International Law: study assistance, study summaries and student internships abroad

from improving study skills to studying abroad and job openings to personal experiences

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Table of contents:

International Law: study and knowledge
  • What is international law and public international law?
  • Why study international law, and where is the best place to study, intern, or work abroad?
  • Why study public international law, and where is the best place to study, intern, or work abroad?
International Law: summaries and study assistance
  • What is the homepage for summaries for international relations and international studies?
  • What are the best textbooks for international law summarized?
  • What are the practice exams and study tips for international law summarized?
International Law: summaries per related study field
International Law: study and work skills
  • How to improve your study skills in the field of international law?
  • Which skills are related to the field of international law?
International Law: study abroad, intern abroad, and work abroad
  • Which activities, internships, and vacancies abroad are related to the field of international law?
  • Which organizations offer internships and activities in the field of international law?
International Law: shared experiences
  • What are the related spotlight blogs and contributions of other WorldSupporters?
International Law: shared content
  • All shared content related to international law: jobs, tips, summaries, organizations, and blogs
  • Search all shared content

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What is international law, why would you study it, and where is the best place to study, intern or work abroad?

What is international law, why would you study it, and where is the best place to study, intern or work abroad?

What is International law?

  • International law examines the rules, institutions, and legal practices that shape relations between states, international organizations, communities, companies, and individuals across borders.
  • The field connects legal reasoning with international politics, diplomacy, economics, human rights, security, environmental protection, and the movement of people and goods.
  • Studying the discipline involves interpreting treaties, legal judgments, state practice, and competing claims about authority, responsibility, justice, and cooperation.

What are the main reasons for being active in the field of International law?

  • To understand how legal rules are created and applied when an issue involves more than one country or legal system.
  • To examine how states balance sovereignty with treaty obligations, human rights standards, economic interests, and shared international responsibilities.
  • To explore how disputes can be addressed through negotiation, arbitration, courts, tribunals, and international institutions.
  • To observe how legal principles operate differently across political systems, regions, languages, and institutional cultures.
  • To develop a grounded perspective on global questions such as armed conflict, migration, trade, climate policy, maritime resources, and digital security.

What skills do you need to participate in International law?

  • To analyse: international legal questions often require close comparison of treaties, judgments, state conduct, institutional rules, and conflicting interpretations.
  • To form an opinion: legal positions need to be developed from evidence and doctrine while taking competing arguments and uncertainties seriously.
  • To communicate: the work commonly involves explaining complex rules clearly in legal writing, policy discussions, negotiations, and cross-cultural settings.
  • To have integrity: international legal work may involve politically sensitive disputes, confidential information, vulnerable groups, and decisions with consequences across borders.
  • To collaborate: cases and policy questions are often handled by teams of lawyers, diplomats, researchers, public officials, translators, and subject specialists.
  • To be aware of your surroundings: legal arguments cannot be separated entirely from institutional practice, local history, political relations, and cultural context.
  • To act professionally: careful preparation, procedural discipline, discretion, and respect for different legal traditions are central in international environments.

What motivates people to study or work in International law?

  • Be and feel meaningful with a sense of purpose: the field often attracts people interested in the legal foundations of peace, accountability, human dignity, and international cooperation.
  • Be and feel involved: international law offers a way to engage closely with public questions that affect institutions, communities, and relations between countries.
  • Be and feel connected: the discipline places national legal systems within a wider network of treaties, organizations, courts, professional communities, and shared standards.
  • Be and feel helpful: some people are drawn to work that supports dispute resolution, legal protection, institutional development, or access to rights.
  • Be and feel experienced: studying or interning abroad can deepen understanding of how legal ideas are interpreted within different political, linguistic, and professional settings.
  • Be and feel independent and free: the international perspective can appeal to people who prefer to examine legal questions beyond the assumptions of a single national system.

What are the best countries and locations to study, intern or work in International law abroad?

Where can you find work experience and vacancies for jobs, internships, and voluntary work in International law abroad?

What are things to consider when studying or working abroad in International law?

  • International law is taught through different legal traditions. A programme may emphasize public international law, European law, trade, human rights, arbitration, security, or another specialist perspective.
  • Language matters beyond everyday communication. Legal terminology, source materials, court procedures, and institutional working languages can affect which opportunities are accessible.
  • Internships may involve research and administrative support rather than courtroom advocacy. The substance of the work depends on the organization, jurisdiction, and level of study.
  • Professional qualification remains largely national. An international law degree or internship does not automatically provide authorization to practise law in another country.
  • Some organizations handle conflict, displacement, detention, human rights violations, or politically sensitive information. Ethical preparation and realistic expectations are important.
  • Visa conditions, confidentiality rules, security procedures, funding, and recognition of academic credits should be checked before committing to a placement.

Further depth: what is International law as a discipline?

What are the main features of International law?

International law provides a framework for conduct across borders. It governs relations among states while also shaping the work of international organizations, courts, companies, civil society groups, and, in some areas, individuals.

  • Sovereign equality: states are formally equal as legal entities, even though their political, economic, and military influence differs considerably.
  • Consent and legal obligation: many obligations arise through treaties, but international law also develops through customary practice and generally recognized legal principles.
  • Decentralized enforcement: there is no single global authority comparable to a national government. Compliance depends on domestic institutions, diplomacy, reciprocal interests, courts, monitoring bodies, and collective action.
  • Multiple legal actors: states remain central, but international organizations, tribunals, companies, armed groups, and individuals may also hold rights, duties, or procedural roles.
  • Continuing development: established principles are repeatedly applied to new questions involving climate change, cyber operations, artificial intelligence, global health, migration, and shared natural resources.

What are important sub-areas of International law?

The discipline contains overlapping fields. A single dispute may involve treaty interpretation, jurisdiction, human rights, trade, environmental duties, and the responsibility of states or organizations at the same time.

  • Law of treaties: concerns how international
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What is public international law, why would you study it, and where is the best place to study, intern or work abroad?

What is public international law, why would you study it, and where is the best place to study, intern or work abroad?

What is public international law?

  • Public international law studies the rules, principles and institutions that shape relations between states, international organizations and other actors in the international community.
  • The field is relevant where questions cross borders: peace and security, treaties, oceans, human rights, international responsibility, diplomacy, migration, trade, climate cooperation and armed conflict.
  • Public international law often attracts people who want to understand how legal order functions without a single world government, and how law is used in negotiation, cooperation and dispute settlement.

What are the main reasons for being active in the field of public international law

  • To understand how states create obligations through treaties, custom, institutions and diplomatic practice.
  • To explore how legal arguments are used in international courts, tribunals, ministries, NGOs and intergovernmental organizations.
  • To study global questions that cannot be solved by one country alone, such as conflict, environmental protection, maritime governance and human rights.
  • To compare how international rules are interpreted in different legal cultures, political systems and regional contexts.
  • To develop a careful way of reasoning about power, responsibility, sovereignty and public interest in an international setting.

What skills do you need to participate in public international law

  • To analyse: the field depends on reading legal texts closely, comparing sources of law and distinguishing political arguments from legal obligations.
  • To form an opinion: public international law often involves contested facts, competing interpretations and careful judgement about what law can realistically do.
  • To communicate: legal work in international settings commonly requires clear writing, diplomatic language and the ability to explain complex rules across cultures.
  • To have integrity: the discipline deals with public responsibility, state conduct and the credibility of institutions, making ethical consistency important.
  • To be aware of your surroundings: legal questions are shaped by history, security concerns, regional politics and the institutional setting in which they arise.

What motivates people to study or intern in public international law

  • Be and feel meaningful with a sense of purpose: the field is often connected to public interest questions such as peace, accountability, cooperation and protection.
  • Be and feel involved: international legal work brings people close to debates about how societies, states and institutions respond to shared problems.
  • Be and feel connected: the discipline naturally links legal systems, cultures, regions and organizations across borders.
  • Be and feel independent and free: the field tends to appeal to people who value independent reasoning and are comfortable examining law from more than one national perspective.

What are the best countries and locations to study, intern or work in public international law abroad?

Where can you find work experience and vacancies for jobs, internships, and voluntary work in public international law abroad?

What are things to consider when studying or working abroad in public international law

  • Legal systems differ in how they incorporate international law, so local constitutional rules and domestic legal culture often matter as much as international doctrine.
  • Language skills can strongly affect access to documents, internships and field contexts, especially in diplomacy, human rights work and regional legal practice.
  • Public international law often sits close to political sensitivity; careful wording, confidentiality and awareness of institutional roles are important.
  • Some work may involve emotionally difficult subjects, including armed conflict, displacement, accountability or serious human rights violations.
  • Experience in the field is often built gradually through research, writing, administrative support, moot courts, clinics, policy work or internships rather than through one fixed route.

Further depth: what is public international law as a discipline?

What are the main features of public international law

Public international law, sometimes described as international public law, concerns the legal framework for relations between states and other international actors. It is less centralized than most national legal systems, but it still provides a shared language for rights, duties, responsibility and cooperation.

  • Sovereign equality: recognized states are treated as equal legal persons, even when their political power, territory or economic influence differs greatly.
  • Consent and legal obligation: states become bound through treaties, customary international law, general principles and other recognized sources of international law.
  • Public international interest: the field often addresses matters that affect the wider international community, such as peace, security, human rights and shared resources.
  • Decentralized enforcement: compliance is encouraged through diplomacy, reciprocity, reputation, international institutions, courts and political pressure rather than a single global police power.

What are important sub-areas of public international law

The discipline contains several sub-fields, each with its own concepts and institutions. They often overlap in practice, especially when disputes involve territory, resources, armed conflict, human rights or international organizations.

  • Law of treaties: the rules on how states create, interpret, apply, amend and end legally binding international agreements.
  • Law of the sea: the legal framework for oceans, maritime zones, navigation, fisheries, seabed resources and marine cooperation.
  • State responsibility: the principles used to determine when a state has committed an internationally wrongful act and what consequences follow.
  • Law of international organizations: the rules concerning bodies such as the United Nations, including their powers, procedures, membership and institutional responsibilities.
  • International dispute settlement: the peaceful handling of disputes through negotiation, mediation, arbitration, adjudication and other procedures.
  • Law of armed conflict: the body of rules that regulates conduct during armed conflict and seeks to protect civilians, prisoners and other persons not taking part in hostilities.
  • International human rights law: the legal protection of fundamental rights, especially through obligations placed on states and sometimes through regional or international mechanisms.

