DOCSLIB.ORG

Annual Report 2018 Dutch International Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Annual Report 2018 Dutch International Schools Dutch International Schools Annual Report 2018 2 Contents • General p. 3 • Primary schools p. 8 • Secondary schools p. 11 • Executive Directors Platform p. 14 • School information p. 15 • Statistics p. 40 • External contacts p. 42 Annual Report 2018 - Final 3 General - Introduction We have the pleasure of presenting the 2018 edition of the annual report of Dutch Seeing these developments, the executive directors of schoolboards of Dutch International Primary and Secondary Schools. International Schools organized themselves in an Executive Directors Platform (EDP). The EDP, together with the boards of DIPS and DISS, ensure that a growing number of Dutch International Schools (DIS) cherish their roots in the Dutch education system. Dutch International Schools cooperate at a regional level. The DIS started as international departments, attached to a regular Dutch primary or secondary school. Overall, the growth of DIS is opening up new perspectives on international education The fact that they are funded by the Dutch government keeps them affordable and and it has caused an even more diverse need for what we do best: accountable to remain inclusive. providing an education to 4-18 year-old students of all nationalities in the It also explains why DIS originally organised themselves into two associations: Dutch Netherlands! International Primary Schools (DIPS) and Dutch International Secondary Schools (DISS). Rynette de Villiers -Dutch International Secondary Schools DIPS and DISS cooperate closely at policy level and they have a joint mission: To Boris Prickarts - Dutch International Primary Schools provide international education for 4-18 year-old students of all nationalities in the Netherlands. In this report you will find information about our subsequent ambitions and activities. In 2018, we witnessed further growth of the number of students in Dutch international schools and an increase in the number of DIS-schools. According to the schools, this is due to the international orientation of the (Dutch) labour market and the attractiveness of the Netherlands for international businesses and institutions. The Dutch government has been taking an active interest in international education by promoting various cross-sectorial initiatives and measures: an important turning point in this regard is the action plan 'Prepared for the Future' (2017). Several of the plan's proposed actions have been realised in 2018. The United Kingdom's impending withdrawal from the European Union (Brexit), and the move of the European Medicine Agency (EMA) to Amsterdam also acted as catalysts for the government to step up its activities. The internationally mobile student population is becoming more diverse, and it is challenging us to keep our DIS programmes up to date. Along with the expat group and the Dutch internationals who are returning from a stay abroad, we see that there is a (new)group of international students who settle in The Netherlands for a longer period of time. Generally, international education has moved to the centre of attention of an increasing number of Dutch regular schools as well. DIS is happy to support the educational needs of a growing number of students, as long as international education remains geared towards (global) citizenship and teaching for understanding difference and diversity. Annual Report 2018 - Final 4 General - Characteristics About Dutch International Schools To the DP programme (last two years) of Dutch International Secondary Schools, students may be admitted who: • The Dutch International Schools receive government funding and therefore operate within the framework of the Dutch educational system. They differ in • have a HAVO-diploma or a certificate of advancement to year 5 in a VWO-school, this way from private international and foreign educational facilities. and • The Dutch International Schools possess a number of distinguishing qualities in • can demonstrate that they are sufficiently fluent in English, to the satisfaction of comparison with these other institutions, such as an active international the international school. character and that they are subject to the inspection carried out by the Dutch authorities. • The Dutch International Schools use English as the medium for teaching their international curricula. • Even though the government subsidy does not cover the costs, the Dutch International Schools are able to charge relatively low school fees in comparison with private international and foreign educational facilities. • The Dutch International schools are affiliated to regular Dutch schools. Dutch International Schools are, as such, acknowledged and funded by the Ministry of Education. As consequence, according to national regulations, a student can only be admitted to an international school if he/she complies with one of the following three conditions: 1. The student has a non-Dutch nationality (or: also a non-Dutch nationality) and has a parent who is working in The Netherlands (or in a Dutch border region) for a temporary period; 2. The student has the Dutch nationality and has lived and gone to school abroad for at least two years because a parent was stationed abroad; 3. The student has the Dutch nationality and has a parent (with whom the student will be living) who will be stationed abroad within two years and for at least two years. This must be certified by a written statement from the parent’s employer. Annual Report 2018 - Final 5 General - Schools City Primary Secondary Almere International Primary School Almere International School Almere Amsterdam Amsterdam International