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… fysiek bewegen en de conse- quenties van het overnemen van (zorg-) taken, staat het opdoen van nieuwe competenties cen- traal. Ouderen leren hoe ze maximaal gebruik kunnen maken van hun capaciteiten en zorg- verleners leren hoe ze ouderen hierbij het beste kunnen ondersteunen. Om een terugval in oude rollen en routines te voorkomen worden ouderen en zorgverleners continu gemotiveerd om het nieuwe gedrag vol te houden. Conclusie: Na een pilotstudie bij één thuis- zorgteam zal de definitieve versie … Enschede, Nederland Achtergrond: Bewegen wordt gezien als een belangrijke beïnvloedbare factor voor het in stand houden en verbeteren van gezondheid. De exacte relatie tussen bewegen en depressie bij ouderen is nog onduidelijk. Doelen: (1) explore- ren van onderscheidende factoren in de relatie tussen bewegen en depressiekenmerken bij oude- ren en (2) exploreren of de mate van bewegen een voorspellende waarde heeft op het beloop van depressie. Methode: Er werd een cross-sectionele en … op herinneringen S13.1 Narratieve competentie in levensloopperspectief: De rol van leeftijd bij het beschrijven van heri S13.2 Veranderingen in prosodische spraakkenmerken als indicator van depressie in een life-review inter S13.3 Hoe wordt een online cursus life-review ervaren door deelnemers? Een kwalitatieve studie S14 Interventies voor eenzame en sociaal geïsoleerde ouderen: ervaringen met formele en informele vor S14.1 Netwerkversterking door burgertriades S14.2 Sociale activering van …

… Art without the Artist One of the great privileges for the conservator working with contemporary art - in many cases - is to have access to the artist’s studio - or to the artists themselves. Questions about the making process and the meaning can best be answered by the artist or their assistants. But what happens when the artist is no longer? Artists’ estates, often run by the family, former assistants or close confidants, take over an enormous authority over the artist’s physical and intellectual legacy. They are involved in decisions about conservation, …

… Large Language Models (LLMs) like ChatGPT or Google Bard. These principles were developed based on the state of this technology around mid 2023. Keep in mind that generative AI is a rapidly developing field and that these Guidelines will therefore evolve over time. You are Responsible for Your Use of Generative AI The responsibility for the use of the output of any generative AI, including LLMs, always lies with you, the user. It is your responsibility to ensure that the AI’s output is … output that you generated using an AI through your work, you are accountable for it. If you are not willing to take this responsibility, you should not make use of generative AI in the context of your work. Reflect on Ethical Issues Related to AI Use When using AI, reflect on the ethical implications of your use of the AI in the short and long term. For instance, when writing a piece of text with the help of AI, inform yourself of any specific guidelines of the journal, educational institution or … encourage you to experiment with AI in your work to learn to write effective prompts efficiently. For more details about how to write prompts, you can check out the following resources: • How To Write Effec�ve Prompts For ChatGPT: 7 Essen�al Steps For Best Results • A Guide to Prompt Wri�ng for Large Language Models like GPT https://www.forbes.com/sites/jodiecook/2023/06/26/how-to-write-effective-prompts-for-chatgpt-7-essential-steps-for-best-results/?sh=5b55faf32a18 …

… educational research and perform typically a series of empirical studies in your own work setting, resulting in a PhD thesis. PhD research must be original and contribute to the development of theories in medical educa- tion. Essential questions when writing a research proposal are, for instance: what has already been investigated on your topic of interest? What is known so far? And what are the strengths and the weaknesses of the studies conducted so far? Fast facts: • Highly ranked degree PhD programme in health professions education, mostly distance- based/ online, approximately 4-5 years • International PhD degree • Campus-based meetings during the SHE Academy for SHE PhD’s (bi-annual) • Focus on two main research themes: Learning and Innovative Learning Environments and As- sessment and Evaluation • … appointment, after your research proposal has been accepted • Course fee: The annual fee for the PhD programme is €5000. Participant profile The PhD programme requires expertise in the area of medical education or health professions edu- cation. A theoretical basis comparable with a Master in Health Professions Education is required. If not, we advise you to start with the Master of Health Professions Education. If you need support in writing a PhD research proposal, we recommend you to start with …

… • Never write down your password. Especially on a Post-It note stuck to your computer! • Avoid creating common passwords such as your name, social security, UNI, etcetera. • Never select the "Remember My Password" option. Many applications do not store them securely. • Always use different passwords for different applications, websites, cloud applications, etc. E-mail • Only reply to e-mail(s) from people and e-mail addresses you know. • Only open e-mail(s) or e-mail attachments from known senders. • Only open an e-mail attachment when you are expecting it, even from known senders. • Never set your e-mail program to "auto-open" attachments. • Never purchase anything promoted in a spam message. Even if the offer isn’t a scam, you are only helping to finance and encourage spam. … workplace. • Set Windows or Mac updates to auto-download (is already set by default). • Use antivirus software, and update it on a regular basis to recognize the latest threats (is already set by default). • Download and install software only from online sources you trust. • Under no circumstances should you install or use pirated copies of software. • Only click on a link from trusted sources. • Close windows containing pop-up ads or unexpected warnings by clicking on the “X” button in the …

