The Bachelor Thesis depicts the theory of Securitization applied to the HIV/AIDS epidemic in South Africa. It looks towards the societal effects of securitizing certain high risk groups in the...Show moreThe Bachelor Thesis depicts the theory of Securitization applied to the HIV/AIDS epidemic in South Africa. It looks towards the societal effects of securitizing certain high risk groups in the epidemic, such as sex workers and men who have sex with men. The societal effects are mostly the discrimination and stigmatization of these groups.Show less
Objective This study is a pilot study to investigate the relationship between the teacher training programme of Curious Minds and science learning in pupils aged nine to twelve years. By means of a...Show moreObjective This study is a pilot study to investigate the relationship between the teacher training programme of Curious Minds and science learning in pupils aged nine to twelve years. By means of a multiple mediation model it was explored whether social cognition and executive functions mediate the relation of the teacher training programme on science learning. Gain scores in mathematical performance were used to explain science learning. Methods In this quasi-experimental research sixty-nine pupils were assigned to either the teacher training programme condition (n = 29) or the control group condition (n = 40). A t-test for independent samples was used to explore the unmediated effect of the teacher training programme on mathematical performances. For the mediated effect a bootstrap resampling method (n = 5000) as described by Preacher and Hayes (2004) and Hayes (2009) was used. Mediating variables are social cognition and the executive functions inhibition, cognitive flexibility and working memory. These variables were tested in thirty-eight pupils, by means of the Dutch Social Cognitive Abilities Test (SCVT; Sociaal Cognitieve Vaardigheden Test) and a computerized test battery, which is part of the Amsterdam‟s Neuropsychological Tasks (ANT; Amsterdamse Neuropsychologische Taken) respectively. Results The results did not support the expectations. These data supported the view that the teacher training programme by Curious Minds significantly decreased mathematical performances. The teacher training programme had a positive effect on social cognition skills, though, no credible evidence indicated mediation. Discussion The examinations in this study were well able to make a contribution to knowledge in the neurological and educational climate. This study provided more knowledge in contribution of a training to children‟s executive functions and social cognition, and hence in mathematical learning. This knowledge must be reflected in education systems, and training must be re-examined. It is advisable for future research to examine the effect of the teacher training programme on practical and explorative science aspects, where Curious Mind initially aims for.Show less
Master thesis | Cultural Anthropology and Development Sociology (MSc)
closed access
The rise of camera phones, particularly smartphones, has changed personal photography and online image sharing practices. This thesis offers an anthropological view on these changes and researches...Show moreThe rise of camera phones, particularly smartphones, has changed personal photography and online image sharing practices. This thesis offers an anthropological view on these changes and researches cultural differences and similarities in user behavior.Show less
This thesis focused on investigating the relationship between perceived social support by students and hidden school drop-out. The main research question was whether perceived social support by...Show moreThis thesis focused on investigating the relationship between perceived social support by students and hidden school drop-out. The main research question was whether perceived social support by students predicts hidden drop-out and if the relationship between perceived social support by students and hidden drop-out is moderated by students’ ethnicity. Differences in the perceptions of Dutch and immigrant students about the availability of social support (instructional or emotional) from various agents (teacher/classmate/parent) were also investigated using the SPASSQ questionnaire. Participants were 356 Dutch and 68 immigrant students of which 58% were male and 42% female aged between 14 and 16 years old (M = 14.21, SD = 0.88) from junior vocational high schools in the Netherland. Perceived emotional support from parents was a predictor of hidden drop-out for Dutch students, however for immigrant students perceived emotional support from teachers was a predictor of hidden drop-out. Students’ ethnicity is a moderator when predicting hidden drop-out with perceived emotional support from teachers and perceived instructional support from parents. No significant differences were found between the perceptions of Dutch and immigrant students about perceived social support from all agents, however different types of perceived social support are predictors of hidden drop-out for Dutch and for immigrant students.Show less
This research aims to examine and elaborate on possible changes in the degrees of respect for human rights in Libya and Tunisia before and after the events that took place in 2011, which are known...Show moreThis research aims to examine and elaborate on possible changes in the degrees of respect for human rights in Libya and Tunisia before and after the events that took place in 2011, which are known as the Arab Spring uprisings. By examining the spiral model by Risse and Sikkink (1999) this research is set up to trace a process of change in the degree of respect for human rights towards compliance to human rights norms in both countries. Results show in the case of Libya that the mobilization of both national as well as international actors evidently contributed to regime change during the Arab Spring and improved human rights conditions to a certain extent. Comparable transnational mobilization took place in Tunisia, where domestic opposition was likewise blocked. Tunisia’s post-Arab Spring period marks a time of considerable improvements in human rights conditions and the general respect for human rights. Although human rights violations are still occurring in both countries, the evaluation of past research and the tracing of current transnational involvement with respect to human rights conditions can contribute to the scientific and public understanding of the importance of human rights advocacy. In the long run, the mobilization and support of transnational human rights organizations continues to contribute to future compliance to human rights norms, in these countries and around the globe.Show less
