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Den Haag: Genève aan de Noordzee?

Den Haag en Genève zijn beide gastheer van vele Internationale Organisaties (IO’s) en non-gouvernementele organisaties (ngo’s). West-Europese, middelgrote steden kampen met toegenomen concurrentie op het gebied van het gastheerschap van organisaties als gevolg van de globalisering. Het doel van dit artikel is om Den Haag en Genève te vergelijken op het gebied van hun beleid ten aanzien van IO’s en ngo’s. Dit artikel behandelt de volgende onderzoeksvraag: Hoe is het beleid van Den Haag en Genève op het gebied van aantrekken en behouden van IO’s en ngo’s veranderd en op welke wijze kan de concurrentiepositie van beide steden worden verbeterd? De uitkomsten: Genève richt zich meer op het behouden terwijl Den Haag daarnaast ook focust op het aantrekken van organisaties. Genève is een omnivoor terwijl Den Haag zich vooral richt op thema’s als Vrede en Recht. Verbeterpunten zijn: internationale bereikbaarheid en medische voorzieningen (Den Haag), de woningmarkt en het parkeerprobleem (Genève), kinderopvang en het scheppen van discussiecentra (beide).

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Understanding how educators at the workplace reach judgements when assessing students' professional performance

Paperbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Although professional performance at the workplace is essential in VET, little is known about what educators do when assessing students’ performance. This study aims to explore how workplace educators inform their judgements of students’ performance by looking at strategies and potentially influencing factors.

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Understanding how educators at the workplace reach judgements when assessing students' professional performance

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Multilevel boundary crossing

Symposiumbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Learning across the contexts of school and the workplace is highly relevant to the VET-sector. This contribution analyses these cross-contextual learning processes with three key issues in mind: (1) guidance by vocational educators, (2) assessment of students’ development and (3) design of VET-learning environments. Guidance, assessment and overarching VET-curriculum designs form the basis for constructive alignment as an approach to optimize conditions for high quality cross-contextual learning processes. We used the theoretical framework of boundary crossing to clarify the complex, multilevel nature of these key issues.

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Pedagogic practices in vocational communities to support novices' workplace learning

Posterbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Although literature shows the important supportive role of experienced colleagues to stimulate novices’ workplace learning, the question of how this support is provided is usually answered in general terms (e.g. Mikkonen et al. 2017; Tynjälä 2008). Therefore, this study aims to explore how members of vocational communities, both individually and as a collective, enact specific pedagogic practices to contribute to novices’ learning. The systematic literature review that will be presented in the interactive poster session is the first study of a PhD project and provides an overview of situational pedagogic practices which attempt to support novices’ learning at the workplace.

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Pedagogic practices in vocational communities to support novices' workplace learning

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Dress and the city

European clothing consumption has increased dramatically in recent decades, leading to a current average of 26 kg of textiles annually purchased per capita (EEA, 2019). While garments (and most of clothing’s environmental impacts) are produced in other parts of the world, European municipalities face a problem of increasing volumes of textile waste. Moreover, the revised waste directive of 2018 specifies that European Union countries will be obliged to collect textiles separately by 2025. This study investigates how these phenomena are affecting city-level policy and strategy, including but not limited to textile waste management. It builds on a comparative analysis of official documents informed by interviews with policy makers and waste management authorities in five European cities. The research points out that, in these cities, clothing environmental policy and other public initiatives are at varied levels of development. The paper identifies three kinds of measures, namely (a) improving separate collection, (b) waste prevention, and (c) consumption reduction. Reducing the share of textiles disposed of in general household waste (and therefore increasing separate collection) has been a central aim in cities where textiles fall under local waste regulation. The waste directive mentioned above makes separate collection of all textiles compulsory for EU members, leading to revisions in some cities’ collection systems. Some municipalities have gone one step further in preventing these textiles from reaching waste streams by supporting local initiatives for repair and reuse. The most advanced and recent approach is aiming at reductions in new clothing demand through citizen campaigns and monitoring the effect of repair and reuse actions in consumption levels. The comparative analysis leads to recommendations for future policy and strategy including developing the three approaches mentioned above simultaneously, further exploring measures for consumption reduction, and the integration of more concrete targets and monitoring plans, so that the most effective paths in social and environmental terms can be identified.

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Graduation project supervision of undergraduate students in Higher Professional Education

Paperbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Universities of Applied Sciences (UAS) that offer Professional Studies (PS) are required to educate students to become starting professionals with research competence, that enable them to deal with challenging tasks that professionals face in a dynamic knowledge society (e.g. Heggen, Karseth, & Kyvik, 2010). To assess professional and research competence, students at UAS in the Netherlands mostly develop a professional product for an external bidder as their graduation project. The professional product is an artefact that is ideally representative for students’ future professions within a specific domain, e.g. a strategic advice within the economic domain (e.g. Losse, 2016). Due to the integrative and complex character of this task, supervision is essential and we thus need to understand what expertise supervisors need and which are good pedagogic strategies. However, little is known about graduation project supervision at UAS. This literature review aims at providing knowledge about graduation project supervision and at revealing what further inquiry on graduation project supervision should aim at, by answering the following questions: 1. What expertise do supervisors need and what is known about pedagogic strategies in graduation project supervision at UAS? 2. What should further inquiry after graduation project supervision at UAS aim at?

