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… wil zwaar onder vuur. Zo komt ihet voetspoor van onderzoek van Libet2 en Wegner3 de bekende neurobioloog Swaab in Wij zijn ons brein tot de conclusie dat het brein een door nature en nurture gedetermineerde computer is, en dat begrippen als schuld en morele veroordeling maar beter uit ons vocabularium kunnen worden geschrapt.4 Ook de Amsterdamse hersenonderzoeker Lamme ontkent in De vrije wil bestaat niet het idee dat we met ons bewustzijn onze daden kunnen aansturen. Die bewuste wil is een illusie. Wat we doen is feitelijk een reactie op prikkels waaraan het bewustzijn zelf niet of nauwelijks te pas komt, toch niet in de vorm van bewuste … is voor verantwoordelijkheid niet een causale benadering vereist, maar een capaciteitsbenadering, die Dworkin als volgt omschrijft: ‘There is an alternate understanding of what it means to be in control. On this different view, an agent is in control when he is conscious of facing and making a decision, when no one else is making that decision through and for him, and when he has the capacities to form true beliefs about the world and to match this decisions to his normative personality – his …

… ................................................................................................................ 10 Article 6.1 Correspondence from the Board of Examiners ......................................................... 10 Article 6.2 Unforeseen cases ...................................................................................................... 10 Article 6.3 Hardship clause … detriment, the Board of Examiners will seek a solution. 3. Contrary to the provisions of paragraphs 1 and 2 of this article, the curriculum and the associated exam components as set out in the Education and Examination Regulations that applied when the student commenced the programme will continue to apply to the student. 4. The rules and regulations are established by the Board of Examiners on an annual basis. Article 1.2 Board of Examiners 1. According to the Higher Education and … as follows: a. if there are 100 or more students, it will be determined based on 70% of the 95th percentile of the scores obtained; b. if there are 50 or more but fewer than 100 students, it will be determined based on 70% of the average of the 10% best scores; c. if there are fewer than 50 students, it will be determined based on 60% of the maximum obtainable score. 4. For an end of course exam with a mix of open and closed questions, in principle the Cohen- Schotanus method will be used. The …

… 11 Section 6 Final clauses ................................................................................... 11 Article 6.1 Correspondence from the Board of Examiners ....................................................... 11 Article 6.2 Unforeseen cases .................................................................................................... 11 Article 6.3 Hardship clause ....................................................................................................... 11 … detriment, the Board of Examiners will seek a solution. 3. Contrary to the provisions of paragraphs 1 and 2 of this article, the curriculum and the associated exam components as set out in the Education and Examination Regulations that applied when the student commenced the programme will continue to apply to the student. 4. The rules and regulations are established by the Board of Examiners on an annual basis. Article 1.2 Board of Examiners 1. According to the Higher Education and … as follows: a. if there are 100 or more students, it will be determined based on 70% of the 95th percentile of the scores obtained; b. if there are 50 or more but fewer than 100 students, it will be determined based on 70% of the average of the 10% best scores; c. if there are fewer than 50 students, it will be determined based on 60% of the maximum obtainable score. 4. For an end of course exam with a mix of open and closed questions, in principle the Cohen- Schotanus method will be used. The …

… Final clauses ........................................................................................................... 11 Article 6.1 Correspondence from the Board of Examiners .................................................... 11 Article 6.2 Unforeseen cases ............................................................................................... 11 Article 6.3 Hardship clause .................................................................................................. 11 Article … detriment, the Board of Examiners will seek a solution. 3. Contrary to the provisions of paragraphs 1 and 2 of this article, the curriculum and the associated exam components as set out in the Education and Examination Regulations that applied when the student commenced the programme will continue to apply to the student. 4. The rules and regulations are established by the Board of Examiners on an annual basis. Article 1.2 Board of Examiners 1. According to the Higher Education and … as follows: a. if there are 100 or more students, it will be determined based on 70% of the 95th percentile of the scores obtained; b. if there are 50 or more but fewer than 100 students, it will be determined based on 70% of the average of the 10% best scores; c. if there are fewer than 50 students, it will be determined based on 60% of the maximum obtainable score. 4. For an end of course exam with a mix of open and closed questions, in principle the Cohen- Schotanus method will be used. The …

