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Informatie over Liberal Arts and Sciences
Hieronder staan het programma en de vakomschrijvingen van Liberal Arts and Sciences Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Year 1 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | verplicht | UCG1AC03 | Challenges of Modern Society I | Engels | 5 | variabel | |
| verplicht | UCG1RM01 | Academic Skills | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC05 | Culture: The Building Blocks | Engels | 5 | variabel | ||
| keuzegroep A | UCG1AC06 | Health & Disease | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC07 | How Things Work: Physics in Everyday Life | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC08 | Love | Engels | 5 | 8 | ||
| keuzegroep A | UCG1AC09 | Media & Technology | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC10 | People, Places and Cultures in Global Context | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC11 | War | Engels | 5 | 4 | ||
| semester I b | verplicht | UCG1AC02 | Introduction to Academic Research | Engels | 5 | 4 | |
| verplicht | UCG1AC04 | Challenges of Modern Society II | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC05 | Culture: The Building Blocks | Engels | 5 | variabel | ||
| keuzegroep A | UCG1AC06 | Health & Disease | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC07 | How Things Work: Physics in Everyday Life | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC08 | Love | Engels | 5 | 8 | ||
| keuzegroep A | UCG1AC09 | Media & Technology | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC10 | People, Places and Cultures in Global Context | Engels | 5 | 4 | ||
| keuzegroep A | UCG1AC11 | War | Engels | 5 | 4 | ||
| semester II | verplicht | UCG1AC01 | Projects Year 1 | Engels | 5 | variabel | |
| keuzegroep B | UCG1RM02 | Methods for Humanities: Empirical Methods | Engels | 5 | 2 | ||
| keuzegroep B | UCG1RM03 | Mathematics for Social Sciences and Life Sciences | Engels | 5 | 4 | ||
| keuzegroep B | UCG1RM04 | Calculus I | Engels | 5 | 4 | ||
| semester II a | keuzegroep C | UCG1HU01 | Philosophy of Mind | Engels | 5 | 4 | |
| keuzegroep C | UCG1SC04A | Living Cell I A | Engels | 5 | variabel | ||
| keuzegroep D | UCG1HU03 | Art as Experience | Engels | 5 | 4 | ||
| keuzegroep D | UCG1HU04 | Understanding Bias: Gender, Ethnicity & Class | Engels | 5 | 4 | ||
| keuzegroep D | UCG1SC02 | Linear Algebra | Engels | 5 | variabel | ||
| keuzegroep D | UCG1SC03 | Programming in Python | Engels | 5 | 4 | ||
| keuzegroep D | UCG1SC06 | Biochemistry | Engels | 5 | 4 | ||
| keuzegroep D | UCG1SS03 | Political Philosophy | Engels | 5 | 4 | ||
| keuzegroep D | UCG1SS06 | Social & Cultural Psychology | Engels | 5 | 4 | ||
| keuzegroep D | UCG1SS08 | Fundamentals of Law | Engels | 5 | 4 | ||
| keuzegroep D | UCG1SS09 | Policy Making in the EU | Engels | 5 | 4 | ||
| keuzegroep D | UCG1SS10 | International Business | Engels | 5 | 5 | ||
| keuzegroep E | UCG1SS04 | Ethics | Engels | 5 | 4 | ||
| keuzegroep E | UCG1SS07 | Introduction to Sociology | Engels | 5 | variabel | ||
| semester II b | keuzegroep C | UCGSS224 | Introduction to Legal Theory | Engels | 5 | 4 | |
| keuzegroep C | UCG1HU02 | Beautiful Bodies | Engels | 5 | 4 | ||
| keuzegroep C | UCG1HU05 | Music in Culture | Engels | 5 | 4 | ||
| keuzegroep C | UCG1SC01 | Principles of Modern Technology | Engels | 5 | 4 | ||
| keuzegroep C | UCG1SC03 | Programming in Python | Engels | 5 | 4 | ||
| keuzegroep C | UCG1SC07 | Human Anatomy & Histology | Engels | 5 | variabel | ||
| keuzegroep C | UCG1SC08 | Systems View on Life | Engels | 5 | 4 | ||
| keuzegroep C | UCG1SS01 | Micro-Economics | Engels | 5 | variabel | ||
| keuzegroep C | UCG1SS02 | Macro-economics | Engels | 5 | variabel | ||
| keuzegroep C | UCG1SS03 | Political Philosophy | Engels | 5 | 4 | ||
| keuzegroep C | UCG1SS05 | Biopsychology | Engels | 5 | 4 | ||
| keuzegroep E | UCG1SS01 | Micro-Economics | Engels | 5 | variabel | ||
| keuze | UCG1SC04B | Living Cell I B | Engels | 5 | variabel | ||
| » Year 2 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuzegroep F | UCGAC211 | Calculus 2 | Engels | 5 | 8 | |
| keuzegroep F | UCGAC212 | Statistics I | Engels | 5 | 8 | ||
| keuzegroep F | UCGAC216 | Methods for Humanities: Interpretive Methods | Engels | 5 | 4 | ||
| keuze | PSBE2-06 | Test theory | Engels | 5 | 2 | ||
| keuze | PSMIN09 | The social psychology of communication | Engels | 5 | |||
