Login
English
Nederlands
Informatie over MSc Marine Biology: Research
Hieronder staan het programma en de vakomschrijvingen van MSc Marine Biology: Research Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Track Research | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
|---|---|---|---|---|---|---|---|
| hele jaar | verplicht | WMMB001-05 | Colloquium | Engels | 5 | ||
| verplicht | WMMB002-05 | Essay | Engels | 5 | |||
| verplicht | WMMB901-40 | Research Project 1 | Engels | 40 | |||
| verplicht | WMMB902-30 | Research Project 2 | Engels | 30 | |||
| semester I a | verplicht | WMMB003-05 | Principles of Biological Oceanography | Engels | 5 | ||
| verplicht | WMMB004-05 | Principles of Marine Biology | Engels | 5 | 40 | ||
| semester I b | verplicht | WMMB005-05 | Principles of Population Genetics in Natural Populations | Engels | 5 | ||
| keuze | WMBY026-05 | Laboratory Animal Science | Engels | 5 | |||
| Opmerkingen | This on line catalogue is primarily designed to contain descriptions of programmes and course units. Students design their two year individual programme in consultation with their mentor. All possibilities and the rules for an individual programme can be found on the student portal. Although the courses are sorted per half semester it does not give an accurate programme in time. Please consult the schedule for each course unit and the student portal for a year schedule. | ||||||
| » Compulsory master courses | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | WMEV003-09 | Behaviour, Ecology and Evolution | Engels | 9 | ||
| keuze | WMBY005-10 | Biological Modelling and Model Analysis | Engels | 10 | |||
| keuze | WMEV004-05 | Conservation Ecology Practices | Engels | 5 | |||
| keuze | WMEV005-10 | Ecological Research Skills | Engels | 10 | |||
| keuze | WMEV006-08 | Evolutionary Theory | Engels | 8 | |||
| keuze | WMMB011-05 | Marine Conservation | Engels | 5 | |||
| keuze | WMBY006-05 | Mathematics in the Life Sciences | Engels | 5 | |||
| keuze | WMEV007-10 | Molecular Methods in Ecology and Evolution | Engels | 10 | |||
| semester I b | keuze | WMEV008-05 | Advanced Population and Community Ecology | Engels | 5 | ||
| keuze | WMEV010-05 | Flyway Ecology (22/23) | Engels | 5 | |||
| keuze | WMEV011-05 | Genomics in Ecology and Evolution | Engels | 5 | |||
| keuze | WMBY026-05 | Laboratory Animal Science | Engels | 5 | |||
| keuze | WMBY008-05 | Practical Computing for Biologists | Engels | 5 | 40 | ||
| keuze | WMBY009-05 | Practical Modelling for Biologists | Engels | 5 | |||
| keuze | WMBY010-05 | Programming C++ for Biologists | Engels | 5 | |||
| keuze | WMEV012-05 | Research Proposal Ecology and Evolution | Engels | 5 | |||
| semester II | keuze | WMBY013-05 | Meta-analyses in Ecology (22/23) | Engels | 5 | ||
| keuze | WMBY014-05 | Orientation on International Careers | Engels | 5 | |||
| semester II a | keuze | WMMB008-05 | Marine Ecosystem Service and Global Change | Engels | 5 | ||
| keuze | WMEV013-06 | Mathematical Models in Ecology and Evolution | Engels | 6 | |||
| keuze | WMMB009-05 | Polar Ecosystems | Engels | 5 | |||
| semester II b | keuze | WMBY018-06 | Advanced Statistics | Engels | 6 | ||
| keuze | Ecosystems Mediterranean Rocky Shores (21/22) | Engels | 10 | ||||
| Opmerkingen | This on line catalogue is primarily designed to contain descriptions of programmes and course units. Students design their two year individual programme in consultation with their mentor. All possibilities and the rules for an individual programme can be found on the student portal. Although the courses are sorted per half semester it does not give an accurate programme in time. Please consult the schedule for each course unit and the student portal for a year schedule. | ||||||
| » Electives/Optional modules | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | keuze | WMBS013-20 | International Genetically Engineered Machine competition | Engels | 20 | ||
| semester I | keuze | WMSE002-10 | Introduction Science and Policy | Engels | 10 | 40 | |
| keuze | WMMP004-01 | Microbiological Safety | Engels | 1 | 16 | ||
| semester I a | keuze | WMEE002-05 | Impact of Energy and Material Systems | Engels | 5 | ||
| keuze | WMSE001-10 | Introduction Science and Business | Engels | 10 | |||
| keuze | WMEC005-05 | Research Methods in SEC | Engels | 5 | |||
| keuze | WMEE003-05 | Sustainable Use of Ecosystems | Engels | 5 | |||
| keuze | WMBS005-05 | Tools and Approaches of Systems Biology | Engels | 5 | |||
| semester I b | keuze | WMBS006-05 | Advanced Genetic Engineering | Engels | 5 | ||
| keuze | WMCH027-05 | Biocatalysis and Green Chemistry | Engels | 5 | |||
| keuze | WMBY026-05 | Laboratory Animal Science | Engels | 5 | |||
| keuze | WMBY011-05 | Radioisotopes in Experimental Biology | Engels | 5 | |||
| keuze | WMEE005-05 | Sustainability and Society | Engels | 5 | |||
| keuze | WMEE006-05 | Systems Integration and Sustainability | Engels | 5 | |||
| semester II | keuze | TEM0105 | Basiscursus Master Lerarenopleiding | Nederlands | 5 | variabel | |
| keuze | TEM0205 | Masterstage 1 Lerarenopleiding | Nederlands | 5 | variabel | ||
| semester II a | keuze | WMEC006-05 | Skills in Science Communication | Engels | 5 | ||
| keuze | GEMTRWATM | Transitions in Water Management | Engels | 5 | 5 | ||
| semester II b | keuze | WMBY016-05 | Advanced Light Microscopy | Engels | 5 | ||
| Opmerkingen | This on line catalogue is primarily designed to contain descriptions of programmes and course units. Students design their two year individual programme in consultation with their mentor. All possibilities and the rules for an individual programme can be found on the student portal. Although the courses are sorted per half semester it does not give an accurate programme in time. Please consult the schedule for each course unit and the student portal for a year schedule. | ||||||
| 1 | Advanced Genetic Engineering | WMBS006-05 | |||||||||||||||||||||||||||
| The emphasis will be on the practical aspects of genetic engineering of novel circuitries and on the principles of Synthetic Biology, both in silico and in the lab. In principle, the students will work in pairs on a research project in the practical part. The students will avail of- and study a number of bacterial strains with earlier developed DNA-biobricks (also from iGEM collections). Novel circuitries will be designed and engineered using Escherichia coli as hosts. The engineered circuits will be characterized and functionality will be tested experimentally (e.g. by fluorescence microscopy or enzymatic assays). In this course, theory and laboratory experiments will be combined to give an in-depth view of current (highthroughput) genetic engineering approaches such as CRISPR based systems, gene regulatory mechanisms and -networks related to microbial physiology-Advanced genetic engineering: this includes use of Biobricks, Gibson assembly, CRISPR-based genetic systems, expansion of the genetic code, use of BACs and YACs, toolboxes, gene integration, complex genetic circuitries (natural and synthetic). | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 2 | Advanced Light Microscopy | WMBY016-05 | |||||||||||||||||||||||||||
| In this course students learn various aspects of modern advanced light and fluorescence microscopy techniques. The course includes basic knowledge on light microscopy, several aspects of fluorescence microscopy, including the principles of fluorescence, properties of fluorescent dyes and proteins, wide field-, confocal-, SIM-, TIRF- and spinning disc microscopy, advanced fluorescence microscopy techniques such as FRET,FLIM and FCS as well as super resolution microscopy. Additional topics include live cell imaging, image processing and analysis and artifacts in fluorescence microscopy. The course consists of a theoretical part (lectures), practicals and a short research project. Assessment is via the preparation and presentation of a poster that contains the results of the research project and a written examination. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 3 | Advanced Population and Community Ecology | WMEV008-05 | |||||||||||||||||||||||||||
