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… 08/2024  info-hsb@maastrichtuniversity.nl page 1/5 Safe handling and transport of liquid nitrogen Introduction To ensure safety for you and your colleagues, and to gain access to the liquid nitrogen drain facility in the bamboo garden UNS50, reading this instruction supplemented by practical instructions from the Armico is mandatory. In case of questions or ambiguities surrounding these work instructions, please always consult the Armico or contact HSB. Hazards and risks of liquid nitrogen Normally, the oxygen concentration in the air we breathe is about 21% (v/v). Any reduction in the oxygen concentration below this 21% should be considered hazardous where precautions should be taken. The consequences of reduced oxygen concentration (with direct effect an increase in nitrogen concentration) are summarised in the table; Annex 1. Liquid nitrogen is extremely … are ‘loose’ so that they can be removed quickly in case of spillage. No gloves are worn during transport of a Dewar vessel containing liquid nitrogen liquid nitrogen in the laboratory should be worn laboratory gloves for the relevant application (e.g. snap- freeze). - Even with cryogenic gloves on, it is not permitted to immerse these gloves in a vessel containing liquid nitrogen. Therefore, use (extended) auxiliary tools to remove materials or samples from liquid nitrogen and do so extremely …

… do students and staff experience UM’s PBL strategy? Are we well equipped for the future? EDview aimed to establish a shared view on UM education for the future (presented in EDview’s Position Paper), and concrete suggestions for action following from this view (presented in EDview’s Overview of Do’s, Don’ts and Don’t Knows). In several data collection phases, EDview held interviews and focus groups, reviewed literature, conducted a survey open to all UM students and staff, and held feedback … a diversification of UM education, in order to achieve the full potential of PBL philosophy. How to get there EDview’s message is not new: previous projects and documents described similar issues, and current UM education is already diverse. However, why do we still talk about PBL as a synonym of the seven steps tutorial structure, and why do some teachers feel they can only innovate ‘under the radar’? EDview put together a comprehensive overview of Do’s, Don’ts and Don’t Knows that range from … 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 …

… do students and staff experience UM’s PBL strategy? Are we well equipped for the future? EDview aimed to establish a shared view on UM education for the future (presented in EDview’s Position Paper), and concrete suggestions for action following from this view (presented in EDview’s Overview of Do’s, Don’ts and Don’t Knows). In several data collection phases, EDview held interviews and focus groups, reviewed literature, conducted a survey open to all UM students and staff, and held feedback … a diversification of UM education, in order to achieve the full potential of PBL philosophy. How to get there EDview’s message is not new: previous projects and documents described similar issues, and current UM education is already diverse. However, why do we still talk about PBL as a synonym of the seven steps tutorial structure, and why do some teachers feel they can only innovate ‘under the radar’? EDview put together a comprehensive overview of Do’s, Don’ts and Don’t Knows that range from … 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 …

… do students and staff experience UM’s PBL strategy? Are we well equipped for the future? EDview aimed to establish a shared view on UM education for the future (presented in EDview’s Position Paper), and concrete suggestions for action following from this view (presented in EDview’s Overview of Do’s, Don’ts and Don’t Knows). In several data collection phases, EDview held interviews and focus groups, reviewed literature, conducted a survey open to all UM students and staff, and held feedback … a diversification of UM education, in order to achieve the full potential of PBL philosophy. How to get there EDview’s message is not new: previous projects and documents described similar issues, and current UM education is already diverse. However, why do we still talk about PBL as a synonym of the seven steps tutorial structure, and why do some teachers feel they can only innovate ‘under the radar’? EDview put together a comprehensive overview of Do’s, Don’ts and Don’t Knows that range from … 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 …

… do students and staff experience UM’s PBL strategy? Are we well equipped for the future? EDview aimed to establish a shared view on UM education for the future (presented in EDview’s Position Paper), and concrete suggestions for action following from this view (presented in EDview’s Overview of Do’s, Don’ts and Don’t Knows). In several data collection phases, EDview held interviews and focus groups, reviewed literature, conducted a survey open to all UM students and staff, and held feedback … a diversification of UM education, in order to achieve the full potential of PBL philosophy. How to get there EDview’s message is not new: previous projects and documents described similar issues, and current UM education is already diverse. However, why do we still talk about PBL as a synonym of the seven steps tutorial structure, and why do some teachers feel they can only innovate ‘under the radar’? EDview put together a comprehensive overview of Do’s, Don’ts and Don’t Knows that range from … 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 …