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… present examples of GenAI usage for educational design, delivery and assessment practices. Certain GenAI practices in education may not be encouraged or allowed within your faculty’s policy framework and/or rules and regulations. When in doubt, please check the recent faculty rules on the use of GenAI in education. UM doesn’t recommend to use GenAI for assessment of students since the EU AI-act flags such practices as high risk. More specifically the following assessment practices with the help of … 5 2. Use cases ................................................................................................................................... 6 FHML LLM for interactive workshop and PBL activities ..................................................................................... 6 FPN LLM as peacekeeping … article evaluation LLM for article evaluation LLM for article evaluation LLM for article evaluation LLM for article evaluation LLM for article evaluation 13 ILOs TLAs Assessment Tutorial-level ILOs (only applicable to AI): - Explain the possible risks online media and AI entail for information literacy - Evaluate various sources of information using information literacy tools - Describe and explain the issues with AI when using it in a research context Using GenAI (i.e. ChatGPT 3.5 and Google Bard) …

… present examples of GenAI usage for educational design, delivery and assessment practices. Certain GenAI practices in education may not be encouraged or allowed within your faculty’s policy framework and/or rules and regulations. When in doubt, please check the recent faculty rules on the use of GenAI in education. UM doesn’t recommend to use GenAI for assessment of students since the EU AI-act flags such practices as high risk. More specifically the following assessment practices with the help of … 5 2. Use cases ................................................................................................................................... 6 FHML LLM for interactive workshop and PBL activities ..................................................................................... 6 FPN LLM as peacekeeping … article evaluation LLM for article evaluation LLM for article evaluation LLM for article evaluation LLM for article evaluation LLM for article evaluation 13 ILOs TLAs Assessment Tutorial-level ILOs (only applicable to AI): - Explain the possible risks online media and AI entail for information literacy - Evaluate various sources of information using information literacy tools - Describe and explain the issues with AI when using it in a research context Using GenAI (i.e. ChatGPT 3.5 and Google Bard) …

… the IEMA webmail account, the IEMA website and/or other IEMA/MU/VU channels) to inform students of or to communicate about the study programme, exam(ination)s, (to announce) decisions and/or other topics related to the IEMA. 2. Students must regularly check the (digital) communication channels throughout the entire academic year. It is the students’ own responsibility to inform themselves by checking these channels. Information disseminated via the (digital) communication channels is assumed to be known. IEMA Education and Examination Regulations 2023-2024 7 Chapter III - Aim, structure and content of the study programme Article 3.1 – … during the educational seminars, between seminars or after the last seminar as stated on the examination calendar published via the IEMA communication channels. 2. In order to safeguard the quality of examinations, written examinations, not being online examinations, can only be held at the IEMA location(s) as published via the IEMA communication channels or at a location approved by the Board of Examiners. 3. Examinations are held at a location as stipulated in 4.9.2 unless the Board of …

… Published with license by Koninklijke Brill nv | doi: 10.1163/15723747-20010005 © Jan Klabbers, 2023 | ISSN: 1572-3739 (print) 1572-3747 (online) This is an open access article distributed under the terms of the CC BY 4.0 license. Towards a Political Economy of International Organizations Law Jan Klabbers* Professor of International Law, University of Helsinki, Helsinki, Finland … between organs of international organizations or such phenomena as delegation of powers. To the limited extent these issues are addressed in the literature, they are addressed in terms of constitutional theory, in terms of separation of powers or checks and balances, and such is perfectly under- standable. Viewing international organizations merely as manifestations of ‘the international’ offers no intellectual resources for thinking about relations between the plenary and executive bodies of … bowling club), serving food to the poor (the local soup kitchen), monop- olising the use of violence (the state) or securing global health (the World Health Organization). Without a goal, a telos, assemblies of people remain ran- dom collections, like shoppers in a mall. There can probably be random groups with a temporary telos (spectators at a football match, e.g.), but an organiza- tion without a telos borders on the unthinkable.52 It follows, that the notion of function remains important for …

