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… for repeated measures as an alternative to repeated measures ANOVA in cases of missing data and/or of within-subject covariates. Students are shown the pros and cons of various models for the correlational structure of repeated measures, such as compound symmetry and AR1. The second unit covers the random intercept and random slope model for repeated measures as a method to include individual effects into models for longitudinal data (growth curves) or single trial analyses of lab data … Fundamental Neuroscience 18 data and obtain summary statistics, create various types of data visualizations, apply standard statistical techniques (e.g., t-tests, correlation, regression, ANOVA), find/install/use add-on packages, know how and where to obtain help when getting stuck, be able to use basic programming structures (e.g., loops, if-else statements), and write documents with R Markdown. PSY4373 Period 3 6 Jan 2025 4 Apr 2025 Print course description ECTS credits: 1.0 Instruction … Faculty of Psychology and Neuroscience Research Proposal Full course description The second part of the second year of the research master’s programme is devoted to conducting a research internship. As a result of the many international research contacts that faculty members have established, a substantial number of students will conduct their research internship abroad. Students start their internship with the writing of a research proposal. Students finish the master’s programme by writing a …

… with non-Dutch diplomas Article 2.5 Enrolment in the second year of the programme SECTION 3 CONTENT AND STRUCTURE OF THE PROGRAMME Article 3.1 Aim of the programme Article 3.2 Form of the programme Article 3.3 Language of instruction Article 3.4 Communications and announcement of decisions Article 3.5 Study load Article 3.6 Content of the programme Article 3.7 Components elsewhere Article 3.8 Study abroad Article 3.9 Courses during study abroad Article 3.10 Eligibility for study abroad Article 3.11 Open programme Article 3.12 Honours programme Article 3.13 The examination SECTION 4 EDUCATION Article 4.1 Courses; … the regulations are more favourable for those students. They do not apply to students who commenced the programme in a later academic year. 3. Students are expected to find out about possible modifications and how these could affect them. Students may contact the Information Desk of the Education Office with any questions, or submit them via SurfYourSelf (SYS). Article 2 Modifications 1. If modifications, which are to the detriment of the students, are made to the Education and Examination …

… with non-Dutch diplomas Article 2.5 Enrolment in the second year of the programme SECTION 3 CONTENT AND STRUCTURE OF THE PROGRAMME Article 3.1 Aim of the programme Article 3.2 Form of the programme Article 3.3 Language of instruction Article 3.4 Communications and announcement of decisions Article 3.5 Study load Article 3.6 Content of the programme Article 3.7 Components elsewhere Article 3.8 Study abroad Article 3.9 Courses during study abroad Article 3.10 Eligibility for study abroad Article 3.11 Open programme Article 3.12 Honours programme Article 3.13 The examination SECTION 4 EDUCATION Article 4.1 Courses; … the regulations are more favourable for those students. They do not apply to students who commenced the programme in a later academic year. 3. Students are expected to find out about possible modifications and how these could affect them. Students may contact the Information Desk of the Education Office with any questions, or submit them via SurfYourSelf (SYS). Article 2 Modifications 1. If modifications, which are to the detriment of the students, are made to the Education and Examination …

… 1 EU Fundamental Rights and Digitalisation Policy brief Findings of the Jean Monnet NOVA EU project relevant for policy makers Authors Dr. Maja Brkan, Associate Professor of EU Law, Faculty of Law, Maastricht University Valentina Golunova, PhD student, Faculty of Law, Maastricht University 2 Executive … The main objectives of this policy brief are to: 1. describe the societal implications of digitalisation in the EU; 2. reflect on potential threats to fundamental rights posed by digital tools deployed by both public and private actors; 3. recommend changes to the EU legislation that could enhance protection of fundamental rights in the light of digitalisation. Based on contributions of participants during the NOVA-EU workshop on Digitalization, Ethics and EU Fundamental Rights, the EU … New Tools for Law Practice in the Digital Age, (Cambridge University Press, 2017), p. 14. 9 legislator should specify the types of cases in which the use of legal analytics could be permissible as well as restrict its utilisation in complex cases where an interpretation of a legal norm or extensive analysis of factual background is essential. 5. Fundamental rights and the conduct of private entities Private sector is currently standing at the forefront of using digital tools to advance their …

… International Laws | 2 Table of contents Administratieve gegevens 3 1. Profile and ambition of the programme 4 2. Reflection on previous accreditation and midterm 5 3. Evaluation according to the four standards 7 Standard 1: Intended learning outcomes 7 Standard 2: Educational learning environment 9 Standard 3: Assessment 14 Standard 4: Realised learning outcomes 15 4. Student chapter 16 Standard 1: Intended learning outcomes 16 Standard 2: Educational learning environment 16 Standard 3: … plays an important role, too. At the end of the exchange period, students are also asked about their experience abroad when it comes to the level of quality. If on the basis of this information concerns arise, the ILs Coordinator will immediately contact the partner university to verify these issues and to see if and how problems can be solved. With regard to two specific exchange networks (CIEL and THEMIS), twice a year the academic ILs Coordinator and the exchange coordinator take part in … in the bachelor’s programme on the basis of which admission is requested; In selecting the students significant weight is given to the bachelor in law (or Master) program students have completed, the university or other institute of higher education where they have obtained their diploma, and Maastricht University | Faculty of Law Self-evaluation report Master International Laws | 13 the courses they have followed. The GPA obtained by students in their prior education is a particularly important …

… International Laws | 2 Table of contents Administratieve gegevens 3 1. Profile and ambition of the programme 4 2. Reflection on previous accreditation and midterm 5 3. Evaluation according to the four standards 7 Standard 1: Intended learning outcomes 7 Standard 2: Educational learning environment 9 Standard 3: Assessment 14 Standard 4: Realised learning outcomes 15 4. Student chapter 16 Standard 1: Intended learning outcomes 16 Standard 2: Educational learning environment 16 Standard 3: … plays an important role, too. At the end of the exchange period, students are also asked about their experience abroad when it comes to the level of quality. If on the basis of this information concerns arise, the ILs Coordinator will immediately contact the partner university to verify these issues and to see if and how problems can be solved. With regard to two specific exchange networks (CIEL and THEMIS), twice a year the academic ILs Coordinator and the exchange coordinator take part in … in the bachelor’s programme on the basis of which admission is requested; In selecting the students significant weight is given to the bachelor in law (or Master) program students have completed, the university or other institute of higher education where they have obtained their diploma, and Maastricht University | Faculty of Law Self-evaluation report Master International Laws | 13 the courses they have followed. The GPA obtained by students in their prior education is a particularly important …