Zoekresultaat: 47 artikelen

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Jaar 2019 x
Annotatie

Arbeidstijdregulering en oproeparbeid

HvJ EU 21 februari 2018, C-518/15 (Stad Nijvel/Rudy Matzak)

Tijdschrift Arbeidsrechtelijke Annotaties, Aflevering 1 2019
Auteurs Prof. mr. W.L. Roozendaal
SamenvattingAuteursinformatie

    In het Matzak-arrest breidt het Hof van Justitie EU het begrip arbeidstijd - onder voorwaarden - uit tot thuis doorgebrachte wachttijd. Het arbeidstijdenrecht biedt tot dusver slechts beperkte bescherming tegen oproeparbeid, terwijl de daaraan verbonden onzekerheid de gezondheid en het welzijn van steeds grotere groepen werknemers bedreigt. In deze bijdrage wordt onderzocht voor welke oproepcontracten het aanmerken van wachttijd als arbeidstijd soelaas biedt, waarbij tevens wordt ingegaan op het verband met de WML en de oproeptermijn in de Wet Arbeidsmarkt in Balans.


Prof. mr. W.L. Roozendaal
Prof. mr. dr. W.L. Roozendaal is bijzonder hoogleraar socialezekerheidsrecht en uhd arbeidsrecht aan de VU.
Artikel

De best mogelijke rechtspraak

Tijdschrift Justitiële verkenningen, Aflevering 1 2019
Trefwoorden Legal system, Effectiveness, Legal innovations, Dispute resolution, New technologies
Auteurs Prof.dr. Maurits Barendrecht
SamenvattingAuteursinformatie

    This article outlines the need in the Netherlands for socially effective justice that better resolves citizens’ problems. The author argues that new forms of dispute resolution should be integrated in the justice system. The author first describes various types of innovations. Then he outlines the obstacles to innovations. A major obstacle is that many stakeholders in the existing legal system are simultaneously the gatekeepers for the admission of innovations. It is necessary to create an infrastructure that welcomes, reinforces, tests, finances and imports new treatments for legal problems.


Prof.dr. Maurits Barendrecht
Prof. dr. M. Barendrecht is als research director verbonden aan The Hague Institute for Innovation of Law (HiiL).
Artikel

Het Huis voor Klokkenluiders in een internationaal perspectief

Een kwalitatief vergelijkend onderzoek naar instellingen voor klokkenluidersbescherming

Tijdschrift Tijdschrift voor Bijzonder Strafrecht & Handhaving, Aflevering 1 2019
Trefwoorden Klokkenluiden, Meldregeling, Advies en psychosociale ondersteuning, Onderzoek naar misstanden, Integriteitsbeleid en -management
Auteurs Dr. K.M. Loyens en Dr. W. Vandekerckhove
SamenvattingAuteursinformatie

    Dit artikel bespreekt hoe het Huis voor Klokkenluiders zich verhoudt tot gelijkaardige instellingen in tien andere landen, gebaseerd op 21 interviews en de analyse van beleidsdocumenten en onderzoeksrapporten. Het onderzoek laat zien dat deze buitenlandse instellingen ook vaak door de overheid gefinancierd zijn, maar enkel gericht op klokkenluiders in de publieke sector. Onderzoek naar misstanden en benadeling van klokkenluiders wordt vaak door afzonderlijke instellingen gedaan om belangenverstrengeling te voorkomen, terwijl het Huis beide taken combineert. Verder valt op dat naast Nederland weinig landen overheidsfinanciering voorzien voor psychosociale hulp aan klokkenluiders. Advies en preventie zijn wel belangrijk in de meeste landen.


Dr. K.M. Loyens
Dr. K.M. Loyens is universitair docent bij het departement Bestuurs- en Organisatiewetenschap, Universiteit Utrecht.

Dr. W. Vandekerckhove
Dr. W. Vandekerckhove is werkzaam bij de Work and Employment Relations Unit (WERU), University of Greenwich.
Artikel

Access_open Basic Building Blocks Map as a Key to Activating Education. Special Issue on Active Learning and Teaching in Legal Education Bart van Klink, Hedwig van Rossum & Bald de Vries (eds.)

Tijdschrift Law and Method, februari 2019
Trefwoorden active participation, Basic Building Blocks Map (BBB Map), cognitivism & constructivism, teaching method
Auteurs Renetta Bos
SamenvattingAuteursinformatie

    When it comes to learning, mapping turns out to be an effective tool. There is a wide variety of information maps, such as mind maps, argument maps and concept maps. This paper develops a teaching method that puts mapping at the centre of a seminar. It builds upon ideas of cognitivism and constructivism. The proposed didactic method incorporates a new variant of mapping, Basic Building Blocks Map (BBB Map), with a specific style of teaching. It is argued that this teaching method leads to engaged and active student participation. By dividing the subject up into small pieces and searching for answers to questions interactively, the student will learn more effectively. The paper concludes by providing teachers tools to put the method of BBB Mapping into practice.