What are key concepts of public international law

  • Sovereignty: the authority of a state over its territory and population, balanced by obligations under international law.
  • Jurisdiction: the power of a state to prescribe, apply and enforce rules,
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Summaries & Study assistance

Summaries: legendary standard works, literature and manuals about international law

Summaries: legendary standard works, literature and manuals about international law

Summaries of legendary standard works, literature and manuals related to International Law

Summary: Law of Public International Organizations

Summary: Law of Public International Organizations

Chapter 1: Introduction

The activities of international organizations are subject to law, and give rise to law. Each and every international organization has a set of rules relating to its own functioning. As international organizations do not exist in a vacuum, their activities are also bound to exercise some influence on other legal systems, and absorb the influence of such systems. While it is possible that international organizations are influenced by, and exert influence on, the law of individual nation-states, the more direct and influential links usually exist within the body of rules known as international law.

Critical legal theory

The law of international organizations is still somewhat immature. On numerous points the law lacks certainty. In particular, international legal doctrine has a hard time coming to terms with the relationship between an international organization and the very states which are its members. On the one hand, the law is supposed to respect the interests of individual states. Yet at the same time, the law must also take the interests of the international community into account. Following the critical legal tradition, international law is bound to swerve back and forth between these two poles of sovereignty and community. It is this tension which makes international legal rules often ultimately uncertain. This tension also reflects in the law of international organizations, for example regarding the so-called principle of attribution of powers. Strict adherents to the notion of state sovereignty will not easily admit the existence of implied powers; yet for the protection of community interests, an implied power may well be deemed desirable.

The main benefit of critical legal theory is its capacity to make visible the inherent tensions and contradictions which help shape the law. In this way it can provide great services in understanding international institutional law.

Defining international organizations

What exactly is an international organization? While it is structurally impossible to define in a comprehensive manner, something which is a social creation (social constructs, created by people in order to help them achieve some purpose) to begin with, it is common in the literature to delimit international organizations in at least some ways. One delimitation often made depends on the body of law governing the activities of the organization. If those activities are governed by international law, we speak of an international organization, or at least of an intergovernmental organization. If those activities are governed by some domestic law, we usually say that the organization in.....read more

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Summary of International Law by Shaw: 7th edition

Summary of International Law by Shaw: 7th edition

Chapter A The nature and development of international law

The principal actors in international law are nation-states, not individual citizens like in domestic or municipal law. International law is divided into conflict of law, private international law and public international law. The latter is usually termed ‘international law’. Public international law covers relations between states in all their forms, and regulates the operations of the many international institutions. It may be universal or general, binding upon all states, or regional, binding upon a select group of states.

International law has no legislature. There is no system of courts operating outside the situation when both parties agree and recognize the concerned Court. International law is constituted in a very different manner than domestic law. Also, there is no unified system of sanctions in international law, but there are circumstances in which the use of force is regarded as justified and legal. Within the United Nations, the Security Council can impose sanctions upon the determination of a threat to the peace, a breach of the peace or an act of aggression. Such sanctions may be economic or military. Another justification of the use of force is in the case of self-defense, but it is bound to rules provided by international law. It is important to realize that states do feel the need to obey the rules of international law, because if they do not act accordingly, the system of international law ceases to exist.

The international system

The international system has a horizontal structure; all states are considered equal. In municipal law, the law is above individuals, but in international law the law only exists between the states. Also, in municipal law, the individual has no influence on the creation of law. In international law, states create it themselves, as international law consists mostly of agreements and treaties developed and signed by states. An important element for states in order to obey international law is the principle of reciprocity. States often do not pursue one particular course of action which might bring them short-term gains, because it could disrupt the mesh of reciprocal tolerance which could bring long-term

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Summary of Handbook of International Law by Aust

Summary of Handbook of International Law by Aust

Chapter 1. International law

Private international law and transnational law

The term ‘private international law’ refers to what is known as the ‘conflict of laws’. It covers the body of rules of a State’s domestic law which addresses legal issues with foreign elements; these rules determine which legal rules and jurisdiction are applicable.

A number of institutions are responsible for harmonisation of rules concerning conflict of laws. The Hague Conference on Private International Law, established in 1893 is tasked with the harmonisation of domestic rules on conflict of laws; UNIDROIT is responsible for the harmonisation of commercial domestic laws; UNCITRAL is tasked with harmonising international trade law.

The term ‘transnational law’ primarily connotes the study of the laws of multiple States, comparative law, supranational law, and (commercial) public international law. The study of transnational law gives the impression that the laws of States are becoming ever more similar; however, this is not the case.

The nature of international law

International law is generally known as ‘public international law’ (sometimes also as ‘general international law’), in contrast to the public international law described above. It was previously known as the ‘Law of Nations’. Public international law is the product of the actions of States instead of a single national legal system.

The history of public international law is generally said to have started with Hugo Grotius, a Dutch jurist and diplomat, who lived from 1583 to 1645. Another important event in the early history of Public International Law is the Peace of Westphalia in 1648, which concluded the end of the Thirty Years’ War and the period of feudalism in European history. It also marked the emergence of the modern nation state with a strong centralised government exercising control over its subjects. These new states were in need of rules to govern conduct between them. From the mid-seventeenth century these rules governing the relations between states evolved into contemporary international law.

Many students of international law question whether it

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An Introduction to International Criminal Law and Procedure

An Introduction to International Criminal Law and Procedure

Part A: Introduction

Chapter 1: Aspects of international criminal law

Introduction

Public international law primarily regulates interactions between States. However, international criminal law is mainly concerned with the conduct of individual persons. If persons violate international laws, that imposes the obligation on States to penalise such actions. International criminal law has been rapidly developing following the Second World War. This means that the broader field of international law is increasingly focusing on protecting humans rather than only the interests and obligations of States. An exception to this is that the crime of aggression can only be committed by (high-ranking) State officials. The project of international criminal law is quite recent.. Especially the Tribunals for the former Yugoslavia and Rwanda established in the 1990s have been important for its case law. International criminal courts and tribunals courts do not possess universal jurisdiction. Their rules are not always homogeneous or consistent. This can be explained partially by the fact that international criminal rules derive from a variety of sources. War crimes, for example, have developed from international humanitarian law. Genocide and crimes against humanity have evolved together with international human rights standards. War crimes, genocide, crimes against humanity and the crime of aggression constitute the most important crimes on which international law focuses. These are also the crimes to which the jurisdiction of the International Criminal Court is limited......read more

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Supersummary International Law - Anders Henriksen

Supersummary International Law - Anders Henriksen

With this book, Anders Henriksen has created a complete overview of international law. The book starts of with the basics of international law. All the important terms are discussed in detail. Comparisons are made between international and national but also EU-law.

After the explanation of the basics, different types of law are discussed. The influence of international law is made claer in this respect. The law of the sea, human rights law, environmental law and economic law all fall under international law for some part, but they differ from eachother in certain aspects. What complicates this even more, is that states and international organizations also have established their own rules. 

Lastly, it is discussed how international law can be enforced and what happens when it is not obeyed. The book touches on peacefull dispute setlement, use of force, armed conflicts and international criminal law, and the relation between these breaches and solutions of international law. 

The book is written especially for students, so everything is neatly structured and clearly explained. This book is perfect for beginning students who are just starting to learn about international law but also provides a very complete and detailed understanding of international law. The fact that de book starts of with the basics and later dives into the more complex issues, makes the material very understandable.

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Practice exams Public International Law - UU

Practice exams Public International Law - UU

This bundle contains practice exams for Public International Law at Utrecht University.

 

Practice Exam 1 17/18 - Public International Law - UU

Practice Exam 1 17/18 - Public International Law - UU

Questions

Question 1 (20 points)

South Africa has claimed an Exclusive Economic Zone (EEZ) to the fullest extent possible. Suppose that neighbouring Namibia is constructing an artificial island that lies within South Africa’s EEZ. This artificial island is meant for a Namibian research centre intended to do research on the role of climate in the change of water currents around the Cape. South Africa informs Namibia of its mistake in placing this island in South Africa’s EEZ and tells Namibia that it has no right to do this without South Africa’s permission. Namibia responds by saying that within the EEZ, other states enjoy the freedoms of the high seas, including building artificial islands. Which country is right and why? Both states are party to UNCLOS.

Question 2 (20 points)

In the International Court of Justice Arrest Warrant Case (Democratic Republic of Congo (DRC) v. Belgium), Belgium issued an arrest warrant for the arrest of Mr Yerodia, the Minister of Foreign Affairs of the DRC at the time. The reason for this was incitement of racial hatred by Mr Yerodia against Tutsi’s in Eastern DRC. Belgium was not allowed to prosecute Mr Yerodia. Determine whether Mr Yerodia could possibly be tried by the International Criminal Court for these acts by considering whether the Court has personal jurisdiction and material jurisdiction (so there is no need to go into temporal jurisdiction). Mention relevant treaty provisions. The DRC ratified the Rome Statute in April 2002.

Question 3 (20 points)

In 2003, the UK became engaged in an international armed conflict in Iraq. The UK decided to establish a prison in Iraq where the people detained are mostly Iraqi nationals suspected of having committed terrorist acts. The UK decided to outsource some of the tasks related to the management of the prison to a private military and security company registered in the United States of America, called Blackwater. For this purpose, a contract was concluded between the UK Government and Blackwater in which the following provision could be found:

‘All prisoners shall be treated with respect for their human dignity at all times. Prisoners may not be subjected to any form of illegal ill treatment. Torture is particularly and irrevocably prohibited.’

The UK is a party to the Convention Against Torture (CAT). In 2007, reports appeared in the media that the staff of Blackwater working in the prison tortured a large number of Iraqi prisoners.

Could the UK be held responsible for the torture of Iraqi prisoners committed by Blackwater employees? Motivate your answer and mention applicable (treaty) provisions and/or case law.

Question 4 (20 points)

In the case of Handyside v. United Kingdom, the European Court of Human Rights (ECtHR) concluded that although the UK had interfered with Mr Handyside’s right to freedom of expression, the UK was not in violation of Article 10 of the

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Practice Exam 2 17/18 - Public International Law - UU

Practice Exam 2 17/18 - Public International Law - UU

Questions

Question 1a (10 points)

What are the ways through which the International Court of Justice (ICJ) could establish jurisdiction over a dispute between two States? Mention relevant treaty provisions to support your answer.

