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Award date: 17 June 2022. Supervisor: Professor Diane Stone, School of Transnational Governance The thesis explores Amsterdam’s engagement with Doughnut Economics as a conceptual tool with policy implications to become an ecologically safe and socially just city. The Doughnut wishes to harmonize humanity’s well-being with Earth’s planetary resources. Accordingly, this research asks: “to what extent and under what conditions can Doughnut Economics be a tool for transformative action within the city of Amsterdam?” This dissertation examines what players gather to form coalitions to advocate for the Doughnut implementation. Advocacy Coalition Framework (ACF) and systems thinking provide the theoretical frameworks, and a qualitative methodology supports the primary data collection. The interview findings suggest that there is a fruitful ACF in the city thanks to fluid and diffused actors’ alignments. From its theoretical base, the Doughnut becomes a tool with policy application through the actors’ capacity to align, create learning processes and bring policy change forward in the city.

Individualaus ugdymo planavimas (IUP) inkliuzinėje aplinkoje bendrojo lavinimo mokyklose yra sudėtinga užduotis, reikalaujanti tarpdisciplininio mokytojų, tėvų ir specialistų bendradarbiavimo tenkinant specialiuosius ugdymosi poreikius. Šiame straipsnyje aprašomas tyrimas, sukurtos tarpdisciplininio bendradarbiavimo IUP koncepcijos ir priemonės, remiantis Tarptautine funkcionavimo, negalės ir sveikatos klasifikacija (ICF), inkliuzinėse situacijose Šveicarijoje. Tyrimo tikslas yra atskleisti ir išanalizuoti IUP planavimą teoriniu ir praktiniu lygmenimis, suprasti jo įtaką inkliuziniam specialiajam ugdymui ir sukurti naudingus instrumentus bei priemones, kurios padėtų IUP dalyvaujantiems specialistams. Remiantis gautais duomenimis, pabrėžiama naudingos diagnostinės informacijos ir prasmingų IUP tikslų reikmė ir vaidmuo, pristatomos tarpdisciplininį specialistų IUP procesą skatinančios priemonės. Individual educational planning (IEP) in inclusive settings in mainstream schools is a challenging task that needs the multi-professional cooperation of teachers, parents and specialists for special educational needs (SEN). This article describes ongoing research and the concepts and tools developed so far for multi-professional IEP on the basis of the international classification of functioning, disability and health (ICF) in inclusive settings in Switzerland. The aim of the research reported in this overview is to describe and analyse the process of IEP on both theoretical and practical levels, to understand its impacts on inclusive special education and to develop useful instruments and tools to support the professionals involved in IEP. As current findings, the importance and role of useful diagnostic information and meaningful goal setting in IEP is emphasised and tools supporting a multi-professional IEP-process are presented.

Spesso origine dei primi insediamenti urbani, i corsi d’acqua sono stati nei secoli fonte di sostentamento per le popolazioni e strumento di scambio tra genti e culture. Proprio per il loro scorrere attraverso il territorio, essi sono per definizione luoghi di relazione, di intersezione tra diverse realtà urbane dove si incontrano ambiente, architettura, pianificazione, trasporti ma anche arte, cultura e turismo. Per questa loro caratteristica, le vie d’acqua rappresentano una grande potenzialità per lo sviluppo del territorio sia in termini di mobilità – di merci e di persone - che di turismo sostenibile. La loro riqualificazione permette di recuperare il ruolo di spazio pubblico e di paesaggio rurale, urbano e turistico di qualità; luoghi di fruizione turistica, culturale, gastronomica e sportiva, quindi di qualità della vita. Dopo decenni di oblio, sollecitata dal rinnovato interesse verso questi assi e anche dalle direttive dell’Unione Europee, l’Italia e, in particolare il Nord del paese, muove i primi passi verso la valorizzazione delle waterway a fini turistico-culturali, aprendo nuove possibilità di sviluppo del territorio. Sia pur con ritardo rispetto ad altri Paesi, che da anni e in diverse forme valorizzano e “sfruttano” le vie d’acqua, si avverte anche in Italia un cambio di mentalità che vede nell’uso e nel recupero di tale risorsa uno strumento importante per garantire la sostenibilità ambientale ed economica e il recupero di una identità culturale quasi dimenticata., Tema. Journal of Land Use, Mobility and Environment, Vol 3, N° 3 (2010): Moving for Leisure

In the wide and complex panorama of urban transformation, waterfront revitalisation is one of the most interesting phenomena of urban renewal of the last decades, bringing ‘cities on water’ around the world to a new leadership. After years of oblivion, the presence of the natural element –water– have shown to be of great appeal as an attractive pole for the quality of every day’s life. In particular, the visual contact with water together with pedestrian paths along the waterfronts and the implementation of waterborne transports, where possible, are giving an added value to these areas, becoming even more interesting in terms of Real Estate. Now spread out and developed at a global dimensions, involving both, big cities but also medium and smallscale cities at all latitudes and in all continents, waterfront regeneration is in many cases the starting point for the regeneration of the city itself and of its relocation in the international context. Under this point of view, marine, port and fluvial cities can be considered laboratories for the process of urban renewal in terms of residential, transports, public spaces and quality of the environment, in view of both, the broad range of cases and the quality of the results. In light of its 20-year long activity in terms of monitoring and studying best practices in the field of waterfront revitalisation, the Centre Cities on Water carried-out an international overview, developing a comparative analysis of the key element for the success of these operation. To this regards, a selection of case-studies has been identified at international level, according to the main ‘ingredients’ for a sustainable cohabitation between ports and cities and for a lasting success in waterfront regeneration processes. Water quality, public and free access and to water, public spaces, gradual and flexible development and shared participation in the entire process as well as a mix of functions and uses and the collaboration between public and private entities are some of the key aspects that needs to be taken into account in new interventions. These elements, summarised in the 10 Principles for a Sustainable Development of Urban Waterfront Areas, elaborated years ago by the Centre Cities on Water, together with the German company Wasserstadt (Berlin), can be the hinge for a wide and shared transformation process as well as the key for a positive impact at urban and territorial scale., Tema. Journal of Land Use, Mobility and Environment, Vol 2 (2009): Selected Papers 2009