| keuze | SOBA904 | Social and institutional change | Engels | 5 | variabel | ||
| keuze | UCGHU207 | Cultural Criticism | Engels | 5 | 4 | ||
| keuze | UCGHU210 | Freedom & Responsibility | Engels | 5 | 4 | ||
| keuze | UCGSC206 | Human Physiology | Engels | 5 | variabel | ||
| keuze | UCGSC207 | Living Cell II | Engels | 5 | 4 | ||
| keuze | UCGSC211 | Applied Mechanics | Engels | 5 | 4 | ||
| keuze | UCGSS207 | Policy & Principles of Private Law | Engels | 5 | 4 | ||
| keuze | UCGSS209 | Cognitive Psychology | Engels | 5 | 4 | ||
| keuze | UCGSS218 | Public Finance | Engels | 5 | 4 | ||
| keuze | UCGSS223 | Principles of Entrepreneurship | Engels | 5 | variabel | ||
| semester I b | keuzegroep G | UCGAC213 | Statistics II | Engels | 5 | 4 | |
| keuzegroep G | UCGAC214 | Computational Methods of Science | Engels | 5 | 8 | ||
| keuzegroep G | UCGAC215 | Qualitative Data Collection & Analysis | Engels | 5 | 8 | ||
| keuze | EBB036A05 | CrossCultural Management | Engels | 5 | 4 | ||
| keuze | EBB921B05 | Global Development Studies | Engels | 5 | 4 | ||
| keuze | PSMIN07 | Social influence | Engels | 5 | variabel | ||
| keuze | PSMIN08 | Consumer and economic psychology | Engels | 5 | 3 | ||
| keuze | STISTK-10 | Introduction Astronomy | Engels | 5 | |||
| keuze | UCGHU204 | Knowledge is Power | Engels | 5 | 4 | ||
| keuze | UCGHU213 | Changing Places in World Literature | Engels | 5 | 4 | ||
| keuze | UCGSC205 | Medical Microbiology | Engels | 5 | variabel | ||
| keuze | UCGSC214 | Practical Life Science | Engels | 5 | 8 | ||
| keuze | UCGSC215 | Smart Technology Lab: Physical Principles | Engels | 5 | variabel | ||
| keuze | UCGSC220 | Fields, Waves and Signals | Engels | 5 | 8 | ||
| keuze | UCGSC222 | Machine Learning | Engels | 5 | 8 | ||
| keuze | UCGSS204 | Models of Democracy | Engels | 5 | 4 | ||
| keuze | UCGSS208 | Global Corporate Strategy | Engels | 5 | 5 | ||
| keuze | UCGSS210 | International & European Law | Engels | 5 | 4 | ||
| keuze | UCGSS215 | Social Complexity & Networks | Engels | 5 | 4 | ||
| keuze | UCGSS222 | Clinical psychology | Engels | 5 | 4 | ||
| semester II | verplicht | UCGAC201 | Projects Year 2 | Engels | 10 | variabel | |
| semester II a | verplicht | UCGAC210 | Philosophy of Science | Engels | 5 | 8 | |
| keuze | EBB022A05 | Growth, Institutions and Business | Engels | 5 | 4 | ||
| keuze | EBB070A05 | Econometrics for IE&B | Engels | 5 | 4 | ||
| keuze | EBB814A05 | Econometrics for Economics | Engels | 5 | 4 | ||
| keuze | UCGHU202 | Tolerating Diversity in Europe | Engels | 5 | 4 | ||
| keuze | UCGSC218 | Access to Medicine in a Globalized World | Engels | 5 | 4 | ||
| keuze | UCGSS213 | International Marketing | Engels | 5 | 4 | ||
| keuze | UCGSS221 | International Politics | Engels | 5 | 4 | ||
| semester II b | keuze | EBB608B05 | Ethics and International Business | Engels | 5 | 3 | |
| keuze | NANP2-10 | Physics Laboratory 2 | Engels | 5 | |||
| keuze | PSBE1-05 | Personality and individual differences | Engels | 5 | 2 | ||
| keuze | PSBE1-05 | Personality and individual differences | Engels | 5 | 2 | ||
| keuze | UCGHU211 | Arts, Technology & Philosophy | Engels | 5 | 4 | ||
| keuze | UCGHU214 | Myths we live by: Narrative in Politics and Society | Engels | 5 | 4 | ||
| keuze | UCGHU215 | Leadership in Culture | Engels | 5 | 4 | ||
| keuze | UCGSC208 | Genetics | Engels | 5 | 4 | ||
| keuze | UCGSC210 | Human Immunology | Engels | 5 | 4 | ||
| keuze | UCGSS203 | Political Economy | Engels | 5 | 4 | ||
| keuze | UCGSS204 | Models of Democracy | Engels | 5 | 4 | ||
| keuze | UCGSS212 | Decision Making | Engels | 5 | 4 | ||
| keuze | UCGSS220 | International Relations Theories (and Practice) | Engels | 5 | 4 | ||
| keuze | WPAS16000 | Observational Astronomy | Engels | 5 | |||
| » Year 3 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | NAKF1-11 | Quantum Physics 1 | Engels | 5 | ||
| keuze | UCGHU304 | Made in Europe | Engels | 5 | 4 | ||
| keuze | UCGSC304 | Science Communication | Engels | 5 | 4 | ||
| semester I b | verplicht | UCGAC306 | Internship | Engels | 5 | 8 | |
| keuze | UCGHU305 | Meaning and Truth in Language and Art | Engels | 5 | 4 | ||
| keuze | WICA-07 | Complex Analysis | Engels | 5 | |||
| semester II | verplicht | UCGAC301 | Projects Year 3 | Engels | 5 | variabel | |
| verplicht | UCGAC304 | Bachelor Thesis | Engels | 10 | 8 | ||
| semester II a | keuzegroep H | UCGHU303 | Capstone: Futures for Humanity | Engels | 5 | 4 | |