Question 1b (15 points)

Justitia and Benevoleria are members of the United Nations. In 1980, the two States decided to conclude a bilateral treaty called the Yellow Pipeline Treaty ('the Treaty') regulating the construction of underwater pipelines between the two States. The Treaty does not contain any provisions on dispute settlement. After Justitia began its construction in 2003, Benevoleria accused Justitia of violating several provisions of the Treaty, and decided to bring a case against Justitia to the ICJ for these violations.

In 1976, Justitia made an unconditional declaration recognising the jurisdiction of the ICJ as compulsory in relation to other states that made the same declaration. In 1990, Benevoleria also made a declaration accepting the compulsory jurisdiction of the ICJ, but only over disputes arising from multilateral conventions.

Would the ICJ have jurisdiction in this case? Mention relevant treaty provision and case law to support your answer.

Question 2a (10 points)

What is the right of innocent passage according to the United Nations Convention on the Law of the Sea (UNCLOS). Mention relevant provisions under UNCLOS to support your answer.

Question 2b (15 points)

Upon ratification of the UNCLOS in 2003, Myanmar made the following declaration in relation to the exercise of the right of innocent passage:

Myanmar is of the view that (..) a notification requirement is needed in respect of nuclear-powered ships or ships carrying nuclear or other inherently dangerous or noxious substances.

In your opinion, is Myanmar’s notification requirement regarding nuclear vessels and vessels carrying noxious substances in conformity with UNCLOS? Mention relevant provisions under UNCLOS to support your answer.

Question 3a (10 points)

Name and briefly describe the sources of international law. Provide an answer of no more than two lines for each source and mention relevant treaty provisions to support your answer.

Question 3b (15 points)

Parvati and Forbido are parties to the Convention on Access to Resources in the Numera Steppe (the Steppe Convention), a treaty aiming at improving access to water.

Among the provisions of the Steppe Convention is the following:
Article 12. ACCESS TO WATER
In the event that a source of water is located on the border between State parties, the Heads of State of the respective parties shall enter into negotiations in good faith for an arrangement on access to the water.

As a republic, Parvati made the following declaration when ratifying the Steppe Convention:
“With regards to Article 12, Parvati does not recognize the authority of any monarch, king or queen, of another State and will only engage in negotiations with elected members of democratic institutions.”

The Kingdom of Forbido is a constitutional

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Practice Exam 3 17/18 - Public International Law - UU

Practice Exam 3 17/18 - Public International Law - UU

Questions

Question 1

The International Monetary Fund (IMF) was established at a United Nations conference in 1944. The IMF's mandate includes ensuring the stability of the international monetary system, as well as overseeing all macroeconomic and financial issues which affect global stability. In recent years, the IMF has become concerned with the fact that, despite global economic growth, there still exists a lack of access to education for young girls in many countries around the world.

Question 1a (10 points)

The IMF raises the issue with the United Nations General Assembly. The General Assembly decides to request the International Court of Justice (ICJ) for an advisory opinion on the following question: what obligations do States have under international law with regard to ensuring access to education for their citizens?

Can the ICJ render an advisory opinion at the request of the General Assembly in this case? Mention relevant treaty provisions and case law to support your answer.

Question 1b (15 points)

Between the IMF and the United Nations, there is an agreement authorising the IMF to request advisory opinions from the ICJ. The IMF thus decides not to raise the issue with the General Assembly, but to bring a request for an advisory opinion to the ICJ by itself on the same question: what obligations do States have under international law with regard to ensuring access to education for their citizens?

Can the ICJ issue an advisory opinion at the request of the IMF in this case? Mention relevant treaty provisions and case law to support your answer.

Question 2 (25 points)

All States in this case are parties to the United Nations Charter.

Over the last 5 years, the State of Proximia has suffered from several gruesome attacks in its territory by a group called ‘Independent State’ (IS). IS comprises of militants from all over the world, but it receives funding, weapons and training from the prosperous neighbouring State of Neverland. Witnesses have also seen members of Neverland’s army on the ground directing IS troops in their day-to-day activities, with modern technologies and tactics. Without this support IS would be completely
incapable of carrying out its activities.

After IS carried out a particularly grave attack at a concert in a Proximian park, which killed 20 Proximian nationals, Proximia decided to conduct air strikes targeting several military bases in Neverland. Neverland immediately objected, claiming that Proximia has violated international law.

Do you agree with Neverland? Mention relevant treaty provisions, customary international law and case law to support your answer.

Question 3a (10 points)

Audaria is a province of the State of Croteria. Living in Audaria is a group of ethnic minority called Audarian, who possesses a language, culture and religion that are distinct to the rest of Croteria. Audaria has a regional authority which exercises administrative control throughout the region. In

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Work group practice questions 1 16/17 - Public International Law - UU

Work group practice questions 1 16/17 - Public International Law - UU

These questions are based on workgroups from 2016/2017

Questions

Question 1

The international legal order is decentralized. Explain what this decentralized nature means. How is this reflected in the way law is made, enforced and disputes are settled? Make a comparison with the situation in the Dutch Legal order.

Question 2a

For many years, North Korea has been testing long-distance missiles. Tests have shown that these missiles could hit the territory of the United States. North Korea also conducts nuclear tests, and it continuously makes aggresive speeches directed against the US. Leader Kim Jong Un was present at the most recent long-distance missiles test, and said the missiles would help 'strike great horror and terror into the hearts of the US'. The US does not decide to wait for an actual attack, but decides to attack North Korea as a means of self-defence. The US bombards the basis in North Korea from which the long-distance missiles can be fired. The base is destroyed, and twenty soldiers operating the base are killed. The next day, the US notifies the Security Council of the bombardment.

Which requirements must be met before a state can invoke self-defence? Mention relevant articles and/or case law.

Question 2b

In your opinion, did the US rightfully invoke self-defence in this case?

Question 3a

Midkemia issued the following statement when acceding to the Convention on the Rights of the Child (CRC):

Declaration by Midkemia

The Government of Midkemia reserves the right not to apply any provision or articles of the Convention that are incompatible with religious laws applicable in Midkemia.

Article 51 of the CRC states that 'a reservation incompatible with the object and purpose of the present Convention shall not be permitted.' Kelewan responded with the following statement:

The Government of Kelewan considers that the reservation made by the Government of Midkemia, due to its very broad scope and unidentified character, is incompatible with the object and purpose of the Convention and thus not permitted under article 51 paragraph 2 of the Convention. The Government of Kelewan does not consider this objection to preclude the entry into force of the Convention between the Kingdom of Kelewan and Midkemia.

Is the statement by Midkemia an interpretative declaration or a reservation? Is it valid? Explain your answer and refer to the relevant sources of international law.

Question 3b

What exactly is the treaty relationship between Midkemia and Kelewan when it comes to the CRC?

Question 4a

Rather controversial means of intrusive action by states are the humanitarian intervention and the Responsibility to Protect. Describe in your own words what a humanitarian intervention is. Try to define it in legal terms by placing the concept in the entire framework of peace and security and give two arguments in favour of humanitarian interventions and two arguments against it. You can use past humanitarian interventions

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Work group practice questions 2 16/17 - Public International Law - UU

Work group practice questions 2 16/17 - Public International Law - UU

These questions are based on work groups from 2016/2017

Questions

Question 1a

There are a number of functions of international law. Name and shortly describe three functions of international law.

Question 2a

When we talk about ‘international law’ we actually mean ‘public international law’ which must be distinct from ‘private international law’. Explain the difference between public international law and private international law.

Question 2b

The field of public international law consists of many more specific fields. Name and describe at least three of these fields.

Question 2c

As a law student, you will follow courses on European Law, being the law of the European Union. Does this field of law fall under public international law? Explain why or why not.

Question 3a

Read the ICJ’s North Sea Continental Shelf Case and answer the following questions on customary international law. Which elements determine whether a rule of customary international law exists?

Question 3b

What did the ICJ say about establishing these elements? Also mention the relevant paragraphs of the case.

Question 3c

If a state disagrees with a certain practice and makes this clear from the moment the practice starts developing into a customary norm, what would be the effect on the existence of that customary norm? Involve two perspectives in your answer: what would be the effect on the existence of that customary norm in general and what would be the effect for the state that disagrees with the norm?

Question 4

What is a peremptory norm (ius cogens)? Give an example

Question 5a

After negotiating a treaty text, the VCLT provides several ways in which a state can consent to be bound by the treaty.

The United States (US) participated in the negotiations of the Treaty of Rome (the Statute of the International Criminal Court). The text of the Treaty of Rome was adopted by the ‘Rome Conference’ (officially: the United Nations Conference of Plenipotentiaries on the Establishment of an International Criminal Court) in 1998. After the text was adopted, each individual state can – if it wishes to do so – sign the text. The US signed the Treaty of Rome on 31 December 2000. Consider the VCLT and the Treaty of Rome. What is the legal implication for the US of signing the Treaty of Rome?

Question 5b

On 6 May 2002, the Secretary-General of the UN received the following declaration from the US:

"This is to inform you, in connection with the Rome Statute of the International Criminal Court adopted on July 17, 1998, that the United States does not intend to become a party to the treaty. Accordingly, the United States has no legal obligations arising from its signature on December 31, 2000. The United States requests that its intention not to become a party, as expressed in this letter, be reflected in the depositary’s status lists

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Oefententamen 15/16 - Public International Law - UU

Oefententamen 15/16 - Public International Law - UU

Vragen

Vraag 1

In de Staat Sitia vindt al jarenlang een burgeroorlog plaats, die steeds gewelddadiger wordt. De Staat Ixia, die niet direct betrokken is bij de burgeroorlog in Sitia, is gechoqueerd door de beelden op de televisie en wil graag met militaire middelen ingrijpen om de oorlog te stoppen. Leg uit onder welke voorwaarden een dergelijk militair ingrijpen rechtmatig kan zijn.

Vraag 2a

Wanneer kan een entiteit onder het huidige internationaal publiekrecht als ‘Staat’ worden beschouwd?

Vraag 2b

Is erkenning van de entiteit als ‘Staat’ door andere Staten hiervoor tegenwoordig een juridisch vereiste? Zo niet, is dergelijke erkenning dan wel relevant in de praktijk?

