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… one month before the final assignment is turned in or the final exam is taken. The board of examiners in any event grants the request: - if the student is selected by the faculty for a double degree, an extracurricular placement or an extracurricular exchange, or - if the student has held/will hold a board position for which a financial support from the ‘Profileringsfonds’ will be granted for at least nine months, or a Student Introduction Committee (‘INKOM’) board position. The board of examiners …

… one month before the final assignment is turned in or the final exam is taken. The board of examiners in any event grants the request: - if the student is selected by the faculty for a double degree, an extracurricular placement or an extracurricular exchange, or - if the student has held/will hold a board position for which a financial support from the ‘Profileringsfonds’ will be granted for at least nine months, or a Student Introduction Committee (‘INKOM’) board position. The board of examiners …

… one month before the final assignment is turned in or the final exam is taken. The board of examiners in any event grants the request: - if the student is selected by the faculty for a double degree, an extracurricular placement or an extracurricular exchange, or - if the student has held/will hold a board position for which a financial support from the ‘Profileringsfonds’ will be granted for at least nine months, or a Student Introduction Committee (‘INKOM’) board position. The board of examiners …

… one month before the final assignment is turned in or the final exam is taken. The board of examiners in any event grants the request: - if the student is selected by the faculty for a double degree, an extracurricular placement or an extracurricular exchange, or - if the student has held/will hold a board position for which a financial support from the ‘Profileringsfonds’ will be granted for at least nine months, or a Student Introduction Committee (‘INKOM’) board position. The board of examiners …

… Fellowship (FWIS) The FWiS fellowship at NIAS offers scholars from the Life Sciences an opportunity to work without interruption on their research and publications. They are a part of an international environment where they can benefit from an exchange of ideas with scholars from humanities and social sciences disciplines. Depending on the duration of the fellowship, the fellow will be able to use remaining grant to attend relevant international meetings, to organise a workshop or to pay for …

… cannot be used to fulfil the prerequisites regarding the theoretical background and working experience set for the psychodiagnostics registration (i.e., the BAPD) and/or vLOGO. This module is only relevant for FPN students and not available for Exchange students. Course objectives The student: obtains insight into the work setting(s) of a psychologist; gains experience with applying knowledge and skills essential for being a psychologist develops the ability to apply scientific insights to …

… foundation. 3. UM Wide Event Conduct a university-wide event to educate on VR use and promote digital labs, spurring VR adoption in PBL. 2. Network of Practice Foster a UM-wide network connecting VR users, expertise, resources and digital labs to exchange VR-enhanced PBL practices, organised in a self- regulatory way. 6 Relationship: The adoption of VR in PBL should be designed to complement and enhance the CCCS principles, ensuring its use is purposeful and pedagogically sound. Constructive … VR equipment easily. This system should be accessible online and provide clear information on availability and booking procedures 46 Aim to democratize access to VR technology and foster a community of practice among educators, facilitating the exchange of ideas and experiences. Facilitate Access to VR Equipment and Promote a Network of Practice Guideline 5 Guideline 5: What it means Guideline 5: What it takes Build a Supportive Community of VR Educators: Foster a network of practice by …

… During their study abroad, students gather evidence to illustrate development of intercultural (sub) competences and they reflect on their experiences in a novel cultural and academic environment in a short report. After returning, students will exchange experiences with peers and with second year students during their preparatory meeting. This module is only relevant for FPN students and not available for Exchange students. Doelstellingen van dit vak Students can: reflect on and select ICC learning goals that become part of their learning contract; interpret and exemplify intercultural differences; intentionally address and deconstruct intercultural … During their study abroad, students gather evidence to illustrate development of intercultural (sub) competences and they reflect on their experiences in a novel cultural and academic environment in a short report. After returning, students will exchange experiences with peers and with second year students during their preparatory meeting. This module is only relevant for FPN students and not available for Exchange students. Doelstellingen van dit vak Students can: reflect on and select ICC …

… cannot be used to fulfil the prerequisites regarding the theoretical background and working experience set for the psychodiagnostics registration (i.e., the BAPD) and/or vLOGO. This module is only relevant for FPN students and not available for Exchange students. Course objectives The student: obtained more insight into the work setting(s) of a psychologist; has gained experience with applying knowledge and skills essential for being a psychologist. PSY3379 Semester 1 5 Sep 2022 3 Feb 2023 … During their study abroad, students gather evidence to illustrate development of intercultural (sub) competences and they reflect on their experiences in a novel cultural and academic environment in a short report. After returning, students will exchange experiences with peers and with second year students during their preparatory meeting. This module is only relevant for FPN students and not available for Exchange students. Course objectives Students can: reflect on and select ICC learning goals that become part of their learning contract; interpret and exemplify intercultural differences; intentionally address and deconstruct intercultural …