| keuzegroep H | UCGSC302 | Capstone: Oncology | Engels | 5 | 4 | ||
| keuzegroep H | UCGSC305 | Capstone: Waves & Optics | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS303 | Capstone SocCultTrans: Mind and Society | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS304 | Capstone Mind & Behaviour: Perspectives on Human Development | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS308 | Capstone PPE: Empirical Political Economy | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS309 | Capstone PPIL: The Age of Human Rights | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS311 | Capstone IRIL/ IBE/ PPE: Global Justice | Engels | 5 | 4 | ||
| keuze | EBB083A05 | Globalization - The Great Unbundlings | Engels | 5 | 4 | ||
| keuze | EBB842B05 | Intermediate Macroeconomics | Engels | 5 | 4 | ||
| keuze | NASM1-11 | Structure of Matter 1 | Engels | 5 | |||
| keuze | PSB3E-CN01 | Clinical Neuropsychology | Engels | 5 | 4 | ||
| keuze | UCGHU307 | Existential Risks | Engels | 5 | 4 | ||
| keuze | UCGSS310 | Criminal Law | Engels | 5 | 4 | ||
| semester II b | keuze | EBB638B05 | Managing Intern. Bus. Organizations Game | Engels | 5 | 5 | |
| keuze | EBB811B05 | Growth and Development Economics | Engels | 5 | 4 | ||
| keuze | EBB852B05 | Intermediate Microeconomics | Engels | 5 | 4 | ||
| keuze | NAKF2-11 | Quantum Physics 2 | Engels | 5 | |||
| keuze | STFVSE5 | Physics of Stars | Engels | 5 | |||
| keuze | STPOG-09 | Physics of Galaxies | Engels | 5 | |||
| keuze | UCGHU306 | Modernity, Modernism, and the Modern | Engels | 5 | 4 | ||
| keuze | UCGSS305 | Evidence-based Policy Analysis | Engels | 5 | 4 | ||
| keuze | UCGSS320 | History of economic thought | Engels | 5 | 8 | ||
| 1 | Academic Skills | UCG1RM01 | |||||||||||||||||||||||||||
| This is the first course in the first year of the Research and Methodology learning line. It is compulsory for all University College students. The course introduces you to the basics of reading, evaluating and writing academic texts. It is specifically designed for Liberal Arts and Sciences students and pays special attention to the differences in academic writing between different scientific disciplines. In the course you will furthermore practice your critical thinking and argumentation skills. We discuss what defines critical thinking, and how memory and language shape thought. We investigate arguments in some more depth: what makes a good argument, and how can you improve your argumentative skills? By the end of the course you’ll have a better understanding of what critical thinking is and have tools to improve your own critical thinking skills. | |||||||||||||||||||||||||||||
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| 2 | Access to Medicine in a Globalized World | UCGSC218 | |||||||||||||||||||||||||||
| About 80% of the global population lacks access to controlled medicines of which the vast majority lives in low- and middle income countries. Medicines are available for sky high prices putting a huge strain on health systems even in high income countries like Norway and the Netherlands. The pharmaceutical industry still lacks sufficient transparency about research and development costs and is often said to fail to take on their moral responsibility. 'Ethics dumping' is the practice of pharmaceutical companies sourcing their clinical trials to third countries where different ethical review standards might apply. Regulators such as the European Medicine Agency, the Food and Drug Authority, and domestic regulators face immense files and the procedures with which they work are challenged for being too lengthy hence withholding timely access to new therapies. These concerns are only a gist of the current debates and structural challenges in global drug development and access to medicines specifically. This module focuses on Access to Medicines in a Globalised World and gives a crosscutting view of the field global drug development and attempts to provide a framework to assess for example the concerns mentioned. Hence, it addresses institutional mechanisms, emerging problems and issues of broad law and policy in the three connected areas: research and development of (new) medicines, market authorization, and medicine use in health systems. The module pays specific attention to issues of human rights protection across these different stages of global drug development. Topics that will be covered (subject to change) include: - Health equality and