Renetta Bos
Renetta Bos is a lecturer at the Institute of Jurisprudence, Constitutional and Administrative Law (Utrecht University). She has graduated with a number of qualifications in law and philosophy: Jurisprudence and Philosophy of Law (Law, Leiden University), Philosophy of Management and Organisation (Philosophy, VU Amsterdam) and Philosophy of Law (Philosophy, Leiden University). In addition, she has studied at the Friedrich-Schiller-Universität, Jena (Germany). In her tutorial teaching, she makes use of her experience gained at the Erasmus University Rotterdam and the Free University of Amsterdam. She thanks Hedwig van Rossum, Bald de Vries, Vera van de Glind, and an anonymous referee from the journal for useful comments on earlier versions of this article.
Artikel

Het leefklimaat in Nederlandse penitentiaire inrichtingen: de Life In Custody–studie

Tijdschrift PROCES, Aflevering 1 2019
Trefwoorden Quality of prison life, Imprisonment, Prison Climate Questionnaire, LIC-study
Auteurs Dr. Hanneke Palmen, Dr. Anouk Bosma en Dr. Esther van Ginneken
SamenvattingAuteursinformatie

    The Life In Custody-study is a large scale, prospective panel study, aimed to examine the quality of prison life in The Netherlands. This paper describes the LIC-study by giving a detailed overview of the data collection procedure, and strategies to optimize response, and presents the first nationwide results on prison climate in The Netherlands. Results show that the data collection procedures utilized were successful in obtaining a high response rate (which was an exceptional 81%) and reaching a representative group of prisoners. Furthermore, results show that the perceptions of prison climate vary across prison regimes, and to a lesser extent across age groups and time spent in detention.


Dr. Hanneke Palmen
Dr. Hanneke Palmen is universitair docent Criminologie.

Dr. Anouk Bosma
Dr. Anouk Bosma is universitair docent Criminologie.

Dr. Esther van Ginneken
Dr. Esther van Ginneken is universitair docent Criminologie.
Artikel

Access_open Teaching Socio-Legal Research Methodology: Participant Observation. Special Issue on Active Learning and Teaching in Legal Education

Tijdschrift Law and Method, januari 2019
Trefwoorden Participant observation, sociolegal research, methodology, teaching
Auteurs Marc A. Simon Thomas
SamenvattingAuteursinformatie

    The basics of how to conduct participant observation are not taught in law schools. This is striking because this methodology has become a common feature of qualitative research and could be very useful in sociolegal research. For those interested in studying ‘law in practice’ instead of ‘law in the books’, qualitative research methods like participant observation are inevitable. However, participant observation is, at best, secondary in the literature on qualitative research in the sociolegal discipline, while there is no guidance on how to conduct this technique whatsoever.Therefore, this article is written with two audiences in mind: It should serve as a useful reference and guide for those who teach qualitative research methods in legal education and who are looking to enhance their knowledge and skills concerning participant observation; it is also meant to serve as a basic primer for the beginning sociolegal researcher who is about to become a participating observer for the first time.


Marc A. Simon Thomas
Utrecht University, School of Law, Institute of Jurisprudence, Constitutional and Administrative Law, Legal Theory; m.a.simonthomas@uu.nl.

    In legal education, criticism is conceived as an academic activity. As lecturers, we expect from students more than just the expression of their opinion; they have to evaluate and criticize a certain practice, building on a sound argumentation and provide suggestions on how to improve this practice. Criticism not only entails a negative judgment but is also constructive since it aims at changing the current state of affairs that it rejects (for some reason or other). In this article, we want to show how we train critical writing in the legal skills course for first-year law students (Juridische vaardigheden) at Vrije Universiteit Amsterdam. We start with a general characterization of the skill of critical writing on the basis of four questions: 1. Why should we train critical writing? 2. What does criticism mean in a legal context? 3. How to carry out legal criticism? and 4. How to derive recommendations from the criticism raised? Subsequently, we discuss, as an illustration to the last two questions, the Dutch Urgenda case, which gave rise to a lively debate in the Netherlands on the role of the judge. Finally, we show how we have applied our general understanding of critical writing to our legal skills course. We describe the didactic approach followed and our experiences with it.


Bart van Klink
Bart van Klink is Professor of Legal Methodology, Department of Legal Theory and History, Faculty of Law, Vrije Universiteit Amsterdam, The Netherlands.

Lyana Francot
Lyana Francot is Associate Professor of Legal Theory, Department of Legal Theory and History, Faculty of Law, Vrije Universiteit Amsterdam, The Netherlands.
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