… Published with license by Koninklijke Brill nv | doi: 10.1163/15723747-20010005 © Jan Klabbers, 2023 | ISSN: 1572-3739 (print) 1572-3747 (online) This is an open access article distributed under the terms of the CC BY 4.0 license. Towards a Political Economy of International Organizations Law Jan Klabbers* Professor of International Law, University of Helsinki, Helsinki, Finland … between organs of international organizations or such phenomena as delegation of powers. To the limited extent these issues are addressed in the literature, they are addressed in terms of constitutional theory, in terms of separation of powers or checks and balances, and such is perfectly under- standable. Viewing international organizations merely as manifestations of ‘the international’ offers no intellectual resources for thinking about relations between the plenary and executive bodies of … bowling club), serving food to the poor (the local soup kitchen), monop- olising the use of violence (the state) or securing global health (the World Health Organization). Without a goal, a telos, assemblies of people remain ran- dom collections, like shoppers in a mall. There can probably be random groups with a temporary telos (spectators at a football match, e.g.), but an organiza- tion without a telos borders on the unthinkable.52 It follows, that the notion of function remains important for …

… Published with license by Koninklijke Brill nv | doi: 10.1163/15723747-20010005 © Jan Klabbers, 2023 | ISSN: 1572-3739 (print) 1572-3747 (online) This is an open access article distributed under the terms of the CC BY 4.0 license. Towards a Political Economy of International Organizations Law Jan Klabbers* Professor of International Law, University of Helsinki, Helsinki, Finland … between organs of international organizations or such phenomena as delegation of powers. To the limited extent these issues are addressed in the literature, they are addressed in terms of constitutional theory, in terms of separation of powers or checks and balances, and such is perfectly under- standable. Viewing international organizations merely as manifestations of ‘the international’ offers no intellectual resources for thinking about relations between the plenary and executive bodies of … bowling club), serving food to the poor (the local soup kitchen), monop- olising the use of violence (the state) or securing global health (the World Health Organization). Without a goal, a telos, assemblies of people remain ran- dom collections, like shoppers in a mall. There can probably be random groups with a temporary telos (spectators at a football match, e.g.), but an organiza- tion without a telos borders on the unthinkable.52 It follows, that the notion of function remains important for …

… historical moment. We hoped we wouldn’t still be here, but throughout the academic year 2020-21 the virus and its mutations remained among us. Again, confined to our homes and unable to meet in person, we have been learning and teaching largely in online environments, and studying with our books and papers behind closed doors and in private spaces. We have all developed our own new rhythms to each day and found novel ways of connecting with colleagues, students, family and friends. Finding … us of the importance of learning, of embodiment and nature. Veerle Spronck and Denise Petzold were spotted knitting during a research presentation and so wrote about how knitting supports listening. In April, one of us (Paul) ran three writing workshops, where participants questioned their origins and wrote self-portraits, looked closely around their rooms in which they had spent so much time over the past year, and imagined hotel rooms. Participants were encouraged to praise the things that … chairs and the movie screen; the rest has remained the same. The floor slopes down to the front. She walks up to the middle to sit down behind the long desk. Apart from the desk, the room is empty. The national refugee committee has already carefully checked the cases of the refugees. The only thing she needs to do is to verify whether the stories that she hears today are consistent with the facts in the dossiers but the refugees have given their stories a numerous times before; there are hardly …

… about conditions and exceptions are stated in the course manual/canvas of each CES course. Board of Examiners: the board composed of internal teaching staff of CES study programmes, CES Education Development Officer and CES Director. Canvas: an online platform dedicated to learning purposes. Every course at Maastricht University has a Canvas environment where students can find all essential information about the course and establish direct communication with teachers. Besides other features, … StudentPortal, and Canvas to inform students of or to communicate about CES educational programmes and courses, including to announce information about assessment and exams, decisions and other topics related to UM and CES. 2. Students must regularly check their (digital) communication channels, mentioned under 1 of Article 3.4 of this CES-EER, throughout the entire academic year. It is students’ own responsibility to inform themselves by checking these channels. Information disseminated via the (digital) communication channels is assumed to be known. Article 3.5 Course description 1. All CES courses must have a description by which the course is offered via DreamApply or listed on CES …