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… of an ADHD symptom as provided above could be caused by deficits in cognition1, motivation, and/or timing2. Therefore, ADHD is a very heterogeneous disorder in which different neuropsychological deficits and different neurological dysfunctions can underlie the behavioural symptoms. Differentiating between these underlying neuropsychological deficits within the ADHD population is essential to determine the most effective treatment for each individual, i.e., a child with a motivation deficit benefits from another approach than a child with a cognitive deficit. However, the validity of this triple pathway model for diagnosis and treatment has only been studied limitedly. Therefore, this project focuses on the following 2 related aims: 1) To develop a psychometric sound ADHD screening questionnaire that identifies children at risk for ADHD as well as providing insight into the underlying neuropsychological deficits; 2) To develop …

… computing, practical, or academic skills 8 hr • Self study 20-24 hr/week 20-24 hr Teaching by active researchers /macsbio @MaCSBio https://www.maastrichtuniversity.nl/macsbio Infrastructure and facilities Laboratories Clean rooms Large cohorts MRI scanners High-performance computing facilities Multi-modal molecular imaging Macro/micro/nano- biofabrication technology Genomics & Proteomics Cell Biology/ iPSC facilities Career opportunities PhD research Universities, hospitals, applied science … data science, neuroscience, biomedical engineering, (bio)informatics, etc. Admission requirements:  Motivation to study across disciplines  Proficiency in the English language  Required 15 ECTS in mathematics/statistics at bachelor level  Can be waived based on individual background: contact us!  Send in all documents: bachelor diploma; transcripts or grade list; motivation letter; 2 reference letters; copy passport; english proficiency (IELTS, TOEFL, etc.)  Interview: approx. 30 …

… their social and historical context; * to train yourself in critical thinking and analytic skills; * to reflect upon the underlying philosophical assumptions of the discipline(s) you are studying at your own faculty; * to reflect upon the Western canon and its supposed superiority. Course 1: The Birth of Reason The first course will take you on a journey of discovery from Antiquity to early Modernity. You will study and contextualize the amazing world views of leading thinkers of Antiquity (the … rights. You will • learn to recognise the theoretical assumptions underlying the dominant paradigms of today’s global society; • be able to analyse, evaluate, and reflect upon the complex arguments brought forward by the great thinkers studied in this course; • enhance your critical thinking and flexibility of mind. Course 2: Modernity and Its Discontents The second course will cover the emergence of new ideas that structured modern life and society up to today. Many leading ideas and … from the political, social, and cultural world (such as political ideologies, naturalised world views, and optimism about the potential of science) as well as opposition against them can be traced to Enlightenment thinkers and Romantic views. This course will present major Western thinkers (Descartes, Locke, Voltaire, Rousseau, Kant, Tocqueville, Hegel, Marx, Schopenhauer, Nietzsche, Freud, Weber, Arendt) who shaped modern society and culture from the eighteenth to the twentieth century. …

… their social and historical context; * to train yourself in critical thinking and analytic skills; * to reflect upon the underlying philosophical assumptions of the discipline(s) you are studying at your own faculty; * to reflect upon the Western canon and its supposed superiority. Course 1: The Birth of Reason The first course will take you on a journey of discovery from Antiquity to early Modernity. You will study and contextualize the amazing world views of leading thinkers of Antiquity (the … rights. You will • learn to recognise the theoretical assumptions underlying the dominant paradigms of today’s global society; • be able to analyse, evaluate, and reflect upon the complex arguments brought forward by the great thinkers studied in this course; • enhance your critical thinking and flexibility of mind. Course 2: Modernity and Its Discontents The second course will cover the emergence of new ideas that structured modern life and society up to today. Many leading ideas and … from the political, social, and cultural world (such as political ideologies, naturalised world views, and optimism about the potential of science) as well as opposition against them can be traced to Enlightenment thinkers and Romantic views. This course will present major Western thinkers (Descartes, Locke, Voltaire, Rousseau, Kant, Tocqueville, Hegel, Marx, Schopenhauer, Nietzsche, Freud, Weber, Arendt) who shaped modern society and culture from the eighteenth to the twentieth century. …

… & open science, also known as UM’s core values. Each academic develops in one, two or three main domains: the core activities As a university, we give our academics room to grow while ensuring a balance between the core tasks of our university. We do this by paying attention to the core activities: education, research and (for some faculties) patient care. Each academic develops in their own way Besides developing on UM’s core values and the core activities, each academic can further develop in certain specialities; the elective components in education, research and patient care, but also leadership and societal impact. An academic’s development depends on both personal talents and ambitions, as well as on … Academic Teachers and Teaching Experts The overall goal of these academic profiles is to align expectations as to what an academic does in the position of Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Understanding this facilitates both the development as well as the assessment approach for Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Assessment Components UM Core ValuesA B Conducting research Conducting research Disseminating …

… & open science, also known as UM’s core values. Each academic develops in one, two or three main domains: the core activities As a university, we give our academics room to grow while ensuring a balance between the core tasks of our university. We do this by paying attention to the core activities: education, research and (for some faculties) patient care. Each academic develops in their own way Besides developing on UM’s core values and the core activities, each academic can further develop in certain specialities; the elective components in education and research, but also leadership and societal impact. An academic’s development depends on both personal talents and ambitions, as well as on organisational needs. The … Academic Teachers and Teaching Experts The overall goal of these academic profiles is to align expectations as to what an academic does in the position of Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Understanding this facilitates both the development as well as the assessment approach for Teaching Fellow, Academic Teacher, Senior Academic Teacher and Teaching Expert. Assessment Components UM Core ValuesA B Conducting research Conducting research Disseminating …