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… Dutch summary, contact the SHE language editor already to ask to translate your English summary, to avoid delays (the Dutch summary does not have to be included in the version of the thesis for the assessment committee). Alternatively, you can use an online translation tool and ask your supervisors for help  Layout your thesis and include table of contents  Include provisional title page and a page with the names and affiliations of supervisors and assessment committee members (see Guidelines for …

… Announcement SCIentific INtegrity – In-Depth course (SCIIN-ID) Below you can find the dates of the FHML/MUMC+ in depth online course scientific integrity (SCIIN-ID) in 2023. FHML/MUMC+ PhD students can participate in SCIIN-ID one year after they participated in the “Graduate Schools’ research ethics and integrity” course. PhD students who are not obligated to do the …

… zelf de kamer(s) voor 15 augustus te reserveren (met vermelding van Duits-Nederlandse Juristenconferentie) bij hotel Vaeshartelt. Tel.:043 369 0200, e-mail: info@vaeshartelt.nl Aanmelding voor de conferentie dient bij voorkeur te geschieden via online registratie op de website: www.deutsch-niederlaendische-juristenkonferenz.de/  Het inzenden van bijgaand registratieformulier is ook mogelijk. Registratie deadline is 31 augustus 2018. De conferentiebijdrage bedraagt: • € 200 per persoon …

… and communication skills. Having published a scientific paper in an international peer-reviewed journal will increase your chances of being accepted. If good quality and match to the proposed project, the applicant will be invited for a (telephone or online) interview. If the supervision team has confidence that a PhD can be completed successfully, the candidate will be registered at NUTRIM. NUTRIM does not charge a fee for enrolment nor supervision and has no compulsory PhD training programme. An …

… functies. De drie studentassistenten werken nauw samen en het hele D&I-team komt één keer per week samen. Wat ga je doen? Als student-assistent zul je: · Helpen bij het organiseren van evenementen een verschillende activiteiten zoals lunches, workshops en discussiegroepen · Brochures en publicaties schrijven en opmaken · Content verzamelen om de website (s) bij te werken en artikelen te schrijven voor UM-nieuwsbrieven · Berichten plannen, content creëren en het beheren van de D&I en FEM sociale … Network . Procedure : Indien je geselecteerd wordt, sturen wij uiterlijk 3 juni een email met een uitnodiging voor een sollicitatiegesprek op donderdag 10 juni 2021 . Afhankelijk van de dan geldende maatregelen vindt dit gesprek plaats op kantoor of online. Universiteit Maastricht zet zich in voor het bevorderen en behouden van een diverse en inclusieve gemeenschap. Wij geloven dat diversiteit in onze medewerkers- en studentenpopulatie bijdraagt ​​aan de kwaliteit van onderzoek en onderwijs aan de …

… interviews and focus groups was the difference between “what the world looks like” now compared with when UM was founded in the 1970s, especially related to the digital world and the possibilities to find information there. The increasing quality of online open access material raises the question of how we can optimally design education that uses this situation to its advantage. EDview participants generally believed that face-to-face education would not lose its value in the future, and that … by complementing, discussing, questioning or applying this information. For example, a teacher might not provide a lecture, but discuss with students their questions and thoughts about a high quality lecture from an external source that they viewed online before coming to class. Related to this, participants noted that students have to be carefully supported in building “information literacy” (see Ch. 3: Teaching: Do 5). Other aspects that were mentioned with regard to the current and future … added value could lie in different areas, such as better learning outcomes, higher efficiency, lower costs, wider access, or increased motivation. It was argued that technological tools, such as simulated learning environments, learning analytics, or online collaboration tools could be highly beneficial for learning. A consultation round among UM program directors in 2017 showed that they identify many scenarios for which digital tools seem promising, including digital assessment, feedback, grading …