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Graduation project supervision of undergraduate students in Higher Professional Education

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AIESEP Position Statement on Physical Education Assessment

Why a position statement on Assessment in Physical Education? The purpose of this AIESEP Position Statement on Assessment in Physical Education (PE) is fourfold: • To advocate internationally for the importance of assessment practices as central to providing meaningful, relevant and worthwhile physical education; • To advise the field of PE about assessment-related concepts informed by research and contemporary practice; • To identify pressing research questions and avenues for new research in the area of PE assessment; • To provide a supporting rationale for colleagues who wish to apply for research funds to address questions about PE assessment or who have opportunities to work with or influence policy makers. The main target groups for this position statement are PE teachers, PE pre-service teachers, PE curriculum officers, PE teacher educators, PE researchers, PE administrators and PE policy makers. How was this position statement created? The AIESEP specialist seminar ‘Future Directions in PE Assessment’ was held from October 18-20 2018, at Fontys University of Applied Sciences in Eindhoven, the Netherlands. The seminar aimed to bring together leading scholars in the field to present and discuss ‘evidence-informed’ views on various topics around PE assessment. It brought together 71 experts from 20 countries (see appendix 2) to share research on PE assessment via keynote lectures and research presentations and to discuss assessment-related issues in interactive sessions. Input from this meeting informed a first draft version of the statement. This first draft was sent to all participants of the specialist seminar for feedback, from which a second draft was created. This draft was presented at the AIESEP International Conference 2019 in Garden City, New York, after which further feedback was collected from participants both on site and through an online survey. The main contributors to the writing of the position statement are mentioned in appendix 1. Approval was granted by the AIESEP Board on May 7th, 2020. Largely in keeping with the main themes of the AIESEP specialist seminar ‘Future Directions in PE Assessment’, this Position Statement is divided into the following sections: Assessment Literacy; Accountability & Policy; Instructional Alignment; Assessment for Learning; Physical Education Teacher Education (PETE) and Continuing Professional Development; Digital Technology in PE Assessment. These sections are preceded by a brief overview of research data on PE. The statement concludes with directions for future research.

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AIESEP Position Statement on Physical Education Assessment

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Politics and International Organizations : four cases in The Hague and Geneva

In Western Europe, cities that host International Organizations (IOs) have to deal with more and more competition. The last decade many IOs settled in Eastern European and Asian countries. Distributing IOs over several cities in Europe for reasons of political balance and give-and-take among governments play a role in these decisions. However, public policy networks are more and more operational in these negotiations. Apart from the political and administrative actors, others – as private actors and external lobbyists – play a role as well. This often leads to increased complexity and ineffective decisions. This paper examines four cases in which political gameplay influenced the location decision-making of IOs in The Hague and Geneva. First, I will introduce the subject, research method and the four cases. Second, I will discuss how public policy networks are increasingly complicating factors to the settling processes of IOs. Third, a reconstruction of the settlement processes of four IOs will illustrate this.

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Politics and International Organizations : four cases in The Hague and Geneva

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Opnieuw voorbarige overlijdensadvertenties voor de kranten

Begin deze week was het weer zover. De dood van de krant werd weer eens aangekondigd. Deze keer was het beurt aan Francis Gurry, hoofd van de World Intellectual Property Organization, die in een interview met de Zwitserse krant La Tribune de Genève gezegd zou hebben dat in de VS het nog zes jaar zou duren terwijl in 2040 de allerlaatste vis in de allerlaatste krant verpakt zou worden…

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Producten 124

Den Haag: Genève aan de Noordzee?

Understanding how educators at the workplace reach judgements when assessing students' professional performance

Multilevel boundary crossing

Pedagogic practices in vocational communities to support novices' workplace learning

Dress and the city

Graduation project supervision of undergraduate students in Higher Professional Education

AIESEP Position Statement on Physical Education Assessment

Politics and International Organizations : four cases in The Hague and Geneva

Opnieuw voorbarige overlijdensadvertenties voor de kranten

Projecten 2

Promotieonderzoek: Begeleiding van studenten op de werkplek

Promotieonderzoek: Begeleiding van studenten op de werkplek

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Producten 124

Den Haag: Genève aan de Noordzee?

Understanding how educators at the workplace reach judgements when assessing students' professional performance

Multilevel boundary crossing

Pedagogic practices in vocational communities to support novices' workplace learning

Dress and the city

Graduation project supervision of undergraduate students in Higher Professional Education

AIESEP Position Statement on Physical Education Assessment

Politics and International Organizations : four cases in The Hague and Geneva

Opnieuw voorbarige overlijdensadvertenties voor de kranten

Projecten 2

Promotieonderzoek: Begeleiding van studenten op de werkplek

Promotieonderzoek: Begeleiding van studenten op de werkplek