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Informatie over MSc Biomedical Sciences: Neuroscience
Hieronder staan het programma en de vakomschrijvingen van MSc Biomedical Sciences: Neuroscience Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » General Outline | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | verplicht | WMBM001-05 | Colloquium BMS | Engels | 5 | ||
| verplicht | MLELBMS5 | Electives BMS-Neuro | Engels | 10 | |||
| verplicht | WMBM003-05 | Essay BMS | Engels | 5 | |||
| verplicht | MLMODBMS5 | Master Modules BMS-Neuro | Engels | 30 | |||
| verplicht | WMBM901-40 | Research Project 1 Biomedical Sciences | Engels | 40 | |||
| verplicht | WMBM902-30 | Research Project 2 Biomedical Sciences | Engels | 30 | |||
| Opmerkingen | See below for Master courses and Electives | ||||||
| » Masters Courses | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | WMBC003-05 | Behavioural Pharmacology | Engels | 5 | ||
| verplicht | WMBM022-05 | Biomedical Sciences: Professional Perspectives | Engels | 5 | |||
| verplicht | WMBM023-05 | Data Science in Biomedicine | Engels | 5 | 40 | ||
| verplicht | WMBM012-05 | Neurodegenerative Diseases | Engels | 5 | 40 | ||
| semester I b | verplicht | WMBM018-05 | Neurobiology of Psychiatric Disorders | Engels | 5 | ||
| keuzegroep A | WMBM017-05 | Molecular Biology of Ageing and Age-related Diseases | Engels | 5 | |||
| keuzegroep A | WMBM020-05 | Nutrition, Brain Development and Cognition | Engels | 5 | |||
| Opmerkingen | Compulsory + choose 1 from option group A | ||||||
| » Electives (10 ECTS) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | keuze | WMBY019-05 | Animal Experimentation | Engels | 5 | ||
| keuze | WMBM002-05 | Current Themes in Healthy Ageing | Engels | 5 | |||
| semester I | keuze | WMSE002-10 | Introduction Science and Policy | Engels | 10 | 40 | |
| keuze | WMMP004-01 | Microbiological Safety | Engels | 1 | 16 | ||
| semester I a | keuze | WMBM004-05 | Advanced Metabolism & Nutrition | Engels | 5 | ||
| keuze | WMBM005-05 | Cancer Research | Engels | 5 | 40 | ||
| keuze | WMBM006-05 | CRISPR editing | Engels | 5 | |||
| keuze | WMBM007-05 | Current Themes in Oncology | Engels | 5 | 40 | ||
| keuze | WMMP006-05 | Drug Development: from Design to Evaluation | Engels | 5 | |||
| keuze | WMBM008-05 | From Big Data to Personalised Medicine | Engels | 5 | |||
| keuze | WMSE001-10 | Introduction Science and Business | Engels | 10 | |||
| keuze | WMBM010-05 | Microbiome and Health | Engels | 5 | |||
| keuze | WMBM011-05 | Neurobiology of Nutrition | Engels | 5 | 40 | ||
| keuze | WMBM013-05 | Scientific writing | Engels | 5 | |||
| keuze | WMEC006-05 | Skills in Science Communication | Engels | 5 | |||
| keuze | WMBS005-05 | Tools and approaches of systems biology | Engels | 5 | |||
| keuze | WMBM015-05 | Translational Research in Respiratory Disease | Engels | 5 | |||
| semester I b | keuze | WMBY025-05 | Evolutionary Medicine: Diseases of Affluence (2022-2023) | Engels | 5 | ||
| keuze | WMBM016-05 | Immunology: from bedside to bench and back | Engels | 5 | |||
| keuze | WMFA047-05 | Nanomedicine and nanosafety | Engels | 5 | |||
| keuze | WMBM019-05 | Nutrition in Medicine | Engels | 5 | 40 | ||
| keuze | WMBY008-05 | Practical Bioinformatics for Biologists | Engels | 5 | 40 | ||
| keuze | WMBY010-05 | Programming C++ for Biologists | Engels | 5 | |||
| keuze | WMBY011-05 | Radioisotopes in Experimental Biology | Engels | 5 | |||
| keuze | WMBM014-05 | Stem Cells & Regenerative Medicine | Engels | 5 | 40 | ||
| semester II | keuze | TEM0105 | Basiscursus Master Lerarenopleiding | Nederlands | 5 | variabel | |
| keuze | WMBS013-20 | International Genetically Engineered Machine competition | Engels | 20 | |||
| keuze | TEM0205 | Masterstage 1 Lerarenopleiding | Nederlands | 5 | variabel | ||
| keuze | WMBY014-05 | Orientation on International Careers | Engels | 5 | |||
| semester II a | keuze | WMBM024-05 | Applied statistics and modeling | Engels | 5 | ||
| keuze | WMBM025-05 | Big Data & Applications in biomedicine | Engels | 5 | |||
| keuze | WMBY024-05 | Evolutionary Medicine: Infectious diseases | Engels | 5 | |||
| keuze | WMBS014-05 | Transcriptomics | Engels | 5 | |||
| semester II b | keuze | WMBY016-05 | Advanced Light Microscopy | Engels | 5 | ||
| keuze | WMBY018-06 | Advanced Statistics | Engels | 6 | |||
| 1 | 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 | |||||||||||||||||||||||||||||
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| 2 | Advanced Metabolism & Nutrition | WMBM004-05 | |||||||||||||||||||||||||||
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| 3 | 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. | |||||||||||||||||||||||||||||
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| 4 | Animal Experimentation | WMBY019-05 | |||||||||||||||||||||||||||
