Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students’ learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students’ research projects. Feedback perception did not change, but motivation decreased significantly.
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Acknowledging the knowledge gaps and novel paradigms outlined above within both coaching research and practice, the PhD research aims to investigate how need-supportive coaching—rooted in Self-Determination Theory (SDT)—effectively fulfils the satisfaction of beginning teachers’ basic psychological needs (BPNs) and autonomous motivation in pursuing their coaching goals within dyadic coaching relationships. To systematically explore this overarching objective, this PhD project and thesis adopt a structured, four-step approach, where each step investigates specific and complementary aspects of the coaching process. Collectively, these steps provide a comprehensive examination of how and under what conditions BPN-supportive coaching facilitates optimal motivational outcomes, enriching our understanding of the dynamic processes that shape coaching effectiveness among beginning teachers. Specifically, four research questions systematically guide the four research steps:1. What is the current state of empirical evidence linking BPN support, BPN satisfaction, and autonomous motivation within coach-coachee relationships?2. How do perceptual distances between coaches’ and coachees’ perceptions regarding BPN support relate to the coachees’ BPN satisfaction?3. How do coaches’ and coachees’ BPN satisfaction mutually predict autonomous motivation toward shared goals in their dyadic relationships?4. How do coaches and coachees dynamically co-regulate BPN interactions in real-time dyadic coaching conversations?Chapter 1 outlined a four-step empirical approach across Chapters 2 to 5 to understand BPN-supportive coaching. Chapter 2 meta-analysed the extant literature guided by a circular framework connecting BPN support, BPN satisfaction, and autonomous motivation for both parties. The results revealed that previous studies predominantly used individual-level data, neglecting the dynamic, reciprocal interactions in coaching. Chapter 3 investigated perceptual distance between coaches and coachees regarding BPN support using polynomial regression and response surface analysis. Results indicated that coachees reported greater BPN satisfaction when perceptions were closely aligned. Chapter 4 adopted the Actor-Partner Interdependence Model to examine how both parties’ BPN satisfaction is associated with their own and each other’s autonomous motivation. We found a positive unidirectional association between coachees’ relatedness satisfaction and coaches’ autonomous motivation and bidirectional associations for autonomy satisfaction. Chapter 5 employed State Space Grid analyses to capture the moment-to-moment co-regulation of autonomy in coach-coachee dyads. Results revealed recurrent patterns of predominant functional co-regulation (e.g., autonomy support met with proactive autonomy expression), and occasional dysfunctional co-regulation (e.g., evaluative feedback met with disengagement). Temporal evolvement in autonomy co-regulation was identified across coaching sessions in response to changing goals. Chapter 6 synthesised the contributions of the thesis. Collectively, BPN-supportive coaching can be viewed as a context-sensitive, interdependent, co-regulatory, and dynamic process, and we provided guidance for adaptive and relationally grounded coaching practices.
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The Dutch government, in alignment with the Paris climate agreement, has expressed the ambition to reduce CO 2 emissions in the Netherlands by 49% in 2030 compared to 1990. As freight transport is recognized as a serious CO 2 emitter, this sector is confronted with a substantial part of the target. For cities, the reduction of the urban freight transport emissions is, next to the CO 2 reduction, also important to improve the air quality. Dutch municipalities take an active role in coordination, facilitation and acceleration of the emission reduction processes, not only via regulation but also by using their public procurement power. This paper describes the City of Rotterdam's experiences from the EU Horizon 2020 BuyZET project. This project was launched in November 2016 and includes the cities of Rotterdam, Oslo and Copenhagen. The project aims at understanding and optimising the impact of public procurement activities on transport patterns and emissions in cities as well as to find innovative and sustainable delivery solutions for goods and services-related transport in order to reduce emissions.