priority setting in developing new medicines - Clinical trials - Drug marketing authorization procedures in the Netherlands and Europe - Ensuring access to medicines in health systems - Medicine shortages - High medicine prices and the law The module combines insights from health law, policy, and ethics and aims to secure a high level of engagement and interaction. By offering interactive (guest-)lectures, group-work, student-led classes and presentations. For example, students are included in co-designing a thematic class on topics of their interest and will engage in writing a scientific statement and participating in a mock World Health Assembly meeting on access to medicines. Each student will have to: - Engage in the student-led class model. - Write a scientific statement and engage in the mock World Health Assembly. - Give a presentation. Several guest lecturers will share their specific expertise in this course including former regulators. | |||||||||||||||||||||||||||||
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| 3 | Applied Mechanics | UCGSC211 | |||||||||||||||||||||||||||
| This course provides an introduction into Newtonian mechanics in 1-D as well as 2-D. | |||||||||||||||||||||||||||||
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| 4 | Art as Experience | UCG1HU03 | |||||||||||||||||||||||||||
| How art makes the world investigates how art contributes to our (self-) understanding and identity as humans. In this course on the history of the arts in culture, we focus on art as the imaginative representation of personal and collective consciousness. In contemporary culture, the dimension of imaginative reflection tends to become incorporated and mixed with other dimensions of culture, such as scientific research, publicity, design, and political activism. Direct contact with artists (through our collaboration with the Art Schools in Groningen) is an important asset of this course. Student will consider what it means to be human in light of the functional descriptions of art offered over the course. | |||||||||||||||||||||||||||||
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| 5 | Arts, Technology & Philosophy | UCGHU211 | |||||||||||||||||||||||||||
| In this course, we will focus on the fruitful intersections between three mIn this course, we will focus on the fruitful intersections between three modes of knowledge: arts, technology, and philosophy. Each of these modes has implications for the way we perceive the world. - The arts invent imaginary realms that show the existing world in a new light and make it possible to adapt perspectives that are not our own. - Technology produces devices and apparatuses that either extend our own perceptual capacities or introduce new, non-human forms of perception. - Philosophy creates concepts that allow us to think the world in novel ways, changing our conception of whole fields of perception. These three modes of knowledge are distinct from each other, but cannot be fully separated. Often the most fruitful and stimulating ideas come from intersections between them, when findings in one field are made fruitful in another. In this course we will do this by bringing two groups of students together: UCG students (representing a more scholarly perspective) and students from the Minerva Art Academy (representing a more artistic perspective). The aim of the course is to combine these perspectives and to experiment with the three modes of knowing mentioned above. We will do so by establishing collaborations in which interdisciplinary groups of students will work together o a project of their own choice. The course will be de divided in two parts. First we will explore the intersections between arts, technology, and philosophy by discussing a series of key texts. In response to these texts, students will be asked to bring in their own examples (UCG students) or to come up with a proposal for an artwork (Minerva students), or to combine these two. In the second half of the course, students will work on the interdisciplinary group projects, building on the material from the first half of the course. The course will be given in collaboration with the artist Roland Schimmel and about half of the students will come from the Minerva Art Academy. | |||||||||||||||||||||||||||||
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| 6 | Bachelor Thesis | UCGAC304 | |||||||||||||||||||||||||||