Community School Arnhem Rivers International School Arnhem Primary Department Rivers International School Arnhem Secondary Department Breda International School Breda Delft International School Delft Eindhoven International School Eindhoven Enschede International School Twente Primary Department International School Twente Secondary Department Groningen Groningse Schoolvereniging International School Groningen (Maartenscollege) Haarlem Haarlem International School Den Haag HSV International School International School of The Hague The European School of The Hague De Internationale Waldorfschool The Hague Hilversum International Primary School Hilversum International School Hilversum ‘Alberdingk Thijm’ Haarlemmermeer Optimist International School Laren International School Laren Leiderdorp/Oegstgeest Elckerlyc International School Het Rijnlands Lyceum Oegstgeest Maastricht United World College Maastricht Rotterdam De Blijberg Rotterdam International Secondary School ‘Wolfert van Borsselen’ Utrecht International School Utrecht Annual Report 2018 - Final 6 General – Mission, vision and ambition Mission and vision Ambition The Dutch International Schools are united under the joint mission: The Dutch International Schools have the following joint ambitions: To provide international education for students (from 4 to 18 years of age) of all • to excel in the provision of international education, focused on student learning, nationalities in The Netherlands. in a national as well as an international context; To this end, the associated schools adhere to the following basic principles: • to be acknowledged as centres of international education by national and regional/local authorities, stakeholders, other schools and organizations; • the Dutch International Schools are guided by an international frame of reference (in accordance with the Dutch law, as far as required) when making • to provide internationally-focused curricula in an international environment, choices concerning the organization of education; embedded in a Dutch context; • the Dutch International Schools consider themselves a vital part of the local • to provide quality assurance according to Dutch and international standards; international community. • to appoint internationally-minded staff; • to maintain facilities at a high level; • to ensure adequate government funding and to strive for affordable school fees (not to be considered as voluntary contributions); • to represent the joint interests of the Dutch International Schools and be acknowledged as such by the Dutch government; • to provide coherent international educational provisions for students aged 4 to 18 in all regions; • to stimulate the cooperation between international primary and secondary schools at a regional/local level, respecting the autonomy of each individual school. Annual Report 2018 - Final 7 General – Joint activities Theme Advice Action and progress Joint annual meeting Inflow 1. Review of prognoses. Expertmeeting has been organized by Ministries OCW/EZ. Regional prognosis In March 2018, DIPS and DISS held their joint annual meeting in which an overview of model is being developed. developments concerning all Dutch International Schools was exchanged. Increase in 2. Exchange of information on Networks of authorities, schools and student numbers, expanding and building new accommodation and developments on national and regional level. stakeholders have been established in a few regions. national level appeared to be most recognisable subjects for attention. Offer 3. Consultation of local Adjustment of ‘Beleidsregel IGVO’ is in community (gemeente) on progress. new state funded school. 4. Quality assurance private Attention of local community. OCW checks Taskforce International Education schools. ‘Regeling Leerplicht’; no outcome yet. 5. Prevent monopolistic New initiatives have started. In 2018 a number of the actions proposed in the plan of the Dutch
Load more

Recommended publications
  • Arxiv:1209.2974V1 [Nlin.AO] 13 Sep 2012 Europe, Current Demand Is Rapidly Approaching the Upper Limits of Existing Capacity
    BIO-DEVELOPMENT OF MOTORWAY NETWORKS IN THE NETHERLANDS: A SLIME MOULD APPROACH Final version of this paper is published in Advances in Complex Systems (2012) DOI: 10.1142/S0219525912500348 Andrew Adamatzky1,Michael Lees2 and Peter M.A. Sloot2;3;4 1 University of the West of England, Bristol BS16 1QY, United Kingdom [email protected] 2 Nanyang Technological University, Singapore [email protected] 3 University of Amsterdam, Amsterdam, The Netherlands 4 National Research University ITMO, Russia [email protected] Abstract Plasmodium of acellular slime mould Physarum polycephalum is a very large eukary- otic microbe visible to the unaided eye. During its foraging behaviour the plasmod- ium spans sources of nutrients with a network of protoplasmic tubes. In this paper we attempt to address the following question: is slime mould capable of computing transport networks? By assuming the sources of nutrients are cities and protoplas- mic tubes connecting the sources are motorways, how well does the plasmodium approximate existing motorway networks? We take the Netherlands as a case study for bio-development of motorways, while it has the most dense motorway network in arXiv:1209.2974v1 [nlin.AO] 13 Sep 2012 Europe, current demand is rapidly approaching the upper limits of existing capacity. We represent twenty major cities with oat flakes, place plasmodium in Amsterdam and record how the plasmodium spreads between oat flakes via the protoplasmic tubes. First we analyse slime-mould-built and man-built transport networks in a framework of proximity graphs to investigate if the slime mould is capable of com- puting existing networks.
