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… these stakeholders to relate this to the experiences of students, teachers, and curriculum designers and coordinators in later phases. A combination of snowball and purposive sampling was employed. EDview aimed to include information-rich participants with theoretical knowledge and a diversity of perspectives on the abovementioned concepts. This could include educational researchers, policy makers, educationalists, or other types of educational experts. Care was taken to balance participants from … Faculty Vice Deans of Education) - UM Executive Board and Faculty Deans - UM IT Board - Policy officers CORE and Internationalization Contributors EDview Symposium Thank you to the many contributors to the EDview symposium on October 23, 2018 - workshop, fishbowl and world café moderators, panel members, presenters, keynote speakers, observers, note takers, student assistants, participants and more – for shaping this symposium and making your voice heard. 15 Contributors Phase 1 Faculty/Centre … program on globalization and internationalization in health professions education, as well as her involvement with EDview and her current teaching and management roles in several FHML curricula. Stella Wasenitz first got involved with EDLAB in 2015 when she was a student at University College Maastricht. Her early participation in a Think Tank on PBL eventually led to her appointment as a project manager at EDLAB and her involvement with EDview. During the EDview project Stella supported Janneke …

… 2 Deviating rules for students who went on a study abroad 1. In deviation of article 3.6, the skills training BENS2003 and/or the project BENP2003 in year 3 are not compulsory in case students did a study abroad. 2. Students who did a study abroad can take up to 30 ECTS credits at a foreign partner university. In case less than 30 ECTS credits are obtained, the student has to add courses from the electives of the BSc Business Engineering programme. The skills training BENS2003 or the project … in the second semester in or after their third year of the bachelor’s study programme Business Engineering. Students who go on an exchange in the second semester in the third year in the first or second semester after the third year can only graduate with study delay. Article 3 Deviating rules for students who start the Thesis Research Project (BENP2004) 1. Students can start the Thesis Research Project (BENP2004) in period 1, 2, 4 and 5 of their third year; and after they obtained 120 ECTS credits. Article 4 Deviating rules for students with a study delay 1. Students with a study delay due to a skills training can retake the skills in the next academic year together with two courses and a new skill. For these …

… FUN Buddy / System / Freely / The idea / BUDDY COUPLES Internationalization is a core value of Maastricht University. The buddy programme is a fun and informal addition to existing onboarding and introduction programmes. If you have settled down as PhD candidate yourself, you can become a buddy to a newcomer. The programme is casual and has minimal guidelines: buddy couples are encouraged to meet on their own initiative and spend their time together freely. In short, the buddy programme is an … may vary based on needs and availability. After the period of three months, you are welcome to sign up again and receive a new buddy. Practical details Buddies and newcomers are matched based on their background and workplace. Once we have matched you with a buddy, you will receive an email with your buddy’s contact information. This way you can meet each other right away! Buddies will receive 0.5 EC points for their effort (up to 1.5 EC for 3 PhD candidates), which can be used to apply for a MHeNs certificate at the end of the PhD …

… dry ice evaporation site Versie 1.0 12/2024  info-hsb@maastrichtuniversity.nl pagina 1/2 Dry ice evaporation site Introduction As part of sustainability, the dry ice evaporation site is made available to UM employees. This is where one can bring excess dry ice and let it evaporate safely. If one needs dry ice for experiments or transport, one can take it from the evaporation site (UNS50.K.0.498). It is not allowed to use dry ice for private purposes. The daily available supply … is not supplemented by default. Risk of dry ice Dry ice, also known as dry ice or carbon dioxide snow, is the solid form of carbon dioxide (CO2). It has some very favorable properties that make it an excellent cold carrier for transportation purposes, with a constant temperature of -78°C during sublimation. The main danger lies in two things: the temperature (-78°C) and the CO2 gas released. The use of good, insulating gloves is advised, as contact with bare skin can cause direct burns. Dry ice should be handled with a scoop or tongs. By using the dry ice evaporation location, the FHML has a well-ventilated outdoor area where no accumulation of CO2 gas can occur. Location The dry ice evaporation …

… UNS 5 Skillslab The Skillslab is a facility where Medicine students can practice their skills on each other, on models and on simulated patients PHS1 Coffee Corner For a quick bite or a coffee to go UB Learning Spaces See https://library.maastrichtuniversity.nl/ services/hours-locations/ for the current opening hours Lecture Halls You can find several lecture halls at PHS1 Instruction Campus Tour With this Campus tour you will get to know the area of the Faculty of Health, Medicine and Life Sciences, the Faculty of Psychology and Neuroscience and the Faculty of Sciences and Engineering. It’s the place where you’ll be studying. During your … Spaaklaan (PHS) and Peter Debeyeplein (DEB) UNS 30 Bakery Café Great coffee, fresh juices and delicious sandwiches! Monday-Friday 08.00-17.00hrs Maastricht School of Management Endepolsdomein 150 (EPD150) tutorial rooms are indicated in the timetable with the abbreviation MSM UNS 40 Study associations The faculty’s study assocations – a great way to meet your fellow students! You can find the study assocations at level 0 Lockers Need a place to store your books or other stuff? You can use the …

