In the Self-Determination Theory (SDT) basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need fulfilment is introduced in the curricula of many teacher education institutes. In five teacher education institutes for primary school teachers, study coaches use a Dutch version of the Basic Psychological Needs Scale (BPNS), to collect data to be used in a discussion with student teachers about their intrinsic motivation for a specific part of the teacher education course. On the basis of the outcomes of this discussion, study coaches and student teachers derive consequences for day to day practice in their classrooms. The data were also used to establish whether the theoretical distinction between three basic psychological needs is found in this sample of student teachers in the Netherlands. The results show that the constructs of relatedness, autonomy and competence are found and can be measured by using a 14-item five-point scale, partly based on the original BPNS, and partly on new items that focus on different sources of perceived need fulfilment, namely teacher education in general, the study coach and fellow students.
Technology, data use, and digitisation are based on mathematical structures, and this permeates many aspects of our daily lives: apps, online activities, and all kinds of communication. Equipping people to deal with this mathematisation of society is a big challenge. Which competences are needed, which skills must be mastered? Which dispositions are helpful? These are the questions that matter in the development of adult education. The concept of numeracy is mentioned already for many years as a possible useful approach to equip adults with the necessary skills. In this paper we will argue that is only true when numeracy is defined as a multifaceted concept which combines knowledges, skills, higher order skills, context and dispositions.
Much research has been done into the relationship between students’ motivation to learn and their basic psychological needs as defined by the self-determination theory (autonomy, competence, relatedness). However, few studies have explored how these psychological needs relate to different types of maladaptive behavior in the classroom. To prevent or remedy such behavior, more insight into its relationships is required. The present study attempted to determine the relationship between maladaptive behavior of secondary school students (grades 8 and 9) and the degree to which both teachers and peers address their needs for competence, autonomy, and relatedness. Results show significant, negative correlations between maladaptive student behavior in the classroom and the extent to which students’ basic psychological needs are met by teachers and fellow students. Both teachers and fellow students play a role in students’ maladaptive behavior toward school and withdrawn behavior. When it comes to unfriendly behavior, the perceived support of teachers appears to be particularly relevant, while the role of peers is an important factor in delinquent behavior.
Carboxylated cellulose is an important product on the market, and one of the most well-known examples is carboxymethylcellulose (CMC). However, CMC is prepared by modification of cellulose with the extremely hazardous compound monochloracetic acid. In this project, we want to make a carboxylated cellulose that is a functional equivalent for CMC using a greener process with renewable raw materials derived from levulinic acid. Processes to achieve cellulose with a low and a high carboxylation degree will be designed.
The pressure on the European health care system is increasing considerably: more elderly people and patients with chronic diseases in need of (rehabilitation) care, a diminishing work force and health care costs continuing to rise. Several measures to counteract this are proposed, such as reduction of the length of stay in hospitals or rehabilitation centres by improving interprofessional and person-centred collaboration between health and social care professionals. Although there is a lot of attention for interprofessional education and collaborative practice (IPECP), the consortium senses a gap between competence levels of future professionals and the levels needed in rehabilitation practice. Therefore, the transfer from tertiary education to practice concerning IPECP in rehabilitation is the central theme of the project. Regional bonds between higher education institutions and rehabilitation centres will be strengthened in order to align IPECP. On the one hand we deliver a set of basic and advanced modules on functioning according to the WHO’s International Classification of Functioning, Disability and Health and a set of (assessment) tools on interprofessional skills training. Also, applications of this theory in promising approaches, both in education and in rehabilitation practice, are regionally being piloted and adapted for use in other regions. Field visits by professionals from practice to exchange experiences is included in this work package. We aim to deliver a range of learning materials, from modules on theory to guidelines on how to set up and run a student-run interprofessional learning ward in a rehabilitation centre. All tested outputs will be published on the INPRO-website and made available to be implemented in the core curricula in tertiary education and for lifelong learning in health care practice. This will ultimately contribute to improve functioning and health outcomes and quality of life of patients in rehabilitation centres and beyond.
phōnē – Giving Minority Languages a Voice is a project application to safeguards and promotes cultural and linguistic diversity in Europe. We will connect people who belong to a language minority in their countries with European values across language and cultural borders. 10 institutions will cooperate for the first time, breaking new ground for the RML theatre sector and improving their standing nationallyand internationally. phōnē will be the first ever major international collaboration between theatres working for minority languages.“Languages are vehicles of our cultures, collective memory and values. They are an essential component of our identities, and a building block of our diversity and living heritage.”The loss of a language means not only the loss of a basic element of communication, but also of a complete system of knowledge developed over time. The disappearance of a language also means the loss of a unique, unrecoverable universe associated with a particular environment. It means the loss of diversity.Phōnē wants to make an active contribution to the vitalisation of endangered minority languages. In order to keep endangered languages alive, theatre is one of the most suitable media because it provides a space for language, but also because it uses non-language-based forms of communication. In this way, theatre in particular makes it easier for people who do not yet have a confident knowledge of theminority language to get started. This will safeguard cultural and linguistic diversity in Europe. Strengthening the cultures and their languages will also strengthen the economic basis of the theatres working in these minority languages.phōnē is aiming for three main objectives to strengthen theatre in its role of vitalising endangered minority languages.A – Giving Minority Languages a voiceTogether we will search for narratives that tell about the people in their minority language region. Thestories are about and from people who live and work in remote regions of Europe and are written anddeveloped in the respective minority language.B – Giving Minority Languages a European stageThe developed texts need a stage to reach the widest possible audience. As different as the expectednarratives will be, so different will be the stages (outreach / site-specific / digital) on which they are presented.Different formats support the goal of addressing the broadest possible audience in the communitiesand involving them both passively and actively in the use of their minority language.