    [Show full text]
  • LEPT Study Tour Amsterdam, Arnhem, Rotterdam 12-14 May 2019
    Facilitating Electric Vehicle Uptake LEPT study tour Amsterdam, Arnhem, Rotterdam 12-14 May 2019 1 Background Organising the study tour The London European Partnership for Transport (LEPT) has sat within the London Councils Transport and Mobility team since 2006. LEPT’s function is to coordinate, disseminate and help promote the sustainable transport and mobility agenda for London and London boroughs in Europe. LEPT works with the 33 London boroughs and TfL to build upon European knowledge and best practice, helping cities to work together to deliver specific transport policies and initiatives, and providing better value to London. In the context of a wider strategy to deliver cleaner air and reduce the impact of road transport on Londoners’ health, one of London Councils’ pledges to Londoners is the upscaling of infrastructures dedicated to electric vehicles (EVs), to facili- tate their uptake. As part of its mission to support boroughs in delivering this pledge and the Mayor’s Transport Strategy, LEPT organised a study tour in May 2019 to allow borough officers to travel to the Netherlands to understand the factors that led the country’s cities to be among the world leaders in providing EV infrastructure. Eight funded positions were available for borough officers working on electric vehicles to join. Representatives from seven boroughs and one sub-regional partnership joined the tour as well as two officers from LEPT and an officer that worked closely on EV charging infrastructure from the London Councils Transport Policy team (Appendix 1). London boroughs London’s air pollution is shortening lives and improving air quality in the city is a priority for the London boroughs.
    [Show full text]
  • Parents' Association Annual Report 2019
    Parents’ Association Annual Report 2019 Introduction The Parents’ Association (PA) is an active association representing parents’ interests within the European School Karlsruhe. The Association is a non-profit organisation and membership is voluntary. Members of the PA committee (henceforth committee) represent the parents in the school and in the various committees in Brussels. The members all work voluntarily for the benefit of all pupils and parents in the ESK and can influence the decisions made by management locally and at the system level of the European schools. The role of the PA is unique to the European Schools and therefore it is imperative that the PA is active in the school community and parents take advantage of this rare opportunity. The membership fee is currently €30 per family per school year. More details can be found on the ESK PA website: www.esk-eltern.de ​ Year’s review This year the ESK PA Annual General Assembly (AGM) took place on 21 February 2019. The members of the Association present approved the previous year’s Annual Report and the new PA Committee members were elected during the AGM. The financial accounts had been audited and the assembly approved them. The full General Assembly minutes can be found on the PA website. At the AGM the members present unanimously voted that the next AGM will take place in November and the financial accounts will be audited at the end of the calendar year. The newly elected PA Committee held their first meeting on 6 March 2019. The committee members elected the Board: President – Debjani Basu, Vice-president – Eleonor Kutzner and Treasurer – Brynn Thompson-Renz.
    [Show full text]
  • Title: Study Visit Energy Transition in Arnhem Nijmegen City Region And
    Title: Study Visit Energy Transition in Arnhem Nijmegen City Region and the Cleantech Region Together with the Province of Gelderland and the AER, ERRIN Members Arnhem Nijmegen City Region and the Cleantech Region are organising a study visit on the energy transition in Gelderland (NL) to share and learn from each other’s experiences. Originally, the study visit was planned for October 31st-November 2nd 2017 but has now been rescheduled for April 17-19 2018. All ERRIN members are invited to participate and can find the new programme and registration form online. In order to ensure that as many regions benefit as possible, we kindly ask that delegations are limited to a maximum of 3 persons per region since there is a maximum of 20 spots available for the whole visit. Multistakeholder collaboration The main focus of the study visit, which will be organised in cooperation with other interregional networks, will be the Gelders’ Energy agreement (GEA). This collaboration between local and regional industries, governments and NGOs’ in the province of Gelderland, Netherlands, has pledged for the province to become energy-neutral by 2050. It facilitates a co-creative process where initiatives, actors, and energy are integrated into society. a A bottom-up approach The unique nature of the GEA resides in its origin. The initiative sprouted from society when it faced the complex, intricate problems of the energy transition. The three initiators were GNMF, the Gelders’ environmental protection association, het Klimaatverbond, a national climate association and Alliander, an energy network company. While the provincial government endorses the project, it is not a top-down initiative.
