Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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    Kerk en samenleving over maatschappelijke betrokkenheid van wetenschappelijke instellingen (interview met Chris Blok)
    Alblas, A. ; Blok, C. - \ 2013
    Leids Kerkblad / uitgave van de Protestantse Gemeente te leiden en de evangelisch-Lutherse gemeente te Leiden e.o. 23 (2013)3. - p. 32 - 32.
    Landbouwkundig ingenieur Chris Blok, als onderzoeker werkzaam bij Wageningen UR ontvangt redactielid Ad Alblas voor een gesprek over Maatschappelijk Verantwoord Ondernemen (MVO).
    New groundwater-level rise data from the Rhine-Meuse delta - implications for the reconstruction of Holocene relative mean sea-level rise and differential land-level movements
    Berendsen, H.J.A. ; Makaske, B. ; Plassche, O. van de; Ree, M.H.M. ; Das, S. ; Dongen, M. van; Ploumen, S. ; Schoenmakers, W. - \ 2007
    Netherlands journal of geosciences 86 (2007)4. - ISSN 0016-7746 - p. 333 - 354.
    geologie - grondwaterstand - bodemdaling - zeespiegelschommelingen - alblasserwaard - zuidhollandse eilanden - zuid-holland - geology - groundwater level - subsidence - sea level fluctuations - alblasserwaard - zuidhollandse eilanden - zuid-holland - western netherlands - flevo lagoon - evolution - bc - avulsion - deposits - coast - area
    We present new local groundwater-level rise data from two Late Glacial aeolian dunes, located near Barendrecht and Oud-Alblas in the western Rhine-Meuse delta. These data are based on AMS radiocarbon dating of terrestrial macrofossils, collected from the base of peat formed on the slopes of these dunes. This method avoids contamination of bulk peat samples by old soil carbon or younger rootlets and rhizomes, as well as the hardwater effect. The new data are used to assess the reliability of previously published groundwater-level index data based on conventional radiocarbon dating of bulk basal peat samples from the slopes of the Late Glacial aeolian dunes at Barendrecht, Hillegersberg, Bolnes and Wijngaarden, all located in the western Rhine-Meuse delta. Comparison of the new and published groundwater-level data shows no significant systematic difference between conventionally dated bulk peat samples and AMS-dated samples of terrestrial macrofossils. The new data from the dune at Barendrecht confirm the reliability of the younger than 6600 cal yr BP age-depth data from the dunes at Hillegersberg and near Bolnes. This result supports the validity of this part of the mean sea-level (MSL) curve for the western Netherlands. Consequently, the position of the groundwater-level curve for Flevoland (central Netherlands) below this MSL curve can most likely be attributed to differential land-level movement. The available data show that the groundwater-gradient effect in the western Rhine-Meuse delta became less than 5 cm/km after 6600 calyr BP. Finally, temporal correlation between temporary increases in local groundwater-level rise with known shifts of river courses in the delta plain suggests, that avulsions can explain sudden local deviations from the trend in groundwater-level rise. A general conclusion of this study is that a complex relationship exists between sea level and local delta-plain water levels.
    Hoog peil niet altijd gunstig voor milieu
    Alblas, J. ; Clevering, O.A. - \ 2004
    Boerderij/Akkerbouw 89 (2004)7. - ISSN 0169-0116 - p. 16 - 17.
    irrigatie - ondergrondse irrigatie - landbouw met irrigatie - plant-water relaties - waterbescherming - grondwater - grondwaterstand - infiltratie - akkerbouw - plantenvoeding - opbrengsten - gewasopbrengst - voedingsstoffenbeschikbaarheid - uitspoelen - verliezen uit de bodem - grondwaterverontreiniging - bodemwaterregimes - waterstand - bemesting - irrigation - subsurface irrigation - irrigated farming - plant water relations - water conservation - groundwater - groundwater level - infiltration - arable farming - plant nutrition - yields - crop yield - nutrient availability - leaching - losses from soil - groundwater pollution - soil water regimes - water level - fertilizer application
    PPO onderzocht de voor- en nadelen van waterconservering door in het zuidoostelijk zandgebied (Vredepeel en Veulen) twee akkerbouwpercelen in te richten met een hoog en een laag grondwaterpeil. Het verhoogde peil werd bereikt door infiltratie van slootwater via stuwen en ondiep gelegen drains. Bij het hoge peil hoeft niet beregend te worden en blijken er geen lagere opbrengsten te zijn voor de verschillende gewassen (aardappel, conservenerwt, waspeen, suikerbieten, stamslabonen), mits volgens advies bemest wordt; bij bemesting beneden het advies kan de stikstofvoorziening beperkend zijn. Voordeel van peilverhoging is dat de nitraatuitspoeling minder is; wel is er meer fosfaatuitspoeling
    De invloed van de waterhuishouding op stikstof- en fosfaatverliezen in open teelten
    Vos, J.A. de; Clevering, O.A. ; Sival, F.P. ; Alblas, J. ; Reijers, N. ; Reuler, H. van - \ 2003
    Wageningen : Alterra (Alterra-rapport 596) - 67
    waterbeheer - waterbeleid - nitraten - fosfaten - uitspoelen - hydrologie - plant-water relaties - grondwaterstand - grondwaterspiegel - nederland - waterstand - vollegrondsteelt - limburg - water management - water policy - nitrates - phosphates - leaching - hydrology - plant water relations - groundwater level - water table - netherlands - water level - outdoor cropping - limburg