In this thesis the ways in which power is shaped in the Arctic among the ‘Arctic five’ states are analyzed. It is argued that the Arctic is a multipolar region, in which Russia is the most dominant...Show moreIn this thesis the ways in which power is shaped in the Arctic among the ‘Arctic five’ states are analyzed. It is argued that the Arctic is a multipolar region, in which Russia is the most dominant and other actors adopt strategies towards Russia such as soft balancing, bandwagoning, and appeasement. The thesis shows that traditional conceptions of power do not apply unequivocally to the Arctic region, because it is hard to control effectively due to its unique geographical composition. Power in the Arctic is based on the recognition of sovereign rights over an area, which will give states economic opportunities (control over waterways and resources) in the future due to melting ice. The ideal of permanence underlying modern sovereignty is absent in the changing Arctic, and sovereign rights for exploitation of an area do not give states actual sovereignty. Sovereignty disputes are therefore often unclear and create interesting power dynamics. They are resolved through institutional procedures based on international law and political geography, yet states have opportunities for negotiation and can adopt their own viewpoints on sovereignty based on what suits the national interest. Thus the Arctic provides a unique example of ‘structural power’ and the interaction between structure and agency. Due to the ever-changing nature of the Arctic, states’ interests are more future-oriented than elsewhere. The thesis concludes that while security and sovereignty have become more important in the Arctic in recent years, there is no ‘security dilemma’ because capacity building does not directly threaten other states, and military conflict does not lead to gains and is highly unlikely. Security issues are rather more specific and less concerned with warfare, and more with the environment and emergencies. The difficulty of operating in the Arctic environment compels states to cooperate through international institutions, but the ‘Arctic five’ do this to further their national interests. The interdependence of the Arctic with the system-level is traced, and it is found that states are limited in their options in the Arctic due to mutual commitments on a global scale and possible precedent effects of agreements in the Arctic.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-10-24T00:00:00Z
Women with autism spectrum disorders (ASD) have become focus of research only recently, thus far there is little knowledge about the female phenotype of ASD in relation to social information...Show moreWomen with autism spectrum disorders (ASD) have become focus of research only recently, thus far there is little knowledge about the female phenotype of ASD in relation to social information processing. This study focused on social cognition in high functioning women with ASD with specific focus on social attention and empathy. Participants consisted of 31 women with ASD and 29 non-clinical controls. Social attention was assessed by measuring eye fixation patterns using eye tracking while participant watched four movie clips of children expressing specific emotions. Empathic abilities were assessed using the informant reported Interpersonal Reactivity Index (IRI). Results show deceased fixation duration on the face and mouth in women with ASD compared to non-clinical controls, no differences were found in fixation duration on the eyes, objects and outside the areas of interest. In addition, women with ASD had a reduced ability to take the other’s perspective, a reduced ability to imagine the actions and feelings of (fictional) characters, and experienced more personal distress in stressful situations compared to non-clinical controls. In women with ASD, a negative correlation was found between personal distress and total fixation duration to the face. It is concluded that women with ASD have a deviant attention in social situations and reduced cognitive empathic abilities, but have more distress in social situations al well. It is suggested that an attentional deployment hypothesis might explain the findings. These findings stress the need for adjusting diagnostic assessment and treatment of women with ASD to the female phenotype of ASD.Show less
This paper deals with the territorial conflicts in the South-China Sea. These conflicts appear to be deteriorating which gives reason to suggest preventive diplomacy is failing. It is the how and...Show moreThis paper deals with the territorial conflicts in the South-China Sea. These conflicts appear to be deteriorating which gives reason to suggest preventive diplomacy is failing. It is the how and why of this failing that this paper is focused on. This paper will argue that because of the rising Chinese threat, ASEAN has tried to reform itself but this reform does not work as well in practice as in theory. ASEAN is having trouble finding a suitable role for itself in the conflicts. Instead of choosing to confront a state and settling the matter once and for all, ASEAN has always chosen a more avoidance-based tactic. This is however not working now as one state does not play by these rules and seems prepared to push the conflicts to the limits.Show less
For this research on professionalization activities, twenty Dutch primary school teachers were interviewed through semi-structured interviews. These interviews were analysed using ATLAS.ti. in...Show moreFor this research on professionalization activities, twenty Dutch primary school teachers were interviewed through semi-structured interviews. These interviews were analysed using ATLAS.ti. in order to construct the overall professionalization habitus of the respondents and differences in their habitus with regard to choice conditions (voluntary versus mandatory professionalization), teaching experience (starting, mid-career, senior) and school position (management versus exclusively teaching) were researched. This research has shown that teachers of this sample had an overall positive habitus towards professionalization activities. Both positive and negative feelings teachers experienced were often paired with positive outcomes for the teachers, the pupils and the school. Outcomes for the school and the pupils were experienced more when teachers were involved in non-voluntary professionalization activities. Personal outcomes predominate when teachers engaged in voluntary professionalization activities. When teaching experience is taken into account, senior teachers showed to be different to teachers at the start of their career towards learning activities. Starting teachers were more focused on personal gains and losses whereas senior teachers seemed to be more aware of both positive and negative outcomes for all parties concerned. When school position is taken into account this research showed that teachers in management positions were mainly focused on the outcomes for school where non-voluntary settings are concerned whereas teachers without management positions had a boarder focus on outcomes for all parties concerned. For voluntary settings, all teachers, regardless of their position focused on personal outcomes. The Dutch government has targeted professional development of teachers as a means to improve the quality of education. This research shows that teachers have a positive habitus towards professionalization, but differences in habitus between different groups of teachers should be taken into account when professionalization activities are initiated.Show less
