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… Direct transferring a call (performing a blind transfer), using a 5-digit internal number in 4 steps. These steps can be used on a Yealink MP56 device. Blind transfer an accepted call Step 1: Press the physical button The caller is put on hold. Step 2: Tap the display on the icon Using hard keys to dial a number Step 3: Press the 5-digit internal number on the dialpad. Step 4: Tap the <Call> bar The device will now call this number and the receiver can be put down. The “blind” connection is made. Step 1 Step 4 Step 3 Step 2 …

… https://www.maastrichtuniversity.nl/education/master/media-studies-digital-cultures schreib100MaastrichtMedia Anna Ivanova, 2019-2020 Student Ambassador schreib100MaastrichtMedia What we want you to come away with by the end of the course a better author who can express yourself in multipole modalitiesBeing the power of having modalities work in harmony to express your messageLearn a more creative thinker/maker/practitioner Be to collaborate in international teams Learn multiple frameworks for project … active researchers schreib100 PBL in the MA • Learning as a process: students are encouraged to play an active role in the content of the course and direct their learning process. Tutors are seen as facilitators in real life research project and workshops. Freedom regarding the topics of research is given to the students throughout the programme (e.g. for presentations, written assignments and thesis topic). • Learning as a collaborative process: mutual and shared understanding working towards a …

… and tables. The use of hyperlinks is prohibited. Provide a comprehensive description of your academic profile in narrative form. You may focus on achievements (other than output) and address your research focus, research agenda and vision. You can describe your position in the (inter)national academic field, your motivation for conducting research and for this project in particular , and the academic and societal potential of your work. Describe the link between your previous and current … lectures; · Prizes, awards and grants, and how the opportunities offered by grant(s) were used*; · Interdisciplinary activities; · Administrative and managerial tasks; · Contributions to open data and open science; · Alignment of the academic profile with the research project, or vision of how this alignment will be achieved; · Motivation for doing research in general and this project in particular. Please note that the focus of the section ‘Academic profile’ is not on output nor on output … can see your position in the author list. If you mention a URL it may only refer to the individual output item. The URL should preferably be in the form of a persistent identifier (e.g. DOI). Mark open access publications and open access databases with “O”. Narrative CV KTF Page 1 of 3 …

… and tables. The use of hyperlinks is prohibited. Provide a comprehensive description of your academic profile in narrative form. You may focus on achievements (other than output) and address your research focus, research agenda and vision. You can describe your position in the (inter)national academic field, your motivation for conducting research and for this project in particular , and the academic and societal potential of your work. Describe the link between your previous and current … lectures; · Prizes, awards and grants, and how the opportunities offered by grant(s) were used*; · Interdisciplinary activities; · Administrative and managerial tasks; · Contributions to open data and open science; · Alignment of the academic profile with the research project, or vision of how this alignment will be achieved; · Motivation for doing research in general and this project in particular. Please note that the focus of the section ‘Academic profile’ is not on output nor on output … can see your position in the author list. If you mention a URL it may only refer to the individual output item. The URL should preferably be in the form of a persistent identifier (e.g. DOI). Mark open access publications and open access databases with “O”. Narrative CV KTF Page 1 of 3 …

… goals: 1. What is a virus? 2. What are characteristics of the novel coronavirus that cause COVID-19? 3. What are risk factors for developing serious symptoms and/or dying from COVID-19? 4. How is SARS-CoV-2 transmitted at the biological level? And within a community (at social level)? 5. What are differences in the incidence and prevalence of COVID-19 (and death rate or ‘CFR’ due to the disease) among various countries of Europe? 6. What were the policies of the ECDC toward COVID-19 in early … Also sometimes have like overcoats to protect them (envelopes)  Attacks the cells of the organism  Depends on the immune system 2. What are characteristics of the novel coronavirus that cause COVID-19?  Different structure than the previous ones  They have muted and now they have spikes on the envelope o a better way of survival o normally viruses can’t survive a lot of time like on the surface is with ultra-violet rays o spikes help the virus to get through the respiratory system and attach to the low respiratory areas like bronchioles  Better transmissibility than the seasonal influenza  RNA …

… Promotion • The Netherlands • Nursing • Zuyd Hogeschool • MSc Governance and Leadership in European Public Health Jennifer Kalsbeek Thomas Gültzow • The Netherlands • Director of Education for Biomedical Sciences Hans Savelberg • Sometimes, students with a university of applied sciences degree have doubts: • Can I make a relevant contribution? • The answer is yes: • You bring your own knowledge and experience to the table • Result: unique mix of professional experience, education and science Importance of University of Applied Sciences inflow for the … in the blended-learning course “introduction to statistical methods for data-analysis” (not applicable for UM students) • The course consists of a self-test (to assess your knowledge) and preparation during the summer period, and 5 face-to-face workshops in September-October 2020 • The course is free of charge, strongly recommended and voluntary! Checklist Statistics, Methodology and Academic Writing I have not heard about this topic I have heard about this topic, but I do not know the specifics …

… Engaging STEM students through Problem-Based Learning Are you or your colleagues struggling to engage students in Science, Technology, Engineering, and Mathematics (STEM) courses? This workshop explores how to apply the design principles of Problem-Based Learning (PBL) – constructive, collaborative, contextual, and self-directed learning – to increase student engagement in STEM fields. You will learn how these principles can help STEM education by actively involving students during their learning process. The session includes hands-on activities to illustrate how PBL can foster deep learning and critical thinking, tailored to STEM topics. Through group discussions and practical exercises, you will leave with actionable strategies to enhance student motivation, foster a collaborative learning environment, and support independent learning in classrooms. So are you looking for inspiration to make STEM courses more interactive and engaging? Then join this …

… Engaging STEM students through Problem-Based Learning Are you or your colleagues struggling to engage students in Science, Technology, Engineering, and Mathematics (STEM) courses? This workshop explores how to apply the design principles of Problem-Based Learning (PBL) – constructive, collaborative, contextual, and self-directed learning – to increase student engagement in STEM fields. You will learn how these principles can help STEM education by actively involving students during their learning process. The session includes hands-on activities to illustrate how PBL can foster deep learning and critical thinking, tailored to STEM topics. Through group discussions and practical exercises, you will leave with actionable strategies to enhance student motivation, foster a collaborative learning environment, and support independent learning in classrooms. So are you looking for inspiration to make STEM courses more interactive and engaging? Then join this …

… into a theoretical discourse in the first place. In order to move the field beyond a potential theoretical impasse, we need to acknowledge the religious nature of materiality debates and open up towards the radical specificity of materials. Only then can we develop terminologies that describe the role of materials in the making and re-making of art and can be used by all those engaged in the endeavor. …

… June 2022 Motivation Letter Name: Study programme, year of study as of September 2022, and availability in years: Why do you want to work for the D&I Office? (Max 100 words) What are your top 3-4 skills that make you a good fit for this position? (You can use keywords, bullet points, or short sentences – Max 150 words) List three things from your CV we should not miss and briefly state why: 1. _ 2. _ 3. _ Please use this remaining space to show us/link us to your examples of anything else that can help us see your skills in practice, such as social media content, blogs, graphic design and written work. Page | 2 …