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This review investigates how the scholarly fields, themes and concepts of 'inclusive education' are applied in the research and educational contexts of Finland, Iceland and the Netherlands. It identifies and outlines which thematic areas of research and sub-fields of study are referenced in each country by applying a systematic, multilingual approach. We reviewed literature in the local languages of each of these countries over the past decade, from 2007 to 2018, paying particular attention to (a) micro-level, in-depth, classroom interactions; (b) social and political contexts; and (c) social categories. Results of this review emphasise that across all three countries (a) there are similar conceptualisations of inclusive education dominated by categories of disability and special needs, and (b) there is a similar lack of attention to modes of exclusion based on social class, gender, ethnicity and geography as well as to how these can be addressed by more advanced research on inclusive education in these local spheres.

Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Analysis of eye movements showed that novices' viewing was more dispersed whereas experts' was more focused. Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers' attention was more scattered across the classroom. Experts' perception appears to be more knowledge-driven whereas novices' appears more image-driven. Experts monitored more areas than novices, while novices skipped more areas than experts. Word usage also differed, showing that expertise was associated with a higher frequency of words referencing cognition, perception, and events than novices.

Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding scheme using grounded theory to analyze expert and novice teachers' verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers' verbalizations yielded a number of significant effects related to participants' expertise levels. Notably, teachers' cognitive processing diverged significantly based on expertise level. Differences in focus included themes such as student learning, student discipline, and teacher interaction and influence. Experts focused on learning in the classroom and the teacher's ability to influence learning, whereas novices were more concerned with maintaining discipline and behavioral norms.

This article starts with an overview of the literature aiming to answer the question of what the knowledge aspect of teacher competence entails in urban schools. The conclusion of the overview identifies five areas of expertise as the most significant: (1) language development; (2) pedagogy; (3) social interaction and identity; (4) parental involvement; and (5) schools and community. In the second part of the article, we describe the results of an analysis of the curriculum of a teacher training college in one of the largest cities in the Netherlands. The vision document, teacher competences and course descriptions were analysed using the description of the areas of expertise. The results show the extent to which all five areas are covered. The article ends with recommendations regarding the curriculum, so that graduates will be better qualified for teaching for diversity.

Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate "epicization" and "novelization" as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of "epicization," towards a unitary language and to cultural centralization. We then propose "novelization" as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. (Contains 3 figures and 2 notes.)

This article examines students from ethnic minorities and majorities with regard to the relationships between their social and academic integration and their quality of learning. A total of 523 students at four universities completed a questionnaire: analyses of variance were used to examine mean differences, and structural equation modelling (lisrel) was used to analyse differences in relationships between integration and learning. After one year of study, minority students had performed less well and had obtained a lower number of credits, even though their approaches to learning had been no different. Neither had there been any differences in integration. Furthermore, analyses revealed a different set of relationships between integration and learning for minority and majority students. For majority students, the impact of formal academic integration was positively related to grades, credits and approaches to learning. However, in the group of minority students, the role of formal academic integration was inconclusive: negatively related to grades, but positively related to the deep approaches to learning. In the conclusions, these results are interpreted and some suggestions for future research are presented. (Contains 4 tables and 2 figures.)

Interest in a hydrogen economy has grown significantly in the past decade. However, the success of old technologies that are being re-engineered to work on hydrogen, as well as the creation of new hydrogen-based technologies, hinges upon public interest in and demand for such technologies. With increasing investments in the research and development of hydrogen technologies, there exists a need to monitor public attitudes toward hydrogen to ensure its success as an alternative energy carrier. To address this need, two surveys were conducted. The results of the first survey give insights about how colored information influences the public acceptance of hydrogen, and the results of the second survey elucidate what trade-offs the public is willing to accept during the transition to a hydrogen economy. Furthermore, the research highlights how hydrogen knowledge and acceptance differ among age, education, and gender groups. (Contains 4 notes and 8 tables.)