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| 7 | Beautiful Bodies | UCG1HU02 | |||||||||||||||||||||||||||
| Healthy Ageing, with a focus on physical, psychological and social well-being, is one of the University's strategic foci. As Western populations grow increasingly older, it is presented as one of today's greatest medical and social challenges. However, contrary to what policy makers want us to believe, the aspiration to live long and healthy lives is not a modern problem. On the contrary, it has a long history. This course is directed at developing an awareness of how the body and the quest for health and beauty are historically and culturally rooted. Thus the body is not viewed as a scientific object - i.e. reflecting nature itself and universally true - but the body is considered a historically and culturally contingent entity. The course particularly focuses on traditions of training, healing and viewing the body from Antiquity up until the French Revolution. Central questions are: How was the anatomy and physiology of the body culturally defined? How were traditions of training the body (re)invented throughout pre-modern times? What was the function of aesthetics in defining the nature of the body? What did it mean to be human? Ultimately, the students are challenged to critically question the science of healthy ageing and the almighty status of its pursuers. | |||||||||||||||||||||||||||||
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| 8 | Biochemistry | UCG1SC06 | |||||||||||||||||||||||||||
| Biochemistry is the study of living organisms at the molecular level. This course focuses on the structure and biochemical properties of the biological macromolecules, as well as the fundamental biochemical processes in living cells. The course starts with an explanation of the unity of life and other key concepts. Subsequently, the structure, function and biochemical properties of three biological macromolecules (proteins, nucleic acids and carbohydrates) are discussed in detail. Special attention is given to the enzymes, a very important group of proteins. Experiments used in biochemical research show how all this knowledge can be applied. Biochemistry affects every aspect of our world. Therefore, biological and clinical examples will be used to show how essential biochemistry is to everyday life. | |||||||||||||||||||||||||||||
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| 9 | Biopsychology | UCG1SS05 | |||||||||||||||||||||||||||
| How does our biology determine, shape, or constrain our mind? Biopsychology offers answers to this question through an examination of the biological underpinnings of mind and behavior. In this course, you will also study the relationship between mind and body. You will dive into the nature/nurture debate, explore how neurons enable information processing, see how our sensory systems construct our reality, and investigate other vital topics such as sleep, states of consciousness, learning, and emotion. In doing so, you will draw upon a variety of types of course readings (introductory, leading-edge, interdisciplinary) and engage in multiple types of class formats (lecture/presentation, seminar discussion, demonstrations). | |||||||||||||||||||||||||||||
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| 10 | Calculus I | UCG1RM04 | |||||||||||||||||||||||||||
| Calculus 1 is one of the modules of the Research and Methodology: Year 1 course. It is aimed at those who are oriented towards major in Smart Technologies, Health and Life Science and Economics. The main focus of this course will be on real functions f(x) of a real variable x. We will treat the subjects continuity, limits, differentiation and integration, differential equations, complex numbers and the extension of the exponential, sine, and cosine functions to complex functions. Besides the computational aspects, there is also attention for the theoretical aspects. We will also look at applications of the treated techniques. | |||||||||||||||||||||||||||||
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| 11 | Calculus 2 | UCGAC211 | |||||||||||||||||||||||||||
