Public service organizations (PSOs) are said to have lost sight of what citizens know, want and can, resulting in a decline in citizen trust, satisfaction and identification with PSOs, and endangering the realization of their public tasks. In response, PSOs are experimenting with citizen-centred service design and delivery. Yet, we know surprisingly little about the distinguishing and defining characteristics of citizen-centred services, or about the mechanisms through which they engender citizen trust, satisfaction and identification with PSOs. This project combines diverse theoretical perspectives and methods to study citizen-centred services in search for better public services.

The Rotterdam Arts & Sciences Lab (in short RASL) is a unique constellation. It bridges the visual and performative arts, ánd sciences. This opens new and challenging questions and opportunities. RASL strives to be an innovative catalyst in the field of higher transdisciplinary education by rethinking and reimaging the way we educate today and in the future. As our world is changing rapidly society rightfully demands educators who are able to transcend the (real and unreal) boundaries of education as we know this today. Migration, changing economic models, blockchain, the rise of the commons, equity, and a shifting political landscape are complex societal issues that demand adaptability and future thinking. The talents we educate need to be able to navigate amidst uncertainties on the labour market. RASL aspires to design transdisciplinary learning spaces in which the imaginative and the transferrable, the sensory and the non-sensory, co- inhabit, collaborate and compose new perspectives and futures by using scientific knowledge, as well as visual and embodied experiences. We call this learning spaces and its accompanying philosophy the RASL Compositions School. RASL Compositions will research paradigms, develop pedagogy for transdiscplinary education and teach students of all participating Art and Sciences fields with the aim of a transferrable societal impact. Within this proposal we develop a Transdisciplinary Teacher Programme and a RASL Compositions Module for students. By setting up an accompanying research and evaluation line we want to ensure dissemination of our insights and lessons learned.

In the Netherlands, approximately 1 million children (0-25 years) have a chronic disease. Above and beyond the ever-present challenges of growing up with an illness, these children have 40% chance to develop psychological problems, including depression, anxiety and loneliness. Throughout their life, this translates into decreased well-being and reduced social participation and generates additional costs for society. Early prevention of psychological problems is thus key to break this vicious cycle. Therefore, eHealth applications are promising. However, scientific knowledge is missing and validated tools are not yet available for this group and involved health care professionals. Our mission is to make scientifically validated eHealth tools that allow personalized and trans-diagnostic prevention of psychological problems widely available for this highly vulnerable group of chronically ill children and future adults, through an accessible, user-friendly, safe, and sustainable platform. To succeed in this mission, we present an iterative learning cycle approach in two four-year phases during which we gather the insights, and develop, evaluate, and implement the much needed eHealth tools: I. Development: Distil and validate the theoretical and game-design factors that make eHealth effective for chronically ill children. II. Evaluation: Evaluate trans-diagnostic and personalized eHealth tools for chronically ill children, using and developing state-of-the-art methods. III. Implementation: Study and remove the barriers that currently hinder implementation and uptake, and threaten availability of eHealth applications for chronically ill children. Our eHealth junior consortium includes (applied) researchers, pediatricians, psychiatrists, psychologists, patient organizations, knowledge centers, game designers, industrial designers, insurance companies, and business professionals. We will collaborate with the end-users (children, families, and professionals) in order to achieve both international scientific breakthroughs and optimal clinical and societal impact. Knowledge utilization is a crucial part of our project.

This research will consider three phases of an individual’s life when future crime can be prevented. First, at birth through the effect of parental influence. Second, as a teenager because of psychological misconceptions. Third, by putting the right prisoner in the right prison. Main research question: which is most efficient?

Language is central to migration, given migrants may acquire and use different languages. But how do these languages become organised in the lives of different migrants? I argue that the many regulatory and social contexts that govern migration–from laws and social networks through to personal conceptualisations of migration–intersect with the sociological characteristics of migrants to determine what roles different languages play in migrant lives. Through a case study of why European expats in China and Taiwan tend not to learn Mandarin, I start developing an interdisciplinary analytical framework for understanding the relationship between multilingualism and migration more comprehensively.