The Scandinavian e-commerce market is growing exponentially. Denmark, Norway, and Sweden were all ranked in the top 10 of cross-border countries. This is an annual ranking of the best 16 European countries in cross-border online shopping by CBCommerce. These countries are thus of high interest for e-retailers to expand to. Furthermore, these countries are frontrunners leading the way for the rest of Europe in technology and sustainability. But what is important to know about these countries?
LINK
In this opinion piece, we establish some key priorities for evidence-based governance to address the increasing threat of heatwave events in Europe, particularly for human health. According to the European Environment Agency (EEA) [1], Europe is warming faster than the global average. The year 2020 was the warmest year in Europe since the instrumental records began, with the range of anomaly between 2.53˚C and 2.71˚C above the pre-industrial levels. Particularly high warming has been observed over eastern Europe, Scandinavia and the eastern part of the Iberian Peninsula. Climate change-related heatwaves are becoming a significant threat to human health and necessitate early action [2]. While financial resources and technological capacities are crucial to aid (local) governments in adapting to and proactively mitigating the threats posed by heatwaves, they are not enough [3]. Akin to flood responses, European countries must prepare for large-scale evacuations of vulnerable citizens (especially older adults living alone) from their homes. Here, we outline three priorities for Europe in the governance domain. These priorities encompass developing and rolling-out heat-health action plans, a stronger role for European Union institutions in regional heatwave governance, and creating a sense of urgency by developing innovative ways of communicating research findings to relevant policy makers and citizens.
DOCUMENT
This thesis reports on an interpretative case study about student teachers’ and new teachers’ personal interpretations in their teaching practice, during and after an international teaching internship. The main aim of this study was to describe how an international teaching internship interrupts existing, familiar ways of thinking or acting. The findings are an interpretation of how this interruption influences student teachers’ and new teachers’ “personal interpretative frameworks” (Kelchtermans, 2009) during their teacher training programmes and transition from student to teacher. This framework reflects the basis on which a beginning teacher grounds their personal decisions or judgements for action and answers the questions: ‘how can I effectively deal with this particular situation? and ‘why would I work that way?’ (Vanassche & Kelchtermans, 2014, p. 118).
DOCUMENT