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This paper investigates the prospective application of arbitration by Transnational Private Regulation (TPR). It builds on the study of TPR developed by Fabrizio Cafaggi et al. TPR addresses the ever-increasing transfer of regulatory power from national to global levels, and from public to private regulators. TPR entails private regulatory co-operation be-yond the jurisdictional boundaries of States through voluntary standards. The regimes of TPR are built by a variety of actors, such as companies, NGOs, independent experts, and epistemic communities. Examples of TPR can be found in food safety, forestry management, trade, and derivatives, among other fields. More specifically, they concern private actors engaging in transnational coordination of standard setting such as the Forest Stewardship Council (FSC) that was developed to foster responsible management of the world’s forests. There are four main characteristics of TPR: legitimacy, quality, effectiveness, and enforcement. I will describe those four characteristics in brief here. First, the legitimacy of TPR is built around consent through voluntary entry, participation, and exit of regulated entities. Important to this contribution is that the legitimacy of TPR goes beyond its legal dimension, measured by purely legal standards. Hence, the legitimacy of TPR is largely determined by standards developed by social and economic institutions relevant to specific TPR regimes. The role of those institutions in standard settings is higher in private TPR regimes than private-public TPR regimes, where some forms of compliance are mandatory. Second, the quality of TPR corresponds to the ex ante and ex post evaluation cycle of regulatory processes. It is also linked with the transparency of TPR. Third, the effectiveness of TPR is measured according to the extent to which the objectives of TPR (or selected TPR regimes) are met. And finally, enforcement of TPRis understood as ‘ensuring compliance with commitments’. Enforcement of TPR can take place through courts, administrative agencies, and private dispute resolution—including the arbitration at the core of this contribution. Cafaggi’s study identified rather selective use of arbitration in TPR, but also recommended changes to make arbitration law more adaptable to TPR. Furthermore, the study recommended that more specialized dispute resolution institutions are created to exclusively serve TPR. Against this background, I shift the main focus of analysis from TPR to arbitration. Whereas Cafaggi argued that arbitration may be suitable for TPR as a means of private enforcement, in this paper I go even further, arguing that arbitration as a means of informal, out-of-court dispute resolution is well suited to strengthen the normativity of TPR. This is so because private arbitration actors (including, inter alia, arbitrators and arbitral institutions) are already equipped with the tools necessary to facilitate cross-border TPR, which is done through informal standards and procedures with origins in the communitarian values and reputational mechanisms used by different communities before the development of modern States. The roots of most private justice regimes—including arbitration—are informed by communitarian values such as collaboration, participation, and personal trust. Those values, together with other core characteristics of arbitration correspond to all core characteristics of TPR, making both systems comparable and complementary. The analytical framework incorporated in this paper follows the four core characteristics of TPR. Hence, the paper is organized into five sections. The first section contains the introduction. In the second section, I analyze the legitimacy of arbitration vis-à-vis the legitimacy of TPR. In the third section, I investigate the accountability of arbitration as a means of quality signaling vis-à-vis TPR. In the fourth section, I focus on the remedies available to arbitrators in a view of TPR’s effectiveness. Finally, in the fifth section, I analyze enforcement through arbitration and its impact on the exclusiveness versus complementarity of TPR regimes. Conclusions follow, including recommendations for future research. Part of topic "The blurring distinction between public and private in international dispute resolution"
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Muscle fiber-type specific expression of UCP3-protein is reported here for the firts time, using immunofluorescence microscopy
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De arbeidsmarkt is continu in ontwikkeling, leidend tot een steeds veranderende vraag naar competenties en banen. Dit vraagt naast beroepsgerichte vaardigheden en kennis over veerkracht en wendbaarheid van professionals. Van de student wordt daarom verwacht dat die zich ontwikkeld in zelfgereguleerd (ZGL) leren. ZGL gaat over regie van het eigen leerproces: studenten bepalen zelf hoe tot leerresultaten te komen, deze te evalueren en sturen het leerproces zelf bij. Voor opleidingen is het de vraag hoe ze ZGL kunnen begeleiden en bevorderen. Dit behoeft inzicht in leergedrag, patronen hierin en bewustzijn over hoe deze inzichten gebruikt kunnen worden om ZGL te ondersteunen en het leerproces te begeleiden. In dit onderzoek is geïnventariseerd of de data die studenten in de elektronische leeromgeving (ELO) achterlaten een indicatie kan geven over het leerproces en ZGL van de student. Om de ingewikkelde patronen uit de data te halen, zijn de data uit de ELO met behulp van AItechnieken geanalyseerd. Hiermee kon het leerproces van studenten in verschillende categorieën worden onderverdeeld. De categorieën geven een eerste indicatie over het ZGL van de student. Verder onderzoek is benodigd, ook om te onderzoeken wat dit betekent voor de ondersteuning van studenten in hun leerproces.
