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Informatie over MSc Biology: Science, Business and Policy
Hieronder staan het programma en de vakomschrijvingen van MSc Biology: Science, Business and Policy Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Track Science, Business and Policy | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | verplicht | WMBY020-05 | Colloquium | Engels | 5 | ||
| verplicht | WMBY901-40 | Research Project 1 | Engels | 40 | |||
| semester I | verplicht | WMSE002-10 | Introduction Science and Policy | Engels | 10 | 40 | |
| semester I a | verplicht | WMSE001-10 | Introduction Science and Business | Engels | 10 | ||
| keuze | WMBY007-05 | Skills and Scopes in Biology | Engels | 5 | |||
| semester I b | verplicht | WMSE902-40 | Work Placement Business and Policy | Engels en Nederlands | 40 | ||
| 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 | keuze | WMMP004-01 | Microbiological Safety | Engels | 1 | 16 | |
| semester I a | keuze | WMBY005-10 | Biological Modelling and Model Analysis | Engels | 10 | ||
| keuze | WMBS011-05 | Electron Microscopy of Biological Macromolecules | Engels | 5 | |||
| keuze | WMBY006-05 | Mathematics in the Life Sciences | Engels | 5 | |||
| keuze | WMBS003-05 | Molecular Dynamics | Engels | 5 | |||
| keuze | WMEV007-10 | Molecular Methods in Ecology and Evolution | Engels | 10 | |||
| keuze | WMBY007-05 | Skills and Scopes in Biology | 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 | WMBS007-05 | Advanced Membrane Biology | Engels | 5 | |||
| keuze | WMBS008-05 | Advanced Protein Crystallography | Engels | 5 | |||
| keuze | WMBS009-05 | Advances in Signal Transduction | Engels | 5 | |||
| keuze | WMCH027-05 | Biocatalysis and Green Chemistry | Engels | 5 | |||
| keuze | Ecology of sustainable farming (23/24) | Engels | 5 | ||||
| keuze | WMBY025-05 | Evolutionary Medicine: Diseases of Affluence | Engels | 5 | |||
| keuze | WMEV010-05 | Flyway Ecology (22/23) | Engels | 5 | |||
| keuze | WMBS012-05 | Organelle and Membrane Biogenesis | 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 | WMBY011-05 | Radioisotopes in Experimental Biology | 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 | WMBY024-05 | Evolutionary Medicine: Infectious Diseases | Engels | 5 | ||
| 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 | |||
| keuze | WMBS014-05 | Transcriptomics | Engels | 5 | |||
| semester II b | keuze | WMBY016-05 | Advanced Light Microscopy | Engels | 5 | ||
| keuze | WMBY018-06 | Advanced Statistics | Engels | 6 | |||
| 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 a | keuze | WMBM023-05 | Data Science in Biomedicine | Engels | 5 | 40 | |
| keuze | WMEE002-05 | Impact of Energy and Material Systems | Engels | 5 | |||
| keuze | WMEC005-05 | Research Methods in SEC | Engels | 5 | |||
| keuze | WMEE003-05 | Sustainable Use of Ecosystems | Engels | 5 | |||
| semester I b | keuze | WMBY026-05 | Laboratory Animal Science | 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 | WMBM028-05 | Applied Statistics and Machine Learning | Engels | 5 | ||
| keuze | WMBM025-05 | Big Data & Applications in Biomedicine | Engels | 5 | |||
| keuze | WMEC006-05 | Skills in Science Communication | 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). | |||||||||||||||||||||||||||||
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| 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. | |||||||||||||||||||||||||||||
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| 3 | Advanced Membrane Biology | WMBS007-05 | |||||||||||||||||||||||||||
| Topics 1. Introduction to optical microscopy and fluorescence spectroscopy literature Vangindertael et al 2018 2. Lipids and structure of biological membranes literature Shaw et al, 2021 3. Lipid bilayer phase behavior and functional roles of lipids literature Shaw et al, 2021 4. The making of membrane model systems literature Rigaud et al 1995 5. Membrane insertion and topology literature Schavemaker et al, 2018; Hessa et al, 2005. 6. Energetics and mechanisms of membrane transport literature Henderson et al 2019 7. Nucleocytoplasmic transport: literature Rout et al 2004 8. Evolution of membrane proteins literature sections 7.1, 7.3, 7.4, 7.5 from Biochemistry (pp 277-297). Literature 1. Vangindertael J, Camacho R, Sempels W, Mizuno H, Dedecker P, Janssen KPF (2018) An introduction to optical super-resolution microscopy for the adventurous biologist. Meth. Appl. Fluoresc 6, 022003 2. Shaw et al (2021) Critical phenomena in plasma membrane organization and function. Annu Rev Phys. Chem 72: 51 3. Rigaud , J.L., Pittard, B. and Levy, D. (1995) Reconstitution of membrane proteins into liposomes: application to energy-transducing membrane proteins. Biochimica et Biophysica Acta, 223-246 4. Schavemaker PE and Poolman B (2018) Membrane protein production in context. Trends in Biochemical Sciences 43, 858-868. 5. Hessa T., Kim, H., Bihimaier, K., Lundin, C., Boekel, J., Andersson, H. Nilsson, I. White, S.H. and Von Heijne, G. (2005) Recognition of transmembrane helices by the endoplasmic reticulum translocon. Nature, 433, 377-381 6. Henderson et al (2019) Coupling efficiency of secondary active transporters. Curr Opin Biotechnol 58, 62-71. 7. Rout, M.P., Aitchison, J.D., Magnasco, M.O. and Chait, B.T. (2004) Virtual gating and nuclear transport: the hole picture. Trends in Cell Biology, 13, 622-628 8. Part of chapter 7 from Berg, J., Tymoczko, J., Stryer, L. Biochemistry, 5th edition. | |||||||||||||||||||||||||||||
