This document provides biographical information about the author and outlines their involvement in adult education in the Netherlands since 1978. It also summarizes the vision, mission, activities and history of the Dutch Platform for International Adult Learning (Learn for Life), which aims to connect national and international developments in adult education, advocate for lifelong learning policies, and support local organizations through projects and dissemination of information. The organization coordinates European projects and a national award, and engages in discussions on topics like qualification frameworks and the European Agenda for Adult Learning.
This document provides an analysis and forecast of world oil and North American natural gas markets from Groppe, Long & Littell, an oil and gas analysis firm. Some key points:
- World crude oil production has peaked and will decline while dependency on countries like Saudi Arabia, Russia, and Venezuela increases. Liquids from gas will supplement declining crude supplies.
- North American natural gas production has already peaked and total supply will decline. Imports of LNG will increase while Canadian imports decrease.
- High prices are needed to constrain oil consumption but will drive substitution away from gas and toward lower-cost alternatives for industrial and power users. Nuclear is a logical long-term solution.
This document discusses lifelong learning and aging. It notes that learning and aging are both processes that occur over time, not in space. It advocates moving beyond deficit views of aging and learning to more activating approaches. The document outlines Jumbo Klercq's work pioneering lifelong learning and active aging in Europe. It discusses innovations across generations and emerging competencies. Finally, it presents scenarios for the future of education, participation, and intergenerational connections depending on levels of government involvement, European integration, and attitudes toward aging.
The document discusses several topics related to older workers on the Dutch labor market. It notes that the impact of an aging population will be felt starting in 2011, with certain sectors like care and education already experiencing staff shortages. The government has made early retirement less financially attractive to encourage more people to work until age 65, alleviating shortages. Employers see older workers as having advantages like experience while costing less in areas like training. Unemployment among older workers is rising due to the economic crisis.
This document provides biographical information about the author and outlines their involvement in adult education in the Netherlands since 1978. It also summarizes the vision, mission, activities and history of the Dutch Platform for International Adult Learning (Learn for Life), which aims to connect national and international developments in adult education, advocate for lifelong learning policies, and support local organizations through projects and dissemination of information. The organization coordinates European projects and a national award, and engages in discussions on topics like qualification frameworks and the European Agenda for Adult Learning.
This document provides an analysis and forecast of world oil and North American natural gas markets from Groppe, Long & Littell, an oil and gas analysis firm. Some key points:
- World crude oil production has peaked and will decline while dependency on countries like Saudi Arabia, Russia, and Venezuela increases. Liquids from gas will supplement declining crude supplies.
- North American natural gas production has already peaked and total supply will decline. Imports of LNG will increase while Canadian imports decrease.
- High prices are needed to constrain oil consumption but will drive substitution away from gas and toward lower-cost alternatives for industrial and power users. Nuclear is a logical long-term solution.
This document discusses lifelong learning and aging. It notes that learning and aging are both processes that occur over time, not in space. It advocates moving beyond deficit views of aging and learning to more activating approaches. The document outlines Jumbo Klercq's work pioneering lifelong learning and active aging in Europe. It discusses innovations across generations and emerging competencies. Finally, it presents scenarios for the future of education, participation, and intergenerational connections depending on levels of government involvement, European integration, and attitudes toward aging.
The document discusses several topics related to older workers on the Dutch labor market. It notes that the impact of an aging population will be felt starting in 2011, with certain sectors like care and education already experiencing staff shortages. The government has made early retirement less financially attractive to encourage more people to work until age 65, alleviating shortages. Employers see older workers as having advantages like experience while costing less in areas like training. Unemployment among older workers is rising due to the economic crisis.
National Processing Company (NPC) is the 6th largest provider of merchant acquiring services in the US, focusing exclusively on small and medium merchants. It has over 275,000 merchant outlets and processes over $25 billion in annual sales and 340 million transactions annually. NPC provides ISO/agents with competitive pricing, free customer support, and tools like the Merchant Approval Gateway and MyMerchantData to help ISO/agents board and manage merchants.
This document discusses a project called 3C that aims to help older workers transition through different stages of their careers. It outlines the products created by the project, including a user manual and training guidelines. The manual contains exercises and is meant to be used in different learning contexts. The document describes piloting the manual in various partner countries and sectors. It also provides an outline for an upcoming conference to discuss the project and policy recommendations.
The document discusses increasing participation in adult learning by removing barriers. It argues that all stakeholders have a role to play, but public authorities must lead the way by removing barriers, promoting demand, and focusing support on low-skilled individuals. This includes developing high-quality guidance systems with a learner-centered approach and targeted financial incentives to support local learning partnerships. Barriers to adult participation mentioned include cultural views of education, lack of family/social support, low self-esteem, prior education failures, lack of time, lack of motivation/awareness of benefits, lack of information, cost, and lack of learning support.