    De waterhuishouding in het landelijk gebied zal door bewuste peilverhogingen en door klimaatverandering, zeespiegelstijging en bodemdaling gaan veranderen. We zullen vaker met nattere situaties te maken krijgen. In landbouwgebieden met open teelten kan dit gevolgen hebben voor de uitspoeling van nutriënten naar grond- en oppervlaktewater. Vooral het (toekomstige) Europese beleid (m.n. Kaderrichtlijn Water) zal bepalen welke nutriëntenconcentraties in de verschillende wateren toelaatbaar zijn. Uit eenbeschrijving van de bodemprocessen volgt welke veranderingen in de bodem zullen optreden bij vernatting en wat de risico's op nutriëntenverliezen zijn. Voor de verschillende open teelten is geonventariseerd welk onderzoek al is verricht met betrekking tot waterbeheer, nutriënten en landbouw. Uit deze voorstudie volgt een voorstel voor nieuw (veld)onderzoek naar de effecten van vernatting.
    Stikstofproblematiek van de akkerbouw en melkveehouderij in het mergelland: Resultaten akkerbouw 1995-1998
    Geelen, P.M.T.M. ; Alblas, J. - \ 2002
    Lelystad : Praktijkonderzoek Plant en Omgeving (Projectrapporten 2002) - 48 p.
    PPO project 25221-1
    Druppelirrigatie met brak water voor schurftbestrijding in pootaardappelen
    Alblas, J. ; Floot, H. - \ 2002
    Lelystad : Praktijkonderzoek Plant en Omgeving (Project-rapporten 2002) - 45 p.
    irrigatie - druppelbevloeiing - pootaardappelen - zout water - brakwater - gewasopbrengst - bodemstructuur - zware kleigronden - streptomyces scabiei - nederland - irrigation - trickle irrigation - seed potatoes - saline water - brackish water - crop yield - soil structure - clay soils - streptomyces scabiei - netherlands
    Later zaaien kost opbrengst
    Alblas, J. - \ 2000
    PAV-bulletin. Vollegrondsgroenteteelt / Praktijkonderzoek voor de Akkerbouw en de Vollegrondsgroenteteelt 4 (2000)1. - ISSN 1385-5298 - p. 4 - 8.
    zaaitijd - planttijd - gewasproductie - opbrengsten - grondwaterspiegel - veldgewassen - proeven - oogstverliezen - waterstand - sowing date - planting date - crop production - yields - water table - field crops - trials - yield losses - water level
    Onderzoek naar de gevolgen van het uitstellen van het zaaitijdstip op de gewasproductie en op opbrengstderving, bijvoorbeeld doordat de grond later bewerkt kan worden door een hogere grondwaterstand als gevolg van peilverhoging
    Pw-getal zegt niet alles....
    Alblas, J. ; Schoot, J.R. van der - \ 2000
    PAV-bulletin. Vollegrondsgroenteteelt / Praktijkonderzoek voor de Akkerbouw en de Vollegrondsgroenteteelt 4 (2000)1. - ISSN 1385-5298 - p. 34 - 37.
    fosformeststoffen - bodemvruchtbaarheid - kunstmeststoffen - fosfor - proeven - mineralen - boekhouding - lichte zavel - bemesting - phosphorus fertilizers - soil fertility - fertilizers - phosphorus - trials - minerals - accounting - sandy loam soils - fertilizer application
    PAV heeft fosfaatgegevens van een perceel kalkrijke zavel geanalyseerd. De analyse bevestigt dat het huidige bemestingsadvies (streefwaarde Pw 25) en de Minas-norm (maximaal 85 kg/ha) goed bruikbaar zijn
    Droogtetolerantie van landbouwgewassen in het Benelux Middengebied. Literatuurstudie Watermanagement Benelux Middengebied
    Vandenbosch, T. ; Huybrechts, M. ; Wera, G. ; Janssen, S. ; Philipsen, B. ; Pol-van Dasselaar, A. van den; Alblas, J. ; Grashoff, C. - \ 2000
    Unknown Publisher - 107 p.
    Monstername voor bepaling van het bodemvochtgehalte in de teelt van snijmais en van suikerbieten met protocol voor monstername en bepaling van het watergetal (W-getal)
    Alblas, J. - \ 1999
    Lelystad : PAV (Intern documentatieverslag / PAV nr. 171) - 35
    grondanalyse - bodemwater - maïs - suikerbieten - plant-water relaties - bemonsteren - soil analysis - soil water - maize - sugarbeet - plant water relations - sampling
    Beregenen op Maat
    Alblas, J. ; Evenhuis, B. - \ 1999
    PAV-bulletin. Vollegrondsgroenteteelt / Praktijkonderzoek voor de Akkerbouw en de Vollegrondsgroenteteelt 3 (1999)3. - ISSN 1385-5298 - p. 21 - 22.
    beregening met sproeiers - bodemwater - dampdruk - tensiometers - grondwaterstand - vollegrondsteelt - bedrijfsinformatiesystemen - sprinkler irrigation - soil water - vapour pressure - tensiometers - groundwater level - outdoor cropping - management information systems
    In de periode 1996 tot en met 1998 is door het PAV in het zuidoosten van Nederland onderzoek gedaan binnen het project "Beregenen op Maat". Achterliggend doel van de provincies Noord-Brabant en Limburg was het verbruik van grondwater terug te dringen
    Exploring process-based evaluation of environmental education
    Wals, A.E.J. ; Alblas, A.H. ; Margadant-van Arcken, M. - \ 1999
    In: New and improved? Snapshots of the first years of Extra Impulse - Environmental Education - p. 37 - 52.
    Environmental Education for Human Development
    Wals, A.E.J. ; Alblas, A.H. ; Margadant-van Arcken, M. - \ 1999
    In: Environmental Education and Biodiversity / Wals, A.E.J., Wageningen : National Reference Centre for Nature Management - ISBN 9789075789034 - p. 15 - 33.
    Onderwijzen voor een natuurbetrokken bestaan : didactische uitgangspunten voor natuur- en milieueducatie
    Alblas, A. - \ 1999
    Agricultural University. Promotor(en): J. van Bergeijk; W. van den Bor. - S.l. : S.n. - ISBN 9789058081193 - 288
    milieueducatie - lerarenopleidingen - onderwijzen - onderwijsmethoden - leertheorie - samenleving - interacties - attitudes - natuur- en milieueducatie - environmental education - educational courses - teaching - teaching methods - learning theory - society - interactions - attitudes - nature and environmental education