| Understanding ecological processes in natural populations often requires an integrated study on how and why populations fluctuate, how they can adjust to environmental changes, and how populations of different organisms interact in food webs and thereby form complex communities. This course is meant to give such an integrative approach to studying natural communities in the wild on different levels of organization, with a strong focus on teaching students important research skills. Basically students should acquire the necessary theory and tools in the fields of population ecology, eco-evolutionary ecology, and community ecology. This course consists of lectures and practicals. Links between levels are given, and why an evolutionary approach can help to better understand ecological and conservation questions. In the theme Population Ecology topics include: -Theoretical principles -Identifying limiting factors -Estimating abundance & Density in different species groups -Demographic tools (including Mark-Recapture analysis, mostly centered around birds) In the theme Evolutionary Ecology & Conservation: -Predicting the adaptive capacity -Phenotypic plasticity: Mixed model analyses of reaction norms -Estimating inheritance and fitness consequences: Using Animal models In the theme Community Ecology: -Multiple species, Trophic Interactions, assembly rules -Food webs, hybrid interaction networks -Biodiversity – ecosystem functioning -Meta-ecosystems | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 4 | Advanced Statistics | WMBY018-06 | |||||||||||||||||||||||||||
| Content: Introduction to R and review of basic statistics. Further topics: general linear models (ANOVA, ANCOVA, multiple regression); generalized least squares; mixed models; generalized linear models; generalized linear mixed models; Bayesian analysis and MCMC; animal models; multivariate analysis. During the last week of the course analysis and presentation of own data set. Description: This course teaches advanced statistical analysis almost from the ground up. The only requirement is some familiarity with basic statistical concepts and methods, such as taught in most introductory statistics courses. Some experience with R is useful but not crucial. During the first three days, basic methods and R will be reviewed to refresh your memory. During the next three weeks, cutting-edge techniques such as GLMMs, power analyses and Bayesian MCMC models will discussed and practiced. Each day will start with a review of the exercises of the previous day, followed by lectures and new computer labs. Mathematics will be kept to a minimum, and in addition to developing analytical skills, the course also puts much emphasis on producing effective and great-looking graphs (mostly using the ggplot2 package). The last week of the course will be dedicated to analyzing your own data, unleashing the newly learned techniques. If you have no data yet, alternative suitable data will be found elsewhere or simply created de novo with simulation models. Your methods, results and conclusions will be documented in a report which will be graded. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 5 | Basiscursus Master Lerarenopleiding | TEM0105 | |||||||||||||||||||||||||||
| Bij dit vak doet de student basale kennis en vaardigheden op over het beroep als (vak)docent. Hij volgt daartoe (online) algemene colleges op het terrein van de pedagogiek en didactiek. Daarnaast neemt de student, onder leiding van de vakdidacticus, deel aan fysieke en/of online bijeenkomsten rond vakdidactiek. De student leert hoe een les te plannen en te evalueren, traint in het geven van deellessen, leert wat het betekent om voor een groep pubers te staan en wat hen motiveert en wat het belang is van een veilig leerklimaat. De student krijgt opdrachten mee die uitgevoerd worden in de onderwijspraktijk (Masterstage 1), leert hoe je gegevens verzamelt over die onderwijspraktijk (observaties, interviews, leerlingvragenlijsten) en hoe je die praktijk vanuit de theorie kunt analyseren. De student oriënteert zich daarmee op alles wat hem tijdens het vervolg van de opleiding te wachten staat en bouwt een realistisch beeld op van zijn geschiktheid voor dat vervolg. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 6 | Behaviour, Ecology and Evolution | WMEV003-09 | |||||||||||||||||||||||||||
| The course aims to provide the students with a thorough overview of the central concepts and research questions in evolutionary and behavioural ecology and the necessary skills to perform independent research in this field. The implications of behaviour are considered at different levels, from genes to individuals, to populations and species interactions, and include a variety of organismal groups, such as mammals, birds, fish and insects. Topics covered include optimality, evolutionary stability, the genetic and physiological basis of behaviour (e.g. genetic pathways, hormones), life history theory, sex allocation, social evolution, mating systems, sexual selection and sexual conflict), co-evolution and individual differences. Students are able to apply these concepts to critically read scientific literature and design their own research project. Teaching involves lectures, research talks and discussions with speakers, field/labwork and group discussion, skills in experimental design, (statistical) data analysis and working with R. Throughout the course the students will work on a mini-research project in which they learn to develop their own research question, formulate concise hypotheses, design and execute experiments, and efficiently find and process relevant literature. They will receive feedback from teachers during all stages of working on their miniprojects. The mini-research project will be completed by writing a scientific manuscript and giving an oral presentation based on the performed research project. The programme includes a week field course at our field station on the island of Schiermonnikoog to study the behaviour of animals and plants in a natural ecological setting. During this field course students will start with their mini-research project. They will develop a research question and their experimental design, and they will collect data in the field to answer their research question. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 7 | Biocatalysis and Green Chemistry | WMCH027-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 8 | Biological Modelling and Model Analysis | WMBY005-10 | |||||||||||||||||||||||||||