| The aim of the course is to prepare students starting a master research project in which they participate in animal experimentation, with respect to methodological, practical and ethical aspects. Students will then be prepared to carry out the masterproject, under supervision of and guided by the CCD permit holder. Detailed instructions are found in Nestor, where students have to first fill in an Introduction form to be fully enrolled in the course. This course has a blended classroom format. It consists of a single contact event, whereas theoretical instruction is completely via e-learning, consisting of videos, quizzes, and assignments. Assessment is via essay questions. As the practical part, the students complete an online portfolio in collaboration with their master project instructions, and after approval of the portfolio, they receive project-specific, practical training from their supervisors. The theoretical part consists of 5 modules which guide students through the project steps as follows: (1) Preparations and ethical considerations, (2) Research question, experimental and statistical design, (3) Rules & Regulations, (4) Welfare monitoring, and (5) Scientific Publication. By in-depth reading, looking up content on the internet and by self-reflection, students will learn about scientific, practical and societal aspects of working with animals during their master project. The 5 modules contain information on •Ethics and researcher integrity in animal and human experimentation •Rules & Regulations in animal and human experimentation •Research question, experimental and statistical design •Choice of experimental model and subjects, and •Animal experimentation in practice For research involving humans, students must consult with their supervisors. From autumn 2021 onwards, students will require to purchase a small reader with study materials. | |||||||||||||||||||||||||||||
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| 5 | Applied statistics and modeling | WMBM024-05 | |||||||||||||||||||||||||||
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| 6 | 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. | |||||||||||||||||||||||||||||
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| 7 | Behavioural Pharmacology | WMBC003-05 | |||||||||||||||||||||||||||
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| 8 | Big Data & Applications in biomedicine | WMBM025-05 | |||||||||||||||||||||||||||
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| 9 | Biomedical Sciences: Professional Perspectives | WMBM022-05 | |||||||||||||||||||||||||||
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| 10 | Cancer Research | WMBM005-05 | |||||||||||||||||||||||||||
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| 11 | Colloquium BMS | WMBM001-05 | |||||||||||||||||||||||||||
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| 12 | CRISPR editing | WMBM006-05 | |||||||||||||||||||||||||||
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| 13 | Current Themes in Healthy Ageing | WMBM002-05 | |||||||||||||||||||||||||||
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| 14 | Current Themes in Oncology | WMBM007-05 | |||||||||||||||||||||||||||
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| 15 | Data Science in Biomedicine | WMBM023-05 | |||||||||||||||||||||||||||
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| 16 | Drug Development: from Design to Evaluation | WMMP006-05 | |||||||||||||||||||||||||||
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| 17 | Electives BMS-Neuro | MLELBMS5 | |||||||||||||||||||||||||||
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| 18 | Essay BMS | WMBM003-05 | |||||||||||||||||||||||||||
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| 19 | Evolutionary Medicine: Diseases of Affluence (2022-2023) | WMBY025-05 | |||||||||||||||||||||||||||
| Diseases of affluence, or wealth, are non-infectious diseases linked with increasing longevity in the western world, and associated lifestyle choices. This course will first look at what is a disease of affluence and why is evolutionary biology a vital science for medicine, and in particular, for diseases of affluence. It will present an overview of evolutionary medicine theory - how life-history theory, evolutionary theory of senescence, and ecological conditions have improved medical progress in understanding diseases of affluence. This course will teach the ecological and evolutionary thinking behind diseases of affluence. The course will cover a wide range of topics, such as: - What is a disease of affluence? - Life-history theory and diseases of affluence - An evolutionary perspective of humans as primates - Sex and ethnicity in human health - The mismatch hypothesis and human health - The hygiene hypothesis and allergies - Ageing and senescence - Evolutionary processes and cancer - Reproductive origins of adult health and disease For example, the course may cover the role of antagonistic pleiotropy in Huntington's disease, somatic evolution and cancer, the mismatch hypothesis and Alzheimer's disease, trade-offs and cardiovascular disease, diabetes linked with human ancestry and western lifestyle, evolution and mental illness, and the hygiene hypothesis and allergies. The Masters course is suitable for any student interested in evolutionary medicine, evolutionary biology or a biomedical field. | |||||||||||||||||||||||||||||