    This study is aimed at making a contribution toward the didactic development of Environmental Education (EE).

    The issue under question is as follows (Part I): Which criteria govern commitment-oriented EE learning processes? To answer this question a number of theories were studied (Part II) and the practical experiences of several EE tutors evaluated (Part III). Then comparisons were made between the results (Part IV). The outcome of the comparison consists of several didactical clues for the didactics of EE learning processes. A brief description of the content of the different parts is given below.

    Part I: Underlying principles, issues and research questions

    The emergence of nature and environmental education is strongly linked to society's increased concern about the deterioration of nature and the environment. The introduction of EE in schools is believed to contribute toward solving the existing problems of the environment by teaching children to behave in a more environmental-friendly way. In this study we distance ourselves from this one-sided instrumental view. We perceive a form of education which transforms students into active participants in an ever-changing society. It demands a critical attitude and the willingness to shoulder joint responsibility. It does not include the provision of codes of behaviour. With this perception of education we see EE's primary objective as being man's commitment to nature.

    Someone committed to nature is taken to mean:

    a person prepared to and capable of weighing up the pros and cons of the interests of nature, against personal interests and society's interests;;a person who understands nature and the value of the environment for our mental and material well-being;a person who understands and values nature as the bearer of all life; anda person who is willing to personally take on the responsibility for nature and whose deeds give shape to this responsibility.