| In this course, students are made familiar with all phases of the modelling cycle: the translation of biological questions into formal models; the simplification of models to manageable complexity; the analysis of models with the help of mathematical, numerical and simulation techniques; the presentation of the qualitative and quantitative conclusions obtained from the model analysis; the estimation of model parameters and model validation; model comparison and selection of the best-supported model on the basis of empirical data; the refinement of models on the basis of the interplay between modelling and model-based data analysis. Throughout the course, students will apply modelling and model analysis to research questions from various disciplines (e.g., systems biology, neurobiology, bioinformatics, phylogenetics, behavioural and social sciences, community ecology, evolutionary biology). The emphasis of the course will not only be on the technical aspects, but also (and perhaps even more) on the biological conclusions that can be drawn from a modelling approach. The course is taught by theoreticians working in different areas of biology, who are using a broad variety of modelling techniques. In this way, students gain an overview of the theoretical research done in the life sciences at the University of Groningen, as well as an understanding of the strength and weaknesses of different modelling strategies for addressing particular kinds of research questions. Half of the course consists of a structured program of lectures and computer practicals covering all aspects of the modelling cycle. Along the way, students will develop their own modelling project (from model building, analysis, interpretation and validation to communication of the results). The other half of the course provides an overview of modelling approaches used in various disciplines of the life sciences. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 9 | Colloquium | WMMB001-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 10 | Conservation Ecology Practices | WMEV004-05 | |||||||||||||||||||||||||||
| This course links conservation ecology theory to conservation ecology practices. Aim of the course is that students learn to apply relevant eco- evolutionary theories and methods to current pertinent issues in conservation. Topics include advanced landscape ecology (linking geology, eco-hydrology, and nutrient cycles to habitat types), (inter)national and regional policy & law (IUCN/species protection, Natura 2000, Habitat Directive, agri-environmental schemes, SNL, PAS), restoration and management practices in different (fragmented) landscapes (themes in conservation: rewilding Europe, living landscapes, nature inclusive farming). Students will work with various appealing case studies from (inter)national conservation areas to learn about the various specific issues and their conservation strategies and approaches applied. Some conservation areas will be visited during the course, under guidance of the responsible manager. Students will learn relevant techniques (quick scans - getting relevant species/habitat information about specific areas of concern, setting up long-term monitoring programs, mapping species distributions) and apply these to several actual projects at choice in nature areas with relevance in an international context (e.g. the larger Waddensea area, Oostvaardersplassen, Gelderse Poort, de Onlanden, Drents Friese Wold, South-West Friesland). In passing, students get to know the various (non)governmental (inter)national organizations and institutes that deal with conservation practices at academic level via guest lectures and excursions (e.g. World Wildlife Fund, Rewilding Europe, IUCN, Wetlands International, Birdlife International, various Ecological Consultancies (Altenburg & Wymega, Bureau Biota), Provinces of Groningen/Drenthe, and national Nature Management Organizations (Staatsbosbeheer, Natuurmonumenten, de Landschappen), which is important for potential future careers. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 11 | Ecological Research Skills | WMEV005-10 | |||||||||||||||||||||||||||
| Aims: The main aim of the course is to provide students with the necessary skills and tools that enable them to perform independent ecological research. To this end, the students will during the brief period of 6 weeks encounter all critical steps that are relevant for doing ecological and evolutionary research, including: -formulating a relevant and timely hypothesis and efficiently finding literature on background and context; -collecting, and managing data in the field, partly at the University of Groningen field station on Schiermonnikoog; -statistically analyzing data using R and GIS (QGIS) -structuring and writing a full scientific manuscript -presenting on the research they performed; The key aspects of these different phases will be discussed, and critical skills will be acquired by the students. Therefore, these 6 weeks form a ‘crash course’ for the whole scientific process where the students learn to put many aspects that they learned during their bachelor phase into true practice. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 12 | Essay | WMMB002-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 13 | Evolutionary Theory | WMEV006-08 | |||||||||||||||||||||||||||
| The course will provide an overview of modern evolutionary theory, with emphasis on natural and sexual selection. The central objective is to expose students to the most prominent modelling approaches (including population genetics, quantitative genetics, evolutionary game theory, life history theory, and adaptive dynamics) and to critically discuss the scope and limitations of these approaches. To this end, various modelling frameworks will be applied to the same research question. The students will acquire a sound knowledge of central concepts in evolutionary theory, including adaptive landscapes, frequency-dependent selection, evolutionarily stable strategies, evolutionary branching, reproductive value, inclusive fitness, handicap principle, epigenetics, and cultural evolution. Topics covered include social evolution, life history evolution, the evolution of mating systems, sexual selection and sexual conflict, optimal sex allocation, speciation, and animal personalities. Each course week is devoted to a certain theme (selection dynamics, evolutionary game theory, life history evolution, sexual selection, social evolution, adaptive diversity), and each course day is devoted to a specific topic. A typical course day consists of several hours of lectures, interspersed with reading literature or work on exercises and assignments. The lectures are highly interactive and often take the form of a group discussion. During the practicals, the students work on (often challenging) exercises that closely relate to the topic of the preceding lectures. The results of this work is then discussed in the subsequent lectures. This way, the students get hands-on experience with the concepts, models and techniques covered. The scope and the limitations of the various techniques will be discussed in detail, as well as the question which modelling approach to choose under which circumstances. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 14 | Flyway Ecology (22/23) | WMEV010-05 | |||||||||||||||||||||||||||
