Search results

… 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 … by complementing, discussing, questioning or applying this information. For example, a teacher might not provide a lecture, but discuss with students their questions and thoughts about a high quality lecture from an external source that they viewed online before coming to class. Related to this, participants noted that students have to be carefully supported in building “information literacy” (see Ch. 3: Teaching: Do 5). Other aspects that were mentioned with regard to the current and future … added value could lie in different areas, such as better learning outcomes, higher efficiency, lower costs, wider access, or increased motivation. It was argued that technological tools, such as simulated learning environments, learning analytics, or online collaboration tools could be highly beneficial for learning. A consultation round among UM program directors in 2017 showed that they identify many scenarios for which digital tools seem promising, including digital assessment, feedback, grading …

… 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 … by complementing, discussing, questioning or applying this information. For example, a teacher might not provide a lecture, but discuss with students their questions and thoughts about a high quality lecture from an external source that they viewed online before coming to class. Related to this, participants noted that students have to be carefully supported in building “information literacy” (see Ch. 3: Teaching: Do 5). Other aspects that were mentioned with regard to the current and future … added value could lie in different areas, such as better learning outcomes, higher efficiency, lower costs, wider access, or increased motivation. It was argued that technological tools, such as simulated learning environments, learning analytics, or online collaboration tools could be highly beneficial for learning. A consultation round among UM program directors in 2017 showed that they identify many scenarios for which digital tools seem promising, including digital assessment, feedback, grading …

… Faculty/ Department/ Institute/ School contact person: When the application is granted by both the CSC and UM, the contact person is responsible for the practical arrangements (i.e. assistance in obtaining a visa, finding accommodation, etc.) of the visit of the PhD candidate: - Initial(s), first name, surname: Martijn Streefkerk, MSc, RC - Research group: Managing Director School CAPHRI, Care and Public Health Research Institute, Maastricht University, The Netherlands - Address for …

… Mental Health jaar gewenst! • Students who apply for a UM-wide scholarship up to and including 1 February 2019 • Non-EU/EEA-students up to and including 1 May 2019 • EU/EEA-students up to and including 1 June 2019 Admission related questions? Please visit the stand from the Board of Admission at the information market for a personal talk with our staff members Application deadlines to start in September 2019 #mylifeatfhml #UMMOD18 Good luck with your study selection and see you in Maastricht! • …

… it, on the understanding that this never precedes the employment commencement date. Article 7 1. Employees who are entitled to an alternative accommodation allowance as referred to in Article 6 are also entitled to a travel allowance for weekend visits home. On the understanding that this allowance covers but never exceeds the costs of the cheapest form of public transport for one outward journey and one return journey from the alternative accommodation to the home address: a. if the distance …

… also willing to provide UCM with a valuable network: 96% of graduates are willing to contri- bute to the programme in some way, for example by informing prospective students about the programme and life after graduation or by organizing a workplace visit. Graduate study After graduating from UCM, 91% of alumni pursued graduate education. Figure 3 separates these alumni into two groups: those who were still in education when the survey was conducted and those who were not. For both groups, a …

… on the understanding that this never precedes the employment commencement date. Article 7 1. Parties concerned who are entitled to an alternative accommodation allowance as referred to in Article 6 are also entitled to a travel allowance for weekend visits home. On the understanding that this allowance covers but never exceeds the costs of the cheapest form of public transport for one outward journey and one return journey from the alternative accommodation to the home address: a. if the distance …

… and so-called countries in transition, which together accounted for 24% of global GHG emissions in 2010, were legally bound by the commitments in that timeframe (see also Box 18.1 below). Box 18.1 Main facts about the Kyoto Protocol - Six main greenhouse gases (GHG) are covered: carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphur hexafluoride (SF6). - The individual emission reduction targets (the base-year most often … needed to assess compliance is available and reliable. This is where the international ERTs come in: these independent experts have the task to review the validity of data provided by national governments, via either a desk study or a country visit. While the MRV system can formally be regarded as soft, a look at the practical functioning of the ERTs shows some interesting dynamics. This is partly linked to their mandate to trigger questions of implementation. Next to the Parties themselves … Agreement. Climate Report, 44. Oberthür, S. (2014). Options for a Compliance Mechanism in a 2015 Climate Agreement. Climate Law, 4, pp. 30-49. Oberthür, S., & Lefeber, R. (2010). Holding countries to account: The Kyoto Protocol’s compliance system revisited after four years of experience. Climate Law, 1, pp. 133-158. UNFCCC. (2014). Kyoto Protocol. Retrieved April 4, 2014, from http://unfccc.int/kyoto_protocol/items/ 3145.php. UNFCCC (2015a). National Reports. Retrieved June 11, 2015, from …

… worden van ethische en esthetische kwesties en dat ze maatschappelijk verantwoordelijkheidsbesef ontwikkelen. Deze academische vorming houdt overigens niet op na de studie. Dit gebeurt impliciet en wordt niet expliciet, in bijvoorbeeld competentieworkshops, ge- traind. Het SG-programma prikkelt, daagt uit, verrast en zorgt ervoor dat men wordt uitge- daagd kennis te toetsen, te vergelijken en bij te stellen. SG levert daarmee in zekere zin de inhoud voor de academische competenties, die elders of … te brengen. Ontwikkelingen op het gebied van digitale media moeten gevolgd worden om adequater in te spelen op de behoeften van het publiek. Nieuwe media kunnen ook beter worden ingezet om niet alleen informatie te zenden, maar ook discus- sies online verder te voeren (zie ook 5.5). 7.4 Financiën Sinds 2012 is, na een bezuiniging op het culturele programma, het budget van SG voor de re- guliere programmering hetzelfde. Sinds 2014 is er wel geïnvesteerd in het PAS-festival. Dit fes- tival … en werk, toekomst, uitgaan, etc. Deskundigen komen aan het woord, maar vooral ook de studenten zelf tijdens interactieve avonden. Het on- derlinge gesprek wordt gestimuleerd. - In 2019 onderzoekt SG de mogelijkheden om na een programma de discussie online ver- der te voeren. Dit kan naar aanleiding van podcasts en video-opnames die online worden geplaats of een in te richten discussieplatform (zie punt 8.7). 8.3 Cultuur Het aanbieden van een cultureel programma is, nadat het in 2014 kwam te …

… knowledge clips. Each week, students also have three hours of skills development and legal challenge. Supporting students to become self-regulated learners To help incoming students adjust to higher education, the ELS bachelor offers New-B, an online, self-paced introductory programme that is aimed at supporting students in their transition to university education. In addition to providing students with some preliminary knowledge and insight into what it means to study law, New-B also … Law School | 12 portfolio is to support students as self-regulated learners by developing their ability to be able to plan, monitor and evaluate their study process and progress through reflection. The ELS bachelor currently uses E-Journal as an online portfolio system. Each first-year student also has a mentor. These measures aim to further guide students in developing appropriate study skills and attitude, and help their progression through the programme. International classroom The … translations of relevant national legislative materials (The Maastricht Collection). These resources are regularly adopted at other universities that have comparative and/or European components in their programmes. The bachelor ELS uses the diverse online learning environment available at Maastricht University. All courses use Canvas to provide students with the course book or weekly modules and dedicated learning resources. With the programme’s revision, an e-portfolio has also been introduced …