Login
English
Nederlands
Informatie over MSc Behavioural and Cognitive Neurosciences: Molecular & Clinical Neurosciences
Hieronder staan het programma en de vakomschrijvingen van MSc Behavioural and Cognitive Neurosciences: Molecular & Clinical Neurosciences Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (Compulsory course units) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
|---|---|---|---|---|---|---|---|
| semester I a | verplicht | WMBC006-05 | Functional Neuroscience - N track | Engels | 5 | ||
| verplicht | WMBC007-04 | Introduction to the Behavioural and Cognitive Neurosciences | Engels | 4 | |||
| verplicht | WMBC009-04 | Pathology of the Nervous System | Engels | 4 | |||
| verplicht | WMBC010-01 | Statistics for BCN Master Students | Engels | 1 | |||
| semester I b | verplicht | WMBC012-03 | Career Related Topics | Engels | 3 | ||
| verplicht | WMBC016-05 | Molecular and Cellular Neuroscience | Engels | 5 | |||
| verplicht | WMBC017-05 | Stem Cell and Glia Biology | Engels | 5 | variabel | ||
| semester II | verplicht | WMBC019-01 | BCN Summer Symposium 1 | Engels | 1 | ||
| verplicht | WMBC021-03 | Colloquium | Engels | 3 | |||
| verplicht | WMBC902-29 | Research project (Minor thesis) | Engels | 29 | |||
| » Jaar 2 (Compulsory course units) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | verplicht | WMBC001-04 | Essay / PhD proposal | Engels | 4 | ||
| semester II | verplicht | WMBC020-01 | BCN Summer Symposium 2 | Engels | 1 | variabel | |
| verplicht | WMBC901-40 | Research project (Major thesis) | Engels | 40 | |||
| » Jaar 2 (Electives: course units organized by BCN) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | WMBC002-05 | Auditory and Visual Perception | Engels | 5 | ||
| keuze | WMBC003-05 | Behavioural Pharmacology | Engels | 5 | |||
| keuze | WMBC022-05 | Membrane Biology and Disease | Engels | 5 | |||
| semester I b | keuze | WMBC014-05 | Human Neuroanatomy | Engels | 5 | ||
| Opmerkingen | No approval of the BCN Board of Examiners is needed to chose these courses as electives. | ||||||
| » Jaar 2 (Electives: courses from other tracks) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | WMBC004-04 | Function and Evolution of Behaviour | Engels | 4 | ||
| keuze | WMBC008-05 | Models of Cognition | Engels | 5 | |||
| keuze | PSMM-2 | Repeated Measures | Engels | 5 | variabel | ||
| keuze | WMBC011-05 | Timing of Behaviour | Engels | 5 | |||
| semester I b | keuze | WMCC006-05 | Cognitive Modelling: Basic Principles and Methods | Engels | 5 | 5 | |
| keuze | WMBC013-05 | Cognitive Neuropsychiatry | Engels | 5 | |||
| keuze | WMBC005-05 | Functional Neuroscience - C track | Engels | 5 | |||
| keuze | WMBC018-05 | The Neuroendocrine Basis of Behaviour | Engels | 5 | |||
| Opmerkingen | No approval of the BCN Board of Examiners is needed to chose these courses as electives. | ||||||
| » Jaar 2 (Electives: courses from other programmes) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | WMCC003-05 | Language Modelling | Engels | 5 | ||
| keuze | WMBM011-05 | Neurobiology of Nutrition | Engels | 5 | 40 | ||
| keuze | WMBM012-05 | Neurodegenerative Diseases | Engels | 5 | 40 | ||
| keuze | WMCC004-05 | User Models | Engels | 5 | |||
| semester I b | keuze | WMBY025-05 | Evolutionary Medicine: Diseases of Affluence | Engels | 5 | ||
| keuze | WMAI010-05 | Machine Learning | Engels | 5 | |||
| keuze | WMBM017-05 | Molecular Biology of Ageing and Age-related Diseases | Engels | 5 | |||
| keuze | WMBM018-05 | Neurobiology of Psychiatric Disorders | Engels | 5 | |||
| keuze | WMBM020-05 | Nutrition, Brain Development and Cognition | Engels | 5 | |||
| keuze | FI184FR | Philosophy of Neuroscience | Engels | 5 | |||
| keuze | WMBY011-05 | Radioisotopes in Experimental Biology | Engels | 5 | |||
| semester II a | keuze | PSMPK-1 | Boundaries of Psychology | Engels | 5 | 2 | |
| keuze | WMBY024-05 | Evolutionary Medicine: Infectious Diseases | Engels | 5 | |||
| keuze | LIX001M05 | Natural Language Processing | Engels | 5 | 4 | ||
| Opmerkingen | No approval of the BCN Board of Examiners is needed to chose these courses as electives. However, students need to check schedules themselves. | ||||||
| » | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I b | keuze | WMBY026-05 | Laboratory Animal Science | Engels | 5 | ||
| 1 | Auditory and Visual Perception | WMBC002-05 | |||||||||||||||||||||||||||
| This module covers basic and advanced topics in perception. Besides an overview of the peripheral and central physiology of the main sensory systems, students will learn about the mechanisms that underlie simple and complex perceptual processes, such as pitch and loudness perception, speech understanding, object and scene perception, and visual attention. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 2 | BCN Summer Symposium 1 | WMBC019-01 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 3 | BCN Summer Symposium 2 | WMBC020-01 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 4 | Behavioural Pharmacology | WMBC003-05 | |||||||||||||||||||||||||||