| In three weeks students are introduced in the field of flyway ecology and shown the boundaries of our knowledge in this field. To experience those boundaries and to be inspired to create research ideas that will cross those boundaries, students and docents will closely work together to understand and synthesize theory and methodology. Avian migration will be placed in the context of (a) seasonal connections and (b) global connections of ecosystems. The course materials will encompass global research programmes on these phenomena. The course will be a mixed of lectures, workshops and reading/presentation assignments. The first week of the course mostly consists of classroom lectures. The second week involves a retreat to immerse the students in an inspiring setting, with 4-5 docents where classroom lectures will be alternated with workshops on methodological advances. In the third week the students will write a research proposal in the field of flyway ecology, which includes a literature search. The classroom lectures will cover migration theory on the level of the individual and on the level of ecosystems, including: annual cycles; seasonal changes in body composition (fuelling the flights); extreme migrations; weather and wind effects on migration; stopover habitats and food resources; controlling mechanisms of migration schedules; sex and age differences in migration; responses to anthropogenic change; demography and population regulation; population consequences of mass mortalities during migration; phenotypic flexibility and facilities for rapid change; the evolution of migration systems. The workshops will cover practical themes and methodological applications such as tracking free-living animals, estimating annual and seasonal survival, measuring the ecological context of variation in survival, migrants as integrative sentinels, the societal impact of flyway ecology, and applications in nature conservation. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 15 | Genomics in Ecology and Evolution | WMEV011-05 | |||||||||||||||||||||||||||
| Genomic data in all of its forms is reshaping biology. Classic questions about genome evolution, mechanisms of speciation, adaptation, species interactions and conservation are being revisited at the levels of the genome, transcriptome, proteome and metabolome. The course introduces the “omics” way of thinking in an extension of the eco-evolutionary framework; explains “next generation sequencing” technologies and their applications to specific kinds of questions in ecology and evolution; discusses the advantages and limitations of new genomic technologies; and analyzes, through case studies, the interplay of descriptive, inferential and experimental approaches in solving various classes of questions. It focuses on functional and evolutionary genomics; on prokaryotic genomes (evolution, size, organization, stability); the importance of horizontal gene transfer (mechanisms, proclivity, impacts on evolution, selection); introduction to metagenomics and functional diversity (soils, marine systems) in microbial ecology; comparative genomics of ecotypes and the emerging significance of “microbiomes” associated with all life systems. During the last week of the course, each student presents a 45-min teaching lecture. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 16 | Impact of Energy and Material Systems | WMEE002-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 17 | International Genetically Engineered Machine competition | WMBS013-20 | |||||||||||||||||||||||||||
| The iGEM (international Genetically Engineered Machine competition (http://igem.org/Main_Page)) is an international organization that stimulates engineering of novel biological devices. It addresses the question: Can simple biological systems be built from standard interchangeable parts and operated in living cells? The competition already involves more than 340 teams from many major universities and institutes around the world, all trying to actively engineer biological devices by means of Synthetic Biology. The course unit´s content includes formulating and executing an experimental and/ or computational project related to Synthetic Biology and Systems Biology and reaching the goals in Synthetic Biology that are described by the iGEM organization. Students learn to work together in a multidisciplinary team, designing and executing a project, professionally presenting results in public, performing outreach, and obtaining funding. They will have to provide evidence of their contribution to the project on both individual and team level. This includes planning of work meetings and practical laboratory work in the period Feb-Oct and performing research according to work plan from June-September and also in the proceeding/posterior periods (Feb-Jun and Sep-Nov); occupation can vary between 10-80%. The final results will be presented at the iGEM Jamboree in Oct in Boston, and will have to comply with the iGEM criteria (see iGEM website each year). The course includes two modes of assessment (see also point 7). Official assessment is via an overall assessment, which includes that of an individually written report, presentation(s) during the iGEM seminars and assessment of the student's activities and contributions by at least two supervisors. The outcome of the judgement by international referees at the iGEM jamboree is not part of the assessment, because the iGEM teams are judged by different juries, restricting an objective comparison. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 18 | Introduction Science and Business | WMSE001-10 | |||||||||||||||||||||||||||
| This module will take place in two phases. 1. Theory Science and Business 2. Group project Science and Business In the first three weeks you will follow an intensive program in which you get acquainted with important business concepts. After that you will train the skills to solve business cases and to write and present a feasible science advise to company owners. Most assignments will be done in groups and teams. Final grade: Exam theory after three weeks: 50% Report after seven weeks: 50% Personal portfolio: It does need to be a pass in order to receive the final grade Subgrades need to be 5,5 or higher for a pass For more information see https://www.rug.nl/research/irees/education/sciencebusinessandpolicy/. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 19 | Introduction Science and Policy | WMSE002-10 | |||||||||||||||||||||||||||
| This module will take place in two phases. 1. Theory Science and Policy 2. Group project Science and Policy In the first three weeks you will follow an intensive program in which you get acquainted with important policy concepts. After that you will train the skills to solve policy cases and to write and present a feasible science advise to governmental organisations. Most assignments will be done in groups and teams. Final grade: Exam theory after three weeks: 50% Report after seven weeks: 50% Personal portfolio: will not be graded. It does need to be a pass in order to receive the final grade Subgrades need to be 5,5 or higher for a pass For more information see https://www.rug.nl/research/irees/education/sciencebusinessandpolicy/. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 20 | Laboratory Animal Science | WMBY026-05 | |||||||||||||||||||||||||||
| The aim of the course is to prepare students starting a master research project in which they participate in animal experimentation, which will be carried out during their master project under supervision of - and guided by the CCD permit holder. There are 2 versions of the course: 5 ECTS course This MSc course will be aligned to the existing "art 9 course Laboratory Animal Science", which has been running already for several years and which prepares for a career in science requiring animal experimentation. The 5ECTS version will consist of lectures and practicals, which offer insights into 1) Ethical considerations and the three R's, (2) Animal welfare and monitoring, (3) Rules & Regulations, (4) Research questions, experimental and statistical design, (5) Scientific Publication. At the end of the course there will be an exam which students have to pass in order to successfully finish it. Upon successful completion the 5 ECT version of this course, as well as successful finishing the masterproject for which this course was required, the student will receive the art.9 (Function B) certificate upon receiving the MSc diploma, which is mandatory for researchers who design and perform animal experiments (ex. art. 9 Wet op de Dierproeven (Experiments on Animals Act)). 2 ECTS version The 2 ECT version of this course is more appropriate for those students who do not aim at a career in science requiring animal experimentation. This course allows students to do a master project in which they participate in animal experimentation, but since this course has a seriously reduced study load, the student will not be awarded the art 9. status. The lectures and practicals of the 2 ECTS version will focus on 1) Ethical considerations and the three R's, 2) Animal welfare and monitoring and 3) Rules & Regulations. This course will end with a less extensive exam. After succesfully finishing this course a certificate will be reached out. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 21 | Marine Conservation | WMMB011-05 | |||||||||||||||||||||||||||