… dynamic learning environments that resonate with the principles of constructive alignment – ensuring that intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment methods are aligned. It is important to note that when the LLM is used for staff development and is not specifically linked to a course designed for student use, no table outlining Intended Learning Outcomes (ILOs), Teaching and Learning Activities (TLAs), or assessment methods is provided. 1) The key … use to 'integrative' use of AI in education. 2) Next to that, the use cases depict practical insights, highlight (un)successful applications, and address potential challenges, all with the aim to empowering you to integrating LLMs in a way that best supports your students and your course objectives. We have categorised these innovative use cases into three main areas: • Criticise output, where students analyse and reflect on LLM-generated content to develop their critical thinking; • Critical … 5 2. Use cases ................................................................................................................................... 6 FHML LLM for interactive workshop and PBL activities ..................................................................................... 6 FPN LLM as peacekeeping …

… dynamic learning environments that resonate with the principles of constructive alignment – ensuring that intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment methods are aligned. It is important to note that when the LLM is used for staff development and is not specifically linked to a course designed for student use, no table outlining Intended Learning Outcomes (ILOs), Teaching and Learning Activities (TLAs), or assessment methods is provided. 1) The key … use to 'integrative' use of AI in education. 2) Next to that, the use cases depict practical insights, highlight (un)successful applications, and address potential challenges, all with the aim to empowering you to integrating LLMs in a way that best supports your students and your course objectives. We have categorised these innovative use cases into three main areas: • Criticise output, where students analyse and reflect on LLM-generated content to develop their critical thinking; • Critical … 5 2. Use cases ................................................................................................................................... 6 FHML LLM for interactive workshop and PBL activities ..................................................................................... 6 FPN LLM as peacekeeping …

…   The Centre focuses on two areas: Globalisation and Human Rights Criminal Law in a Multinational Interplay of Forces The Centre organises conferences, seminars and lectures, sponsors publications and assists in grant applications Among its best-known achievements are the Limburg Principles on the Implementation of the International Covenant on Economic, Social and Cultural Rights (1986) and the Maastricht Guidelines on Violations of Economic, Social and Cultural Rights (1997) The results … Organisation for Scientific Research (NWO) and the Royal Academy of Sciences (KNAW), by intergovernmental organisations such as the European Union and UNESCO and by Netherlands Government Ministries such as the Ministry of Justice and the Ministry of Foreign Affairs.     Activities  in  2013   7th March 2013 The Right to Citizenship: Towards fuller implementation of Article 15 UDHR As part of the programme of events to celebrate the European Year of the Citizen, on 7 March 2013 the Maastricht Centre … target. Confronted by refugees and torture survivors from across the world Van Boven decided to take drastic action - especially against the Argentinian junta. As pressures mounted at the United Nation Van Boven discovered his own life was at risk when he was informed by two survivors that he himself was on the junta’s hit list. Another alleged terrorist, the famous Argentinian pianist Miguel Estrella informed Van Boven that the future Secretary- General of the United Nations lied about what he …

… i. products: papers and individual work carried out by students that constitute part of the test; j. specialisation: a coherent combination of courses within a master's programme offered by the Faculty; k. Admissions Board: the committee which deals with the admission of students to the master’s programme; l. Faculty: the organisational unit within Maastricht University where teaching and research are conducted; m. Education Office: the Education Office in a narrow sense, being the … . European criminal law (6 credits); . Europees en nationaal constitutioneel recht (6 credits); . Family law in Europe (6 credits); . Goederenrecht (6 credits); . Insolventierecht (6 credits); . International commercial law (6 credits); . Openbaar bestuur (6 credits); . Ondernemingsrecht (6 credits); . Onrechtmatige daad en schadevergoeding (6 credits); . Overheid en privaatrecht (6 credits); . Strafrechtelijke sancties (6 credits); . Verdieping bestuurs(proces)recht (6 credits); . Verdieping … provisions concerning the procedure, deadlines and submission dates for the master's thesis. 4 In consultation with the examiner, students choose a topic for the master's thesis in accordance with the Regulations on the Master's Thesis. If applicable, when choosing a topic students must indicate as part of which specialisation or specialisations the thesis should be assessed. 5 A master's thesis must be written for each programme or specialisation. 6 If one or more papers must be written as part of …