    [Show full text]
  • European School, Copenhagen (Denmark) Approved by the Board of Governors at the Meeting on 1-3 December 2020 – Online
    Schola Europaea / Office of the Secretary-General Ref.: 2020-09-D-31-en-4 Orig.:EN Dossier of Conformity, S6-S7: European School, Copenhagen (Denmark) Approved by the Board of Governors at the meeting on 1-3 December 2020 – Online N.B. The OSG will already possess a large amount of essential information, from the N-s5 DoC and previous audits, so this DoC is exclusively related to the Baccalaureate level. Section 1: General information a. Contact information School name European School Copenhagen (ESCPH) Address Ny Carlsberg Vej 99, DK-1799 Copenhagen, Denmark Phone +45 3614 0190 Email [email protected] Website www.escph.dk b. School status State ☒ State and City of Copenhagen Private (please provide details) ☐ Mixed (please provide details) ☐ Explain briefly how the school is positioned within the national school network of the member state requesting the accreditation: The European School Copenhagen is a public school, funded by the Municipality of Copenhagen for the operational costs for primary and lower secondary education (N-S4) and by the Danish State for the upper secondary education (S5-S7). The European School Copenhagen is a part of Sankt Annæ Gymnasium which consists of a primary school department, a choir school department and a high school department (Gymnasium in Danish). Sankt Annæ Campus (including ESCPH) is managed by a Campus Principal and a “Campus Board”. The Head of the European School Copenhagen is in collaboration with the principal of Sankt Annæ Campus (who holds the overall responsibility) responsible for running ESCPH, and the Board of the European School Copenhagen is represented in the Campus Board.
    [Show full text]
  • Europa SEND Policy
    Europa School UK Special Educational Needs and Disabilities Policy 2020-21 Version and Action/Notes Date V2 10.06/2018 Updated for Secondary V3 April 2019 Incorporating IB SEN Policy and special arrangements V3 December Reviewed 2020 Review Date at end of ES accreditation August 2021 In 2020-21, Europa School will be an accredited European School but will start teaching the IB Diploma programme from September 2020 in September 2020. This document reflects the school running two end qualifications. CONTENTS SECTION A: SCHOOL AND CHILDCARE ARRANGEMENTS 1. Definition and aims 2. Roles and responsibilities 3. Coordinating and managing provision 4. Admission arrangements 5. Specialisms and special facilities SECTION B: IDENTIFICATION, ASSESSMENT AND PROVISION 1. Allocation of resources 2. Identification, assessment and review 3. Curriculum access and inclusion 4. Evaluating success 5. Complaints procedures SECTION C: PARTNERSHIP WITHIN AND BEYOND THE SCHOOL AND CHILDCARE 1. Staff development 2. Links with other agencies, organisations and support services 3. Partnership with parents 4. The voice of the child 5. Links with other schools and transfer arrangements ​ 6. Special Arrangements for External Exams 7. Monitoring and Review SECTION A: SCHOOL AND CHILDCARE ARRANGEMENTS A1: DEFINITION AND AIMS High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children. Some children need educational provision that is additional and different to this. This is special educational provision under Section 21 of the Children and Families Act 2014. A child has special educational needs (SEN)if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
    [Show full text]
  • General Rules of the European Schools These Regulations Repeal and Replace the General Rules of the European Schools N° 2014-03-D-14-En-3
    European Schools Office of the Secretary-General Ref. : 2014-03-D-14-en-4 ORIG : FR General Rules of the European Schools These regulations repeal and replace the General rules of the European Schools n° 2014-03-D-14-en-3. - Amendment of Article 26 (Class Work – points 2 and 3) (in view of its application as from the 2016 Baccalaureate session), approved by the BOARD OF GOVERNORS OF THE EUROPEAN SCHOOLS dated 15, 16 and 17 April 2015, with entry into force as of 1 September 2015. 2014-03-D-14-en-4 1/53 GENERAL RULES OF THE EUROPEAN SCHOOLS 2014-03-D-14-en-4 2/54 PREAMBLE CHAPTER I Responsibilities of Directors General Article 1 Educational responsibilities Articles 2, 3, 4, 5 Administrative and budgetary responsibilities Articles 6, 7, 8, 9, 10, 11 Other responsibilities Articles 12, 13, 14, 15 CHAPTER II Regulations for Councils Types of Councils Article 16 Convening and chairing of councils Article 17 Class Councils Article 18 Subject Councils Article 19 General Councils Article 20 Education Councils Article 21 CHAPTER III Duties and obligations of members of staff of the schools General Article 22 Class teachers Article 23 Communication with pupils’ legal representatives Article 24 Absences and discipline Article 25 Class work Article 26 Principal educational advisers and educational advisers Article 27 CHAPTER IV Responsibilities of pupils’ legal representatives Undertakings entailed by enrolment Articles 28, 29 Regular attendance at classes Article 30 Other undertakings Articles 31, 32 Insurance taken out by the school Articles 33,
    [Show full text]