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| 4 | Advanced Protein Crystallography | WMBS008-05 | |||||||||||||||||||||||||||
| This course will provide insights on the important fundamentals and practices of protein X-ray crystallography. The aims of the course are to learn how protein crystal structures are determined, and to acquire the knowledge and skills necessary for critically analysing a 3D crystal structure. Subjects discussed during the course are: - Protein crystallization and crystal geometry; - Basic diffraction theory; - X-ray instrumentation; - Strategies for phase determination; - Basics of model building and refinement; - Structure validation: quality assessment of a protein crystal structure. Lecture classes are combined with discussion/exercise sessions: students will obtain reading assignments, will have to answer exercises, and are requested to prepare questions and subjects for group discussions. The lecture/discussion/exercise course is complemented with a workshop on the use of the various protein crystallographic computer programs. | |||||||||||||||||||||||||||||
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| 5 | 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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| 6 | Advances in Signal Transduction | WMBS009-05 | |||||||||||||||||||||||||||
| In this course, theory and practical work will be combined to acquire knowledge and experimental skills related to signal transduction in eukaryotic cells. In particular attention will be paid to the genetic regulation and biochemistry of proteins involved in signal transduction as well as the use and understanding of the most relevant research methods for studying signal transduction. Emphasis will be on topics that relate to research on eukaryotic cells that is executed within the research institute such as chemotaxis, cell differentiation and immune response. Students will also learn to study and analyse in vivo protein interaction using confocal microscopy combined with biophysical methods. | |||||||||||||||||||||||||||||
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| 7 | Applied Statistics and Machine Learning | WMBM028-05 | |||||||||||||||||||||||||||
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| 8 | 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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| 9 | Big Data & Applications in Biomedicine | WMBM025-05 | |||||||||||||||||||||||||||
| An increasing volume of data is becoming available in biomedicine and healthcare, from genomic, proteomics, to electronic patient records, (radiology) images and data collected by wearable devices. Recent advances in data science are transforming the life sciences, leading to precision medicine and stratified healthcare. In this course, you will learn about some of the different types of data and computational methods involved in healthcare. You will have hands-on experience of working with such data from single cell-sequencing, multi-modular analysis from coupling neuro-imaging-behavior and genetics, and methylation- immunochemistry-proteomics from oncology. This course will show how the theory of statistical inferences and programming can be applied to advance medical research which ultimately benefit patient care. Concepts for effective analysis of images such as thresholding, morphological operations (dilation, erosion, closing, opening), histogram equalization, will be explained before introducing convolutional neural networks with deep learning. And you will learn from leaders in the field about successful case studies. Topics include: (i) Data Processing, (ii) Image Analysis, (iii) Network Learning and Modelling, (iv) Machine Learning. | |||||||||||||||||||||||||||||
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| 10 | Biocatalysis and Green Chemistry | WMCH027-05 | |||||||||||||||||||||||||||
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| 11 | 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. | |||||||||||||||||||||||||||||
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| 12 | Colloquium | WMBY020-05 | |||||||||||||||||||||||||||
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| 13 | Data Science in Biomedicine | WMBM023-05 | |||||||||||||||||||||||||||
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| 14 | Electron Microscopy of Biological Macromolecules | WMBS011-05 | |||||||||||||||||||||||||||
| This 3-week course is an introduction to electron microscopy (EM), ranging from a general theoretical and practical understanding of the technique to news advances and applications in the field. It is meant for students with an interest in structural biology. The focus is on learning how to operate a transmission electron microscope, including EM sample preparation (2-weeks). In the last week, students will conduct image processing of a single particle cryo-electron microscopy data set to determine a high-resolution protein structure (1 week). Students are expected to obtain a better understanding of the advantages and disadvantages, the possibilities and limitation of the technique in life science and its wide ranged application. Recent breakthroughs in cryo-electron microscopy (cryo-EM) have revolutionize the field entirely making it often the method of choice for high resolution structure determination of proteins, which was acknowledged by the Nobel Prize in Chemistry in 2017. | |||||||||||||||||||||||||||||