… interviews and focus groups was the difference between “what the world looks like” now compared with when UM was founded in the 1970s, especially related to the digital world and the possibilities to find information there. The increasing quality of online open access material raises the question of how we can optimally design education that uses this situation to its advantage. EDview participants generally believed that face-to-face education would not lose its value in the future, and that … by complementing, discussing, questioning or applying this information. For example, a teacher might not provide a lecture, but discuss with students their questions and thoughts about a high quality lecture from an external source that they viewed online before coming to class. Related to this, participants noted that students have to be carefully supported in building “information literacy” (see Ch. 3: Teaching: Do 5). Other aspects that were mentioned with regard to the current and future … added value could lie in different areas, such as better learning outcomes, higher efficiency, lower costs, wider access, or increased motivation. It was argued that technological tools, such as simulated learning environments, learning analytics, or online collaboration tools could be highly beneficial for learning. A consultation round among UM program directors in 2017 showed that they identify many scenarios for which digital tools seem promising, including digital assessment, feedback, grading …

… scoring> accessed 20 July 2024. 6 behaviour, and make well-informed decisions based on these predictions.16 Consequently, scoring methodologies can be regarded as essential elements of the ‘datafication’ paradigm, as they involve the conversion of online and offline actions into measurable data.17 The phenomenon of the ‘scored society’ is becoming progressively evident, considering these systems are being used across several sectors such as insurance, banking, employment, and numerous other … the potential existence of a loophole within EU legislation regarding scoring systems involving this category of information, as well as the adequacy of the existing definition(s) of biometric data. 55 Frederik Zuiderveen Borgesius and Joost Poort, ‘Online Price Discrimination and EU Data Privacy Law’ (2017) 40 Journal of Consumer Policy 347. 15 3. The Interaction between the GDPR and the AIA on Scoring 3.1 Scoring Systems in the GDPR In this section, we will examine the scope and implications of … it must lead to legal effects or similarly significant consequences for the individual. Following the earlier opinion of Advocate General (AG) Pikamäe, the ECJ asserted that the concept of a ‘decision’ is expansive and encompasses actions such as online credit application refusals or recruiting practices without human involvement, as clarified in Recital 71 of the GDPR. Additionally, activities akin to those of SCHUFA meet the GDPR's definition of "profiling,"61 satisfying the second condition. …

… scoring> accessed 20 July 2024. 6 behaviour, and make well-informed decisions based on these predictions.16 Consequently, scoring methodologies can be regarded as essential elements of the ‘datafication’ paradigm, as they involve the conversion of online and offline actions into measurable data.17 The phenomenon of the ‘scored society’ is becoming progressively evident, considering these systems are being used across several sectors such as insurance, banking, employment, and numerous other … the potential existence of a loophole within EU legislation regarding scoring systems involving this category of information, as well as the adequacy of the existing definition(s) of biometric data. 55 Frederik Zuiderveen Borgesius and Joost Poort, ‘Online Price Discrimination and EU Data Privacy Law’ (2017) 40 Journal of Consumer Policy 347. 15 3. The Interaction between the GDPR and the AIA on Scoring 3.1 Scoring Systems in the GDPR In this section, we will examine the scope and implications of … it must lead to legal effects or similarly significant consequences for the individual. Following the earlier opinion of Advocate General (AG) Pikamäe, the ECJ asserted that the concept of a ‘decision’ is expansive and encompasses actions such as online credit application refusals or recruiting practices without human involvement, as clarified in Recital 71 of the GDPR. Additionally, activities akin to those of SCHUFA meet the GDPR's definition of "profiling,"61 satisfying the second condition. …

… interviews and focus groups was the difference between “what the world looks like” now compared with when UM was founded in the 1970s, especially related to the digital world and the possibilities to find information there. The increasing quality of online open access material raises the question of how we can optimally design education that uses this situation to its advantage. EDview participants generally believed that face-to-face education would not lose its value in the future, and that … by complementing, discussing, questioning or applying this information. For example, a teacher might not provide a lecture, but discuss with students their questions and thoughts about a high quality lecture from an external source that they viewed online before coming to class. Related to this, participants noted that students have to be carefully supported in building “information literacy” (see Ch. 3: Teaching: Do 5). Other aspects that were mentioned with regard to the current and future … added value could lie in different areas, such as better learning outcomes, higher efficiency, lower costs, wider access, or increased motivation. It was argued that technological tools, such as simulated learning environments, learning analytics, or online collaboration tools could be highly beneficial for learning. A consultation round among UM program directors in 2017 showed that they identify many scenarios for which digital tools seem promising, including digital assessment, feedback, grading …