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… scoring> accessed 20 July 2024. 6 behaviour, and make well-informed decisions based on these predictions.16 Consequently, scoring methodologies can be regarded as essential elements of the ‘datafication’ paradigm, as they involve the conversion of online and offline actions into measurable data.17 The phenomenon of the ‘scored society’ is becoming progressively evident, considering these systems are being used across several sectors such as insurance, banking, employment, and numerous other … the potential existence of a loophole within EU legislation regarding scoring systems involving this category of information, as well as the adequacy of the existing definition(s) of biometric data. 55 Frederik Zuiderveen Borgesius and Joost Poort, ‘Online Price Discrimination and EU Data Privacy Law’ (2017) 40 Journal of Consumer Policy 347. 15 3. The Interaction between the GDPR and the AIA on Scoring 3.1 Scoring Systems in the GDPR In this section, we will examine the scope and implications of … it must lead to legal effects or similarly significant consequences for the individual. Following the earlier opinion of Advocate General (AG) Pikamäe, the ECJ asserted that the concept of a ‘decision’ is expansive and encompasses actions such as online credit application refusals or recruiting practices without human involvement, as clarified in Recital 71 of the GDPR. Additionally, activities akin to those of SCHUFA meet the GDPR's definition of "profiling,"61 satisfying the second condition. …

… 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 …

… is descriptive in nature as it describes a geographical location. The General Court disagreed with Kerrymaid’s argument considering that the region of Kerry is not known to the general population. Only those who either live in or nearby, or have visited Kerry, are aware of the region. This group is insignificant when compared with the relevant European public at large. The term Kerry, therefore, cannot be considered as descriptive outside of Ireland. On the other hand, Kerry remains the …

… 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 …

… 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 …