| Although marine ecosystems share many features with their terrestrial counterparts there are also fundamental differences that must be considered in a management and conservation context. In general, the marine environment is more open so many species have vast ranges and multiple life stages that each have different dispersal capabilities and trophic interactions. Marine life is also poorly surveyed when compared to terrestrial systems. Understanding how the environment shapes biodiversity, how species interact with one another and how anthropogenic processes affect ecosystems are key to conserving, managing and restoring marine biodiversity and ecosystems. Lectures, combined with hands-on exercises, simulations and group discussions will introduce the principles of marine conservation along three levels: species, populations and ecosystems. This includes a review of basic concepts and an identification of threats to marine life. Secondly, real-life case studies will be presented and discussed, covering the concept of Marine Protected Areas (MPAs), restoration ecology and marine management. Applied lectures and field excursions are essential assets to this part of the course. In the final week, you will learn how research on marine conservation may lead to conservation action and look beyond the biological aspects of conservation. This includes a small governance aspect, an NGO symposium and science communication. Through guided observations, hands-on practice and discussions, you will learn about which research is relevant to marine conservation issues and to develop solutions to implement management strategies. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 22 | Marine Ecosystem Service and Global Change | WMMB008-05 | |||||||||||||||||||||||||||
| Global population growth stimulates pressures of humanity to use marine resources in the deep seas, coastal areas and delta’s. Marine resources that are exploited or have the potential to be exploited are called ecosystem services. Simultaneously, global change processes impose threats to the ecosystems that provide these valuable services. This course provides fundamental knowledge and understanding of i) the concept of ecosystem services, ii) which services are provided by different marine ecosystems and how do these relate to ecosystem functions, iii) mechanisms behind the main anthropogenic and global change stressors that threaten ecosystem functions/services, iv) opportunities to benefit from ecosystem services under conditions of global change. Students will acquire practical skills in studying global change processes and quantifying ecosystem services. Students will develop a critical reflective attitude on how to deal with coastal management for example in balancing preserving and unlocking ecosystem functions and services and determining climate related and non-climate related drivers. The course includes classroom lectures, presenting assignments, practicals in unique research facilities at NIOZ, such as the SeaweedCentre and a field trip. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 23 | Masterstage 1 Lerarenopleiding | TEM0205 | |||||||||||||||||||||||||||
| Bij Masterstage 1 loopt de student stage op een school voor voortgezet onderwijs (in de regel twee dagen per week) onder begeleiding van een vakcoach. Hij verricht observaties, interviewt leerlingen, bereidt (deel)lessen voor, geeft ze en bespreekt ze na met de vakcoach. De student verzamelt informatie en feedback over de kwaliteit van het eigen handelen (o.a. door de afname van een leerlingenquête), rapporteert daarover en beschrijft zijn ervaringen in een stageverslag. De student oriënteert zich daarmee op het leraarschap en leert hoe je in de context van de school onderzoekend kunt werken aan het sturen van je ontwikkeling. In de context van de stage voert de student daarnaast opdrachten uit in het kader van de basiscursus lerarenopleiding (TEM0105), die parallel is georganiseerd aan de stage. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 24 | Mathematical Models in Ecology and Evolution | WMEV013-06 | |||||||||||||||||||||||||||
| Mathematical models have become an indispensable tool in ecology and evolutionary biology, to the point that aspiring scientists in these fields must have a working knowledge of basic mathematical modeling techniques. This course teaches such techniques practically from scratch, without requiring much background knowledge except elementary high school algebra and a little calculus. If successful, it will allow the students to understand papers that contain models, to develop new models to explore their own ideas, and to generate and use models for analysis and interpretation of data. Students are required to study one book chapter per week on their own and to do several exercises for hands-on experience. Some exercises are of the pencil-and-paper variety, but others require the help of the computer-aided mathematical tools such as Maple, Mathematica or R, which the student will learn how to use during the course. One afternoon per week, participants meet with a teacher for demonstration and discussion. The meetings usually start with a discussion of the chapter content where difficulties will be explained on the blackboard or with computer + beamer. For each of the suggested book-exercises, one of the participants is appointed as “volunteer” to demonstrate her or his solutions in the classroom, followed by discussion. Depending on the students’ background knowledge, sometimes during these meetings a “remedial” lecture of one or two hours is given about particular mathematical (e.g. linear algebra) or technical (e.g. Mathematica) subjects. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 25 | Mathematics in the Life Sciences | WMBY006-05 | |||||||||||||||||||||||||||
| The course will: - train basic mathematical skills, such as differentiation and integration; - introduce students to important mathematical concepts and methods, such as complex numbers, linear algebra, multivariate analysis, and linearization techniques; - provide insight into the use and interpretation of dynamical models in the life sciences; - expose students to important classes of example models in the life sciences; - teach students how to investigate dynamical models with analytical and numerical methods; - expose students to more advanced concepts and methods, such as chaotic attractors and bifurcation analysis; - teach students how to solve mathematical problems with the help of technical computing software (Mathematica). The first week of the course will focus on mathematical key concepts (such as differentiation, integration, Taylor expansion) and on the analysis of one-dimensional dynamical systems (single ordinary differential equations (ODEs) and single recurrence equations). Students will learn how to solve these systems either analytically or numerically, both with pencil and paper and with a programme like Mathematica, and to perform an equilibrium and stability analysis. Students will also be exposed to bifurcation analysis, catastrophes, and chaotic attractors. In the second week, complex numbers and concepts of linear algebra (eigenvalues and eigenvectors) will be introduced. Students will learn the basics of multivariate analysis, including multivariate optimization (Hessian). These techniques will allow them to analyse simple stochastic systems, like Markov processes. Students also learn how to analyse 2nd_ order ODEs and recurrence equations. The third week is devoted to systems of ODEs and recurrence equations. Students learn how to solve linear systems analytically, how to solve non-linear systems numerically, and how to conduct a qualitative analysis of a multidimensional dynamical system (equilibrium and stability analysis). | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 26 | Meta-analyses in Ecology (22/23) | WMBY013-05 | |||||||||||||||||||||||||||
