Background and aim ʹ Many countries signed the Paris Agreement to mitigate global average temperature rise. In this context, Dutch government decided to realize a reduction of 50% using resources and raw materials in 2030. This paper explores how practice-based research into facility operations can contribute to this aim. Methods / Methodology ʹ Practice-based research which includes direct observations, desk research, and participatory action research. Results ʹ This explorative research presents principles and suggestions for facility managers and procurement managers on how they can embed sustainable materials management in the organisation and how to take control of waste. The proposed suggestions are derived from practice-based research and presented as topics of attention for facility professionals. Originality ʹ Within education of Dutch universities of applied sciences and daily professional facility practices, the phenomenon of materials management is underexposed. To contribute to the national and international climate objectives, (future) facility professionals need better support to reduce waste. Bachelor students were involved throughout this research. This approach gave refreshing insights into waste at the end of the supply chain (control separation units) that can improve informed decisionmaking at the beginning of the supply chain. Practical or social implications ʹ Facility management professionals have an important role to play in the mitigation of global average temperature rise, because of their leading role in procurement, service operations, and materials management. However, they struggle to find sustainable solutions. This paper seeks to inspire professionals with interventions that have proven effectiveness on the reduction of waste. Type of paper ʹ Short research paper.
Online supplements to Smit, E., Tuithof, H., Savelsbergh, E., & Béneker, T. (2023). Geography teachers’ pedagogical content knowledge: A systematic review. Journal of Geography. https://doi.org/10.1080/00221341.2023.2173796 Supplement 1: Extended information on selected studies Supplement 2: Full references of studies used in the review Supplement 3: Codebook Abstract: Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.
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In this thesis several studies are presented that have targeted decision making about case management plans in probation. In a case management plan probation officers describe the goals and interventions that should help offenders stop reoffending, and the specific measures necessary to reduce acute risks of recidivism and harm. Such a plan is embedded in a judicial framework, a sanction or advice about the sanction in which these interventions and measures should be executed. The topic of this thesis is the use of structured decision support, and the question is if this can improve decision making about case management plans in probation and subsequently improve the effectiveness of offender supervision. In this chapter we first sketch why structured decision making was introduced in the Dutch probation services. Next we describe the instrument for risk and needs assessment as well as the procedure to develop case management plans that are used by the Dutch probation services and that are investigated in this thesis. Then we describe the setting of the studies and the research questions, and we conclude with an overview of this thesis.
