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… a location. Third, decide into which medium the story should be translated. Forth, the interviewee is asked for feedback on the story and will name the final product to highlight the co-creative nature of the product. Lastly, the story can be shared with students and staff and stored in a public repository. For an example of a story, see this blog [Thom: er is een blog met een verhaal over een student]. Fear in a hat James McNeil’s version of the fear in a hat exercise about group interpersonal understanding. It builds on the insight from self-empathy work that we are part of a common humanity and that we all share worries, fears and hardships. A description of the exercise can be found at www.cyc-net.org/cyc-online/cycol-0405-fearinahat.html Character Strengths Interventions Character Strengths have been studied extensively in positive psychology after seminal work by Martin Seligman. Ryan Niemiec (have a look at his TED-talk) has written a practical guide … session interventions can impact student thriving (Bu & Duan, 2018). Strength-based interventions seem more promising than traditional deficiency-based interventions that seek to offer remedies for a person’s weaknesses or deficiencies, provided that they do not trigger a fixed mindset in which people frame Character Strengths as stable personality traits (Ghielen et al., 2018). For teaching empathy, a loving-kindness meditation can be used (e.g., CSI 30 in Niemiec (2018) or the exercise below). …

… Panel 1: The effectiveness of international law: institutions and processes International human rights law has long been the subject of criticism, with many initiatives having been proposed to strengthen the human rights treaty body system itself. Challenges relate not only to non-compliance with reporting obligations, but also to significant backlogs in the consideration of States Parties’ reports and individual complaints. In other fields of law, such as international criminal law, effectiveness has also been a contested issue, with calls for an oversight mechanism and …

… many ways. Students face each other and silently repeat phrases about the person across from them: “ Just like me, this person has known physical pain. Just like me, this person has done things she regrets. Just like me this person wants to be happy…” They can add phrases that are more personal by bringing others to mind: “My partner is stubborn just like me, My client holds grudges just like me …” also positive examples including generosity, happiness, etc. The exercise ends with wishes for well-being to their partner and the ones not present: “may you be free from pain and suffering, may you live with ease in the world, may you be happy.” Ref: Barbezat, D. P., & Bush, M. (2014). Contemplative Pedagogy in Practice: Two …

… is being questioned and criticised. It deconstructs gendered and sexual constructions of religious-secular binaries, for example through studying new spirituality or critically debating the conceptions of religious agency that have been produced within secular gender theory (cf. Aune et al. 2008, Braidotti 2008, Bracke 2008). - In queer theory, the entanglement of religion, gender and sexuality is studied beyond heteronormative schemes. It is sensitive to the ways in which religions in the context of postcolonial and post-secular societies can be constitutive of heteronormative religious subjectivities, but can also be a source of rituals, practices and discourses that challenge heteronormativity. Therefore, they can be creatively employed to imagine religious subjectivities outside of heteronormative frames (cf. Althaus-Reid 2003, Tonstad 2015, Wilcox 2013). This summer school provides an advanced programme consisting of keynote lectures and intensive … enriches the understanding of the participants of new critical developments in the field of religion and gender, and enables an in-depth theoretical exploration of their individual research projects. In addition, the summer school will offer workshops on writing, on integrating theory and data, as well as peer- sessions on the process of a PhD-project or publishing. Furthermore, it provides opportunities for future collaborations and building up an international network. The summer school aims …

… over verantwoordelijkheden en communicatie met partners. De implementatiegraad varieert sterk op bo-, vo- en so-scholen en mbo-locaties en is vaak verre van optimaal. Scholen die zich identificeren als Gezonde School hebben gemiddeld een significant hogere implementatiegraad dan scholen die dit niet doen. Een hoge implementatiegraad is mogelijk bij een combinatie van voldoende middelen, menskracht, positief schoolklimaat, externe ondersteuning, draagvlak onder ouders (bij bo-scholen), … met behulp van 8 indicatoren in kaart gebracht. Het gaat daarbij om indicatoren als verankering in de GGD-regio, intensiteit van de begeleiding en percentage scholen met vignetten. Deze indicatoren zijn vastgesteld vanuit de CoP en semigestructureerde online groepsinterviews: één van twee uur in 2021 en één van anderhalf uur in 2022. Deelnemers waren één tot vier medewerkers per GGD (N = 21 deelnemers totaal in ronde 1; 18 in ronde 2), die samen een goed beeld hadden van zowel de uitvoering als … op scholen is in kaart gebracht door middel van een in het project ontwikkelde implementatievragenlijst bestaande uit 28 items. Hiervoor zijn vijf fasen doorlopen: 1) semigestructureerde interviews (N = 13), 2) revisie in de CoP (N = 14), 3) twee online expert consultatie rondes (N = 38), 4) pre-tests onder schoolpersoneel (N = 14) en 5) psychometrische testen (N = 535). Dit gebeurde aan de hand van zeven dimensies: 1) naleving van het gedachtegoed (per Gezonde School-thema), 2) intensiteit, 3) …

… Call for proposals: UM ETHICS AND INTEGRITY GRANTS The UM Platform for Research Ethics and Integrity (UM PREI) invites proposals from UM staff on initiatives related to research ethics and scientific integrity. This small Grant of maximum 10k EUR can used for a project or activity aiming to facilitate Good Conduct of Research of our research community. The grants aim to foster bottom-up, innovative actions and research, contributing to the aims of the Platform:  Raise awareness of research … discussion on the challenges and dilemmas encountered in the area of research ethics and integrity;  Facilitate the sharing of best practices and activities in the area of research ethics and integrity;  Align, where needed, UM codes and practices with EU codes of conduct;  Contribute to training on research ethics and scientific integrity for both students and staff;  Organize UM-wide seminars on relevant topics; and  Communicate with internal and external stakeholders about research ethics and integrity. In this way, the grants will generate ideas, events and measures that can have a direct impact on UM policy. Annually a total budget of € 10,000 is available. Per proposal a …

… Call for proposals: UM ETHICS AND INTEGRITY GRANTS The UM Platform for Research Ethics and Integrity (UM PREI) invites proposals from UM staff on initiatives related to research ethics and scientific integrity. This small Grant of maximum 10k EUR can used for a project or activity aiming to facilitate Good Conduct of Research of our research community. The grants aim to foster bottom-up, innovative actions and research, contributing to the aims of the Platform:  Raise awareness of research … discussion on the challenges and dilemmas encountered in the area of research ethics and integrity;  Facilitate the sharing of best practices and activities in the area of research ethics and integrity;  Align, where needed, UM codes and practices with EU codes of conduct;  Contribute to training on research ethics and scientific integrity for both students and staff;  Organize UM-wide seminars on relevant topics; and  Communicate with internal and external stakeholders about research ethics and integrity. In this way, the grants will generate ideas, events and measures that can have a direct impact on UM policy. Annually a total budget of € 10,000 is available. Per proposal a …

… short presentation on a basic concept from provided literature, a case study (similar to PBL), and a practical exercise in which the other students truly experience the phenomena that are covered in the tutorial’s literature. The student facilitators can choose any format they like and make use of any additional resources they want. They may also assign other students with preparatory tasks. Fellow students should prepare for the tutorial by reading at least four suggested papers. Flow Seven tutorial group meetings guided by students, experts or teachers cover seven topics: introduc- tion to improvisational theatre; …