  • European Schools) Regulations 2021
    EXPLANATORY MEMORANDUM TO THE EUROPEAN UNION (EUROPEAN SCHOOLS) REGULATIONS 2021 2021 No. [XXXX] 1. Introduction 1.1 This explanatory memorandum has been prepared by the Department for Education and is laid before Parliament by Act. 2. Purpose of the instrument 2.1 This instrument revokes The European Communities (European Schools) Order 1972 (SI 1972/1582); The European Communities (Privileges of the European School) Order 1990 (SI 1990/237); The European Communities (Privileges of the European School) Order 2001 (SI 2001/3674). 2.2 This instrument is revoking those Orders as they are redundant following the closure of European School Culham and the United Kingdom’s exit from the European Union and the Convention Defining the Statute of the European Schools. Explanations What did any relevant EU law do before exit day? 2.3 The United Kingdom was a member of the Convention Defining the Statute of the European Schools by virtue of membership in the European Union. Much of the legislation relating to UK membership of that Convention was revoked on 31 December 2020. The remaining legislation currently in place relates exclusively to the former European School in the UK, European School Culham. This legislation offered certain protections to the school. As European School Culham closed on 31 August 2017 these have been redundant in UK legislation since that time. Why is it being changed? 2.4 The legislation relating to European School Culham is not required as the school closed on 31 August 2017. With the United Kingdom’s exit from the European Union, we automatically fell out of the Convention Defining the Statute of the European Schools and our obligation relating to the UK’s relationship with the European Schools system is already committed to UK law under article 125 of the Withdrawal Agreement.
    [Show full text]
  • ISO 9001 Certificate
    CERTIFICATE Number: 2166898 The management system of the organizations and locations mentioned on the addendum belonging to: DNV AS Business Area Maritime Veritasveien 1 1363 Høvik Norway including the implementation meets the requirements of the standard: ISO 9001:2015 Scope: - Ship classification and statutory services for seagoing and inland waterway vessels - Offshore classification and statutory services - Maritime advisory services - Product certification Certificate expiry date: 28 December 2023 Certificate effective date: 11 March 2021 Certified since*: 1 November 2013 This certificate is valid for the organizations and locations mentioned on the addendum. DEKRA Certification B.V. j E B.T.M. Holtus R.C. Verhagen Managing Director Certification Manager © Integral publication of this certificate and adjoining reports is allowed * against this certifiable standard / possibly by another certification body DEKRA Certification B.V. Meander 1051, 6825 MJ Arnhem P.O. Box 5185, 6802 ED Arnhem, The Netherlands T +31 88 96 83000 F +31 88 96 83100 www.dekra-certification.nl Company registration 09085396 page 1 of 13 ADDENDUM To certificate: 2166898 The management system of the organizations and locations of: DNV AS Business Area Maritime Veritasveien 1 1363 Høvik Norway Certified organizations and locations: DNV GL Angola Serviços Limitada DNV GL Argentina S.A Belas Business Park, Etapa V, Avenida Leandro N. Alem 790, 9th andar, Torre Cuanza Sul, Piso 6 – CABA, Talatona, Luanda Buenos Aires - C1001AAP Angola Argentina DNV GL Australia Pty
    [Show full text]
  • European-Baccalaureate.Pdf
    The European Baccalaureate Information for admissions officers of universities and other higher education institutions July 2013 European Schools Mission Statement “Educated side by side, untroubled from infancy by divisive prejudices, acquainted with all that is great and good in the different cultures, it will be borne upon them as they mature that they belong together. Without ceasing to look to their own lands with love and pride, they will become in mind Europeans, schooled and ready to complete and consolidate the work of their fathers before them, to bring into being a united and thriving Europe.” Jean Monnet 1953 2 Contents The European Baccalaureate – An Overview 4 Section 1: The Schools 6 Section 2: The Students 7 Section 3: The Curriculum 8 Section 4: Assessment 10 Section 5: Examination Results 11 Section 6: English Language in the European Baccalaureate 12 Section 7: Mathematics 14 Section 8: UCAS Application Form and Offers 16 Appendix 1: Further Information Sources and Useful Addresses 18 Appendix 2: European Baccalaureate Scores and Degree Performance 19 Appendix 3: European Baccalaureate to ‘A’ Level Conversion Table 22 Appendix 4: Case Studies 24 3 The European Baccalaureate – An Overview Aim The aim of this document is to summarise the key elements of the European Baccalaureate (EB), mainly to assist admissions officers at universities and other institutions of higher education in the United Kingdom. It will however also be of interest to parents and potential employers, and is issued by the Department for Education, replacing the guidance produced in 2009. Introduction The EB is the school-leaving examination for students who attend one of the European Schools.
