The Netherlands: Amsterdam and the specification of the conceptual framework

1998 ◽  
pp. 15-47
Author(s):  
Sako Musterd ◽  
Wim Ostendorf ◽  
Matthijs Breebaart
Keyword(s):  
The Netherlands ◽  
Conceptual Framework

Minimization of the Impact of Aujeszky’s Disease Outbreaks in The Netherlands: A Conceptual Framework

2012 ◽  
Vol 60 (4) ◽  
pp. 303-314 ◽  
Author(s):  
K. J. Bosman ◽  
M. C. M. Mourits ◽  
A. G. J. M. Oude Lansink ◽  
H. W. Saatkamp
Keyword(s):  
The Netherlands ◽  
Conceptual Framework ◽  
Disease Outbreaks ◽  
Aujeszky's Disease ◽  
Aujeszky’S Disease ◽  
The Impact

Towards a Conceptual Framework for The Study of Shifts in Modes of Environmental Governance - Experiences From The Netherlands

2012 ◽  
Vol 22 (3) ◽  
pp. 143-160 ◽  
Author(s):  
Peter P. J. Driessen ◽  
Carel Dieperink ◽  
Frank Laerhoven ◽  
Hens A. C. Runhaar ◽  
Walter J. V. Vermeulen
Keyword(s):  
The Netherlands ◽  
Conceptual Framework ◽  
Environmental Governance

scholarly journals Queering potentials: Negotiations of gender, parenthood, and family in polyamorous relationships in the Netherlands

Sexualities ◽  
2021 ◽  
pp. 136346072110374
Author(s):  
Rahil Roodsaz
Keyword(s):  
The Netherlands ◽  
Conceptual Framework ◽  
Gender Relations ◽  
Political Community ◽  
Feminist Perspective ◽  
Thick Description ◽  
Critical Feminist

Using a critical feminist perspective, this article provides an ethnographic account of negotiations of gender relations, parenthood, and family in polyamorous relationships in the Netherlands. A conceptual framework is developed and employed to analyze the queering potentials of polyamory by looking at (1) a difference-oriented self, (2) expansion of political community, (3) deconstructions of gender, (4) enduring and unexpected care, and (5) an awareness of existence with people we do not know. Based on a thick description of everyday negotiations, it is argued that the categories of “gender,” “parent,” and “family” are mainly stretched and diffused rather than fundamentally disrupted.

Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning

2014 ◽  
pp. 625-654
Author(s):  
Maria Menendez Blanco ◽  
Gerrit C. van der Veer ◽  
Laura Benvenuti ◽  
Paul A. Kirschner
Keyword(s):  
Distance Learning ◽  
Literature Review ◽  
The Netherlands ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Design Guidelines ◽  
Assessment Methods ◽  
The Self ◽  
Self Assessment ◽  
Actual Application

This contribution focuses on adult distance learning. Based on experiences at the Open University of the Netherlands we investigate specific problems that our students have with self-assessment and metacognition while studying. Starting from a literature review and complementing this with available student data from our teaching research center, we developed a conceptual framework that was iteratively adjusted and assessed by a questionnaire study and interviews. This allowed us to develop design guidelines for self-assessment support in distance learning environments. These guidelines were reviewed by experts. The input from the experts was used to modify the guidelines and iterate until they were considered complete. Tangible designs (i.e., mock-ups) for each of the self-assessment methods were proposed. These tangible designs were prototyped for later evaluation. Finally, we provide our conclusions and propose recommendations for actual application and systematic design.

scholarly journals Implementation Interventions Used in Nursing Homes and Hospitals: A Descriptive, Comparative Study between Austria, Germany, and The Netherlands

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Helga E. Breimaier ◽  
Ruud J. G. Halfens ◽  
Doris Wilborn ◽  
Esther Meesterberends ◽  
Gunnar Haase Nielsen ◽  
...  
Keyword(s):  
Nursing Homes ◽  
The Netherlands ◽  
Conceptual Framework ◽  
Financial Incentives ◽  
Nursing Practice ◽  
Nurse Managers ◽  
Cross Sectional Study ◽  
Online Questionnaire ◽  
Record System ◽  
Cross Sectional