| Generalization of ecological research by the synthesis of experiments and data from the literature has proven to be an important modern complement to empirical ecological research. Instead of focusing on an indefinite number of idiosyncratic exceptions meta-analysis emphasizes general insights and promotes common ecological understanding. Understanding the function of biodiversity is an emerging ecological topic related to ecosystem functioning. It facilitates predicting consequences of biodiversity loss for ecosystem services by the global biodiversity crisis. The course will: 1) give an overview on the importance of species diversity and species functional traits for the function of important community properties. 2) teach to use different tools in ecological meta-analysis. 3) perform a meta-analysis, including tests of own hypothesis, either using provided datasets of experiments testing the function of biodiversity for ecosystem performance (B~F experiments), or using own data collected from recent literature. The course is given together with the University of Oldenburg, and is arranged around three workshops. The first workshop (in Wilhelmshaven, Germany) contains theoretical sections on biodiversity. The second workshop is on tools used to extract, handle and analyze large data sets using meta-analyses. There will be a strong focus on recent literature and the students are expected to analyze this literature for new exciting questions. In the third workshop (in Groningen, The Netherlands) the results will be presented at a mini-symposium. The course is run over ca. 8 weeks during which the main effort will be to produce your own ecological meta-analysis! Thus, the course can be run in parallel with other master projects. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 27 | Microbiological Safety | WMMP004-01 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 28 | Molecular Methods in Ecology and Evolution | WMEV007-10 | |||||||||||||||||||||||||||
| This course can be followed as 5 ECTS course (following only the first half of the course) or as 10 ECTS course (following both the first and second part of the course). In the first part of the course (5 ECTS), students will learn through a hands-on wet and dry laboratory training a range of methods and their respective laboratory protocols. The first part consists of a mixture of lectures, dry lab (computer) and wet lab practicals. It provides an introduction to molecular techniques that are used in ecological and evolutionary research: DNA extraction; basic principles of PCR, qPCR and primer design; cloning; sequencing approaches; fingerprinting techniques; phylogenetic analyses of sequences; RNA extraction; gene expression analysis; protein quantification and activity. During the second part (5 ECTS), students will apply these molecular techniques to carry out independent research projects, which will be carried out individually or by groups of 2 students and will fit within the ongoing research of GELIFES, using molecular techniques for ecological and evolutionary research. A minimum of 8 enrolled students is required for the course to be given. With less than 8 students enrolled, the course will be cancelled. When the labs are closed for teaching due to Covid-19, we are unable to teach this course. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 29 | Orientation on International Careers | WMBY014-05 | |||||||||||||||||||||||||||
| Research topics will be provided by participating companies or organizations. These research topics are typically centered on biotechnology and bioprocessing, ecology, population science or pharmaceutical science. Students are expected to investigate the literature and other sources on the assigned topic, and will work in interdisciplinary teams to combine their findings in written and oral reports. The students will be mentored by a supervisor, with whom they discuss their findings, prepare a written report and oral presentation, and receive a grade from. The completed work will be followed up with site visit to the participating companies. During the site visit each group will present their findings to the participating companies and hand over the written report. The companies will present themselves also during the site visit. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 30 | Polar Ecosystems | WMMB009-05 | |||||||||||||||||||||||||||
| The course is based on a series of lectures (22) and a reading assignment. Lectures will be given by internal (ESRIG, Arctic Centre) as well as external polar experts. Topics covered are polar climatology, marine and terrestrial polar habitats, key species, effects of climate change from species to ecosystem level, and other human impacts. The second part of the course consists of a reading assignment, followed by presentations. A set of key scientific papers will be handed out to small groups of students (max 3 per group), covering as much scientific disciplines as possible. The students will need to understand, reproduce, summarize, evaluate and discuss the result and implications of the papers during a symposium, where the reading assignments will be presented. The course will be evaluated by a written examination, passing this exam is mandatory. Examination material includes material from the lectures as well as a selection of key scientific papers. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 31 | Practical Computing for Biologists | WMBY008-05 | |||||||||||||||||||||||||||
| Practical Computing for Biologists (PCfB) introduces students to general computational tools in order to enable to design and execute efficient computations. PCfB presents a broad range of open-source, free and flexible computational tools applicable to geneticists, molecular biologists, ecologists, oceanographers, physiologists, or anyone with an interest or need for efficient means to handle and analyse large data sets in their research. PCfB emphasizes the practical application of computational tools and methods toward real-life analyses. PCfB covers data-centered computing in a Unix/Linux environment. PCfB introduces the basics of a 'nix environment, such as; remote installation and execution of software. Students will be familiar with command line tools to explore and analyze data as well as the use of scripting languages such as Python to (a) code custom analyses, (b) design effective pipelines with existing software, (c) data visualisation, (d) versioning with git and (e) reproducible analyses with markdown. Topics addressed in PCfB will employ practical example from different research fields, e.g., Next Generation Sequencing (NGS) data in genetics and molecular biology, as well as remote sensing and oceanographic data widely used in spatial ecological and evolutionary biology. The course comprises of short lectures in a Q & A format addressing the new concepts introduced in daily text book readings along with discussion and execution of relevant examples. Afternoons are aimed at practical computer exercises. The two first weeks include individual graded assignments. During the last week, students will conduct a project assignment individually or in small groups implementing aimed the skills acquired during the course towards, solving real-life analyses. Students will present their pipeline, results and reflect on the project in an oral presentation to the entire class during the last days of the course. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 32 | Practical Modelling for Biologists | WMBY009-05 | |||||||||||||||||||||||||||