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| 20 | Evolutionary Medicine: Infectious diseases | WMBY024-05 | |||||||||||||||||||||||||||
| Living at the expense of another organism creates a unique set of challenges, all deeply rooted in evolutionary biology. All viruses, but also some bacteria and eukaryotes exhibit parasitic lifestyles, sometimes even creating diseases in their hosts. When evolutionary biologist Theodosius Dobzhansky wrote that "nothing made sense except in the light of evolution", he might well have thought about infectious agents in particular. Evolution has a crucial impact on them, and these agents are also important players in the evolution of their hosts; as such they still represent today major threats in public health and agriculture. This course will explore how evolution impacts these agents and the dynamics with their hosts. We will introduce fundamental notions on eco-evolutionary concepts applied to infectious diseases, and present the different agents in more detail. We will also discuss the principles and development of evolution-aware and evolution-proof counter-measures (drugs, vaccines, biopharmaceuticals, etc.). All will be illustrated by applied examples. The course will cover a range of topics, such as: • Similarity, differences, and diversity in pathogenic agents (bacteria, viruses, and eukaryotic parasites) and quick introduction to vectors; • Full spectrum of the symbiosis of these agents (from mutualistic to parasitic) and their interactions with the hosts (microbiome, immunology, virulence, transmission); • Exogenous manipulation of evolutionary pressures, such as therapies, antimicrobials (and resistance), as well as vaccines; • Epidemiological processes, from emergence to pandemics. The Master course is suitable for any student interested in evolutionary medicine, evolutionary biology, microbiology, or a biomedical field. | |||||||||||||||||||||||||||||
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| 21 | From Big Data to Personalised Medicine | WMBM008-05 | |||||||||||||||||||||||||||
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| 22 | Immunology: from bedside to bench and back | WMBM016-05 | |||||||||||||||||||||||||||
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| 23 | 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-Nov and performing research according to work plan from Jul-Aug 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. | |||||||||||||||||||||||||||||
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| 24 | Introduction Science and Business | WMSE001-10 | |||||||||||||||||||||||||||
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| 25 | Introduction Science and Policy | WMSE002-10 | |||||||||||||||||||||||||||
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| 26 | Master Modules BMS-Neuro | MLMODBMS5 | |||||||||||||||||||||||||||
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| 27 | 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. | |||||||||||||||||||||||||||||
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| 28 | Microbiological Safety | WMMP004-01 | |||||||||||||||||||||||||||
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| 29 | Microbiome and Health | WMBM010-05 | |||||||||||||||||||||||||||
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| 30 | Molecular Biology of Ageing and Age-related Diseases | WMBM017-05 | |||||||||||||||||||||||||||
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| 31 | Nanomedicine and nanosafety | WMFA047-05 | |||||||||||||||||||||||||||
| This course covers the following topics: • nanomedicine for drug delivery and drug targeting • nanomedicine applications other than drug delivery and drug targeting (organ-on-a-chip devices, tissue regeneration, stem cell differentiation and assisted surgery) • overview of main classes of nanomedicines, such as lipid based drug carriers, polymer based drug carriers, inorganic nanoparticles, antibodies and immunoconjugates, biomimetic materials, viral based nanocarriers • drug carriers and targeted drugs currently on the market and in clinical trials • challenges in nanomaterial design for successful targeting and barriers to drug delivery; • methods to characterize nano-sized drug carriers after synthesis and once applied in biological environments (size, charge, stability in biological fluids such as blood); • behavior of nano-sized materials at cellular and and organism level (uptake, distribution, final fate, eventual effects on cellular functions); • potential risks and safety concerns for nanomedicines and nano-sized materials not intended to be in contact with humans and living organisms (other nanotechnologies). | |||||||||||||||||||||||||||||
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| 32 | Neurobiology of Nutrition | WMBM011-05 | |||||||||||||||||||||||||||
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| 33 | Neurobiology of Psychiatric Disorders | WMBM018-05 | |||||||||||||||||||||||||||
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| 34 | Neurodegenerative Diseases | WMBM012-05 | |||||||||||||||||||||||||||