Vraag 3

Een olietanker van de Staat Sitia lijdt schipbreuk vlak voor de kust van de Staat Ixia. De olie begint te lekken uit het schip en drijft richting de kust. Om een milieuramp te voorkomen, besluit de Staat Ixia om het schip en alle olie die er nog in zit te vernietigen, door vanuit een straaljager enkele bommen te werpen op de olietanker. Alle mensen hebben het schip dan reeds verlaten. Staat Sitia wil graag dat Ixia aansprakelijk gehouden wordt voor het vernietigen van de olietanker. U bent de juridisch adviseur van Staat Ixia. Aan u is de taak om te betogen dat de Staat Ixia zich kan beroepen op een rechtvaardigingsgrond, waardoor de hierboven geschetste omstandigheden geen internationaal onrechtmatige daad van Ixia opleveren.

Vraag 4a

Zantanakrant, 9 maart 2009

Strafhof gelast arrestatiebevel Valek

Door een onzer redacteuren De Citadel, 4 maart.

Het Internationale Strafhof heeft vandaag een arrestatiebevel uitgevaardigd tegen de Ixische president Valek wegens misdaden tegen de menselijkheid en oorlogsmisdaden in Ixia. Hij wordt niet vervolgd voor genocide. Hoofdaanklager Cahil had daar wel om gevraagd. Valek wordt aangeklaagd voor moord, uitroeiing, het verdrijven van burgers, marteling en verkrachting (misdaden tegen de menselijkheid) en gerichte aanvallen tegen de burgerbevolking en plundering (oorlogsmisdaden). In het conflict in de Westelijke regio van Ixia zijn sinds 2003 zeker 200.000 doden gevallen en zijn 2,5 miljoen mensen ontheemd geraakt. [...] In juli vorig jaar vroeg Sitia de rechters een arrestatiebevel uit te vaardigen. Dat leidde tot protesten van onder andere de Zandzaadstam en de Juweelstam, die zeiden te vrezen dat het geweld in Ixia zou aanwakkeren als Valek vervolgd zou worden. Het Strafhof is van mening dat er geen duurzame vrede in Ixia kan zijn zonder gerechtigheid. De regering van Ixia weigert elke vorm van medewerking met het [Straf]hof. De griffier van het Strafhof gaat “alle benodigde landen” medewerking vragen bij de arrestatie van Valek. Het [Straf]hof heeft geen eigen politiemacht en is zodoende afhankelijk van staten om verdachten te arresteren. Als Ixia en andere landen weigeren mee te werken bij de arrestatie, zal de griffier de Veiligheidsraad van de Verenigde Naties om maatregelen vagen. Valek zei gisteren, vooruitlopend op het verwachte arrestatiebevel, tegen een menigte juichende aanhangers in

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Oefententamen 1 - Public International Law - UU

Oefententamen 1 - Public International Law - UU

Meerkeuzevragen

Vraag 1

Stelling I: het non-interventiebeginsel vereist dat het geweldverbod is geschonden. 

Stelling II: het non-interventiebeginsel brengt mee dat staten zich niet mogen mengen in de interne aangelegenheden van een andere staat.  

  1. Beide stellingen zijn correct.
  2. Stelling I is correct, maar stelling II niet.
  3. Stelling I is niet correct, maar stelling II wel.
  4. Geen van beide stellingen is correct.   

Vraag 2

Welke criteria voor de uitoefening van het recht op zelfverdediging onder artikel 51 van het VN handvest komen in het Legal consequences of the construction of a wall in the occupied Palestinian Territory advies naar voren?  

  1. Ten eerste, er moet sprake zijn van een gewapende aanval; ten tweede, die aanval moet toerekenbaar zijn aan een andere staat; en ten derde, die aanval moet afkomstig zijn van buiten het grondgebied van de aangevallen staat.
  2. Er moet sprake zijn van een gewapende aanval of een ernstige dreiging van zulke aanval; ten tweede, die aanval moet toerekenbaar zijn aan een andere staat; en ten derde, die aanval moet afkomstig zijn van buiten het grondgebied van de aangevallen staat.
  3. Er moet sprake zijn van een gewapende aanval; ten tweede, die aanval moet toerekenbaar zijn aan een andere staat of aan een niet-statelijke actor die zich bevindt buiten het grondgebied van de aangevallen staat.
  4. Geen enkele van de bovenstaande antwoorden is juist.   

Vraag 3

Aan welke criteria moet een humanitaire interventie volgens Nederland voldoen?  

  1. Er moet sprake zijn van ernstige en massale schendingen van fundamentele mensenrechten.
  2. Er moet betrouwbaar en objectief bewijs zijn van de schendingen of van de dreiging daarvan.
  3. De regering van de betrokken staat kan of wil geen doeltreffende maatregelen treffen of is zelf verantwoordelijk voor de schendingen.
  4. Alle bovenstaande criteria zijn correct.   

Vraag 4

Met betrekking tot de individuele strafrechtelijke aansprakelijkheid inzake oorlogsmisdrijven onder internationaal publiekrecht kan gesteld worden dat deze:  

  1. Reeds enkele eeuwen internationaal erkend is, aangezien Grotius hier over schreef.
  2. In 1945 voor het eerst is erkend op internationaal niveau.
  3. Alleen door het Internationaal Gerechtshof kan worden gehandhaafd.
  4. Niet onderworpen is aan het beginsel van ne bis in idem.    

Vraag 5

Het internationaal milieurecht:  

  1. Vormt van oudsher een onderdeel van het internationaal recht.
  2. Wijkt altijd voor eventuele economische belangen.
  3. Houdt zich niet alleen bezig met het milieu binnen de nationale rechtsmacht van staten, maar ook met het milieu buiten de nationale rechtsmacht van staten.
  4. Vloeit uitsluitend voort uit internationaal verdragsrecht.  

Vraag 6

Aan welke voorwaarden moet zijn voldaan voor een onrechtmatige daad onder internationaal publiekrecht?  

  1. Een schending van een internationale rechtsplicht.
  2. Een schending van een internationale rechtsplicht die kan worden toegerekend aan een staat.
  3. Een schending van een internationale rechtsplicht die kan worden toegerekend aan een staat met materiële schade tot gevolg.
  4. Een schending van een internationale rechtsplicht die kan worden toegerekend aan een staat met materiële schade tot gevolg en een
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Oefententamen 2 - Public International Law - UU

Oefententamen 2 - Public International Law - UU

Vragen

Vraag 1

Gewoonterecht bestaat uit twee elementen. Welke elementen zijn dit? Geef van ieder element één concreet voorbeeld.

Vraag 2a

Op 20 februari ontploft er een bom in een hotel in Apollonia. Na enig speurwerk van de politie van Apollonia blijkt dat de daders voornamelijk de nationaliteit hebben van Mercuria en zich ook op het grondgebied van Mercuria bevinden. Mercuria wil de daders berechten. 

Mag Apollonia de daders zelf arresteren op het grondgebied van Mercuria? Waarom wel/niet?

Vraag 2b

Op grond van welk beginsel mag Mercuria de daders zelf berechten? 

Vraag 3

Beschrijf het collectieve veiligheidssysteem van de Verenigde Naties, zoals dat is neergelegd in het VN Handvest. 

Vraag 4a

De buurlanden Magua en Natea hebben decennia lang tegen elkaar oorlog gevoerd. Beide landen hebben zich tijdens deze strijd schuldig gemaakt aan genocide. Eindelijk heerst er weer vrede. Bij wekelijkse informele bijeenkomsten hebben de presidenten van beide landen regelmatig verklaard dat zij nooit meer genocide willen plegen en bovendien alles willen doen om genocide te voorkomen. Dit hebben partijen steeds genoteerd in de notulen van de bijeenkomsten. Na een tijd van rust is het leger van Magua toch weer overgegaan tot het plegen van genocide. Vele burgers van Natea zijn inmiddels het slachtoffer geworden van deze genocide. Natea stelt, dat Magua in strijd handelt met zijn verplichtingen die voortvloeien uit het verdrag dat tijdens de informele bijeenkomsten werd gesloten. Het verdrag houdt volgens Natea in dat het plegen van genocide verboden is. Magua stelt, dat er geen sprake is van een verdrag.

Is er sprake van een verdrag? Motiveer uw antwoord. 

NB: de vraag heeft betrekking op de vorm en niet op totstandkoming, inwerkingtreding of geldigheid van verdragen.

Vraag 4b

Op grond van welke andere rechtsregel zou het plegen van genocide verboden kunnen zijn?

Vraag 5a

Lees het volgende bericht (Bron: Ministerie van Buitenlandse Zaken):

Somalië kampt al decennialang met conflicten en rivaliteit tussen (sub-) clans en belangengroeperingen onder leiding van elkaar bestrijdende krijgsheren. Het land gaat gebukt onder extreme armoede en kent al 16 jaar geen effectieve regering. […] De situatie werd sinds 2006 complexer door de opkomst van de Unie van Islamitische Rechtbanken (UIC), een groepering die zich langs godsdienstige lijnen verzet tegen de internationaal erkende overgangsregering (TFG) en de krijgsheren. […] De spanning tussen de UIC en de TFG liep in de tweede helft van 2006 hoog op. Diplomatieke initiatieven van de Arabische Liga en de regionale organisatie IGAD om een politieke oplossing voor het conflict te vinden liepen op niets uit waarop een militaire interventie volgde. In verrassend korte tijd heroverde de TFG, met steun van het Ethiopische leger en de VS, een groot deel van zuid-Somalië op de UIC. De situatie in het land blijft echter zeer instabiel. De UIC voert dagelijks guerilla-achtige aanvallen uit op de TFG. Een vredesmacht van de Afrikaanse Unie probeert de situatie in Somalië te stabiliseren.”

In hoeverre

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Oefententamen 3 - Public International Law - UU

Oefententamen 3 - Public International Law - UU

Vragen

Vraag 1a

Om elk signaal van ‘hooliganisme’ bij de UEFE Cup finale dit jaar in Eindhoven in een vroeg stadium te voorkomen heeft de politie besloten preventieve arrestaties uit te voeren. Zo werd ook een groepje Leidse studenten opgepakt, dat hun zustervereniging wilde bezoeken. De studenten hebben de nacht in een cel door moeten brengen en zijn de volgende ochtend met excuses weer op straat gezet. De zaak komt uiteindelijk bij de Nederlandse rechter, die zich geconfronteerd ziet met de vraag of deze arrestatie een schending is van artikel 9.1 van het IVBPR

Artikel 9

Een ieder heeft het recht op vrijheid en veiligheid van zijn persoon. Niemand mag worden onderworpen aan willekeurige arrestatie of gevangenhouding. Niemand mag zijn vrijheid worden ontnomen, behalve op wettige gronden en op wettige wijze.