| In this course the main psychiatric disorders (schizophrenia, depressive disorder, post-traumatic stress disorder, anxiety disorders, personality disorders and autism spectrum disorders) will be presented according to its current DSM-5 classification system. In addition, the novel emerging neuroscientific view will be presented that considers mental diseases as disorders of (multiple) brain circuit function that are connected to a particular behavioral domain (perception, motivation, emotional reactivity, motor control, flexibility, etc.). Although conventional behavioral animal models of different mental disorders are often used to study the etiology, physiology and treatment of the DSM-5 disorder, they cannot capture the full picture of the human disease. Discovering novel compounds for human neuropsychiatric diseases requires the development of valid and useful animal behavioral models for the specific disorder/domains under study. Therefore, whole animal psychopharmacology is of crucial importance for understanding the normal physiology of animals and for investigating the functional consequences of molecular or genetic modifications. With respect to brain (psychiatric and neurological) disorders, such models have proven to be notoriously difficult and, hence, many different models exist for each specific disease. The general objective of this course is to make students familiar with the basic principles, possibilities and pitfalls of the (psycho) pharmacological manipulation of whole animal behavior. This course will thoroughly address the current state of knowledge about animal models of mental illnesses with a focus on various personality and social behavioral disorders, stress-related (depression & anxiety) disorders, and substance-use disorders. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 5 | Boundaries of Psychology | PSMPK-1 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 6 | Career Related Topics | WMBC012-03 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 7 | Cognitive Modelling: Basic Principles and Methods | WMCC006-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 8 | Cognitive Neuropsychiatry | WMBC013-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 9 | Colloquium | WMBC021-03 | |||||||||||||||||||||||||||
| The student prepares a 20 minute presentation (+ 5 min questions) introducing the overarching questions of the field of their minor project to fellow students. It is important not focus on describing the minor project, but instead to focus on the big picture of the field. This presentation should be understandable and of interest to all B,C and N track students. The level of details should thus be appropriate for a broad audience. Please see the Student Portal “colloquium” for detailed information on how to prepare your colloquium. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 10 | Essay / PhD proposal | WMBC001-04 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 11 | 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 12 | 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 13 | Function and Evolution of Behaviour | WMBC004-04 | |||||||||||||||||||||||||||
| The course is part of the B-track (Animal and Human Behaviour) of the selective Research Master Program in Behavioural & Cognitive Neurosciences. The course gives students an overview of the state-of-the-art of selected topics in Behavioural Biology from an evolutionary point of view. Students are also encouraged to develop basic scientific skills: acquisition and synthesis of information, critical reading and writing, asking questions, oral presentation, design of experiments and research programmes. The course unit is compulsory for the B-track of the BCN MSc degree programme, which is designed for students who are familiar with the basic theoretical foundations of behavioural research. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 14 | Functional Neuroscience - C track | WMBC005-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 15 | Functional Neuroscience - N track | WMBC006-05 | |||||||||||||||||||||||||||