| Mathematical modelling has become an important tool throughout the natural sciences. Especially when the dynamics of natural populations, being molecules within the cell, a population of seals in an estuary, or the global importance of termites are concerned, modelling is an indispensable tool, as it can help in understanding how species interaction can cause unexpected, nonlinear dynamics in ecosystems. Particularly when modelling marine systems, this often involves not only biological interactions, but also interactions with the physical and chemical environment. This course aims to teach how to model species interactions and ecosystem functioning, using marine systems as focus area. It takes a multidisciplinary approach, and introduces the student how to modelling the interactions of organisms with their abiotic environment. The course moreover focuses on computational (i.e. computer calculations) rather than on mathematical (i.e. symbol manipulation) techniques. In the course, the following subjects will be treated: - Resource modelling in (marine) ecosystems - Modelling ecosystem engineering and positive feedback - Spatial modelling: Advection/Diffusion - Self-organization - Modelling water flow: Navier Stokes & shallow water equations - Cellular automata: (wave) disturbance modelling - Individual-based modelling - Animal movement & search The first part of the course will be a series of lectures that provide an introduction into the most important topics within marine modelling. Using practical exercises, the student will get acquainted with the basic modelling techniques, and learn how to use the models to answer ecological and environmental problems. In the last 2 weeks of the course, the students will do a modelling assignment where they independently develop (e.g., not provided by the lecturer) a model to answer a scientific question, as group work. At the last day of the course, the students will report on their work in a presentation. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 33 | Principles of Biological Oceanography | WMMB003-05 | |||||||||||||||||||||||||||
| Principles of Biological Oceanography includes lectures, practicals, an online excursion to NIOZ, and a one day excursion. Lectures introduce basic physical and chemical oceanography, followed by phytoplankton, zooplankton, and nekton diversity and productivity. Emphasis will be on bottom-up controls of marine pelagic functioning and productivity. A second series of lectures is dedicated to Current Topics in Biological Oceanography, related to human impacts, including global climate change. These encompass topics like oligotrophication, harmful algal blooms, pollution, and fisheries. Practicals focus on the identification of major taxonomic groups and species. The online NIOZ excursion introduces research at Texel and Yerseke locations. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 34 | Principles of Marine Biology | WMMB004-05 | |||||||||||||||||||||||||||
| Marine ecosystems share many features with their terrestrial counterparts- but not all. Life in the sea requires specialized adaptations of many kinds and involves many unfamiliar species. This means that benthic research methodology includes both general and unique approaches, considerations and techniques. To perform research in the marine environment, knowing the principle players in the food web and understanding how they interact both biotically and abiotically is a first step. Learning how to observe, formulate hypotheses and design experiments is a second step. The course combines lectures, reading and group discussions in combination with hands-on field experience Lectures will review the marine environment, its ancientness and peculiarities, principle ecosystems and marine biodiversity. Basic ecological processes and concepts will be discussed to include oceanographic principles where appropriated. Through guided observation, students will learn to formulate research questions, develop and execute simple experiments for different community types. Fieldwork will provide hands-on experience to include formulation of questions, considerations of experimental design and analysis, set-up and actual data collection, and the final analyses. Field work will be conducted in the soft-shore Wadden Sea system and the rocky-shore Gullmar Fjord system in Sweden. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 35 | Principles of Population Genetics in Natural Populations | WMMB005-05 | |||||||||||||||||||||||||||
| The course consists of lectures, in-depth reading and discussion of original research papers as well as practical (non-graded) computer exercises. Each week will focus on different specific applications of population/individual-based genetic data in conservation, ecology and behavior, such as individual identification and parentage analysis; delineation of management units and population structure; long- and short-term abundance; as well as detection of selection/adaptation in genomic data. Students will prepare by reading a publication of a pre-selected case study each week, make a brief presentation on the specific approach and chair the subsequent discussion of the approach and case studies. Each week students will use common computer software (used during the afternoon computer practicals) to analyze data for a weekly, graded assignment relevant to the weekly case study and practicals. In the last week, students will be tasked with conducting a review of a published study and present the study and their review during an oral presentation followed by Q&As. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 36 | Programming C++ for Biologists | WMBY010-05 | |||||||||||||||||||||||||||
| This course, which is specifically designed for biology students, teaches the participants how to develop software in the programming language C++. Emphasis is given to the implementation of biological models, using individual-based simulations and various numerical methods for dynamical systems analysis. Students are able to tailor the contents of the course to their own level of proficiency. For students with no prior programming experience, the course offers an introduction to the essentials of the C++ programming language, including: • Procedural programming: data types, operators, program flow and functions • The Standard Template Library • Data input, generation of output including statistics like mean and standard deviation • Numerical simulation techniques for biological models More experienced programmers (including those who followed the BSc level course WBBY015-05) can instead focus on advanced topics, such as: • Program design, algorithms and debugging • Pointers and memory allocation • Object-oriented programming • Pseudo-random numbers and stochastic simulations The course consists of two parts: during the first three weeks (5 ECTS), students extend their programming skills by learning a new element of the programming language each day, and practise its application in programming exercises. Students then have the option to apply their newly acquired skills in practice by working on an extended three-week programming project (+5 ECTS). Here, students work on a biological research question of their choice and design and implement a simulation algorithm from scratch. Students preparing for a theoretical MSc project, can use the project to develop a first implementation of the simulation code for their project. Participants also learn how to systematically collect simulation data, and to present their results in an oral presentation, with associated annotated program code and documentation. The course is also available as a self-study course. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 37 | Radioisotopes in Experimental Biology | WMBY011-05 | |||||||||||||||||||||||||||