… professors were also evaluated positively. 4 Housing/area development and new construction Randwyck The FHML director informed the council about the renovation of Uns50. The FHML is still waiting for quotes from the contractor, which are expected before the end of the year. Further planning will be discussed internally with the groups involved. An update on the Endepols Domain (SPD) and Deb1 will follow shortly as well as the state of affairs regarding the area development in Randwyck, including … the relevant Education Committee (OC), in the Management Team (MT) and in the Executive Consultation (DO), in which students are always represented. Student input is highly valued and valuable. However, interest among students seems to be declining. When asked, M. old Egbrink explains that the student associations actively promote the different roles and are also responsible for the application process. This practice seems to work well, unlike sending e-mails. Interestingly, the decline in … of teaching to 15 FTE; is there systematic underestimation here? Historically, the payout of 15 FTEs seems to take place every year in that order of magnitude and seems to be hardly affected by student numbers. That is why this is included as a best estimate in the budget. The OI and the FHML Board promote the full completion of the educational frameworks by the departments, which means that overutilisation should be as good as zero. The ideal situation is that there is no overrealisation; …

… 11 Maritje Weydemann ........................................................................................................................................................................ 12 The possibility of taking more stringent protective measures under Article 193 TFEU for Member States under EU-environmental law: Illusion or Reality? … this research aims to determine how the second pillar of the Aarhus Convention and its values enshrined on the European level can shape the Taxonomy Regulation’s implementation. An evaluation of the Taxonomy Regulation’s provisions alongside the theoretical framework build on the second Aarhus pillar and the EU’s soft law approach to public participation reveals an intrinsic dilemma between effectively including the public in the decision-making and set time-frames. This theoretical dilemma is … be of added value in the endeavour to bridging the gap. A comparative analysis of the European Commission’s proposal for a Corporate Sustainability Reporting Directive regarding the concept of environmental matters and the legal requirements of access shows that the proposal realizes a more ambitious concept, providing access to comprehensive information on corporate environmental matters from a double materiality perspective. Allowing for access to contextualized information, the proposal enables …

… en de algemene normen 4 3. Belangenverstrengeling en de specifieke normen en regels 5 3.1 Belangenverstrengeling 5 3.2 Persoonlijk voordeel 6 3.3 Nevenfuncties en onverenigbare functies 7 3.4 Wetenschappelijke integriteit en ethiek 8 3.5 Inkoop, aanbesteding en inhuur 9 3.6 Financiële belangen in ondernemingen 10 4. Overige normen en regels 11 4.1 Geheimhouding en vertrouwelijke informatie 11 4.2 Privacygevoelige gegevens en datalekken 11 4.3 Social Media 12 4.4 Gebruik universitaire gebouwen en terreinen 12 4.5 Gebruik van middelen en voorzieningen 13 4.6 ICT- faciliteiten en Internetgebruik 13 4.7 Omgangsvormen 13 4.8 Affectieve relaties op de werkplek 14 5. Voorzieningen ter bevordering van integriteit 15 5.1 Vertrouwenspersoon ongewenst gedrag 15 5.2 Vertrouwenspersoon wetenschappelijke integriteit 15 5.3 Regeling … verwacht dat hij de vertrouwelijkheid van de informatie bewaakt, dat hij informatie uitsluitend gebruikt voor het doel waarvoor die is verstrekt en dat hij de informatie slechts deelt voor zover hij die hoort te delen en onder de eventueel daarbij behorende afspraken. Een medewerker dient een informatiedrager met gevoelige informatie te versleutelen en te voorzien van een wachtwoord of toegangscode. Als dit technisch niet mogelijk is dan dient de informatie zelf zoveel mogelijk te worden beveiligd, …

… understood, and the outcome of treatment is relatively favorable. In anxiety disorders, it is fascinating that a person can get a panic attack by, for instance, seeing a spider even though spiders are completely harmless. It gets even more interesting when you start to disentangling such an anxiety response. If we do that, we can even empathize with this over-the-top panic response and it becomes very understandable why this response does not fade out. For instance, one reason is that the panic … (multilevel) linear regression with random effects and autocorrelation, and so-called marginal models; Specifically, students are able to choose the correct method of analysis, and specify a statistical model to compare different models and choose the best model (based on checking assumptions, model fit and parsimony on top of plausibility), and to interpret effect estimates and significance tests obtained with that model. Prerequisites Good understanding of descriptive and inferential statistics at … will be the main focus of this course. The course starts with an introductory session during which a modern approach of bodily distress disorders is presented and the example of low back pain is used to demonstrate this approach. Two sessions are workshops: in the first workshop session, students design an experimental/intervention study in smaller groups and in the second they present their design to the rest of the group and discussion, Q&A and critical reflection and feedback is stimulated. In …