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Deze literatuurstudie, geschreven als onderdeel van een vijftal studies naar verschillende fasen in het EU-beleidsproces, behandelt de fase van beleidsvorming door de Europese Commissie (EC). Hierin staat de vraag centraal wat de belangrijkste voorwaarden zijn voor effectieve beïnvloeding in deze fase van het EU-beleidsproces door EU-lidstaten en in het bijzonder door Nederland. In de literatuurstudie is met name literatuur tussen 2016 en 2023 behandeld, die op één of andere wijze kan bijdragen aan inzicht in de manier waarop actoren, en in het bijzonder lidstaten, invloed kunnen uitoefenen op beleidsvorming door de EC. De belangrijkste inzichten die volgen uit de literatuurstudie zijn: • Dat het effectief kan zijn om vroegtijdig een breed scala aan beleidsmakers en andere actoren, zowel nationaal als op EU-niveau, te betrekken bij een gestructureerde en gecoördineerde inzet om beleidsformulering te beïnvloeden. Hierbij zouden dan zo veel mogelijk EU-niveau actoren, zoals koepelorganisaties en implementatie-organisaties betrokken moeten worden. • Dat het een positief effect kan hebben op effectiviteit om zo veel mogelijk samen te werken als regering en oppositie in een eensluidend standpunt naar het EU-niveau, en ook samen te werken met regeringen en parlementen in andere lidstaten. • Dat voldoende menskracht, met name wat betreft coördinatie van inzet en contacten met zowel EC als Europees Parlement (EP), kan bijdragen aan een effectievere beleidsbeïnvloeding. Daarbij helpt het als nauw contact met vertegenwoordigers in expertgroepen wordt gehouden en zwaarder gekwalificeerde personen afgevaardigd worden, zodat zij in de groepshiërarchie binnen expertgroepen een leidende rol kunnen spelen. • Dat het effectief kan zijn om bij het bepalen van de boodschap en beïnvloedingsstrategie, in deze vroegtijdige fase, rekening te houden met de motivaties en belangen van (individuele ambtenaren binnen) de EC en andere lidstaten, en er een EU-wijd belang wordt gepresenteerd. • Dat strategisch nadenken over het proces en de keuzes rond consultatie-instrumenten effectiviteit zou kunnen vergroten Over veel thema’s kon geen uitsluitend wetenschappelijk onderbouwd antwoord gegeven worden vanuit de bestaande literatuur op dit moment, en is aanvullend onderzoek nodig om geïnformeerde uitspraken te kunnen doen over de rol van lidstaten en van Nederland in het bijzonder.
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In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?
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In opdracht van het ministerie van Binnenlandse Zaken en Koninkrijksrelaties heeft het lectoraat Changing Role of Europe van De Haagse Hogeschool de rol van de Dutch Urban Envoy geëvalueerd. De betekenis, de inzet, het vervolg en de toekomstige invulling van de rol van de Dutch Urban Envoy komen aan bod. Op basis van de inzichten van 37 interviews met 39 betrokken partijen (van het Ministerie van BZK, Nederlandse steden, Europese steden, koepelorganisaties, Europese instellingen en andere ministeries binnen de Rijksoverheid) en deskresearch zijn de volgende conclusies en aanbevelingen geformuleerd.
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Dissertatie met als onderwerp het ontwerp en evaluatie van de Hogere Beroepsopleidding Orthopedische Technologie in Nederland. In deze dissertatie wordt naast het ontwerp van de opleiding ingegaan op een vergelijking die is gemaakt met andere opleidingen op het gebied van hoger orthopedisch technologisch onderwijs in de wereld.
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