Open University of the Netherlands

This chapter introduces Third World Approaches to International Law (TWAIL) as a critical movement that rethinks the discipline of international law from a transformative perspective. Against mainstream approaches, TWAIL offers a theoretical, methodological and analytical framework that contributes to questioning the foundations of international law as well as the structural exclusions and inequalities underlying the discipline. Highlighting the diversity within this approach, the chapter introduces the reader to TWAIL’s background and origins, followed by a review of its distinctive characteristics, focus and goals, as well as some critiques and shortcomings. It also features two works exemplifying TWAIL’s analysis and concludes with some practical exercises that aim to help the reader apply TWAIL in their work.

This chapter discusses the introduction of empirical research methods and the findings of empirical research into legal scholarship and the practice of law. It presents several basic empirical methods that can be used by lawyers who are not necessarily familiar with social science research and its outcomes. These methods can be helpful to gain some knowledge of what the law ‘does’ in society and how its operation might be transformed. The chapter also discusses a number of examples from empirical legal research practice. Finally, the chapter offers some exercises that aim to help the reader to transfer the information presented in the previous sections into their own research. These exercises ask the reader to use basic (qualitative) empirical methods and test their understanding of the outcomes of empirical research in practice.

The construction industry is under pressure to work much more sustainably. The government is the largest client and has a lot of potential to contribute to sustainability. However, little is known about the effectiveness of sustainability requirements in public procurement for construction projects. This study examines three Rijkswaterstaat road construction projects to understand the role of sustainability requirements. One striking finding is that contractors often adopt additional sustainability measures during construction. This research shows that agreements can evolve flexibly, which highlights the importance of contractual flexibility. This flexibility is essential for effective collaboration and achieving sustainability performance. Contractual adjustments can lead to improved environmental performance by allowing contractors to incorporate innovative and sustainable solutions as the project progresses. It is therefore important that public contracts allow for such adjustments to promote sustainability in the construction sector. Contractual flexibility appears to play a key role in the successful implementation of sustainable practices in construction projects.

We introduce a new way of reasoning about invariance in terms of footprints in a program logic for object-oriented components. A footprint of an object-oriented component is formalized as a monadic predicate that describes which objects on the heap can be affected by the execution of the component. Assuming encapsulation, this amounts to specifying which objects of the component can be called. Adaptation of local specifications into global specifications amounts to showing invariance of assertions, which is ensured by means of a form of bounded quantification which excludes references to a given footprint. The new approach is compared to two existing approaches to reason about invariance: separation logic and dynamic frames.

In the original publication [...]

Red tape forms a major threat to many public organizations around the world. Building on the Job Demands–Resources model, supplemented by arguments from the psychological process theory of red tape, this study explores how and when red tape affects teachers’ employability competences (i.e., balance, anticipation and optimization, and personal flexibility). Analyses ( N = 908 teachers; 92 school leaders) revealed a negative relationship between red tape, on one hand, and balance and personal flexibility, on the other hand, through perceived impact on work outcomes. Interestingly, the analyses also revealed that when organizations provide sufficient developmental rewards to their employees, the negative consequences of red tape on perceived impact are buffered, which indirectly also benefits employees’ balance and personal flexibility.

Gaze zone detection involves estimating where drivers look in terms of broad categories (e.g., left mirror, speedometer, rear mirror). We here specifically focus on the automatic annotation of gaze zones in the context of road safety research, where the system can be tuned to specific drivers and driving conditions, so that an easy to use but accurate system may be obtained. We show with an existing dataset of eye region crops (nine gaze zones) and two newly collected datasets (12 and 10 gaze zones) that image classification with YOLOv8, which has a simple command line interface, achieves near-perfect accuracy without any pre-processing of the images, as long as a model is trained on the driver and conditions for which annotation is required (such as whether the drivers wear glasses or sunglasses). We also present two apps to collect the training images and to train and apply the YOLOv8 models. Future research will need to explore how well the method extends to real driving conditions, which may be more variable and more difficult to annotate for ground truth labels.

The collaboration between higher education (HE) and education technology (EdTech) companies plays a vital role in developing digitallyembedded learning in the contemporary digital era. The partnership between HE and industry is widely recognized as a means to promote innovation. Moreover, it provides advantages to companies striving to fulfill client requirements. The HE-industry collaboration has garnered increasing attention in academic research. However, there is a lack of studies on the actors’ perspectives and on the required processes and other elements for conducting effective HE-EdTech collaboration in developing learning and teaching in HE. This study addresses this research gap by examining the interprofessional collaborative development process involved in the creation of video-supported collaborative learning. The qualitative research examines the factors of successful collaboration between HE and EdTech companies within the knowledge-building ecosystem framework, using ethnographic data. The findings indicate that the establishment of a knowledge-building ecosystem for the development of digitally-embedded learning in based on collaboration between key actors: teachers, teacher educators, EdTech companies, HE institutions, and students, the end-users and ultimate beneficiaries. The collaboration is manifested in open innovation, practice-based research, and research-based service development processes, and relies on goal setting, continuous dialogue, reflective assessment, commitment, and trust as key elements.

This chapter is about Linschoten’s life. After a Timeline (Sect. 4.1), we introduce Linschoten as a young boy and his family background, including the period that he lived in the Dutch Indies and was interned in a Japanese camp (Sect. 4.2). After his return to the Netherlands (Sect 4.3), we focus on the start of his academic career as a student and assistant and associate to his professor, Buytendijk, as a professor and successor of Buytendijk, and on his friends and enemies (Sect. 4.4). We end the chapter with a section on his health and his death (Sect. 4.5).