… Digital Heritage STORYTELLING THROUGH PHOTOGRAMMETRY AS A DIGITAL TOOL FOR PRESERVING CULTURAL HERITAGE: NEW GOURNA BETWEEN PAST, PRESENT, AND FUTURE Deena El-Mahdy, The British University in Egypt. Abstract Heritage has many types of information that can be narrated, presented, and documented differently with the appearance of digital tools. With the important role of photography and storytelling in introducing us to know our history, millions of images are taken during the visit of heritage sites and historical buildings, yet they are rarely used for documentation. However, the new documentation tools started to increase the user interactivity with these sites, buildings, and monuments scale. The role of these tools does not stop at the documentation phase, but it spread to …

… study outline, should normally fulfill their study abroad requirement (as laid down in chapters VII, XIII and XVI of the SBE BSc EER 2020-2021) in the first semester of academic year 2021-2022. 2. This chapter of this addendum provides students with the possibility to do an alternative programme to the study abroad requirement of 26 ECTS credits and is applicable to students from the following BSc programmes and/or specialisations in the first semester academic year 2021-2022: BSc programme … & Management of Information1 Economics & Business Economics International Business Economics International Business -/- 3. This chapter of this addendum is applicable to the above mentioned students: A. whose receiving institution (partially) cancelled/interrupted its incoming exchange; B. who cannot travel due to government-imposed restrictions to their receiving institution; C. who themselves decide to cancel their Study Abroad programme. Article 2 Postponement of the study abroad … chooses to do the following alternatives of 22.0 ECTS credits: B. An internship in the Netherlands of minimal 22.0 ECTS credits. Procedures and/or guidelines for these internships will be published by the Internship Office. C. An alternative programme with a minimum of 22.0 ECTS credits at SBE. The courses can be freely chosen from the list of 3rd year courses from the study programme that the student is enrolled in. D. A UM-wide minor with a minimum of 22.0 ECTS credits; contrary to the provisions …

… This narrative is a dynamic vision document, aimed at serving as a basis for further discussion. This narrative gives both academic staff and their managers’ guidance as to how to assess research in the wider frame of career development. In line with the VSNU position paper Room for everyone’s talent, the narrative for research is part of a wider narrative focused on adjusting the balance in the recognition and rewarding of academics. We do not discuss whether the current assessment of … and leadership (and for university medical centres, patient care).1 Particularly in the earlier stages of their career, academics often experience heightened work-related pressure and job insecurity, and although competition may be stimulating it can – if excessive – be counterproductive. Overall assessment must be adapted and improved in each of the aforementioned areas and in the connections between these, while also taking account the international context in which different academics … what is the researcher’s academic impact: how did or does their work change the state of the art in their field? Is this impact purely academic or also clinical and/or societal? What is their contribution to collective team-based impact? How do they (possibly as a leader) influence others and whom? Are they a role model? What is the one (or more) things they are trying to change for the greater good?  The academic should describe their academic profile, including the main activities which …

… te ondersteunen bij hun medicijngebruik. Deze toepassingen noemen we samengevat ook eHealth. Twee derde van de Nederlanders gebruikt internet voor het zoeken van informatie over een ziekte of behandeling.10 Veel patiënten vinden het handig om zelf online hun 7 zorg te kunnen regelen, bijvoorbeeld een afspraak te kunnen maken of medicijnen te bestellen. Omdat deze toepassingen soms het feitelijke contact met een zorgverlener geheel of gedeeltelijk kunnen vervangen, wordt er ook vanuit het oogpunt … in beeld. Utrecht: NIVEL, 2013 7 Stewart M, Brown JB, Donner A, McWhinney IR, Oates J, Weston WW, Jordan J. The impact of patient centred care on outcomes. J Fam Pract, 2000; 49(9):796-804 8 Bertakis K, Azari R. Patient-Centered Care is Associated with Decreased Health Care Utilization. J Am Board Fam Med, 2011; 24 (3):229-239 9 Raad voor de Volksgezondheid en Zorg. Gezondheid 2.0. U bent aan zet. Den Haag: RVZ, 2010 10 Krijgsman J, Peeters J. Burghouts A, Brabers A, Jong J de, Moll T, Friele R, … and their causes. Geraadpleegd op 1 maart 2016 http://www.who.int/features/factfiles/health_inequities/facts/en/inde x8.html 36 Parker R. Measuring health literacy: What? So What? Now what? PowerPoint presentation at the Institute of Medicine workshop on measures of health literacy. Washington, DC; February 26, 2009 37 Heide I van der, Wang J, Droomers M, Sporeuwenberg P, Rademakers J, Uiters E. The relationship between health, education, and health literacy: results from the Dutch adult …