Zoekresultaten

… 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 March of … aim at protecting the vulnerable populations from severe illness and fatal outcomes  By reducing transmission in the general population  Enabling the reinforcement of the health care systems  By implementing social distancing  By reducing physical contact as a mean of interrupting transmission  To ensure the continuation of essential services and supplies to everyone who is subjected to the social distancing measures  Providing financial compensation for loss of income and employment to … up their guidelines a little bit so more people are allowed to go outside o In the Netherlands you are still not allowed to have events etc o Certain countries didn't go as strict as others so  In some countries you were not able to go outside at all whereas in some countries like Germany you're not allowed to be in contact with people but you're still allowed to go for walks  Controversy with masks o In the beginning they said you shouldn't wear a mask if you're not infected whereas now some …

… colleges • Werken aan de hand van opdrachten • Samenwerken aanbevolen en soms verplicht • Portfolio als onderdeel van het examen (A&G) • Aanbod van theoretische en verdiepende vakken (A&G) • Afsluitend onderhandelingsspel (A&O) Beperkte facultatieve contacturen: +/- 8 uur colleges/werkgroepen en 32 uur zelfstudie Onderwijs: kleinschalig • Vraagstukken ontleend aan de praktijk • Koppeling praktijk aan theorie • Colleges door praktijkmensen • Samenwerking met gerenommeerde advocatenkantoren, rechterlijke macht en andere vakspecialisten Onderwijs: link theorie en praktijk • Door groepswerk veel contact met medestudenten • Intensief contact met docenten • Regelmatig informele momenten • Opbouw van netwerk van belang • Ook alumni betrokken bij de master Intensieve contacten Periode Specialisatie Gezondheid Specialisatie Onderneming 1 - … A&G (periode 5) A&O (periode 4) Geschillen in de onderneming Gezondheidsrecht European Labour and Social Security Law Medische Aansprakelijkheid Overheid en privaatrecht Pensioenrecht Civiele rechtspleging European Migration Law and Citizenship Comparative Corporate Governance Goederenrecht Comparative Company Law Overige blokperiodes: Rechtshandeling en overeenkomst, International Trade Law, etc. Keuzeruimte Extra curriculair (o.a.): • Masterclass ICGI (A&O) Met gerenommeerde …

… • Poor health governance • Conflict • Human rights violations • Malnutrition • SRH • Child mortality GLOBAL HEALTH ISSUES: EXAMPLES WHY GLOBAL HEALTH? 1. Changing nature of globalization 2. Changing nature of Public Health 3. Health of people anywhere is increasingly shaped by global processes 4. “Ingenuity gap” Changing nature of globalization 1. Open economies, international trade 2. Migration, brain drain, transfer of knowledge and technologies 3. Increasing importance of transnational … of history and culture • Diversity across the world with regard to health, health risk and access to care Ingenuity Gap New technologies, new knowledge will have to be implemented to function adequately in this dynamic global context; in diverse and complex systems and contexts worldwide How to make innovations work in all these different contexts? Innovative approaches required 1. New forms of governance, accountability, policy and management are required at international level 2. New type of … • Welcome trust, Ford Foundation, Gates Foundation • Consultancy and advice • Laafi Consulting, Sigia, Baker Tilly Netherlands, Hi, my name is Laura from Switzerland/the Netherlands, Global Health master’s student Follow me on Instagram and find out more about my study experiences and my life in Maastricht! extramile_laura LOTJE BIJKERK Personal experience of: Lotje - my way to Global Health 2017: BSc. Natural & Social science with major in Chemistry ‘17 - ‘18 - ‘19: Brazil & Morocco Got …

… Andrea Ravignani Proposal (250 words): Introduction: Language emerges from iterated learning: generations learn then teach the next generation. Over generations, speech patterns and pronunciation can change, especially in multilingual environments where dialects may form. Temporal and acoustic structures can emerge from this process. We examine whether the sound systems of languages can emerge from this process when speech sequences are learned by participants, then reproduced by following … how subsequent generations reproduce these sentences and which acoustic and temporal features are retained as a result of the participant’s native language. Hypothesis and Objectives: We hypothesize that temporal and acoustic dimensions of speech become more regular over subsequent generations and adapt to the native language of the speaker. We also expect that the individual’s prior exposure (i.e., culture) will determine how much features converge or diverge. Setting and Methods: The method uses iterative learning whereby the speech reproductions of one generation becomes the stimuli for the next generation. Acoustic features are extracted from speech recordings and we test how the distribution of various acoustic features changes over generations. Time series analysis and signal processing methods will be used to …