| Subject matters from the book Bear et al (Exploring the Brain) 4th edition and additional reading provided by teachers • Block 1: A comprehensive course in neurophysiology. In the first week of this block a combination of neurophysiology and neuroanatomy teaching is given that covers basic knowledge. This section on basic knowledge is completed with a test composed of short factual questions. Next an introduction in technologies to measure brain activity and function in vivo will be provided. These lectures are supplemented with additional scientific articles related to the presented topics that are provided and will be discussed. At the end of the block, students will demonstrate their obtained knowledge and their ability to apply this knowledge by presenting 1 scientific paper in depth in a journal club presentation. • Block 2: fMRI practical. The fMRI module provides a useful extension on the neurophysiological and functional neuroanatomical subjects of the first part of the course. The goal is to conduct the complete cycle of an fMRI experiment, i.e. from stimulus preparation via data acquisition to data analysis using spm2 and presentation of results. Students will be devided into groups of 4 persons. During block 2 of the course each group will give two 20 min presentations and write an article describing their experiment and the results. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 16 | Human Neuroanatomy | WMBC014-05 | |||||||||||||||||||||||||||
| This is a stand-alone Neuroanatomy course that focuses on regional and systemic anatomy of the human central and peripheral nervous system. In this course, lectures and practicals are offered in parallel and the latter include hands-on dissection of embalmed human brains. Time investment 42 hours lectures 42 hours practicals 56 hours self study | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 17 | Introduction to the Behavioural and Cognitive Neurosciences | WMBC007-04 | |||||||||||||||||||||||||||
| 1. To introduce students to the many types of research done within the Research School for Behavioural and Cognitive Neurosciences. In the meetings for the course, about 30 researchers working in the one of the many fields of neuroscience at the University Groningen give presentations about their research. This serves to inspire and guide students towards the possibilities for subjects, methods, and supervisors for their minor thesis project. 2. To facilitate and stimulate the development of professional and social networks amongst students. In the next couple of years, students will be studying, working and meeting with the other from their cohort, and one of the aims of this course is to lay a foundation for establishing networks with these students. 3. To develop and train a positive critical attitude in evaluating and discussing research from within and beyond the student's preferred specialization. In future meetings and courses, students will be expected to discuss research presentations (e.g., coming up with comments, questions and discussion points), and to provide feedback. This requires that students develop a positive critical attitude in discussing presentations, formulating questions, and providing feedback to others. 4. To gain experience with developing a research question and hypothesis, and to train writing skills in communicating about this research to a broad audience. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 18 | Laboratory Animal Science | WMBY026-05 | |||||||||||||||||||||||||||
| The aim of the course is to prepare students starting a master research project in which they participate in animal experimentation, which will be carried out during their master project under supervision of - and guided by the CCD permit holder. There are 2 versions of the course: 5 ECTS course This MSc course will be aligned to the existing "art 9 course Laboratory Animal Science", which has been running already for several years and which prepares for a career in science requiring animal experimentation. The 5ECTS version will consist of lectures and practicals, which offer insights into 1) Ethical considerations and the three R's, (2) Animal welfare and monitoring, (3) Rules & Regulations, (4) Research questions, experimental and statistical design, (5) Scientific Publication. At the end of the course there will be an exam which students have to pass in order to successfully finish it. Upon successful completion the 5 ECT version of this course, as well as successful finishing the masterproject for which this course was required, the student will receive the art.9 (Function B) certificate upon receiving the MSc diploma, which is mandatory for researchers who design and perform animal experiments (ex. art. 9 Wet op de Dierproeven (Experiments on Animals Act)). 2 ECTS version The 2 ECT version of this course is more appropriate for those students who do not aim at a career in science requiring animal experimentation. This course allows students to do a master project in which they participate in animal experimentation, but since this course has a seriously reduced study load, the student will not be awarded the art 9. status. The lectures and practicals of the 2 ECTS version will focus on 1) Ethical considerations and the three R's, 2) Animal welfare and monitoring and 3) Rules & Regulations. This course will end with a less extensive exam. After succesfully finishing this course a certificate will be reached out. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 19 | Language Modelling | WMCC003-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 20 | Machine Learning | WMAI010-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 21 | Membrane Biology and Disease | WMBC022-05 | |||||||||||||||||||||||||||