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| 15 | Evolutionary Medicine: Diseases of Affluence | 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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| 16 | 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); • 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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| 17 | 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. | |||||||||||||||||||||||||||||
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| 18 | Impact of Energy and Material Systems | WMEE002-05 | |||||||||||||||||||||||||||
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| 19 | 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. | |||||||||||||||||||||||||||||
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| 20 | 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/. | |||||||||||||||||||||||||||||
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| 21 | 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/. | |||||||||||||||||||||||||||||
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| 22 | 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. | |||||||||||||||||||||||||||||
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| 23 | 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. | |||||||||||||||||||||||||||||
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| 24 | 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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| 25 | 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. | |||||||||||||||||||||||||||||
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| 26 | 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). | |||||||||||||||||||||||||||||
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| 27 | 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. | |||||||||||||||||||||||||||||
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| 28 | Microbiological Safety | WMMP004-01 | |||||||||||||||||||||||||||
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| 29 | Molecular Dynamics | WMBS003-05 | |||||||||||||||||||||||||||
| Together with experiment and theory, computational modeling is one of the three pillars of modern science.In chemistry as well as in life sciences, modeling of the interactions between molecules is essential to understand the emerging behavior of complex systems. In particular the Molecular Dynamics (MD)simulation technique provides a detailed view of the behavior of molecules in space and time, at a resolution that cannot be attained by any single experimental technique. In a series of lectures, the underlying theory (statistical thermodynamics), the diversity of molecular models (atomistic, coarse-grained), and numerical techniques (integration of Newton's equations of motion) used in MD simulations will be discussed. Applications of the technique will be shown, with a focus on simulation of biomolecular processes. An important part of the course is hands-on experience using the GROMACS modeling software in a series of tutorials and practicals covering the basics of the techniques and selected applications, e.g. self-assembly of lipids in water or sampling the conformational space of proteins. | |||||||||||||||||||||||||||||
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| 30 | 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. | |||||||||||||||||||||||||||||
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| 31 | Organelle and Membrane Biogenesis | WMBS012-05 | |||||||||||||||||||||||||||
| This course is designed for obtaining insights into the mechanisms of bacterial cell envelope biogenesis and organelle biogenesis in eukaryotes. The course is organized according to the "flip-the-class room" concept. Each student carries out independently a literature study within one of the course subjects. Students are individually guided in this process. The student explores and examines the state-of-art in the field of research, and makes a hypothesis on an open research question that can be tested experimentally. The literature findings, the hypothesis and the possible experimental approach are presented by the students and critically discussed among the students. The practical is a brief introduction into scientific research taking notice of actual research questions and employ the necessary experimental operations. Study: literature The course covers a period of 3 weeks within which twice a one week period for the a theoretical part, consisting of literature research and individual counseling. Each week of the theoretical part is finalized with an oral presentation and active discussion among the students about the topic, issues raised and the chosen experimental approach. The theoretical part concludes with practical work of one week. Assessment form: presentation Implement the literature assignment, initiative and creativity in formulating the research question and associated experimental approach; oral presentation and involvement in subsequent open discussion | |||||||||||||||||||||||||||||
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| 32 | 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. | |||||||||||||||||||||||||||||