Translating guidelines into nursing practice remains a considerable challenge. Until now, little attention has been paid to which interventions are used in practice to implement guidelines on changing clinical nursing practice. This cross-sectional study determined the current ranges and rates of implementation-related interventions in Austria, Germany, and The Netherlands and explored possible differences between these countries. An online questionnaire based on the conceptual framework of implementation interventions (professional, organizational, financial, and regulatory) from the Cochrane Effective Practice and Organization of Care (EPOC) data collection checklist was used to gather data from nursing homes and hospitals. Provision of written materials is the most frequently used professional implementation intervention (85%), whereas changes in the patient record system rank foremost among organisational interventions (78%). Financial incentives for nurses are rarely used. More interventions were used in Austria and Germany than in The Netherlands (20.3/20.2/17.3). Professional interventions are used more frequently in Germany and financial interventions more frequently in The Netherlands. Implementation efforts focus mainly on professional and organisational interventions. Nurse managers and other responsible personnel should direct their focus to a broader array of implementation interventions using the four different categories of EPOC’s conceptual framework.

De Sociolinguïstiek in het Nederlandse Taalgebied Anno 1995

1995 ◽  
Vol 52 ◽  
pp. 9-22
Author(s):  
Catia Cucchiarini ◽  
Erica Huls
Keyword(s):  
Language Acquisition ◽  
The Netherlands ◽  
Conceptual Framework ◽  
Conversation Analysis ◽  
Language Contact ◽  
Classification Scheme ◽  
Linguistic Research ◽  
Language Minorities ◽  
The Future

This article provides an overview of the Second Sociolinguistic Conference, which was held in Lunteren (The Netherlands) from 18 to 19 May 1995. In particular, attention is focused on the topics and theories that turned out to play an important role at this conference. The article begins with a comparison between the contents of the First Sociolinguistic Conference (1991) and those of the Second Sociolinguistic Conference (1995). The papers presented are classified according to the topics they dealt with. The categories adopted in this overview are those used on earlier occasions by Muysken (1984) to assess developments in socio-linguistic research and by Van Hout, Huls & Verhallen (1991) in their presentation of the First Sociolinguistic Conference. Since any classification scheme is likely to be somewhat arbitrary, the same categorisation as in the above-mentioned two papers was used here for the sake of comparability. When the papers presented at the two Sociolinguistic Conferences are compared, it appears that 'bilingualism and language contact' and 'pragmatics, interaction, and conversation analysis' constitute the main topics in both cases. The most conspicuous change from 1991 to 1995 is a growing interest in the process of language acquisition by members of language minorities in the Netherlands and Flanders. An analysis of the papers presented at the 1995 conference, would seem to suggest that a considerable amount of sociolinguistic research is conducted without reference to a specific theory or conceptual framework. The consequences that this might have for the future of sociolinguistic research in the Netherlands and Flanders are briefly considered. Finally, a number of young sociolinguists were invited to reply to the rather provocative conclusion drawn in this article.

Towards a Narrative Theory of Religious Education: A study of teacher’s aims in Catholic primary schools

2000 ◽  
Vol 1 (1) ◽  
pp. 217-247 ◽  
Author(s):  
Patrick Altena ◽  
Chris A.M. Hermans ◽  
Johannes van der Yen
Keyword(s):  
The Netherlands ◽  
Empirical Study ◽  
Institutional Theory ◽  
Conceptual Framework ◽  
Religious Education ◽  
Primary Schools ◽  
Narrative Theory ◽  
Narrative Identity ◽  
Theory Of Religion ◽  
Religious Narrative

The article examines the aims of education as they relate to the construction of religious-narrative identities of children. The concept of religion is taken from Claire Disbrey’s institutional theory of religion, which is examined in association with Paul Ricoeur’s concept of narrative identity. The construction of the religious-narrative identity is characterized by an interaction between individual and culture. On the basis of this conceptual framework the authors formulate six aims for the construction of religious-narrative identity in children. The teachers reported five of these six aims in an empirical study of teachers in Catholic primary schools in the Netherlands. The article concludes with a reflection on the results of the study.

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