| The course provides an overview of basic functions of biological membranes, and applications in the context of neurological diseases, trains students in practical knowledge in membrane technology and expects students to read and present scientific literature. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 22 | Models of Cognition | WMBC008-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 23 | Molecular and Cellular Neuroscience | WMBC016-05 | |||||||||||||||||||||||||||
| Block 1 (2 weeks): Genomics, Gene regulation and signal transduction The first part of the course consists of a lecture series addressing the molecular biology of neuronal gene regulation during development, differentiation and disease. Additionally, some guest lectures will be given. - Introductory lesson/Distribution of papers for the final presentation, U.L.M. Eisel - The basis of neuronal gene regulation and function, U.L.M. Eisel - The neuron restricted silencer as an example of neuronal gene regulation, B. Eggen - Molecular Neuroendocrinology, G. Van Dijk - Functional Genomics, J.-C. Billeter Block 2 (2 weeks): Proteomics and model systems In the second part of the course students will receive lectures addressing different approaches in studying various physiological and pathophysiological processes using genomics or model organisms. Additionally, some guest lectures will be given. - Circadian rhythms, Roelof Hut - Mechanisms of Signal transduction, I M. Schmidt - C. elegans as model system in neurodegenerative diseases, E. Nollen - Drosophila as a model organism in Neurobiology, O. Sibon - Transgenic and Knock out Mouse Models, U.L.M. Eisel - From Genotype to phenotype: Behavioural testing, E.A. van der Zee - Proteomics approaches in Molecular Biology, R. Bischoff. Practicum: Analyzing transgenic animals Student symposium presenting and discussing scientific publications in form of a talk in small groups. Writing a reviewing article and submission to a Journal (Journal Club Section of Journal of Neuroscience) | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 24 | Molecular Biology of Ageing and Age-related Diseases | WMBM017-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 25 | Natural Language Processing | LIX001M05 | |||||||||||||||||||||||||||
| Deze cursus biedt een inleiding in de Natuurlijke-taalverwerking op een fundamenteel niveau. Verschillende fundamentele onderwerpen komen aan bod, zoals N-gram taalmodellen, Part-of-Speech tagging, Parsing, Neurale Netwerken for sequence modeling en sequence-to-sequence taken. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 26 | Neurobiology of Nutrition | WMBM011-05 | |||||||||||||||||||||||||||
| The aim of the course Neurobiology of Nutrition is to provide a basis for (human) ingestive behavior in relation to energy balance and activity, and the interactions hereof with other behaviors cq. emotions. The Lectures include: 1) Introduction into Neurobiology of Nutrition 2) Measuring Food intake 3) Coping style 4) Nutrition and depression 5) Stress and Nutrition 6) Food products 7) Taste perception 8) Food reward Based on the lectures 1), 2) and 3) students in groups of 4 each will develop a main experiment in the realm of Neurobiology of Nutrition, which they will introduce in an oral presentation, and this will be carried out during the course. Finally, they will have to present the outcome of this experiment (pitch talk), and each student will write a report on it. In addition, each student group (of 4 each) will prepare two lectures on state of the art issues based on the remaining lectures, which they will present orally. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 27 | Neurobiology of Psychiatric Disorders | WMBM018-05 | |||||||||||||||||||||||||||