    Part II: The cornerstone of this study

    The question now arises as to how we plan to fulfil the primary objective mentioned above. To answer this question we have steered our study by several social constructivist theories that would give us more insight into a number of aspects regarding the didactics of EE. These theories are:

    the cultural historic theory, as introduced by Vygotskij (1987) and further developed by a few kindred spirits. This theory provides us with clues about how the shaping of meaningful, usable concepts can take place;the structuration theory, as developed by Giddens (1985). This theory clearly explains the freedom of action individuals have within the social structure in which they live. It then becomes clearer to see to which extent education contributes to development of the relative freedom of action of the individual;the human valuation theory , as developed by Hermans (1981). This theory contributes to our insight into the nature of our valuation and the manner in which it develops;the 'Bildung' theory (a human development approach) of Klafki (1994). This theory consists of a number of important points of departure for the didactics of education aimed at emancipation of the individual to actively participate in the community.

    Some relevant insights gleaned from these theories are summarised as follows:

    Man's actions are the result of structural and intentional powers. In educational situations we aim primarily at development of the intention of actions. Intentional actions are created by personally shaping societal practices in a fresh and unique manner. When giving new form to reality our interpretation of reality is tested against that of the surroundings. Reaction of the surroundings to our actions adjusts, refines and consolidates our knowledge. Learning should therefore be understood as the internalising of a socio-cultural dialogue.

    Knowledge consists of affective as well as cognitive elements. On the affective side are two fundamental motives , namely the motive of self-determination and self-submission. Our involvement in the world about us is based on these two fundamental motives and is especially stable if based on both of the motives.Learning must also be understood as a longitudinally genetic process in which continuous, gradual changes occur in a human being's potential to act. This view of learning implies a constant linking of the known with the unknown , of existing knowledge with new knowledge or of experiences gained with new experiences.Learning is characterised by the interiorisation of knowledge. At the end of such an interiorising process the knowledge is added to the repertoire of actions of the person concerned, developing into a fully-fledged mental potential to act.Besides social testing personal opinion is an essential component of the interiorising process. Both foreknowledge and appreciation play a dominant role in the formation of personal opinion.Learning must first take place in the zone of proximal development, which implies that students gain insights that they can and want to develop, but those that they cannot make completely and independently their own. It is the task of the teacher to organise and guard this activity.In education personal and social interests need to be weighed up against each other. Here, the young human being stands central as a full member of a democratic society in which self-determination, joint-decision and solidarity are significant and main objectives within which other educational aims must fit.Exemplary themes are required to be included in the curriculum that are clearly related to key social problems (such as the environment, war and peace and medical-ethical issues) as well as linked to specific socio-cultural themes (like religion, economy and science).

    Part III: The field research

    The field research involved a search for tutors' practical insights into the didactics of EE learning processes. These insights were gathered in two series of field research. Series I consisted of: (1) in-depth research among EE tutors; (2) development research on environment-oriented lesson material; and (3) research conducted at a study conference of environment coordinators. Series II consisted of : (4) an inventory of tutors' opinions of various different agricultural schools; and (5) development research on agricultural education at school level. The results of these two series were combined to provide a practical image of EE didactics. The most important insights gained from this practical research were:

    At the core of EE learning processes is knowledge that:

    is shaped in a process of personal processing ;contains the development of comprehension as well as commitment ;leads to the development of self-endorsed values ;goes hand-in-hand with feelings of care and responsibility;is close to reality of the learning state;is studied from different angles ;constantly needs to be judged on its merits time and time again ; andincludes ecological aspects as a permanent component should the content of the lesson require it.

    The learning process must preferably:

    give the highest priority to development of the person ;take place in an open and pluriform environment for learning ;assume a hopeful perspective;be geared to the individual tutor's capabilities and that of the individual student;offer room for development and unpredictable learned questioning;deal with value-laden subjects carefully, but not avoid them;take place in safe, convivially studious surroundings ;allow room for dialogue as essential part of the learning process, andfollow up /make use of positive (nature) experiences.pay attention to caring activities.

    Part IV: Toward didactics for meaningful EE

    In this part the results of the theory studied (Part II) and the practical research carried out (Part III) are combined to form a comprehensive picture of didactic points of departure for EE learning processes (Part IV). This image can be divided into two main categories of didactics, namely personal closeness and exemplarity, which are further elaborated into several leading principles and didactic criteria. The main categories are briefly explained below.

    Personal closeness

    In learning processes personal closeness is characterised by the student's active approval of the content and objective of the learning process. Furthermore, much attention must be paid to the meaning that the student personally attaches to the content of the lesson. Focusing attention on personal significance is not really the issue. If the content of the lesson needs to be usable, it should also be placed in a social context. By sharing of meanings with others and by reflection on the social consequences of a specific information, knowledge becomes socially integrated and can be expressed within social reality.