This document provides guidance on professional etiquette. It begins by defining etiquette as a ticket that allows one to know the rules for different social situations. Good etiquette makes social and professional interactions more pleasant and predictable. The document then lists several principles of etiquette from different religions and cultures about treating others well. It notes that good manners can open doors even when other advantages like money or status cannot. The rest of the document poses multiple choice questions about etiquette best practices in business and social settings like introductions, dining, communication, and workplace behavior.
The document discusses intergenerational learning and projects. It notes that generations are defined by the decades they were born in and share histories and life experiences. Intergenerational projects aim to promote mutual understanding and knowledge sharing between generations. Such projects provide benefits to participating generations such as combating isolation, transferring skills and wisdom between age groups, and bringing communities together. The document explores potential topics and approaches for intergenerational learning projects.
This document provides etiquette and manners guidelines for professionals. It emphasizes that etiquette should be followed in every situation to impress clients and colleagues, put others at ease, and establish rapport. Possessing good etiquette builds confidence and instills trustworthiness in others. The document then provides over 50 specific etiquette tips covering introductions, conversations, meetings, phone calls, emails, dining, and more.
Bas Heijne. Staat van Nederland en de bibliotheek als 'buitenveld'Hans van Duijnhoven
In Staat van Nederland houdt Bas Heijne een pleidooi voor plekken waar gedebatteerd kan worden over wat ons scheidt én bindt. Tom Kniesmeijer deed op 7-2 een oproep voor een 'Buitenveld',: ' Waar iedereen uit de eigen cirkel treedt en de ander ontmoet op neutraal terrein'. Zo'n plek zou de openbare bibliotheek kunnen zijn.
National Processing Company (NPC) is the 6th largest provider of merchant acquiring services in the US, focusing exclusively on small and medium merchants. It has over 275,000 merchant outlets and processes over $25 billion in annual sales and 340 million transactions annually. NPC provides ISO/agents with competitive pricing, free customer support, and tools like the Merchant Approval Gateway and MyMerchantData to help ISO/agents board and manage merchants.
This document discusses a project called 3C that aims to help older workers transition through different stages of their careers. It outlines the products created by the project, including a user manual and training guidelines. The manual contains exercises and is meant to be used in different learning contexts. The document describes piloting the manual in various partner countries and sectors. It also provides an outline for an upcoming conference to discuss the project and policy recommendations.
The document discusses increasing participation in adult learning by removing barriers. It argues that all stakeholders have a role to play, but public authorities must lead the way by removing barriers, promoting demand, and focusing support on low-skilled individuals. This includes developing high-quality guidance systems with a learner-centered approach and targeted financial incentives to support local learning partnerships. Barriers to adult participation mentioned include cultural views of education, lack of family/social support, low self-esteem, prior education failures, lack of time, lack of motivation/awareness of benefits, lack of information, cost, and lack of learning support.
This document provides guidance on professional etiquette. It begins by defining etiquette as a ticket that allows one to know the rules for different social situations. Good etiquette makes social and professional interactions more pleasant and predictable. The document then lists several principles of etiquette from different religions and cultures about treating others well. It notes that good manners can open doors even when other advantages like money or status cannot. The rest of the document poses multiple choice questions about etiquette best practices in business and social settings like introductions, dining, communication, and workplace behavior.
The document discusses intergenerational learning and projects. It notes that generations are defined by the decades they were born in and share histories and life experiences. Intergenerational projects aim to promote mutual understanding and knowledge sharing between generations. Such projects provide benefits to participating generations such as combating isolation, transferring skills and wisdom between age groups, and bringing communities together. The document explores potential topics and approaches for intergenerational learning projects.
This document provides etiquette and manners guidelines for professionals. It emphasizes that etiquette should be followed in every situation to impress clients and colleagues, put others at ease, and establish rapport. Possessing good etiquette builds confidence and instills trustworthiness in others. The document then provides over 50 specific etiquette tips covering introductions, conversations, meetings, phone calls, emails, dining, and more.
Bas Heijne. Staat van Nederland en de bibliotheek als 'buitenveld'Hans van Duijnhoven
In Staat van Nederland houdt Bas Heijne een pleidooi voor plekken waar gedebatteerd kan worden over wat ons scheidt én bindt. Tom Kniesmeijer deed op 7-2 een oproep voor een 'Buitenveld',: ' Waar iedereen uit de eigen cirkel treedt en de ander ontmoet op neutraal terrein'. Zo'n plek zou de openbare bibliotheek kunnen zijn.
Lezing: De (nieuwe) gebruiker
Sprekers: Annet Daems en Vicky Franssen, KH Mechelen
VVBAD Studiedag "De Nieuwe Gebruiker"
Datum: 27 mei 2010
Locatie: Arteveldehogeschool Gent
Civil Society - What will our future look like? HAN trend & ScenariosessionNick van Breda
What will be the turning point in your life and how to act locally with it looking at global trends and new technologies.