Deciding for an amputation in case of complex regional pain syndrome type I (CRPS-I) is controversial. Evidence for favorable or adverse effects of an amputation is weak. We therefore follow a careful and well-structured decision making process. After referral of the patient with the request to amputate the affected limb, it is checked if the diagnosis CRPS-I is correct, duration of complaints is more than 1 year, all treatments described in the Dutch guidelines have been tried and if consequences of an amputation have been well considered by the patient. Thereafter the patient is assessed by a multidisciplinary team (psychologist, physical therapist, anesthesiologist-pain specialist, physiatrist and vascular surgeon). During a multidisciplinary meeting professionals summarize their assessment. Pros and cons of an amputation are discussed, taking into account level of amputation and expectations about post amputation functioning of patient and team. Based on assessments and discussion a consensus based decision is formulated and the patient is informed. If it is decided that an amputation is to be performed, the amputation will follow shortly. If it is decided not to amputate, the decision is extensively explained to the patient. Incidence of patients suffering from therapy resistant CRPS-I referred for amputation is low and because referred patients are strongly in favor of an amputation, a randomized controlled trial will be difficult to perform. Hence level of evidence in favor or against an amputation will remain low. We therefore report our decision making process to facilitate discussion about this difficult and delicate matter. [ABSTRACT FROM AUTHOR]

Abstract: The Wadden Sea is one of the largest intertidal areas in the world and has been designated as a UNESCO World Heritage Site in recognition of its unique natural features. Major changes in the morphology and ecology of the Wadden Sea over the past millennium resulted from increasing anthropogenic influences such as coastal protection, land claim from the sea and drainage of wetland for agriculture, exploitation of natural resources from hunting and fishing to the extraction of groundwater, gas and oil, industrialisation at port locations and tourism at the islands. A sustainable future can only be achieved if policy and management are backed by solid science. Many of the anticipated changes result from the upscaling of pressures on the Wadden Sea system. Economic globalization leads to upscaling of fisheries, tourism and industrial activities, and thus to changed pressures on space and nature. Climate change will lead to changes in hydrographic patterns, species distribution and possibly tourism; through sea-level rise it will put pressure on coastal protection and the extent of intertidal areas. Invasions of exotic species will transform the ecosystem. There are three major related challenges to management: 1. Nature conservation in a changing system requires a focus on preservation of the values and not the state of the system; 2. The adaptation of the management structure to the scale increase of the pressures, so that local and regional management becomes better nested in transregional and transnational governance structures; 3. Finally, the management approach needs to deal with increasing uncertainty in external forcing of the system, as well as with nonlinearities in system dynamics when it is pushed outside its normal range of operation. Based on these pressures and management challenges, we advocate an integrated social-ecological systems approach for the scientific study and the science-based management of the Wadden Sea Region. The essential characteristics of this approach are strong interdisciplinarity and a focus on aspects of scale and cumulative processes. [Copyright &y& Elsevier]

The article discusses the relationship between vector strength and vector tempo in invasion pattern analysis and prediction. In a study carried out by the authors, they used the oyster industry of The Netherlands to observe the relationship of both parameters. The authors found that there was no correlation between vector strength and vector tempo in the system studied with the exemption of the 1970s. They conclude that the assumptions about the parameters is the explanation concerning the absence of association between vector strength and tempo.

Abstract: In June 2009, the EU Directive on the Geological Storage of Carbon Dioxide entered into force. The European Member states are obliged to transpose the directive in their national legislations no later than 25 June 2011. The EU legislator has applied a regime of minimum harmonisation when drafting the CCS Directive, amongst others to achieve that an agreement could be reached on the CCS Directive by a majority of Member States. In other words; Member States have considerable discretionary powers while implementing the Directive. The CO2 Storage Directive is mainly transposed into Dutch legislation by means of adaptation of the Dutch Mining Act. There are, however, still some issues in the implementation of this directive that need further clarification. The way these issues are addressed may impact the deployment of large-scale CO2 capture and storage (CCS) in the Netherlands and Europe. [Copyright &y& Elsevier]

Reviews the income policies of the Netherlands from since World War II up to the 1980s. Developments in the Dutch economy; Rules governing wage policy prior to 1968; Granting of power to the government to approve, reject or modify wage contracts; Status of exports, production and unemployment; Changes in distribution of incomes within the labor sector.

Analyzes the price formation and the inflationary process in small open economy in the Netherlands. Influence of structure of markets on the movement of prices; Distinction in wage formation among different sectors of the economy; Details on the theory of price formation; Impact of foreign prices on price formation.