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| 33 | 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. | |||||||||||||||||||||||||||||
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| 34 | 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. | |||||||||||||||||||||||||||||
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| 35 | 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. | |||||||||||||||||||||||||||||
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| 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. | |||||||||||||||||||||||||||||
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| 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)). | |||||||||||||||||||||||||||||
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| 38 | Research Methods in SEC | WMEC005-05 | |||||||||||||||||||||||||||
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| 39 | Research Project 1 | WMBY901-40 | |||||||||||||||||||||||||||
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| 40 | 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. | |||||||||||||||||||||||||||||
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| 41 | Skills and Scopes in Biology | WMBY007-05 | |||||||||||||||||||||||||||
| The MSc Biology allows students to either specialize in one discipline or they combine multiple domains. One aim of this introductory course is that every participating student the program before the end of this course selecting courses and research projects within either the Research or the Science, Business & Policy profile. The course also aims to support a choice for a study mentor during the course. Students will explore their discipline(s) of interest in depth, by conducting literature search on current trends and topics. In this task, they will not only focus on academic literature, but also on how this topic is embedded in the broader context of society. Major parts of this introductory course are shared with the introductory course of Biomedical Sciences (Biomedical Sciences: Professional Perspectives). In this shared part, students get acquainted, through lectures and tutorial assignments, to the concepts of scientific integrity and code of conduct in the scientific disciplines of their interest, and apply these to their topic. Through acquisition tools & career management workshops, students identify what they have to offer to society, consider in what direction they aim to develop their career, learn how to apply for a job and how to write a CV. Students will integrate all assignments in a final portfolio that will map out the route to their ideal career. Through the final portfolio, students will recognize the competencies and skills required for the job. Finally, by recognizing the skills, they have already and discovering further skills to acquire, students can make a well-informed choice from the available modules and internships available in the various disciplines such as Ecology & Evolution, Marine Biology, Biomolecular Science or Biomedical Sciences. | |||||||||||||||||||||||||||||
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| 42 | Skills in Science Communication | WMEC006-05 | |||||||||||||||||||||||||||
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| 43 | Sustainability and Society | WMEE005-05 | |||||||||||||||||||||||||||
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| 44 | Sustainable Use of Ecosystems | WMEE003-05 | |||||||||||||||||||||||||||
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| 45 | Systems Integration and Sustainability | WMEE006-05 | |||||||||||||||||||||||||||
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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 torecent 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 | Work Placement Business and Policy | WMSE902-40 | |||||||||||||||||||||||||||
| This module is structured as follows: 1. Preparation work placement (at university, 2 weeks, end of December) 2. Work placement part 1, including Writing Plan of Action (at company or organization, 8 weeks) 3. Midterm week (at university, 1 week) 4. Work placement part 2 (at company or organization, 3 months) 5. Conference (at university, 1 week in july) During the work placement outside the university the student acts as science advisor, who analyses a business or policy problem that needs scientific knowledge to solve it. The student then writes a report with well-argued suggestions to solve the problem. The student implements the skills he/she has learned in the modules Science and Business and Science and Policy. The student gets acquainted with the organization (structure, culture, personality) by performing tasks within the organization. Thus the student gets valuable experience in a multidisciplinary environment. The work placement starts in January and ends in July. The student must find a work placement by himself, with help of the SBP-staff. This is prepared during the SBP courses. The work placement should have a (beta) science aspect (25-50%) that is on master level and matches the program of the student, a business and/or policy aspect (25-50%) and sufficient prospects for implementation of the advice. Subgrades need to be 5,5 or higher for a pass | |||||||||||||||||||||||||||||
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