This presentation I gave to students, teachers and corporates at the HAN University Minor in Civil Society to make students think about their future and the future of all around them.
Presentatie van afstudeerscriptie over leiderschap en de grenzeloze generatie. Hoe kunnen leiders de grenzeloze generatie laten excelleren binnen de organisatie?
3. Nog een vraag
3
Bespreek wat het betekent voor jou om
met meer dan drie generaties samen te
leven ?
Hoe denk je daarover?
4. Vragen
4
Wie is getrouwd of woont samen?
Wie heeft kinderen?
Wie is eens of meer gescheiden?
Van wie zijn een of beide ouders nog in leven?
Wie spreekt meer dan drie talen?
Wie heeft eens zonder koelkast geleefd?
Wie weet nog waar hij was wanneer John F.
Kennedy vermoord werd?
Wie heeft de invasie van Russische troepen in
Tsjechoslowakije meegemaakt?
Wie herinnert zich het jaar van de ramp in
Tsjernobyl?
Wie kent Dynasty nog?
Wie kent CSI?
5. Generaties Hoofdrol in Sociale Evolutie
5
2015
Protestgeneratie
(1940-1955)
In 2010: 55-70 jr
Generatie X
(1950-1970)
In 2010: 40-55 jr
Pragmatische
generatie (1970-1985)
In 2010: 25-40 jr
Generatie Y
(1985-2000)
In 2010: 10-25 jr
2000
senioren
leiders
medioren
junioren
60
45
30
15
SOCIALE
EVOLUTIE
(Bontekoning,2010)
6. Generaties Hoofdrol in Ìnnovatie Evolutie
6
2015
Protestgeneratie
(1940-1955)
In 2010: 55-70 jr
Generatie X
(1950-1970)
In 2010: 40-55 jr
Pragmatische
generatie (1970-1985)
In 2010: 25-40 jr
Generatie Y
(1985-2000)
In 2010: 10-25 jr
2000
INNOVATIE
EVOLUTIE
(Klercq,2011)
Early
adapter
Followers
Telefoon
Auto
TV
Netwerken
Internet
Mobiel
Internet
Kennis
delen
Netwerken
Social media
Mobiel
Mobiel
Netwerken
Social media
Mobiel
Social
media
k
a
a
r
t
k
l
o
k
b
o
e
k
a
u
t
o
n
t
v
w
w
w
m
o
b
i
e
l
k
e
n
n
i
s
n
e
t
w
e
r
k
s
m
X x x x x x X x x x
x x x x x x x x x x
x x x x x x x x x x
x x x x x x x x x x
9. Innnovaties die ons een ander
mens maakten
9
Kaartlezer Automobilist Kenniswerker
Klokkijker TV-kijker Netwerker
Boeklezer Internetsurfer Social media gebruiker
25. Wat geven generaties aan elkaar
door?
Arbeid Relaties Geld Gezond-
heid
Zinge-
ving
Oorlogsgene-
ratie
Opbouwgene-
ratie
Protestgenera-
tie
Generatie X
Pragmatische
generatie
Generatie Y
25
26. Opdracht
• Wat zijn goede redenen om in een concrete situatie
een intergenerationeel leerproject te starten?
• Wat zouden goede thema’s kunnen zijn voor
intergenerationele projecten?
• Welke generaties zouden hierbij betrokken moeten
worden?
• Wat zouden de voordelen van meedoen kunnen zijn
voor elk van die generaties?
• Denk je dat mensen uit deze generatie dat zelf ook
als voordelen zouden noemen?
• Welke conclusies kun je hieruit trekken?
26
27. Bedenk een oplossing creeer een
intergenerationeel project
Een pleintje waar tieners rondhangen - soms drugs
gebruikend en lawaai maken hangen. Er is overdag een
hoop vervuilend verkeer rond het plein. Dichtbij is een
opvangcentrum waar jonge moeders hun kinderen
brengen voor ze naar hun werk gaan. Rond het plein
wonen veel oudere mensen die willen winkelen, in de
tuin willen werken en in de zon willen zitten. Soms
voelen zij gedreigd door de jonge „misdadigers“ Op een
dag verdreef een gepensioneerde politieagent de groep
onder met een getrokken pistool. Een dag later was
zijn tuin geruïneerd.
27
28. Discussie
28
Hoe verschillende generaties te
motiveren?
Hoe uitwisselingen te faciliteren?
Waaruit bestaat het proces van
intergenerationeel leren?
Hoe kun je met levenslopen spelen?
Hoe zijn creatieve en provocatieve
methoden te gebruiken?
Hoe kun je win-win situaties creëren?