| RPO Dispersible Radioactive Materials-D is the minimum expert level which allows you to work with radioisotopes at the university and university hospital (UMCG). It is an official expert level supervised and regulated by the Dutch Government. The University of Groningen is one of the few official recognized institutes were you can obtain certificates of the official radiation expert levels. At the end of the 1st week you will HAVE to pass the RPO DRM-D test to be allowed to participate in the remainder of the course. NOTE: For the course an additional registration is needed apart from Progress for participating in an official RPO DRM-D course. Topics will include: • Radioisotope detection using X-ray film • The (advanced liquid) scintillation counter • In vitro labeling of nucleic acids and proteins • Subcellular localization of biological molecules • Radioisotopes and immunoassay • Pharmacological techniques • Biological effect of radiation The final part of the course consist of chronobiological research question regarding Melatonin using a Radioimmunoessay (RIA). The students will be their own research subjects. The results will be discussed in a concluding tutorial. Location: Linnaeusborg (Center of Life Sciences), Zernike During the curriculum year the course will be taught once in December. Capacity: minimum 8, maximum 12 students for the course. First come, first serve. For the course a second registration is needed (information will be provided in due time). The exact timetable will depend on the (remaining) COVID19 restrictions. Further information will be provided at least one month prior to the course. (Master students who are only interested in obtaining the RPO DRM-D certificate have to contact the course coordinator for information about the other radiation courses (non curriculum courses)). | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 38 | Research Methods in SEC | WMEC005-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 39 | Research Project 1 | WMMB901-40 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 40 | Research Project 2 | WMMB902-30 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 41 | Research Proposal Ecology and Evolution | WMEV012-05 | |||||||||||||||||||||||||||
| The course consists of lectures, reading, discussions and writing assignments. Each week, two experts (typically from GELIFES) will present their work, with special emphasis on the underlying questions, the choice of methods and study system, the scope and limitations of the results obtained so far, and open questions for future research. Students need to prepare for each of these sessions by reading one or two pre-selected papers by the presenter prior to the talk. After each presentation, there will be a 1-hour indepth discussion session on the talk and the pre-selected papers (in the presence of the expert). The discussion session is chaired by one of the students. In addition, two students are assigned to prepare critical questions. Furthermore, students will get a series of short lectures on how to write a research proposal (can be used for their MSc thesis or another project), with focus on developing a sharp research question, with associated testable hypotheses, the choice of adequate methods, the designs of experiments, and the a-priori choice of proper methods for data analysis. Students will get writing assignments and will choose a topic for their research proposal from a list of ecological/evolutionary themes and a supervisor with affinity to this proposal. Students will regularly get feedback on the writing assignments by their peers and their supervisor. Towards the end of the course students present their research plans in the presence of their peers and supervisor. After having received feedback in the subsequent discussion, the students will finalize their proposal. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 42 | Skills in Science Communication | WMEC006-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 43 | Sustainability and Society | WMEE005-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 44 | Sustainable Use of Ecosystems | WMEE003-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 45 | Systems Integration and Sustainability | WMEE006-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 46 | Tools and Approaches of Systems Biology | WMBS005-05 | |||||||||||||||||||||||||||
| In the course, students should become familiar with the modern tools and approaches of systems biology. Specifically, the course will introduce (i) the principles of the powerful omics measurement technologies, (ii) the computational concepts used to extract information from these large data sets, and (iii) how mathematical models can be used to investigate complex biological systems. These concepts and approaches will be illustrated with examples from metabolism-related research such that the students also gain further knowledge in this particular field of biology. The course consists of three parts: 1) lectures, focusing on overview of tools with examples from recent literature; 2) practical work in which students perform computational analyses and develop their own mathematical models; 3) assignments in which students prepare short presentations on questions related torecent literature | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 47 | Transitions in Water Management | GEMTRWATM | |||||||||||||||||||||||||||
| Due to continuous urbanisation and the increasing impacts of climate change, flood risks in delta areas are increasing, and, as a consequence, water management is high on the international political and societal agenda. Worldwide, the need is recognized to develop strategies and measures to adapt land use to the already occurring effects of climate change, and to develop integrated and adaptive approaches for dealing with water issues in low-lying urban deltas. The development and implementation of these integrated and adaptive approaches is however not an easy task, as they often involve a substantive and/or governance transition in water management. Drawing on a theoretical exploration of the nature of water transitions (including the notions of flood resilience and adaptability in both planning and design), and the way in which transitions can be managed, the course focuses on identifying current transitions in water management in relation to climate change, and on discussing issues and dilemmas in the attempts to manage these water transitions in establishing resilient delta areas. Through a group assignment, students will develop the capacity to suggest practical strategies and possibilities for water transition management for specific planning situations. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||