… (UM PREI) invites proposals from UM staff on initiatives related to research ethics and scientific integrity. This small Grant of maximum 10k EUR can be used for a project or activity aiming to facilitate Good Conduct of Research of our research community. Although any topic can be suitable, we specifically invite topics related to the recent changes in the academic climate due to the COVID19 pandemic. The grants aim to foster bottom-up, innovative actions and research, contributing to the … staff and students; Stimulate openness and discussion on the challenges and dilemmas encountered in the area of research ethics and integrity; Facilitate the sharing of best practices and activities in the area of research ethics and integrity; Align, where needed, UM codes and practices with EU codes of conduct; Contribute to training on research ethics and scientific integrity for both students and staff; Organize UM-wide seminars on relevant topics; and Communicate with internal and external stakeholders about research ethics and integrity. The grants are thus meant to generate ideas, events and measures that can have a direct impact on UM policy. Annually a total budget of € 10,000 is available. Per …

… offers a UTQ programme to all teaching staff. It is manda tory for staff who have a position as lecturer (docent), assistant professor (UD: universitair docent), associate professor (UHD: universitair hoofddocent) or professor (hoogleraar) and is recommended to researchers and PhD students. It is a conscious choice to encourage all staff involved in teaching to obtain the UTQ and to develop as a teacher since UM aims for high educational quality. The UTQ requirement is discussed in the application procedure and, upon appointment, agreements are made on obtaining the UTQ. These agreements as well as the progress in the UTQ trajectory are discussed in annual interviews and appraisals. Wherever necessary, supervisors will facilitate teaching staff gaining relevant teaching experience. Problem-Based Learning Since its foundation, UM has introduced a clear educational vision by implementing Problem- Based Learning (PBL), which focuses … about PBL and the underlying principles and can practice acting as tutor. This training is a prerequisite to participating in the UTQ programme. 3 The aim of the UTQ programme is to support teaching staff as they develop and improve with regard to the competences needed for teaching at university, and to guide them in obtaining a UTQ certificate. The competences are directly related to the core tasks of teachers, namely developing education, teaching delivery and student assessment. To develop these …

… offers a UTQ programme to all teaching staff. It is manda tory for staff who have a position as lecturer (docent), assistant professor (UD: universitair docent), associate professor (UHD: universitair hoofddocent) or professor (hoogleraar) and is recommended to researchers and PhD students. It is a conscious choice to encourage all staff involved in teaching to obtain the UTQ and to develop as a teacher since UM aims for high educational quality. The UTQ requirement is discussed in the application procedure and, upon appointment, agreements are made on obtaining the UTQ. These agreements as well as the progress in the UTQ trajectory are discussed in annual interviews and appraisals. Wherever necessary, supervisors will facilitate teaching staff gaining relevant teaching experience. Problem-Based Learning Since its foundation, UM has introduced a clear educational vision by implementing Problem- Based Learning (PBL), which focuses … about PBL and the underlying principles and can practice acting as tutor. This training is a prerequisite to participating in the UTQ programme. 3 The aim of the UTQ programme is to support teaching staff as they develop and improve with regard to the competences needed for teaching at university, and to guide them in obtaining a UTQ certificate. The competences are directly related to the core tasks of teachers, namely developing education, teaching delivery and student assessment. To develop these …

… Faculty of Health, Medicine and Life Sciences CAPHRI, School for Public Health and Primary Care Department of Health Services Research Focusing on Chronic Care and Ageing Postbus 616, 6200 MD Maastricht T: 043-3881570 www.maastrichtuniversity.nl/hsr Contact Dr. Arianne Elissen a.elissen@maastrichtuniversity.nl Het onderzoek is uitgevoerd in opdracht van het Ministerie van Volksgezondheid, Welzijn en Sport, in samenwerking met het Rijksinstituut voor Volksgezondheid en Milieu In samenwerking met: … worden gebruikt in relatie tot zorgvraagzwaarte; in de literatuur werden zeven toepasselijke mo- dellen gevonden. In totaal omvatten deze modellen 24 verschillende populatiekenmerken, die op diverse manieren zijn geoperationaliseerd en gecombineerd. Gezondheidsgerela- teerde kenmerken (zoals diagnose(s) en zorggebruik in een voorgaande periode) komen het vaakst voor, gevolgd door persoonsgerelateerde kenmerken (waaronder leeftijd en geslacht) en omgevingsgerelateerde kenmerken (zoals … ex- perts, waarbij een gelijke verdeling van personen over de verschillende deelgebieden (zorg, inkoop en bekostiging) en zorgvormen (huisartsenzorg, multidisciplinaire (ke- ten)zorg en wijkverpleegkundige zorg) werd nagestreefd (zie Bijlage 3). Online survey: eerste beoordeling Voorafgaand aan de fysieke bijeenkomst van de focusgroep – op 5 februari 2014 in Utrecht – werd de experts gevraagd in een online survey een eerste beoordeling te geven van de relevantie van elk afzonderlijk kenmerk …