| The current classification scheme for the diagnosis of psychiatric disorders, such as Schizophrenia and Autism, separates each into non-overlapping diagnostic categories. These diagnostic categories are sufficient to provide the basis for general clinical management, but do not describe the underlying neurobiology that gives rise to individual symptoms. The ability to precisely link these symptoms to underlying neurobiology would not only facilitate the development of better treatments, it would also allow physicians to provide patients with a better understanding of the complexities and management of their illness. To realize this ambition, a paradigm shift is needed to build an understanding of how neuropsychiatric diagnoses can be based on variation in quantitative biological parameters. The main difficulty in the construction of biologically valid diagnoses is the lack of objective biomarkers. Moreover, the uncertain relationship between diagnosis and underlying etiology has created difficulties for etiological research and made the generation of appropriate disease models and development of targeted treatments very difficult. As etiological research progresses, there has been a rethinking of these diagnostic boundaries and their usefulness in treatment and classification of neuropsychiatric disorders. For example, there is more etiological overlap between psychiatric and neurodegenerative disorders than previously thought, and that they may better be described as domains of cross-disorder-related traits (rather than separable categories) that can be translated to rodent models. This course will make students familiar with the basic principles, and provide insights into newly emerging developments in the field by linking psychiatry to neurobiology. Driven by advances in technologies and by knowledge on neural circuitry function, precision medicine approaches are under way to tackle cross-diagnostic overlap and clinical heterogeneity in psychiatric disorders. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 28 | Neurodegenerative Diseases | WMBM012-05 | |||||||||||||||||||||||||||
| During the course students will get lectures over the latest developments in the field of neurodegenerative diseases. They will be informed over the most important aspects of the disease development, pathology, molecular and cellular mechanisms, genetics behind and potential therapeutic strategies. They will have access to the latest literature and will get the opportunity to present a paper on an internal symposium. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 29 | Nutrition, Brain Development and Cognition | WMBM020-05 | |||||||||||||||||||||||||||
| The major incentive of the Nutrition, Brain Development and Cognition course is getting acquainted with the aspects of nutrition in brain development and cognitive functioning, in relation to health and general neuroscience aspects. The Lectures include: 1) Basic principles of brain development (2 HC) (Olivier) 2) Basic principles of cognition (2 HC) (Havekes) 3) Nutritional influences on epigenetic alterations in the placenta (2 HC) (Plösch, UMCG) 4) Early-life programming of cognitive function and the role of nutrition (2 HC) (Korosi/Olivier, UvA) 5) Nutrition and Alzheimer disease (2 HC) (vd Zee) 6) Sleep and nutrition (2 HC) (Havekes) 7) Healthy aging and nutrition (2 HC) (vd Zee) 8) Effects of meals on cognition (1HC) (vd Zee) 9) Modulation of amino acids-deficient diets (1 HC) (vd Zee) 10) Role of Dietary Polyunsaturated Fatty Acids in brain and cognitive function (2 HC) (Olivier) 11) Micronutritions in the brain (2 HC) (Havekes) Aside from lectures, students will write in small groups (max 4 students) a grant application. This includes an introduction (explaining the state of art), description of experiments, innovative aspects, and the social impact. The students will present their application to a broader audience of other students. One proposal will be picked to receive the grant, therefore all students will present and defend their proposal in a debate-style setting. After a short explanation a debate will take place, and students are required to ask critical questions to each other. Students will also prepare and conduct an experiment in Drosophila melanogaster. Because of the nutritional cost of reproduction, different kinds of food (selected by the students) is assessed for their influence on female sexual receptivity. To achieve this, students have to read literature and prepare a hypothesis driven experiment based on literature. The results of the experiment need to be analyzed, described in a report and presented to a larger audience | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 30 | Pathology of the Nervous System | WMBC009-04 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 31 | Philosophy of Neuroscience | FI184FR | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 32 | Radioisotopes in Experimental Biology | WMBY011-05 | |||||||||||||||||||||||||||