Mag de rechter aan deze specifieke bepaling toetsen?

Vraag 1b

Stel dat tijdens het proces vast komt te staan dat Nederland een geldig voorbehoud heeft gemaakt op art 9.1 IVBPR, wat een beroep op de bepaling dus uitsluit. De advocaat van een van de studenten stelt dat artikel 9.1 IVBPR inmiddels de status van gewoonterecht heeft verkregen en concludeert dat Nederland derhalve nog steeds verbonden is aan de inhoud van de bepaling.

Indien u ervan uit gaat dat de conclusie van de advocaat correct is, is toetsing van het artikel 9.1 IVBPR door de rechter dan alsnog mogelijk?

Vraag 2a

Rechtssubjectiviteit omvat verschillende bekwaamheden. Welke bekwaamheden kunt u onderscheiden en welk rechtssubject komt alle bekwaamheden toe?

Vraag 2b

Ook internationale organisaties kunnen rechtssubjectiviteit bezitten. In welke uitspraak van Internationale Gerechtshof werd erkend dat de VN rechtspersoonlijkheid bezit en welke theorie past het Hof hierbij toe? Leg uit wat deze theorie inhoud.

Vraag 3a

Op 27 oktober 2005, even na middernacht, breekt in een cellencomplex in de buurt van luchthaven Schiphol brand uit. Elf mensen die vastgehouden worden in dat complex komen om. Nabestaanden van deze mensen proberen de Nederlandse staat voor de rechter te dagen wegens schending van het recht op leven, maar zelfs de hoogste Nederlandse rechter geeft hen geen gelijk.

Welke mogelijkheden zijn er voor de nabestaanden om binnen de internationale rechtsorde een individuele klacht in te dienen tegen Nederland? Kunnen deze mogelijkheden gelijktijdig worden bewandeld?

Vraag 3b

De Belgische regering overweegt ook een klacht in te dienen tegen Nederland wegens overtreding van haar internationaal-rechterlijke verplichtingen. Geen van de overledenen heeft een link met België.

Kan België desondanks een internationale statenklacht indienen tegen Nederland? Zo ja, waar? Aan welke voorwaarden moet dan zijn voldaan?

Vraag 4a

Edouard Vill is in 2005 gekozen tot president van Torturia. Hij besluit de kerstdagen in Justicia door te brengen. Op de tweede dag van zijn verblijf, wordt hij gearresteerd en aangeklaagd wegens misdaden tegen de menselijkheid. Volgens de Justiciaanse Aanklager is Vill tijdens de burgeroorlog in zijn Torturia (1999-2003) betrokken geweest bij het folteren

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Werkgroep oefenvragen - Public International Law - UU

Werkgroep oefenvragen - Public International Law - UU

Meerkeuzevragen

Vraag 1

Uit het tweede beginsel van de Rio Declaration on Environment and Development (1992) kun je afleiden dat:

  1. Staten ervoor moeten zorgen dat een activiteit binnen zijn grondgebied geen schade kan veroorzaken aan gebieden buiten nationale rechtsmacht (bijvoorbeeld de volle zee) en andere staten.
  2. Het beginsel van duurzame ontwikkeling een harde rechtsregel is.
  3. Staten het recht hebben om hun eigen hulpbronnen te exploiteren en soevereiniteit dus absoluut is.
  4. Staten nooit activiteiten mogen faciliteren op hun grondgebied als deze activiteiten kunnen resulteren in grensoverschrijdende milieuschade. 

Vraag 2

Van staat tot staat kan het verschillen waarop het internationale recht doorwerkt in de nationale rechtsorde. Ten aanzien van de doorwerking van internationaal recht in de Nederlandse rechtsorde kan worden gesteld dat:

  1. Nationale wetten buiten beschouwing gelaten moeten worden door de Nederlandse rechter als zij in strijd zijn met regels van gewoonterecht.
  2. De Nederlandse rechter bevoegd is om zelfstandig vast te stellen of een bepaling uit een verdrag rechtstreekse werking heeft.
  3. Er geen nationale wetgeving wordt aangenomen om verdragen ten uitvoer te leggen, aangezien Nederland een monistisch systeem heeft.
  4. Voor de Nederlandse rechter kan een burger zich altijd rechtstreeks kan beroepen op regels uit mensenrechtenverdragen.

Vraag 3

Een persoon met de nationaliteit van staat Adrie maakt zich vanuit dit land schuldig aan het hacken van websites en het verspreiden van virussen onder particuliere bedrijven in staat Boosland. Zou staat Boosland rechtsmacht kunnen uitoefenen ten aanzien van deze persoon? 

  1. Nee, want de persoon bevindt zich niet op het grondgebied van staat Boosland en heeft ook niet de nationaliteit van staat Boosland.
  2. Ja, op grond van het actieve nationaliteitsbeginsel.
  3. Ja, op grond van het beschermingsbeginsel.
  4. Ja, op grond van het (objectieve) territorialiteitsbeginsel.

Vraag 4

Het onderscheid tussen zeegebieden die vallen binnen de soevereiniteit van kuststaten, zeegebieden waar kuststaten beperkte rechtsmacht kunnen uitoefenen en zeegebieden die buiten nationale rechtsmacht vallen, wordt gemaakt door het VN Zeerechtverdrag uit 1982. Welke van deze beweringen ten aanzien van deze zones is juist?

  1. Schepen worden onderworpen aan de nationale wetgeving van hun vlaggenstaat waar zij zich ook bevinden.
  2. Een kuststaat kan bevoegdheden uitoefenen om inbreuken op wetten en voorschriften inzake volksgezondheid te voorkomen en te bestraffen in de exclusieve economische zone.
  3. Schepen worden onderworpen aan de nationale wetgeving van de vlaggenstaat waar zij zich bevinden.
  4. Schepen van alle staten hebben het recht om toegang te verkrijgen tot de haven van de betreffende kuststaat, omdat ze het recht op onschuldige doorvaart hebben.

Vraag 5

Reparation for Injuries: Het Internationaal Gerechtshof stelde vast dat:

  1. De VN alleen bevoegdheden hebben die uitdrukkelijk zijn toegekend in het oprichtingsverdrag, attributiebeginsel.
  2. De VN die bevoegdheden hebben die nodig zijn voor het uitvoeren van de taken van de organisatie en het bereiken van de doelstellingen.
  3. De Verenigde Naties wel objectieve rechtspersoonlijkheid hebben, maar niet een vordering zomaar in kunnen
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Public International Law: Samenvattingen, uittreksels, aantekeningen en oefenvragen - UU
International relations and international studies

International relations and international studies

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Table of contents:

International relations and international studies: study and knowledge
  • What is international relations, why would you study it, and where is the best place to study or intern abroad?
  • What are the key terms, definitions and concepts summarized in the field of international relations, organizations and politics?
International relations and international studies: summaries and study assistance
  • What is the homepage for summaries for international relations and international organizations?
  • What are the best textbooks for international organisations and international relations summarized?
  • What are the best scientific articles for international organisations and international relations summarized?
International relations and international studies: summaries per related study field
International relations and international studies: study and work skills
  • How to improve your study skills in the field of International relations and international studies?
  • Which skills are related to the field of International relations and international studies?
International relations and international studies: study abroad, intern abroad and work abroad
  • Which activities, internships and vacancies abroad are related to the field of International relations and international studies?
  • Which organizations offer internships and activities in the field of International relations and international studies?
International relations and international studies: shared experiences
  • What are the related spotlight blogs and contributions of other WorldSupporters?
International relations and international studies: shared content
  • All shared content related to international relations and international studies: jobs, tips, summaries, organizations and blogs
  • Search all shared content
Summaries: home page

Home page for the use of summaries on WorldSupporter

What is this page about?

  • Contents: information about using and finding summaries of study books, scientific articles, academic concepts and practice exams on WorldSupporter
  • Study areas: Business, Education, Health, Psychology, Law, Nature, Society and more
  • Languages: English, Dutch
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Where to go next?

What to find below?

  • Summaries per study and study field
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    • How to use and find summaries, study notes en practice exams on JoHo WorldSupporter?
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    • Quicklinks to fields of study for summaries and study assistance
  • Main theme pages for learn and study
  • FAQ: questions and answers about summaries
...more on this page, or read on below >>
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Related competences, skills and values
Study skills

Study skills

Study skills

To analyse

To analyse

To analyse

Discover or develop competencies, qualities, traits and signals

To be conscious of the organization

To be conscious of the organization

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To be conscious of the organization: Discover or develop competencies, qualities, traits and signals

What is organizational awareness?

  • Organizational awareness is the ability to understand consequences that decisions or actions have on the organization and its components, and in doing so understanding how the organization actually works.
  • Being aware of your work, its usefulness to the organization, the improvement of the company and feeling yourself responsible within the work.
  • You take into account power distribution, decision-making and collaboration.

What are the competencies and subcompetencies related to organizational awareness?

  • To be able to create support
  • Have empathy
  • Understanding your organization
  • Make choices for your organization based on external developments
  • Make others organizationally aware
To communicate

To communicate

To communicate

discover or develop competencies, qualities, traits and signals

Skills: suggestions and summaries on academic skills

Suggestions and summaries of Worldsupporters on academic skill improvement

 

Book summary of Critical Thinking - Moore & Parker - 12th edition

Book summary of Critical Thinking - Moore & Parker - 12th edition

What is critical thinking? - Chapter 1

[TOC]

What is the importance of critical thinking?

For us humans, there is an importance in critical thinking because it aids us in making good decisions. Often we do not realise how irrational our decisions can be, and this is where critical thinking comes in. Critical thinking basically means thinking about our thinking. We make use of logic and reason to determine whether or not a claim is true, if the reasoning behind it is sound and if we can draw a correlation or connection. It is not necessarily about coming up with claim as much as evaluating the correctness of claims that have been made and try to form a proper conclusion.

To achieve this, we evaluate our thinking on the basis of rationality. When we understand how critical thinking works, we can use this knowledge to be critical in multiple subjects and situations in our daily lives. It is, however, important to understand that criticising other people’s claims and ideas does not mean that we want to attack other people, only that we are trying to find the logic in them. Also, criticising other people in not always a case of critical thinking. People can criticise in the most illogical and unreasonable ways, without considering whether or not their claims are true or their reasoning sound.

