This study, part of an R&D project with Dutch tour operators, assessed Dutch consumer preferences towards a carbon label for holiday trips. A general survey (n = 504) assessed the perceived importance of a CO 2 label to consumers. To determine the preferred design, two focus groups (n = 15) followed by a panel study (n = 1246) were performed. Finally, a pilot study (n = 100) assessed potential effects of the label on attitude and booking intention. The general survey's results indicate that a carbon label could impact on the travel choice of some Dutch travellers, when label information is explicit, understandable and simply designed. The focus groups in combination with the panel study showed that Dutch consumers prefer a recognisable carbon label, similar to the EU energy label. The pilot study revealed that consumers' attitudes increased significantly, but that intention to book was not significantly affected for the group that was shown the carbon label. These findings contribute to understanding consumer attitudes towards tourism eco and carbon labels, and their content and design. Implementation of a carbon label for tour packages still requires a number of barriers to be resolved. Sustainability remains a low priority during holiday decision-making.
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In deze rapportage worden de bevindingen gepresenteerd van een studie naar de huidige en toekomstige focus van de toeristisch-recreatieve beleidskaders en samenwerkingsmogelijkheden van Emsland-Drenthe.
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By use of a literature review and an environmental scan four plausible future scenarios will be created, based on the research question: How could the future of backpack tourism look like in 2030, and how could tourism businesses anticipate on the changing demand. The scenarios, which allow one to ‘think out of the box’, will eventually be translated into recommendations towards the tourism sector and therefore can create a future proof company strategy.
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Over the past decade, journalists have created in-depth interactive narratives to provide an alternative to the relentless 24-hour news cycle. Combining different media forms, such as text, audio, video, and data visualisation with the interactive possibilities of digital media, these narratives involve users in the narrative in new ways. In journalism studies, the convergence of different media forms in this manner has gained significant attention. However, interactivity as part of this form has been left underappreciated. In this study, we scrutinise how navigational structure, expressed as navigational cues, shapes user agency in their individual explorations of the narrative. By approaching interactive narratives as story spaces with unique interactive architectures, in this article, we reconstruct the architecture of five Dutch interactive narratives using the walkthrough method. We find that the extensiveness of the interactive architectures can be described on a continuum between closed and open navigational structures that predetermine and thus shape users’ trajectories in diverse ways.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. The SEDY2 Collection of Inclusion Best Practices report contains good examples of inclusion on youth with a disability in sport at the community and institutional level. This report includes a detailed description of the process of building and using the SEDY2 approach for collection international best practices in sport, the criteria and template used to collect the SEDY2 best practices and the list of SEDY2 international best practices on inclusion in sport for youth with a disability.
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Purpose: This case study is presented to inform the reader of potential speech, language, cognitive, and emotional characteristics in preadolescent cluttering. Method: This case study describes a 10-year-old boy who started to clutter during preadolescence. The case illustrates that, in some adolescents, cluttering can co-occur with temporary stuttering-like behavior. In this case, signs of disturbances in speech-language production associated with behavioral impulsiveness as a young child were noted. Speech, language, cognitive, and emotional results of the case are reported in detail. Results: The changes in fluency development are reported and discussed within the context of changes in the adolescent brain as well as adolescent cognitive and emotional development. While being unaware of their speech condition before adolescence, during preadolescence, the changes in brain organization lead to an increase in rate and a decrease in speech control. Given that the client had limited understanding of what was occurring, they were at risk of developing negative communication attitudes. Speech-language therapists are strongly advised to monitor children with cluttering signals in the early years of their adolescence.
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This article describes how the 4 period rooms of the city museum in the Dutch town of Bergen op Zoom were redesigned using storytelling and how this design has been received by visitors. For this redesign, rooms were reframed as sets of the story of Marie Anne van Arenberg, Marquise of Bergen op Zoom, and the objects as props to stage her story, which was full of secrets and of unexpected turning points. The visitor is enticed to discover cues to unlock these secrets in order to get a grip on her story while exploring the museum space. This is however not a treasure hunt, nor simply a game, but an exploration in which visitors are invited to discover and to create meaning and a journey into what matters to them. To this end, they have indeed to resort to their own frame of reference and to their personal life story in order to come to a narrative closure at the end of their visit. We used Interpretative Phenomenological Analysis to understand the visitors’ lived experience, both emotionally and sensorially at different moments and situations during the story-driven experience and to understand how the chosen design helps tell the story and how visitors use their personal context and frame of reference to make sense of it.
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Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students’ academic success was predictable, and these predictions were more accurate than predictions of their peers’ success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students’ studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor’s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.
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To be able to ‘survive’ in a more and more globalising world, students of universities and universities of applied sciences must attain international competencies, in this study defined as respectively general personal, social competencies, intercultural competencies, a command of foreign languages and international academic and professional competencies. International competencies can be attained in different ways by students: internally (via foreign teachers and/or students) and/or externally (via internships and/or exchanges). The external attainment of competencies is far more successful when students are well prepared and when they receive proper supervision, both during and after their stay abroad. If this is not the case, students often tend to develop at a personal, social and (inter)cultural level, but significantly less at an academic and professional level (Stronkhorst, 2005). These students are also often unable to recognize and express which knowledge and skills they attained during their stay abroad (Orahood et al., 2004; CERI, 2008; Deardorff, 2009). With the preceding information as a starting point, the Social Work degree programme of Windesheim University of Applied Sciences in Zwolle started the minor ‘Social Work in Africa & Asia’ in the beginning of 2014. Students who participate firstly pass through a a six-week preparatory theoretical programma, followed by a three-month internship in Uganda or Vietnam. The minor concludes with a two-week postmortem programme. The practical component of the minor involves Eye4Africa, a Dutch internship supervision agency for internships in Uganda, Kenya and Vietnam. Eye4Africa arranges the internships, prepares the students for their stay abroad, both in the Netherlands and abroad, and then offers them support, coaching and intervision meetings. At the initiative of and in collaboration with Eye4Africa The Hague University of Applied Sciences carried out a qualitative study amongst eight female students of the Social Work degree programme of Windesheim University of Applied Sciences who followed the minor ‘Social Work in Africa & Asia’ during the academic year 2014-2015. The following was key to the research conducted: the question of the extent to which preparation for the Social Work in Africa & Asia minor at Windesheim University of Applied Sciences and the supervision that the Eye4Africa internship agency offers fourth-year Social Work students during their internships in Uganda in the autumn of 2014 had a positive impact on the attainment and further development of international competencies. The results have shown that the students found it very easy to recognise and express the knowledge and skills they gained during their internships. Secondly, the students mentioned clear professional, intercultural and personal, social growth. No growth or development in relation to academic competencies was observed in this study. However, this is not unusual, as the students were doing internships. Academic competencies are particularly attained when studying abroad, while professional competencies are particularly attained during internships (Hoven & Walenkamp, 2013; 2015). The main conclusion of this study is that the preparation and the supervision by Windesheim University of Applied Sciences and Eye4Africa within the framework of the minor ‘Social Work in Africa & Asia’ has aided students with regard to growth and the (further) development of international competencies. Some important short comments are that a relatively small, very one-sided sample has been interviewed and that there was no control group.
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