The special issue on ‘The sociolinguistics of exclusion: Indexing (non)belonging in mobile communities’ delves into the phenomenon of exclusion as a means and outcome of social positioning within... Show moreThe special issue on ‘The sociolinguistics of exclusion: Indexing (non)belonging in mobile communities’ delves into the phenomenon of exclusion as a means and outcome of social positioning within diverse communities undergoing continual transformation due to social, demographic, political, and technological changes. Through empirical studies that critically engage with exclusionary discourse practices, this issue analyzes the semiotic means that social actors employ to presuppose and/or entail exclusion. Additionally, it explores the underlying ideological assumptions on which these choices are perceived, rationalized, justified, and/or contested as exclusionary. Show less
Baas, M.; Schuwer, R.; Berg, E. van den; Huizinga, T.; Rijst, R. van der; Admiraal, W. 2022
The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might... Show moreThe affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers' personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities' aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities. Show less
This thesis focuses on the social dimensions of crane and wetland conservation in rural landscapes in Kenya, Uganda and Zimbabwe. The focus is predominantly on the Grey Crowned Crane although one... Show moreThis thesis focuses on the social dimensions of crane and wetland conservation in rural landscapes in Kenya, Uganda and Zimbabwe. The focus is predominantly on the Grey Crowned Crane although one chapter is dedicated to social dimensions of Wattled Crane conservation. Chapter 2 provides an overview of how social factors influence wetland management decision-making, drawing linkages between human actions and ecological changes associated with crane habitat loss. Chapter 3 outlines major human actions that impact Wattled Cranes and their habitats, elaborating the underlying social causations behind the actions. Chapter 4 draws lessons on the effectiveness of community-led conservation approaches through an evaluation of a community-led project in Kenya. Chapter 5 presents results of an evaluation of the institutional development process and the ensuing environmental conservation impacts at three sites where conservation projects were initiated in 2002 in Uganda. Chapter 6 synthesises key findings, addressing the question of what works for cranes and wetland conservation in rural landscapes in East and Southern Africa. The thesis contributes to an improved understanding of interactions between cranes and rural communities and provides insights into strategic approaches for addressing the decline of cranes within their range in East and Southern Africa. Show less
This thesis describes the role of pollution, specifically neonicotinoid insecticides, as an actor of the ongoing biodiversity decline. Using a new research facility, the Living Lab, the effects of... Show moreThis thesis describes the role of pollution, specifically neonicotinoid insecticides, as an actor of the ongoing biodiversity decline. Using a new research facility, the Living Lab, the effects of field relevant concentrations of neonicotinoids and fertilizers to aquatic invertebrates was assessed in 36 experimental ditches. This showed that neonicotinoids had profound impacts on both single species as well as macroinvertebrate biodiversity and had severe consequences for the ecosystem processes the invertebrates fulfilled. Many of the results found in this thesis have not been discovered before because of the simplicity of standardized ecotoxicological testing, which not fully incorporates the myriad of ecological factors governing toxicity. It was found that the addition of fertilizers directly stimulated primary production which in turn reduced toxic effects indirectly. In addition, the neonicotinoid thiacloprid induced indirect effects on aquatic biodiversity which persisted much longer than the presence of this insecticide in the ditch ecosystem. The results in this thesis therefore show how the inclusion of environmentally realistic testing is essential to predict the actual risks of agrochemicals in the actual environment. Show less
Collaboration is increasingly common among teachers in schools. As such, teacher education should prepare prospective teachers to effectively interact with other teachers in different types of... Show moreCollaboration is increasingly common among teachers in schools. As such, teacher education should prepare prospective teachers to effectively interact with other teachers in different types of communities or groups. This dissertation sheds light on the way student teachers are prepared to collaborate while taking part in different types of groups (mentor group, subject matter group, reflection group and research group) in teacher education. The findings and recommendations provide guidance about how to improve prospective teachers' collaborative abilities. Show less