When we come to a conclusion at the end of a reasoning, we call that a belief. Beliefs are prepositional and can be either true or false. Beliefs can be compared to a judgement or an opinion. When a belief is stated in a declarative way, that is when we start calling it a claim or statement. Claims are things that we can think critically about.

What are important elements of critical thinking?

Within critical thinking, there are three important parts: claims, issues and arguments. These parts can be analysed once they have been determined in conversation or writing.

Claims

Claims are things that we write or declare, to bring across information. With claims we often deal with statements, opinions or beliefs. Claims can be true

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Glossary of Academic Skills for the Social and Psychological Sciences

Glossary of Academic Skills for the Social and Psychological Sciences

Chapter 1: Literature

 

Literature review A detailed overview of the significant literature available about your chosen topic, providing a discussion and critical evaluation, and using clear argument to contextualise and justify your research. (p. 4)

Peer review The process of evaluating an article by experts to ensure the article meets quality criteria before being accepted for publication. (p. 9)

Textbooks Written specifically for audiences such as students or professionals. Material usually presented in an ordered and relatively accessible form. Often draw on a wide range of sources including peer-reviewed academic journal articles. Useful, particularly as an introductory source to get an overview of your research topic and find out who are the recognised experts. (p. 10)

Peer-reviewed academic journal articles Provide detailed reports of research. Articles written by experts in the field and evaluated by other academics (peer reviewers) to assess quality and suitability. Pay rigorous attention to detail and verification of information. Usually contains extensive list of references. Before publication, have usually been revise in response to comments. This is the most useful type for your literature review. Not all academic journal articles are peer-reviewed. (p. 10)

Non-refereed academic journal articles Articles may provide detailed reports of research. Articles selected by an editor or editorial board with subject knowledge. Relevance and usefulness varies considerably. Beware of possible bias. (p. 10)

Professional and trade journal articles Articles written for members of professional or trade organisations, so related to their needs. Consist of a mix of news items and more detailed accounts of a practical nature. Articles rarely based on research, although some provide summaries of research. Can provide useful insights into practice, although may be biased. Need to be used with considerable caution. (p. 10)

Newspaper articles Articles written for members of public, most newspapers addressing a particular market segment. News presented is filtered dependent on events, priority being given to headline-grabbing stories that are likely to appeal to the readers. Good source of topical events and developments. May contain bias in reporting and coverage. (p. 10)

Conference proceedings Articles consist of selected papers presented at a conference, often published as a book or special edition of a journal. Usually peer-reviewed. Increasingly available online. Sometimes difficult to find. Very useful if the theme of the conference matches your research. (p. 10)

Reports Reports on specific topics written by academics and various organisations, including market research organisations and government departments. Beware of possible bias. May not have gone through same review process as peer-reviewed academic journal articles, but those from established organisations are often of high quality. Often difficult to access or expensive to purchase. Can be a useful source of information when

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Stats for students: Simple steps for passing your statistics courses

Stats for students: Simple steps for passing your statistics courses

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How to triumph over the theory of statistics (without understanding everything)?

Stats of students

  • The first years that you follow statistics, it is often a case of taking knowledge for granted and simply trying to pass the courses. Don't worry if you don't understand everything right away: in later years it will fall into place, and you will see the importance of the theory you had to know before.
  • The book you need to study may be difficult to understand at first. Be patient: later in your studies, the effort you put in now will pay off.
  • Be a Gestalt Scientist! In other words, recognize that the whole of statistics is greater than the sum of its parts. It is very easy to get hung up on nit-picking details and fail to see the forest because of the trees
  • Tip: Precise use of language is important in research. Try to reproduce the theory verbatim (i.e. learn by heart) where possible. With that, you don't have to understand it yet, you show that you've been working on it, you can't go wrong by using the wrong word and you practice for later reporting of research.
  • Tip: Keep study material, handouts, sheets, and other publications from your teacher for future reference.

How to score points with formulas of statistics (without learning them all)?

  • The direct relationship between data and results consists of mathematical formulas. These follow their own logic, are written in their own language, and can therefore be complex to comprehend.
  • If you don't understand the math behind statistics, you don't understand statistics. This does not have to be a problem, because statistics is an applied science from which you can also get excellent results without understanding. None of your teachers will understand all the statistical formulas.
  • Please note: you will probably have to know and understand a number of formulas, so that you can demonstrate that you know the principle of how statistics work. Which formulas you need to know differs from subject to subject and lecturer to lecturer, but in general these are relatively simple formulas that occur frequently, and your lecturer will likely tell you (often several times) that you should know this formula.
  • Tip: if you want to recognize statistical symbols, you can use: Recognizing commonly used statistical symbols
  • Tip: have fun with LaTeX! LaTeX code gives us a simple way to write out mathematical formulas and make them look professional. Play with LaTeX. With that, you can include used formulas in your own papers and you learn to understand how a formula is built up – which greatly benefits your understanding and remembering that formula. See also (in Dutch): How to create formulas like a pro on JoHo WorldSupporter?
  • Tip: Are you interested in a career in sciences or programming? Then take your formulas seriously and go through them again after your course.

How to practice your statistics (with minimal effort)?

How to select your data?

  • Your teacher will regularly use a dataset for lessons during the first years of your studying. It is instructive (and can be a lot of fun) to set up your own research for once with real data that is also used by other researchers.
  • Tip: scientific articles often indicate which datasets have been used for the research. There is a good chance that those datasets are valid. Sometimes there are also studies that determine which datasets are more valid for the topic you want to study than others. Make use of datasets other researchers point out.
  • Tip: Do you want an interesting research result? You can use the same method and question, but use an alternative dataset, and/or alternative variables, and/or alternative location, and/or alternative time span. This allows you to validate or falsify the results of earlier research.
  • Tip: for datasets you can look at Discovering datasets for statistical research

How to operationalize clearly and smartly?

  • For the operationalization, it is usually sufficient to indicate the following three things:
    • What is the concept you want to study?
    • Which variable does that concept represent?
    • Which indicators do you select for those variables?
  • It is smart to argue that a variable is valid, or why you choose that indicator.
  • For example, if you want to know whether someone is currently a father or mother (concept), you can search the variables for how many children the respondent has (variable) and then select on the indicators greater than 0, or is not 0 (indicators). Where possible, use the terms 'concept', 'variable', 'indicator' and 'valid' in your communication. For example, as follows: “The variable [variable name] is a valid measure of the concept [concept name] (if applicable: source). The value [description of the value] is an indicator of [what you want to measure].” (ie.: The variable "Number of children" is a valid measure of the concept of parenthood. A value greater than 0 is an indicator of whether someone is currently a father or mother.)

How to run analyses and draw your conclusions?

  • The choice of your analyses depends, among other things, on what your research goal is, which methods are often used in the existing literature, and practical issues and limitations.
  • The more you learn, the more independently you can choose research methods that suit your research goal. In the beginning, follow the lecturer – at the end of your studies you will have a toolbox with which you can vary in your research yourself.
  • Try to link up as much as possible with research methods that are used in the existing literature, because otherwise you could be comparing apples with oranges. Deviating can sometimes lead to interesting results, but discuss this with your teacher first.
  • For as long as you need, keep a step-by-step plan at hand on how you can best run your analysis and achieve results. For every analysis you run, there is a step-by-step explanation of how to perform it; if you do not find it in your study literature, it can often be found quickly on the internet.
  • Tip: Practice a lot with statistics, so that you can show results quickly. You cannot learn statistics by just reading about it.
  • Tip: The measurement level of the variables you use (ratio, interval, ordinal, nominal) largely determines the research method you can use. Show your audience that you recognize this.
  • Tip: conclusions from statistical analyses will never be certain, but at the most likely. There is usually a standard formulation for each research method with which you can express the conclusions from that analysis and at the same time indicate that it is not certain. Use that standard wording when communicating about results from your analysis.
  • Tip: see explanation for various analyses: Introduction to statistics
Study Guide for summaries with Academic Writing Skills by Van der Molen a.o.

Study Guide for summaries with Academic Writing Skills by Van der Molen a.o.

Study Guide with summaries and study assistance for:

  • Booktitle: Academic Writing Skills
  • Authors: Van der Molen; Ackermann; Osseweijer; Schmidt; van der Wal; de Boer; Polak
  • Edition: 3rd

Summaries expected September 24th

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Summary of Writing Psychology Research Reports by Starreveld - 1st edition - Exclusive
Summary of What is this thing called Science by Chalmers: 4th edition

Summary of What is this thing called Science by Chalmers: 4th edition

Does knowledge consist of facts that have come from experience? - Chapter 1

What is the common sense view of science?

In the first four chapters of this book, the statement "science is derived from facts" is critically analyzed. Throughout the book, this statement's meaning changes slightly. Facts are statements about the world that can be sensed. Facts are neither personal opinions nor speculative ideas. If the world is perceived accurately and without prejudice, the facts that are established are, therefore, a reliable and objective basis for science. Scientific knowledge is reliable and objective if the facts guide conclusive reasoning to laws and theories that make up the basis for scientific knowledge. Before the 17th century, science was primarily based on authorities such as the Bible and Aristotle. Due to people like Galileo, this idea changed in the 17th century. People started to see observation as the basis of science.

Empirists (such as Berkeley, Locke, and Hume) and positivists held the idea that we can see facts as indisputably correct through observation. It follows from this reasoning that knowledge derived from this is objective and reliable. However, it is doubtful that science is based on observable facts. The problem that arises following the statement that science can be deduced from the facts relates to:

  1. The nature of the 'facts' and the way in which scientists have access to those facts;
  2. The way in which laws and theories can be derived from the facts, once we know those facts.

Some believe that facts are at the basis of science because they have the following assumptions:

  • Facts are directly accessible through the senses to all unbiased observers;
  • Facts precede the theory and are independent of it;
  • Facts are
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What is the study field and working area of professional skills in pedagogics?

What is the study field and working area of professional skills in pedagogics?

Professional skills in pedagogy encompass the knowledge, abilities, and attitudes that educators and educational professionals need to effectively work with children, young people, and adults. These skills are essential for guiding learning processes, creating safe and stimulating learning environments, and ensuring the optimal development of individuals.

What are the main features of professional skills in pedagogics?

