Lessons Learned in Qatar: The Role of the Netherlands and Its Businesses in Addressing Human Rights Abuses in Mega-Sporting Events

Mega-sporting events (MSEs) can have a negative impact on human rights throughout their lifecycle, from the bidding stage, over to the planning and preparation stage, the delivery of the event, and also as part of their legacy after the event has concluded. They can be linked to land grabbing, forced evictions, forced labour and many other human rights abuses. The problem is that only a very few of these cases are actually addressed in the sense that rights-holders receive an effective remedy and those responsible for the abuse are held to account. MSEs are jointly organized and staged by public, private, national, and international actors, which each contribute in different ways to the associated human rights impact. Rather than looking at the responsibility of those actors directly involved in organizing and staging the event, this article looks at the responsibility of the participating actors of states that are represented at the event, namely businesses and sports bodies, using the Netherlands and the 2022 FIFA World Cup in Qatar as the guiding example. The central questions it tries to explore based on lessons learned and opportunities missed in Qatar are how such actors are connected to adverse human rights impacts associated with MSEs, which responsibilities under the human rights framework flow from those connections, and how participating states should then ensure that businesses live up to their responsibilities

Editorial: Student-teacher relationship quality research: Past, present and future

More than 20 years have passed since the publication of Pianta (2001) on the quality of the teacher-student relationship. Since then, several attempts have been made to elaborate theoretically the concept of teacher-student relationship quality and to provide empirical evidence of the impact that good teacher-student relationship quality might have on academic achievement, student psychological adjustment, and classroom climate. The teacher has been recognized as a “psychological parent” and defined as a secure base and safe heaven, following attachment theory (Verschueren and Koomen, 2012, 2021; Prino et al., 2022; Spilt et al., 2022). Several studies have shown that a relationship with the teacher characterized by affection, closeness, and respect predicts more favorable developmental outcomes and better adjustment to the classroom context in any school setting (Roorda et al., 2011, 2017; Longobardi et al., 2019, 2021; Lin et al., 2022). However, after 20 years, we saw the need to synthesize the current literature on the topic of teacher-learner relationship quality and to promote a collection of studies that provide new insights, ideas, and reflections to advance the research field and overcome current limitations.In this Research Topic, 16 publications were collected from different parts of the world. The Research Topic includes two literature reviews, several empirical works, some of which aim to develop and validate instruments to measure the quality of the teacher-student relationship, and others to promote new knowledge about the effects and mechanisms of action of the quality of the teacher-learner relationship on the psychological development and adjustment processes of children and adolescents. In addition, the Research Topic includes a contribution on possible intervention strategies on the quality of teacher-student relationship

Wilson ratio in Yb-substituted CeCoIn5

We have investigated the effect of Yb substitution on the Pauli limited, heavy fermion superconductor, CeCoIn$_5$. Yb acts as a non-magnetic divalent substituent for Ce throughout the entire doping range, equivalent to hole doping on the rare earth site. We found that the upper critical field in (Ce,Yb)CoIn$_5$ is Pauli limited, yet the reduced (H,T) phase diagram is insensitive to disorder, as expected in the purely orbitally limited case. We use the Pauli limiting field, the superconducting condensation energy and the electronic specific heat coefficient to determine the Wilson ratio ($R_{W}$), the ratio of the specific heat coefficient to the Pauli susceptibility in CeCoIn$_5$. The method is applicable to any Pauli limited superconductor in the clean limit.Comment: 5 pages, 1 table, 4 figure

Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers

Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students' cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education

Translating the Dutch walking stairs, walking ability and rising and sitting questionnaires into German and assessing their concurrent validity with VAS measures of pain and activities in daily living

<p>Abstract</p> <p>Background</p> <p>The Dutch Walking Stairs, Walking Ability and Rising and Sitting Questionnaires are three validated instruments to measure physical activity and limitations in daily living in patients with lower extremity disorders living at home of which no German equivalents are available. Our scope was to translate the Walking Stairs, Walking Ability and Rising and Sitting Questionnaires into German and to verify its concurrent validity in the two domains pain and activities in daily living by comparing them with the corresponding measures on the Visual Analogue Scale.</p> <p>Methods</p> <p>We translated the Walking Stairs, Walking Ability and Rising and Sitting Questionnaires according to published guidelines. Demographic data and validity were assessed in 52 consecutive patients with Complex Regional Pain Syndrome 1 of the lower extremity. Information on age, duration of symptoms, type of Complex Regional Pain Syndrome 1 and type of initiating event were obtained. We assessed the concurrent validity in the two domains pain and activities in daily living by comparing them with the corresponding measures on the Visual Analogue Scale.</p> <p>Results</p> <p>We found that variability in the German Walking Stairs, Walking Ability and Rising and Sitting Questionnaires was largely explained by measures of pain and activities in daily living on the Visual Analogue Scale.</p> <p>Conclusion</p> <p>Our study shows that the domains pain and activities in daily living are properly represented in the German versions of the Walking Stairs, Walking Ability and Raising and Sitting Questionnaires. We would like to propagate their use in clinical practice and research alike.</p

PROMIS Physical Function short forms display item- and scale-level characteristics at least as good as the Roland Morris Disability Questionnaire in patients with chronic low back pain

OBJECTIVE: To compare dimensionality, item-level characteristics, scale-level reliability and construct validity of PROMIS® Physical Function short forms (PROMIS-PF) and 24-item Roland Morris Disability Questionnaire (RMDQ-24) in patients with chronic low back pain (LBP). DESIGN: Cross-sectional study. SETTING: Secondary care center for rehabilitation and rheumatology. PARTICIPANTS: Patients with non-specific LBP ≥ 3 months (n = 768). INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Dutch versions of the 4-, 6-, 8-, 10- and 20-item PROMIS-PF, and of the RMDQ-24. RESULTS: Mean age was 49 years (±13), 77% female, 54% displayed pain for more than 5 years. PROMIS-PF-6, PROMIS-PF-8 and RMDQ-24 exhibited sufficient unidimensionality (confirmatory factor analysis: CFI >0.950, TLI >0.950 and RMSEA 0.001). Two-parameter item response theory models found two items with low discrimination for RMDQ-24. All other instruments had adequate fit statistics and item parameters. PROMIS-PF-20 displayed the best scale-level reliability. Construct validity was sufficient for all instruments as all hypotheses on expected correlations with other instruments, and differences between relevant subgroups, were met. CONCLUSIONS: PROMIS-PF-6, PROMIS-PF-8 and RMDQ-24 exhibited better unidimensionality, whereas PROMIS-PF-4, PROMIS-PF-6 PROMIS-PF-8 and PROMIS-PF-10 showed superior item-level characteristics. PROMIS-PF-20 was the instrument with the best scale-level reliability. This study warrants assessment of other measurement properties of PROMIS-PF short forms in comparison to disease-specific physical functioning instruments in LBP