    Exemplarity

    In exemplary learning processes it is true that the educational learning process begins within a certain context, but subsequently requires extension of the scholar's application. Examples that are recognisably linked with practice are the most suitable. Although the educational learning process first aims at the concrete context, the comprehension of the scholar must also be made abstract and the scholar must then be tested in a new concrete situation. For the quality of the educational learning process therefore, going back and forth several times between concretisation and abstraction would appear to be important. To increase the transferability and the flexibility of knowledge we must not only move between the concrete and the abstract, but also must observe a subject from different interest perspectives and apply it in various different contexts . Moreover, what needs to be sought are ways in which to symbolise the scholars in a diagram or a brief description.

    The brief didactic characteristics given above, which a nature and environmental educational learning process must satisfy, are done justice if they are employed from the socio-constructivistic view of learning underlying this study.

    Teelt van plantuien
    Visser, C.L.M. de; Zwanepol, S. ; Alblas, J. ; Titulaer, H.H.H. ; Hoek, J. - \ 1998
    Lelystad : PAV (Teelthandleiding 81) - 64
    allium cepa - uien - teelt - cultuurmethoden - nederland - handleidingen - teelthandleidingen - plantuien - akkerbouw - allium cepa - onions - cultivation - cultural methods - netherlands - guide books - cultivation manuals - onion sets - arable farming
    Teelt van sjalotten
    Visser, C.L.M. de; Zwanepol, S. ; Alblas, J. ; Dijk, W. van; Bleeker, P.O. - \ 1998
    Lelystad : PAV (Teelthandleiding 83) - 54
    sjalotten - allium ascalonicum - nederland - teelt - plantenziekten - plantenplagen - insectenplagen - vollegrondsgroenten - teelthandleidingen - shallots - allium ascalonicum - netherlands - cultivation - plant diseases - plant pests - insect pests - field vegetables - cultivation manuals
    Beregeningsplanner bruikbaar middel : ervaringen met het project Beregenen Op Maat
    Alblas, J. - \ 1998
    PAV-bulletin. Vollegrondsgroenteteelt / Praktijkonderzoek voor de Akkerbouw en de Vollegrondsgroenteteelt 2 (1998)3. - ISSN 1385-5298 - p. 20 - 21.
    akkerbouw - veldgewassen - irrigatie - irrigatiewater-toedieningsschema - bedrijfsvoering - arable farming - field crops - irrigation - irrigation scheduling - management
    Beregening op Maat 1997 : toetsing van de beregeningsplanner en - wijzer in de praktijk : onderzoeksresultaten 1997 = Customised sprinkle irrigation 1997 : trialling of the irrigation planner and irrigation guide
    Hoving, I.E. ; Everts, H. ; Alblas, J. - \ 1998
    Lelystad : Praktijkonderzoek Rundvee, Schapen en Paarden (Rapport / Praktijkonderzoek Rundvee, Schapen en Paarden 172) - 115
    beregening met sproeiers - water - watervoorziening - landbouw - bodemwaterbalans - nederland - noord-brabant - sprinkler irrigation - water - water supply - agriculture - soil water balance - netherlands - noord-brabant
    Productie van witlof en roodlof
    Kruistum, G. van; Zwanepol, S. ; Alblas, J. ; Titulaer, H.H.H. ; Sukkel, W. - \ 1997
    Lelystad : PAV (Teelthandleiding / Praktijkonderzoek voor de Akkerbouw en de Vollegrondsgroenteteelt nr. 79) - 226
    rassen (planten) - cultivars - rassen (taxonomisch) - cichorium intybus - cichorei - nederland - teelt - akkerbouw - teelthandleidingen - forceren van planten - bladgroenten - varieties - cultivars - races - cichorium intybus - chicory - netherlands - cultivation - arable farming - cultivation manuals - forcing - leafy vegetables
    Teelt van de pennen en het trekken van de struikjes wordt beschreven.
    Tips voor vochtvoorziening van koolgewassen
    Alblas, J. - \ 1997
    PAV-bulletin. Vollegrondsgroenteteelt / Praktijkonderzoek voor de Akkerbouw en de Vollegrondsgroenteteelt 1997 (1997)4. - ISSN 1385-5298 - p. 9 - 10.
    koolsoorten - gewassen - waterbehoefte - bodemwaterbalans - beregening met sproeiers - cabbages - crops - water requirements - soil water balance - sprinkler irrigation
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