  • Scientific Foundation: Skills are based on research in learning, development, and effective teaching practices.
  • Reflection and Critical Thinking: Educators can reflect on their practice, critically evaluate their work, and continuously develop their knowledge and skills.
  • Communication and Collaboration: Effective communication with students, parents, colleagues, and others is crucial. Collaboration is key to creating optimal learning environments.
  • Diversity Awareness: Recognizing and valuing differences, educators can work effectively with learners from diverse backgrounds, cultures, and needs.
  • Ethics and Professionalism: Educators act in accordance with ethical principles and professional codes of conduct.

What are the most important sub-areas of professional skills in pedagogics?

  • Instructional Science: Teaching skills, lesson planning, assessment methods, learning processes.
  • Developmental Psychology: Cognitive, social, emotional, and physical development of children and young people.
  • Educational Sciences: Educational styles, parental involvement, managing challenging behaviors.
  • Classroom Management: Creating safe and stimulating environments, classroom management techniques.
  • Special Education: Supporting learners with special educational needs.

What are the most important concepts of professional skills in pedagogics?

  • Learning: How people learn in different ways and how to optimize learning processes.
  • Development: The stages of physical, cognitive, social, and emotional development.
  • Education: The principles and practices of effective teaching.
  • Inclusion: Creating learning environments where all students feel welcome, valued, and challenged.

Who are the most influential figures of professional skills in pedagogics?

  • John Dewey: American philosopher and educator, advocated for experiential learning.
  • Jean Piaget: Swiss psychologist, known for his theory of cognitive development.
  • Lev Vygotsky: Russian psychologist, emphasized the role of social interaction in learning.
  • Paulo Freire: Brazilian educator, proponent of critical pedagogy.
  • Maria Montessori: Italian physician and educator, developer of the Montessori method.

Why is professional skills in pedagogics important?

Professional skills in pedagogy are crucial for:

  • Promoting the optimal development of children, young people, and adults.
  • Guiding effective learning processes.
  • Creating safe and stimulating learning environments.
  • Addressing diversity and inclusion.
  • Acting ethically and professionally.

What are applications of professional skills in pedagogics in practice?

Pedagogical professionals with strong skills work in diverse settings, including:

  • Schools: Teachers, lecturers, educational support staff.
  • Early Childhood Education: Educators, childcare providers.
  • Youth Work: Youth workers, youth coaches.
  • Special Education: Educational support staff, pedagogues.
  • Other Educational Settings: Trainers, instructional designers, curriculum developers.
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Organizations for administrative, tax and legal work and consulting

Organizations for administrative, tax and legal work and consulting

international law

Activities, internships, paid work, services or volunteer work in administration, tax and legal consulting

Administrative, tax and legal consulting abroad: by position

For job roles and duties related to activities, internships and jobs abroad, see:

Administrative, tax and legal consulting abroad: favorite countries and destinations

What is insurance for studying abroad, and why should you take out specialized travel insurance for your education abroad?

What is insurance for studying abroad?

  • Insurance for studying abroad means that you take out insurance that continues to provide coverage during your studies, your education, and your related activities abroad.
  • Insurance for studying abroad is also referred to as study insurance. This study insurance is specifically for when you go abroad for a long period of time to take courses, study, or conduct research abroad.

Why should you take out specialized travel insurance for a study abroad?

  • Study insurance is specifically designed for studying abroad, whereas regular travel insurance policies may offer coverage on paper but handle this situation differently in practice.
  • Study insurance offers coverage for longer stays than regular (vacation) travel insurance.
  • Study insurance is also suitable for many types of activities, ranging from various sports to hiking at high altitudes.
  • Study insurance continues to provide coverage if you start working during your trip, whether planned or unplanned. If you have not taken out insurance before departure that allows you to work, there is no guarantee that you will be able to take out insurance abroad that provides coverage.
  • Study insurance continues to provide coverage if your own country's health insurance no longer provides coverage.
  • Student insurance also covers your healthcare costs above the rates in your own country; with regular insurance, you have to pay the extra costs yourself.
  • Student insurance can also continue to provide coverage if (study) visa issuers impose additional requirements on how you insure yourself, for example if you are going to the US and applying for a J-1 visa.
  • Student insurance continues to provide coverage if you are staying abroad for a longer period of time and want to visit your own country in between.

What is important to insure when you are going to study abroad?

  • That you have insurance that is valid in the country or countries where you are going to travel and work.
  • That you are adequately insured for the sports and activities you are going to participate in during your period abroad
  • That you are insured for emergency assistance and early return if something happens to you or your immediate family.
  • That your medical expenses are insured up to the actual cost and not just for the standard costs. The costs per medical treatment vary greatly between countries.
  • That you insure your luggage and take sufficient precautions against theft or damage.
  • That you are well insured against personal liability.
  • That you are well insured in case of accidents.
  • That you only insure yourself for legal assistance if there is an immediate reason to do so, unless coverage is already automatically included in the insurance.
  • That you pay close attention to choosing the right coverage when performing work alongside your studies.

Check out more about international insurances

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Skills: suggestions, summaries and tips of Worldsupporters on values and skills improvement

Suggestions, summaries and tips of WorldSupporters related to competencies and skills improvement

 

 

What are the 13 conditions for balance and fulfillment in study, work and private life

What are the 13 conditions for balance and fulfillment in study, work and private life

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What are the 13 preconditions for balance and fulfillment in study, work and private life

  1. Help yourself by helping others
  2. Create perspective by opening new doors
  3. Don't give up but care about something
  4. Use your empathic skills
  5. Stay with yourself and leave that herd behind you
  6. Focus on your journey and not your destination
  7. Actively deal with your negative emotions
  8. Appreciate and celebrate your small successes
  9. Let others walk their own path
  10. Establish and maintain social contacts
  11. Feel unlimited and not limited
  12. Discover your qualities, take advantage of your opportunities and avoid cliffs
  13. Seek fulfillment in study, work, travel and the world around you

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  • The JoHo WorldSupporter team

 

Glossary of Academic Skills for the Social and Psychological Sciences

Glossary of Academic Skills for the Social and Psychological Sciences

Chapter 1: Literature

 

Literature review A detailed overview of the significant literature available about your chosen topic, providing a discussion and critical evaluation, and using clear argument to contextualise and justify your research. (p. 4)

Peer review The process of evaluating an article by experts to ensure the article meets quality criteria before being accepted for publication. (p. 9)

Textbooks Written specifically for audiences such as students or professionals. Material usually presented in an ordered and relatively accessible form. Often draw on a wide range of sources including peer-reviewed academic journal articles. Useful, particularly as an introductory source to get an overview of your research topic and find out who are the recognised experts. (p. 10)

Peer-reviewed academic journal articles Provide detailed reports of research. Articles written by experts in the field and evaluated by other academics (peer reviewers) to assess quality and suitability. Pay rigorous attention to detail and verification of information. Usually contains extensive list of references. Before publication, have usually been revise in response to comments. This is the most useful type for your literature review. Not all academic journal articles are peer-reviewed. (p. 10)

Non-refereed academic journal articles Articles may provide detailed reports of research. Articles selected by an editor or editorial board with subject knowledge. Relevance and usefulness varies considerably. Beware of possible bias. (p. 10)

Professional and trade journal articles Articles written for members of professional or trade organisations, so related to their needs. Consist of a mix of news items and more detailed accounts of a practical nature. Articles rarely based on research, although some provide summaries of research. Can provide useful insights into practice, although may be biased. Need to be used with considerable caution. (p. 10)

Newspaper articles Articles written for members of public, most newspapers addressing a particular market segment. News presented is filtered dependent on events, priority being given to headline-grabbing stories that are likely to appeal to the readers. Good source of topical events and developments. May contain bias in reporting and coverage. (p. 10)

Conference proceedings Articles consist of selected papers presented at a conference, often published as a book or special edition of a journal. Usually peer-reviewed. Increasingly available online. Sometimes difficult to find. Very useful if the theme of the conference matches your research. (p. 10)

Reports Reports on specific topics written by academics and various organisations, including market research organisations and government departments. Beware of possible bias. May not have gone through same review process as peer-reviewed academic journal articles, but those from established organisations are often of high quality. Often difficult to access or expensive to purchase. Can be a useful source of information when

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Leadership competencies for implementing planned organizational change - Battilana, Gilmartin, Sengul, Pache & Alexander - 2010 - Artikel

Leadership competencies for implementing planned organizational change - Battilana, Gilmartin, Sengul, Pache & Alexander - 2010 - Artikel

De meeste leiderschapsstudies houden zich niet bezig met de complexiteit van intra-organisatorische processen, waaronder veranderingsimplementatie processen, die verschillende activiteiten met zich mee brengen. In deze studie wordt er beweerd dat het waarschijnlijk is dat managers verschillende activiteiten benadrukken in de geplande organisatieverandering implementatie, afhankelijk van de mix van hun leiderschapscompetenties.

Effectief leiderschap en de bekrachtiging van geplande organisatieverandering

In deze studie wordt het taak-georiënteerde en persoons-georiënteerde model gebruikt. Taak-georiënteerde vaardigheden zijn gerelateerd aan organisatie structuur, ontwerp en controle en het vaststellen van routines om organisatiedoelen en doelstellingen te halen. Persoons-georiënteerde vaardigheden omvat gedrag dat collaboratieve interactie tussen organisatiewerknemers stimuleert, een ondersteunend sociaal klimaat vaststelt en managementpraktijken stimuleert die gelijke behandeling van werknemers verzekert.

Effectiviteit van de twee verschillende soorten vereist verschillende, maar gerelateerde groepen bekwaamheden. Effectiviteit van taak-georiënteerd gedrag staat of valt met het vermogen om taakeisen duidelijk te maken en taken te structureren rondom de missie en doelen van de organisatie. Effectiviteit van persoons-georiënteerd gedrag berust op het vermogen om rekening te houden met anderen als ook het rekening houden met je eigen emoties en die van anderen. Afhankelijk van de mix van deze leiderschapscompetenties wordt er een verschillende nadruk gelegd op de activiteiten die nodig zijn bij het implementeren van organisatieverandering.

Deze activiteiten bestaan uit communiceren, mobiliseren en evalueren. Communiceren: activiteiten die leiders uitvoeren om de noodzaak van verandering uit te leggen en hun visie te delen met de werknemers. Mobiliseren: acties die leiders uitvoeren om support van collega’s te krijgen en de inwerkingtreding van nieuwe werkroutines te aanvaarden. Evalueren: maatstaven die leiders gebruiken om de impact van de implementatie te volgen en vast te stellen en veranderingen te institutionaliseren.

