a great need to develop new methods, which professionals can use to create community care.
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Neoliberal discourse often conceptualizes nature in relation to its market utility and economic development. This article will address the role of metaphors in shaping neoliberal discourse in business education. The aim of this article is to reveal reasoning patterns about environmental problems and economic development in students of sustainable business minor. The case study described in this article involves business students at The Hague University in The Netherlands. This case study aimed to explore a shift in student understanding of environmental problems and economic development before and after the intervention. The results suggest that critical curriculum can inform students about the alternative conceptions as well as instruct them about potential solutions to the sustainability challenges. The article culminates with the argument that without goal-oriented education for sustainability; neoliberal education may not permit transcendence from unsustainable practices. https://doi.org/10.3390/su6117496 https://www.linkedin.com/in/helenkopnina/
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