The International Classification of Functioning Disability and Health (ICF) is meant to be a universal language for professionals working with functioning and health in children and adults. So far most applications of ICF have been in the field of health sciences. Is it also applicable to education? This paper aims to present the outcome of a systematic literature review in the fields of education, more specifically education of children with disabilities or special educational needs and the ICF. Devised as a complementary classification of health and functioning by the World Health Organisation (WHO) in 2001 with a child and youth version (ICF-CY) published in 2007, the ICF appears to be mostly used in the medical field with reviews highlighting its use and applications (Bruyère, Van Looy, & Peterson, 2005). Thus, this literature review intends to situate the current debates in education which relate to the ICF and its concepts, and also to report the extent to which it is being used. The major interest is to explore how the ICF/ICF-CY, are currently situated in the field of education. Method This study uses a systematic review of the literature using database keyword searches. The keywords used to search in the databases were applied after qualitative test searches were carried out to establish the suitability of the terms. The selection of studies was then refined further using inclusion and exclusion protocols. The protocols investigated the paper contents at different levels: abstract, full -text, and full-text quality level. In addition an extraction protocol is also used on the included documents to draw on the points which arise from the research questions and provide the basis for the main discussion. Studies exploring the relationship between education, the ICF and its related concepts: participation, environment, and personal factors were reviewed. Bruyère, S. M., Van Looy, S. A., & Peterson, D. B. (2005). The International Classification of Functioning, Disability and Health: Contemporary Literature Overview. Rehabilitation Psychology 50(2), 113-121. WHO. (2001). International Classification of Functioning, Disability and Health. Geneva: WHO. WHO. (2007). International Classification of Functioning, Disability and Health, Version for Children and Youth, ICF-CY. Geneva: WHO. Paper presentation. MURINET

The International Classification of Functioning Disability and Health (ICF) and its child and youth derivative the ICF-CY is meant to be a universal language for professionals working with functioning and health in children and adults. Use of the ICF-CY's codes in educational documents which refer to individual characteristics – such as individual education plans – could greatly enhance communication between support professionals. To date this has not been attempted. This paper proposes to use and adapt an established health and rehabilitation-based coding methodology (Cieza et al., 2005) to do this. This project looks to validate and adapt the use of ICF coding rules on education documents. This project will also validate whether ICF-CY codes give a good description of a child and their learning environment, or whether the ICF-CY could be better used in another way to construct a tool to do this. This study also aims to establish whether the ICF-CY can be directly used to enhanced communication between differing education support professionals and between support professionals and parents. Initially devised in 2002 (Cieza et al., 2002) with an update in 2005 (Cieza et al., 2005) there currently exists coding rules or guidelines for coding textual information to ICF values. This has so far only been applied in the health and rehabilitation field. We propose to use these in education by coding information specific to individuals (such as that found in individual education plans). MURINET

Empirische Sonderpädagogik 2 (2010) 3, S. 83-94, In vielen Regionen ist aktuell ein Wechsel von mehrheitlich separativen zu integrativen Formen sonderpädagogischer Unterstützung festzustellen. Oft sollen die Formen der Umsetzung und ihre Wirkungen erforscht oder wissenschaftlich evaluiert werden. Obschon die integrationsbezogenen Einstellungen wichtiger Beteiligter (vor allem Eltern, Lehr- und Fachpersonen) dabei eine wesentliche Rolle spielen, fehlen bisher im Deutschen Sprachraum geeignete Instrumente zu deren empirischen Erfassung. Es besteht deshalb hoher Bedarf an einem reliablen und validen Instrument zur Messung von Einstellungen zur Integration. Durch die Übersetzung und Anpassung eines amerikanischen Instruments wurden zu diesem Zweck die Skalen „Einstellungen zur Integration“ (EZI) entwickelt und validiert. Sie werden im vorliegenden Artikel vorgestellt. (DIPF/Orig.), The considerable worldwide demand for an inclusive education system has driven Switzerland to reconsider the approach of segregated schooling for children with Special Educational Needs (SEN). Recently, an agreement was signed among the states with the intention to adopt a more inclusive practice in school. There is evidence suggesting that an inclusive practice established at policy level is not enough, as many times it becomes teacher’s effort to translate the policies in classroom setting. The effectiveness of inclusive practices can be tightly related to the attitude of teachers, parents and students to inclusion of children with SEN in mainstreaming classes. Attitude towards inclusion is an observable construct but it presents difficulties in terms of measurement. For this purpose, in order to evaluate the attitude to inclusion of teachers, parents and students, an American Scale, the 11-items Parent Attitude to Inclusion (Palmer et al., 1998a, 1998b, 2001) and the version for teachers (Stanley, Grimbeek, Bryer, Beamisch, 2003; Bryer, Grimbeek, Beamish, Stanley, 2004), has been slightly modified and translated into German language. The resulting scales have been used to collect data in Switzerland in two regions. Results show that the German version of the scale can be potentially used for reliable measurement of attitudes toward inclusion in German speaking countries. (DIPF/Orig.)