Based on in-depth interviews, this article presents findings of a study centred on public communication regarding Tiengemeten, a Dutch island previously occupied by farmers. An answer is sought to the question of how visitors to Tiengemeten evaluate, according to their own experiences, the discourse of people involved in Tiengemeten from a policy and communication perspective. This study showed that visitors’ experiences do not always match the emotions appealed to in public communication materials. It is also suggested that people involved from a policy and communication perspective should refrain from using ‘heavily value-laden’ phraseology. For reasons of trust, this article suggests aligning public communication with genuine experiences of visitors. This is also necessary for avoiding scepticism of visitors as policy makers and communication professionals run a risk that public communication regarding nature becomes counterproductive.
The research presented in this thesis has highlighted (bio)geochemical, hydrological, and wetland ecological processes that interact and enhance ecosystem development on wetlands built on fine sediment. A combination of greenhouse and laboratory experiments were conducted. Some measured data from these experiments formed important input for subsequent analysis in a modeling environment. The findings presented in Chapters 2-6 can be divided into four topics: 1) Plant–soil interactions in the terrestrial zone, 2) wetland–terrestrial processes influencing nutrient availability in the land–water zone, 3) effects of plants on sediment consolidation in the terrestrial zone, and 4) effects of bioturbation on nutrient availability in the aquatic zone. The next sections give a summary of the results for these four topics. The last section summarizes the recommendations formulated for the Marker Wadden project.
MULTIFILE
This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