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| 35 | Nutrition, Brain Development and Cognition | WMBM020-05 | |||||||||||||||||||||||||||
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| 36 | Nutrition in Medicine | WMBM019-05 | |||||||||||||||||||||||||||
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| 37 | Orientation on International Careers | WMBY014-05 | |||||||||||||||||||||||||||
| Research topics will be provided by participating companies or organizations. 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 the Study Tour along the participating companies organised by GLV-idun where a site visit is combined with a presentation of the company on aims and acquisition of scientific staff. During the visit each groups will also present their findings to their participating companies and hand over the written report. | |||||||||||||||||||||||||||||
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| 38 | Practical Bioinformatics for Biologists | WMBY008-05 | |||||||||||||||||||||||||||
| Practical Bioinformatics for Biologists (PBfB) introduces students to general computational tools in order to enable to design and execute efficient computations. PBfB 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 bioinformatics in their research. PBfB emphasizes the practical application of bioinformatic methods to solve real-life analyses. PBfB covers data -centered computing in a Unix/Linux environment. PBfB 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 and R to (a) code custom analyses and (b) to design effective pipelines of existing software. The use of databases and retrieval of data from public on-line databases will be introduced. Data visualization techniques will be introduced using the statistical language R. Topics addressed in PBfB 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 consists of short lectures featuring new concepts and examples as well as practical computer exercises and individual assignments. In the last week, students will conduct a project assignment in small groups implementing the use of skills acquired during the course, aimed at solving real-life analyses. Students will present their pipeline and results to the class in an oral presentation during the last days of the course. | |||||||||||||||||||||||||||||
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| 39 | 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. | |||||||||||||||||||||||||||||
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| 40 | 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. | |||||||||||||||||||||||||||||
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| 41 | Research Project 1 Biomedical Sciences | WMBM901-40 | |||||||||||||||||||||||||||
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| 42 | Research Project 2 Biomedical Sciences | WMBM902-30 | |||||||||||||||||||||||||||
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| 43 | Scientific writing | WMBM013-05 | |||||||||||||||||||||||||||
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| 44 | Skills in Science Communication | WMEC006-05 | |||||||||||||||||||||||||||
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| 45 | Stem Cells & Regenerative Medicine | WMBM014-05 | |||||||||||||||||||||||||||
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| 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 to recent literature | |||||||||||||||||||||||||||||
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| 47 | Transcriptomics | WMBS014-05 | |||||||||||||||||||||||||||
| In this course, theory and practicals are combined to give an in-depth view of transcriptomics research in eukaryotes and prokaryotes. This master course is divided into three parts. The first part focuses on the theoretical background of Next Generation Sequencing (DNA-Seq and RNA-Seq) and on how important the role of RNA is in modern science. The assessment for this part consists of a literature case study on ChIP-Seq in Eukaryotes. The second part consists of 3 - 4 days lab work to practice working with RNA; quality control of the RNA, library preparation for Next Generation Sequencing and running samples on an Illumina sequencer. The projects selected for this part are based on research questions of PhD students and post-doctoral fellows of the department of Molecular Genetics. In principle the experiment has not been done before, which means that the generated data is novel. The last part of the course concerns statistics and data analysis on High-Performance Computing required for transcriptome analyses. Students will analyze and draw conclusions on their own datasets and will link results to biological knowledge by using additional statistical methods. Also, based on their findings, students will be encouraged to propose ideas for further experiments. | |||||||||||||||||||||||||||||
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| 48 | Translational Research in Respiratory Disease | WMBM015-05 | |||||||||||||||||||||||||||
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