    [Show full text]
  • Book of Hours in the Geert Grote Translation (Use of Utrecht) in Dutch, Decorated Manuscript on Parchment Northern Netherlands, North Holland (Haarlem?), C
    Book of Hours in the Geert Grote translation (use of Utrecht) In Dutch, decorated manuscript on parchment Northern Netherlands, North Holland (Haarlem?), c. 1460-1480 i (modern paper) + 142 + i (modern paper) folios on parchment, modern foliation in pencil, 1-142, lacking two quires at the beginning and two leaves at the end (collation i-xvii8 xviii8 [-7, -8, lacking two leaves after f. 142, with loss of text]), no catchwords or signatures, ruled in brown ink (justification 88 x 55 mm.), written in dark brown ink in a gothic bookhand (textualis) in a single column on 21 lines, rubrics in red, capitals touched in red, 1- to 2-line initials alternating in red and blue throughout, several 3-line initials in blue with red penwork flourishes highlighted with touches in green wash extending to one or two margins, six large (6- to 11-lines) duplex (puzzle) initials ornamented with fine pen-flourishing in red and blue with touches in green wash extending to two, three or four margins, a small tear in the lower margin of f. 16, several tears on f. 32 (but loss of only one word), lacking the bottom corner of f. 142 with loss of text, a few small stains and signs of wear, otherwise in very good condition. Bound in modern light brown calf, front cover gold-tooled with a simple frame and the title “Ghetidenboeck +- 1400” and spine with four stylized wreaths, in very good condition. Dimensions 115 x 90 mm. It is only in the Northern Netherlands that a vernacular translation of the Book of Hours became more popular than the text in Latin, transforming the daily prayer of the laity and providing more direct and profound access to the divine.
    [Show full text]
  • WESTERTERP CV.Pdf
    CURRICULUM VITAE Professor Klaas R Westerterp Education MSc Biology, University of Groningen, The Netherlands, 1971. Thesis: The energy budget of the nestling Starling Sturnus vulgaris: a field study. Ardea 61: 127-158, 1973. PhD University of Groningen, The Netherlands, 1976. Thesis: How rats economize – energy loss in starvation. Physiol Zool 50: 331-362, 1977. Professional employment record 1966-1971 Teaching assistant, Animal physiology, University of Groningen 1968-1971 Research assistant, Institute for Ecological Research, Royal Academy of Sciences, Arnhem 1971 Lecturer, Department of Animal Physiology, University of Groningen 1976 Lecturer, Department of Animal Ecology, University of Groningen 1977 Postdoctoral research fellow, University of Stirling, Scotland 1980 Postdoc, Animal Ecology, University of Groningen and Royal Academy of Sciences, Arnhem 1982 Senior lecturer, Department of Human Biology, Maastricht University 1998 Visiting professor, KU Leuven, Belgium 2001 Professor of Human Energetics, Faculty of Health, Medicine and Life Sciences, Maastricht University Research The focus of my work is on physical activity and body weight regulation, where physical activity is measured with accelerometers for body movement registration and as physical activity energy expenditure, under confined conditions in a respiration chamber and free-living with the doubly labelled water method. Management, advisory and editorial board functions Head of the department of Human Biology (1999-2005); PhD dean faculty of Health, Medicine and Life Sciences (2007- 2011); member of the FAO/WHO/UNU expert group on human energy requirements (2001); advisor Philips Research (2006-2011); advisor Medtronic (2006-2007); editor in chief Proceedings of the Nutrition Society (2009-2012); editor in chief European Journal of Applied Physiology (2012-present).
    [Show full text]