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… Announcement SCIentific INtegrity – In-Depth course (SCIIN-ID) Below you can find the dates of the FHML/MUMC+ in depth online course scientific integrity (SCIIN-ID) in 2023. FHML/MUMC+ PhD students can participate in SCIIN-ID one year after they participated in the “Graduate Schools’ research ethics and integrity” course. PhD … of 1½ or 2 hours (see schedule below) Frequency One meeting every three weeks (see schedule below) Certificate Participants who attend >78% of the meetings get an electronic certificate Course fee Free for FHML/MUMC+ PhD students Location ZOOM Upcoming dates SCIIN-ID 2023-02 Day of the week: Friday Tutor: Marjan Drukker Meeting Week Date Time1 Duration 1 Week 13 March 31 9.00 – 10.30 1½  hour 2 Week 16 April 21 9.00 – 11.00 2 hours 3 Week 19 May 12 9.00 – 11.00 2 hours 4 Week 22 June 2 9.00 – … can participate. The syllabus will be available via Canvas. Canvas also provides literature per PBL-case. The course preaches Responsible Research Practices (RRP) and includes three PBL cases and an assignment. Participants are informed, learn where to find the guidelines and are invited to discuss and reflect. Objectives · Awareness. · Questionable research practise versus responsible research practise in all phases of research. · Learn where to find guidelines. · …

… (un)sustainability. The topic of this thesis proposal is to develop an economic foundation to support the assessment of sovereign debt sustainability. In particular, the Merton model uses the concept of a distance-to-default model in the context of company credit risk, making use of balance sheet information. This thesis topic seeks to adopt a Merton model a-like application for countries. In the empirical part of the thesis the model is to be empirically tested for a country of your choice. … More specifically, by diversifying their risks, financial institutions reduce their own probability of failure. However, if many banks decrease their risks in comparable fashion, then the likelihood of multiple failures (systemic risk) may increase. Whereas the Beale et al. (2001) paper mainly provides a theoretical analysis of this apparent trade off (and resulting policy dilemma), the aim of the current research project is to provide more empirical evidence by calculating different proxies of … communication channel (direct, via employer, …; online, offline, social media, …) and timing (life events) interventions - emotional triggers - design of default options and products - as well as big data approaches (data and text mining). Therefore, contact Dr. Thomas Post well in advance before the thesis skill period to discuss and narrow down a concrete topic. Title: Heuristics and Financial Product Valuation Supervisor: Thomas Post (t.post@maastrichtuniversity.nl) Short text: Starting Date: …

… Bachelor Regenerative Medicine and Technology 1 Find another programme First year courses Bachelor RMT Year 1 Fac. Health, Medicine and Life Sciences The Molecular Basis of Life Full course description The course ‘The Molecular Basis of Life’ relies on the students’ existing knowledge and … Students are trained in applying key concepts of organic, inorganic and physical/analytical chemistry, such as stability, reactivity, functional groups, reaction/mechanism types, structure, kinetics, thermodynamics, and chemometrics to understand complex biological systems as well as to design materials for biomedical applications. The newly taught concepts are integrated in multidisciplinary cases/problems, which are discussed and worked out in small groups. Course objectives Elaborate how … A clinician or researcher specialized in the field will introduce the topic and provide historical RM examples from their respective fields. In addition, ethics of regenerative medicine applications will be discussed in the final lecture, where an open debate with the students will be also stimulated to assess their understanding of the learning objectives and provide further input on the RM cases dealt with in the lectures and tutorials. We foresee to have additional educational …

… 9 1.1.3. Linguistic pedagogy vs Behavioural pedagogy ..................................................... 9 1.2. What to consider when teaching in an EMI context? ................................................. 10 1.2.1. Learning outcomes ............................................................................................. 10 1.2.2. Student population ............................................................................................. 12 1.2.3. Institutional and … competencies to guide the learner and facilitate learning. These competencies include: • how you choose words and how you express yourself, given a particular situation (pragmatics) (see Section 3.3., Intercultural competencies for EMI teachers) • where you place stress on words and phrases when you speak, as well as the pitch of your voice, to convey your attitude or signal feelings or opinions (intonation) (see section 2.6., Fluency and accuracy) and lastly, • your use of language to direct … Behavioural pedagogy. Behavioural pedagogy includes what we think of as classroom- management aspects of teaching. These aspects can focus on specific teaching philosophies, as well as your use of the physical space in your classroom, your eye contact, your use visual aids and technology, or involvement of students in activities. Behavioural pedagogical demands differ greatly, not only across disciplines but also from institution to institution and teacher to teacher. 1.2. What to consider …

… CONTAINS EMI TEACHER TRAINING MATERIALS FROM THE TAEC PROJECT. THE PROJECT IS CO-FUNDED BY THE ERASMUS+ PROGRAMME OF THE EUROPEAN UNION. EMI HANDBOOK 1 The TAEC project has been co-funded by the Erasmus+ programme of the European Union. "The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information … competencies to guide the learner and facilitate learning. These competencies include: • how you choose words and how you express yourself, given a particular situation (pragmatics) (see Section 3.3., Intercultural competencies for EMI teachers) • where you place stress on words and phrases when you speak, as well as the pitch of your voice, to convey your attitude or signal feelings or opinions (intonation) (see section 2.6., Fluency and accuracy) and lastly, • your use of language to direct … Behavioural pedagogy. Behavioural pedagogy includes what we think of as classroom- management aspects of teaching. These aspects can focus on specific teaching philosophies, as well as your use of the physical space in your classroom, your eye contact, your use visual aids and technology, or involvement of students in activities. Behavioural pedagogical demands differ greatly, not only across disciplines but also from institution to institution and teacher to teacher. 1.2. What to consider …