Communiceren van de noodzaak van organisatieverandering

Leiders die veranderingen doorvoeren moeten de noodzaak van deze verandering communiceren met hun werknemers. De werknemers moeten begrijpen waarom gedrag en routines moeten worden veranderd.

Hypothese 1a: leiders die meer persoons-georiënteerd zijn, zijn beter in het communiceren van de noodzaak van verandering dan andere leiders.

Hypothese 1b: leiders die meer taak-georiënteerd zijn, zijn minder goed in het communiceren van de noodzaak van verandering dan andere leiders.

Mobiliseren van anderen om verandering te accepteren

Tijdens implementatie moeten leiders hun werknemers mobiliseren om de veranderingen te accepteren en toe te passen in hun dagelijkse routines. Mobiliseren is moeilijk doordat er verschillende persoonlijke en beroepsdoelen zijn, en dus verschillende opvattingen over de verandering. Mobiliseren brengt zowel taak als persoons-georiënteerde vaardigheden met zich mee.

Hypothese 2a: leiders die meer persoons-georiënteerd zijn, zijn beter in staat werknemers te mobiliseren dan andere leiders.

Hypothese 2b: leiders die meer taak-georiënteerd zijn, zijn beter in staat werknemers te mobiliseren dan andere leiders.

Evalueren van de implementatie van de verandering

Leiders moeten evalueren in hoeverre organisatieleden routines, werkwijzen en gedrag uitvoeren dat

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How do stress, coping, adaptation and health affect personality? - Chapter 18 - Exclusive

How do stress, coping, adaptation and health affect personality? - Chapter 18 - Exclusive

Health psychology focuses on the influence of psychological and behavioral factors on health, often in combination with the environment. Stress is central to this.

What models of personality are there?

What is the interactional model?

The interactional model suggests that personality factors determine the impact of events, because they determine how someone deals with the situation. Personality would thus influence coping. How someone deals with an event determines the degree of stress caused by that event. However, a limitation of this model is that stable coping strategies have never been found.

What is the transactional model?

The transactional model does things differently. According to this model, personality has three potential effects:

  1. Personality can influence coping.
  2. Personality can affect how the person interprets an event.
  3. Personality can influence the event itself.

It is not the event that causes stress here, but rather how it is dealt with. This model is called transactional because of the person's influence on the event and the person's appreciation. There is mutual influence.

What is the health and behavior model?

A third model is the health and behavior model. This assumes that personality does not directly influence the degree of stress or illness, but that it indirectly influences stress or illness through certain behaviors, such as unsafe sex or overeating. The less healthy someone is, the greater the chance of experiencing more stress.

What is the disease and behavior model?

Another model is the disease and behavior model. In this model, disease is explained as the presence of an objectively measurable abnormal physiological process, such as fever, high blood pressure, or a tumor. Abnormal or sick behavior is about the way people behave when they think they are sick. Personality determines the degree of sick behavior, whether or not in combination with a real illness.

According to the predispositional model, associations exist between personality and illness because of a third variable that affects both, namely predisposition. The predisposition can exist for stable individual personality differences and for specific illnesses.

What is stress?

Stress is a subjective feeling that is the result of uncontrollable and threatening events (stressors). These are often extreme situations with unpleasant consequences that cannot be influenced. Stress can be divided into low sources of stress in daily life (daily hassles) and important life events (major life events). Major life events are associated with intensity, conflict and uncontrollability. Positive things can also be very stressful, for example a marriage, a move or a promotion. People with a lot of stress in their lives have many psychological and physiological symptoms. Possible responses to stress may include palpitations, increased blood pressure, sweaty hands and feet, and

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Work as legal assistant in Mauritius at a law company focusing on international trade and commercial law. Applicants must be fluent in English, writing and speaking.
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Activities abroad: home page

Activities abroad: home page

From language courses to gap year abroad, from work experience to volunteering abroad, from paid work to internship abroad, from mountaineering to diving and from backpacking to travel around the world

    What social activities can you do abroad?

    • Opportunities are found in the areas of helping, learning or studying. You can get involved to volunteer in a social project at a school in Africa, Asia or Latin America. You can get involved in nature, in a project with animals or cleaning the sea or beaches. Those who want to learn more can choose for example a language course in Latin America, Spain or South Africa.

    What work related activities can you do abroad?

    • If you want to gain work experience, and/or also earn money, go and work abroad. You can combine backpacking in Australia with temporary work. You can work on campsites in Europe or bush camps in Africa. You can pretty much go all over the world to work in the hospitality industry, hotels and hostels, in the healthcare sector or for example at a diving school.

    What sports activities to do abroad?

    • Have you ever thought of mountain biking, rafting (going down a wild river on a raft or rubber dinghy, climbing or canoeing), survival (which involves building rafts, climbing or canoeing), abseiling (descending a rock face while secured to ropes), zip-lining (whizzing down a cable), canyoning (starting at the top of a river and then climbing, swimming, diving down the bed) or caving (scrambling, wriggling and crawling through caves and crevices)?
    • Maybe you feel more comfortable on a bodyboard (on a half-wave surfboard, you surf the high waves lying down-with flippers), on a hang glider or while paragliding (with a parachute you float down a mountain or dune), hydrospeeding (on a bodyboard with flippers and a wetsuit on you go down a wild river via rapids) or Tiefschneeskiing (racing down through powder snow)?

    Check the pages below for more activities and inspiration and where to go and how to arrange it

      Activities abroad: for experiencing countries and cultures abroad

      Activities abroad: for experiencing countries and cultures abroad

      Bundled content for experiencing countries and cultures during gap year, travel and backpacking abroad

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      Activities abroad: for sports, adventure and outdoor abroad

      Activities abroad: for sports, adventure and outdoor abroad

      Bundled content for sports, adventure and outdoor during travel, gap year and backpacking abroad

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      Public

      Image ORGANIZATIONS

      Check all organizations related to: 'International Law'

      CHECK ORGANIZATIONS

      Make a selection, to find more or other organizations than you see below

      Image HBN Law and Tax
      HBN Law & Tax is a law firm with offices throughout the Dutch Caribbean, Suriname, and the Netherlands. They offer a wide range of legal and tax services to both...
      Organizations & Services: home bundle

      Bundled content, suggestions, stories and tips about organizations and their products and services

      ...to help another, travel with care, work together, learn to share and inspire with your experience

      Organizations: home page
      Organizations for administrative, tax and legal work and consulting

      Organizations for administrative, tax and legal work and consulting

      international law

      Activities, internships, paid work, services or volunteer work in administration, tax and legal consulting

      Administrative, tax and legal consulting abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for agriculture, grape picking, farming and vineyards
      Organizations: for animal protection, animal care and working with wildlife abroad
      Organizations: for au pairs, youth work and child care abroad
      Organizations: for bush camping and working at a campsite abroad
      Organizations: for catering, hospitality and entertainment abroad
      Organizations: for civil society and social work abroad
      Organizations for corporate business services

      Organizations for corporate business services

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      Activities, internships, paid work, services or volunteer work in corporate business services

      Corporate business services abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for customer services abroad and help desks
      Organizations: for diving, snorkeling and water sports abroad
      Organizations: for education and schools abroad
      Organizations: for expatriate insurances, travel insurances, and emergency call centers
      Organizations: for gap year activities abroad and sabbaticals
      Organizations: for internship placement abroad
      Organizations: for insurances and finance abroad
      Organizations for IT, engineering and construction

      Organizations for IT, engineering and construction

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      Activities, internships, paid work, services or volunteer work in IT, webdevelopment, engineering and construction

      IT, engineering and construction abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for language travel and language teaching abroad
      Organizations for marketing, communication and PR abroad

      Organizations for marketing, communication and PR abroad

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      Activities, internships, paid work, services or volunteer work in marketing and communication

      Marketing, communication and PR abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for mediation in au pairs, childcare and elderly care in the Netherlands
      Organizations for moving, international relocation and transport abroad

      Organizations for moving, international relocation and transport abroad

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      Activities, internships, paid work, services or volunteer work in transport and international relocation

      Moving abroad and relocation services abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:

      Moving abroad and relocation

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      Organizations for nature conservation, environmental protection and working in nature abroad

      Organizations for nature conservation, environmental protection and working in nature abroad

      Costa Rica rain forest - Jungle

      Activities, internships, paid work, services or volunteer work in environmental protection, sustainability and nature conservation

      Nature conservation and environmental protection abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for nonprofit projects, development work and international cooperation
      Organizations: for online work as digital nomad, freelancer, or independent entrepreneur from abroad
      Organizations: for outdoor activities and sports
      Organizations: for providing accommodation and hospitality work in hotels, guesthouses, ecolodges and hostels abroad

      Organizations: for providing accommodation and hospitality work in hotels, guesthouses, ecolodges and hostels abroad

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      Activities, internships, paid work, services or volunteer work in hotels, resorts, guesthouses, ecolodges, bed and breakfasts and hostels abroad

      Working in hospitality and tourist accommodations abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for providing healthcare and working in medical care abroad

      Organizations: for providing healthcare and working in medical care abroad

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      Activities, internships, paid work, services or volunteer work in healthcare

      Providing healthcare and working in medical care abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for psychological assistance and mental health care abroad

      Organizations: for psychological assistance and mental health care abroad

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      Activities, internships, paid work, services or volunteer work in psychological assistance, coaching and mental health care abroad

      Psychological assistance, coaching and mental health care abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for real estate, brokerage abroad and property rental abroad
      Organizations: for research and scientific work abroad

      Organizations: for research and scientific work abroad

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      Organizations: for research, R&D, data collection, data analysis and scientific work abroad

      Activities, internships, paid work, services or volunteer work in research and science

      From R&D to data collection and data analysis

      Research and science abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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      Organizations: for student support and student associations
      Organizations: for tour guidance and adventure tours abroad
      Organizations: for tourism and organized travel and leisure work abroad
      Organizations: for voluntary work mediation and project placement abroad
      Organizations for yacht and shipping crew and working on a cruise ship abroad

      Organizations for yacht and shipping crew and working on a cruise ship abroad

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      Activities, internships, paid work, services or volunteer work on cruise ships, sailing yachts and other ships

      Boat crew, deck hand or working for an international shipping organization

      Working on a yacht or cruise ship abroad: by position

      For job roles and duties related to activities, internships and jobs abroad, see:
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