| RPO Dispersible Radioactive Materials-D is the minimum expert level which allows you to work with radioisotopes at the university and university hospital (UMCG). It is an official expert level supervised and regulated by the Dutch Government. The University of Groningen is one of the few official recognized institutes were you can obtain certificates of the official radiation expert levels. At the end of the 1st week you will HAVE to pass the RPO DRM-D test to be allowed to participate in the remainder of the course. NOTE: For the course an additional registration is needed apart from Progress for participating in an official RPO DRM-D course. Topics will include: • Radioisotope detection using X-ray film • The (advanced liquid) scintillation counter • In vitro labeling of nucleic acids and proteins • Subcellular localization of biological molecules • Radioisotopes and immunoassay • Pharmacological techniques • Biological effect of radiation The final part of the course consist of chronobiological research question regarding Melatonin using a Radioimmunoessay (RIA). The students will be their own research subjects. The results will be discussed in a concluding tutorial. Location: Linnaeusborg (Center of Life Sciences), Zernike During the curriculum year the course will be taught once in December. Capacity: minimum 8, maximum 12 students for the course. First come, first serve. For the course a second registration is needed (information will be provided in due time). The exact timetable will depend on the (remaining) COVID19 restrictions. Further information will be provided at least one month prior to the course. (Master students who are only interested in obtaining the RPO DRM-D certificate have to contact the course coordinator for information about the other radiation courses (non curriculum courses)). | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 33 | Repeated Measures | PSMM-2 | |||||||||||||||||||||||||||
| Bij herhaalde metingen worden een of meer variabelen bij dezelfde proefpersonen meermalen gemeten. Men spreekt dan wel over binnen-proefpersoon designs. Bij zulke designs zijn effecten vaak eerder aan te tonen dan bij tussen-proefpersoon designs. Voor de analyse van deze designs kunnen variantie-analysetechnieken (ANOVA) worden gebruikt: random effect ANOVA of multivariate technieken, gebruik makend van MANOVA (multivariate variantie-analyse). Voorts wordt besproken wat te doen als deze methoden niet kunnen worden toegepast, nl. het multilevel model for change. Het eerste deel van de cursus wordt besteed aan het leggen van een stevige basis in regressie analyse, ANOVA en MANOVA, want dat is essentieel voor het begrijpen van de herhaalde metingen analyses. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 34 | Research project (Major thesis) | WMBC901-40 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 35 | Research project (Minor thesis) | WMBC902-29 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 36 | Statistics for BCN Master Students | WMBC010-01 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 37 | Stem Cell and Glia Biology | WMBC017-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 38 | The Neuroendocrine Basis of Behaviour | WMBC018-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 39 | Timing of Behaviour | WMBC011-05 | |||||||||||||||||||||||||||
| The general aims of this course are: 1) deepening the students' knowledge of chronobiology and sleep, 2) improving the students' academic skills, 3) interacting and team-building between fellow BCN students. The content of this course builds on the fact that human beings and all other organisms on earth have adapted to a rotating planet and a cyclic environment. It will address the rhythms of life, from molecular mechanisms to behavioural output. During the first 3 weeks, specific topics will be introduced by a lecturer to refresh and/or increase the students' basic knowledge, after which specific assignments are given that require critical reading and reviewing of recent literature, designing and presenting experimental proposals, and finally preparing short oral presentations or writing short essays. There will be a strong emphasis on discussion, not only with the teachers, but particularly also among the students themselves. The topics that will be addressed in the course include: - circadian rhythms and biological clocks - seasonal rhythms and photoperiodism - photobiology - human chronotypes - circadian disorders and chronotherapy - chronobiology of ageing - sleep rhythms and sleep function - sleep and learning During the last week of the course, the students will select a chronobiological topic according to their own interest. They will present and defend their review of this topic in a symposium at the chronobiology research unit of the institute. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 40 | User Models | WMCC004-05 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||