Linschoten’s death complicated the reactions to his work, especially to his Idolen van de Psycholoog (Idols of the Psychologist). In this chapter, we concentrate on the responses to his work, considering the context. Due to its controversial, if not contentious, communication, Idolen figures primarily within the reactions. In Sect. 10.1 we begin with the effect of Idolen and the broader context influencing how readers interpreted Idolen. Next, we discuss the national impact (Sect. 10.2) and the international impact as far as relevant (Sect. 10.3). In the Conclusion (Sect. 10.4), we summarize this impact.

In this chapter, we discuss how phenomenology developed in Germany and Austria from the idea of psychology as the foundation of all sciences, including logic and philosophy, into an anti-psychologism. Phenomenology eventually emerged in multiple varieties (Sect. 2.1), two of which, transcendental phenomenology of Husserl and the phenomenology of essences of Scheler and others, were most influential in the Netherlands, though in adapted versions. Section 2.2 focuses on the postwar Weimar period that was most influential in Dutch universities. In Sect. 2.3 we briefly focus on the Dutch philosophical and psychological landscape from 1900 to 1960, when psychology slowly developed from the German-inspired science of consciousness to the first beginnings of an Anglo-Saxon-inspired science of behavior. We restrict our overview to the developments in the main universities offering higher education in the postwar period by briefly discussing the founding fathers of psychology in the Netherlands. In this chapter, we focus on five of the six main universities in the Netherlands of the 1950s. In Chap. 3, we will look at the early history of psychology in Utrecht to show the context of how, after World War II, the so-called Utrecht School developed.

After a brief introduction (Sect. 8.1), we discuss the documents and articles Linschoten wrote before he published his last book. We look at the extensive typescripts of the lectures he provided after becoming the successor to Buytendijk (Sect. 8.2) and what he published as a prelude to his Idolen: an article on actual genesis (Aktualgenese) (Sect. 8.3), one on evolution and psychology (Sect. 8.4), and perhaps most important two articles on phenomenology and psychology (Sect. 8.5).

This chapter focuses on Linschoten’s study of the psychology of William James. Following an introductory section (Sect. 7.1), we present our reconstruction of the development in Linschoten’s thought that led to this volume, using the texts of lectures on Husserl’s work that Linschoten inherited and modified from Buytendijk (Sect. 7.2) and Linschoten’s other scholarship (Sect. 7.3). In Sect. 7.4, we reconstruct what Linschoten learned from Husserl and in Sect. 7.5, what he learned from William James. Section 7.6 discusses the resulting volume.

A conclusion regarding Linschoten’s short life should contain a retrospective summary of his achievements and position within the history of psychology and some discussion of where Linschoten’s scholarly work would have gone had he lived longer. In this final chapter, we briefly look at the notes, concepts for books, fiction, and other matters in his legacy (Sect. 11.2). One of his plans was to write a Radical Anthropology (Sect. 11.3). Another was to write a History of Psychology (Sect. 11.4), and yet another an Introduction to Psychology (Sect. 11.5). We end with a brief review of his life and works (Sect. 11.6), our conclusion.

In this chapter, our focus is on the posthumously published, and for some, controversial, Idolen van de Psycholoog (Idols of the Psychologist). In the Introduction (Sect. 9.1), we discuss the intriguing imagery Linschoten used in the frontispiece of his book. In Sect. 9.2, we take a closer look at his discussion of accountability, the chapter with which Linschoten started. In Sect. 9.3, we look at his chapter on participants in psychological experiments, and in Sect. 9.4 on the psychologist as an instrument. Section 9.5 discusses “Artifacts” and Sect. 9.6 “Second Nature,” two related issues for Linschoten. Section 9.7 focuses on “By way of speaking,” which serves as a prelude to his final chapter on homo ex machina, discussed in Sect. 9.8 9.9. In the following sections, we zoom out and provide a broader view of the place his Idolen took or should have taken in the landscape of psychology. In Sect. 9.10, we delve into whether Linschoten actually moved away from phenomenology and in Sect. 9.11, we consider the changed landscape of psychology in the years following the publication of Idolen. Section 9.9 contains our conclusion of this chapter.

In this chapter, we look back at Linschoten’s early academic activities until such time as he became a professor. After a brief introduction (Sect. 5.1), we focus on the period during which he studied psychology, and conducted and published experimental work, even before he had finished his studies (Sect. 5.2). In Sect. 5.3, we follow his contributions to psychology and its relation to phenomenology when he was an assistant and, later, associate professor, working together with Benjamin Kouwer. In Sect. 5.4, we focus on a discussion that Benjamin Kouwer must have started on phenomenology, but that had a peculiar finish, which may show the beginnings of his changed view had been seeded. In Sect. 5.5, we discuss some other writings of this period, some of which were meant for a Catholic audience, others are important because they show that already in the 1950s, his ideas about phenomenology and experimentation in psychology were maturing. Sect. 5.6 concludes the chapter.

In this chapter we focus on Utrecht University’s new department of psychology in the period before World War II (Sect. 3.1), in the 1930s, and during World War II (Sect. 3.2), as well as how the subfaculty of psychology developed after World War II (Sect. 3.3). We then focus on whether there was one or there were two Utrecht Schools (psychology and criminal justice) (Sects. 3.4 and 3.5). In Sect. 3.6 we concentrate on the psychologists’ Utrecht School, and in Sect. 3.7 we conclude that there was no Utrecht School, and Linschoten was one of its members.