| Calculus 2 is one of the modules of the Research and Methodology: Year 2 course. It is aimed at those who are oriented towards major in Physics and Smart Technologies, but also Artificial Intelligence and ICT. The course Calculus 2 gives a classical introduction to the field of multivariable calculus. The course proceeds the course Calculus 1 which mainly concerns the calculus of functions of a single variable, and generalizes many of its concepts like continuity, differentiability and integration to the case of multivariable functions. Apart from the background established in Calculus 1 many aspects from the course Linear Algebra 1 like vectors, linear maps, matrices and inner products are heavily used in Calculus 2. In Calculus 2 the means are developed to compute the work required to displace a body along a curve through a given force field or to compute the amount of fluid flowing through a surface in a period of time from the velocity field of the fluid. The course culminates in the study of the integral theorems by Green, Stokes and Gauss which form, e.g., the basis for formulating Maxwell’s Equations of electrodynamics. The concepts developed in Calculus 2 are used in many advanced courses in mathematics and physics. The topics addressed in Calculus 2 are spatial curves together with their parametrization by arclength and their curvature, continuity of vector valued functions and multivariable functions, partial and directional derivatives, the linear approximation of a multivariable function, the chain rule for multivariable functions, the tangent plane of the graph of a multivariable function, extrema of multivariable functions and of multivariable functions with constraints using the method of Lagrange multipliers, multiple integrals, the Jacobian, integration of vector fields along curves and over surfaces, conservative vector fields and potential functions, the curl and divergence of vector fields, and Green’s, Stokes', and Gauss' Theorems. Requirements/ pre-requisites : Calculus 1, Linear Algebra | |||||||||||||||||||||||||||||
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| 12 | Capstone: Futures for Humanity | UCGHU303 | |||||||||||||||||||||||||||
| This course considers the humanities in terms of the critique, interpretation and documentation of human social activities and contexts, particularly regarding human social institutions. Through lectures, exercises and discussions, the course encourages students to investigate and operationalize a framework of reflexive modernity: First, our 'scientized' culture reifies the assumption that society and its institutions are subject to forces so complex that they can only be understood from an objective, value-free perspective, attainable exclusively through the methods of science and technology. Further, post-industrial modernity's focus on progress and development is now be limited to managing the threats caused by modernity, which essentially means that modernity's focus has turned back on itself. In that reflexive turn, modernity relies upon the logic that because progress to this point has been driven by science, and because the threats are so serious and so complex (global climate change, for example), should can be understood and addressed solely from the objective scientific viewpoint, and that the interpretation of human affairs should occur within a crisis discourse that is the province of the objective scientific viewpoint, and within which humanistic interpretation is unnecessary. This course and its deliverables begin with a critique of that discourse. | |||||||||||||||||||||||||||||
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| 13 | Capstone IRIL/ IBE/ PPE: Global Justice | UCGSS311 | |||||||||||||||||||||||||||
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| 14 | Capstone Mind & Behaviour: Perspectives on Human Development | UCGSS304 | |||||||||||||||||||||||||||
| How and why do psychological constructs - such as emotions, cognitive skills, morality, personality, disorders, or relationships - actually change and develop across the lifespan? This course builds upon the knowledge gained in courses from the Mind & Behavior specialization at UCG by applying a developmental perspective. In this course, you will learn about different perspectives of what ‘development’ actually entails based on pioneering developmental theorists, and you will learn about the different mechanisms of development. Throughout the course, we will think critically about (misconceptions) regarding development versus stability in human minds, behavior, and culture. This will include: the role of nature and nurture in determining who we are and what we can(not) do, how exactly nature and nurture interact dynamically to bring about psychological stability and change, how active we are in controlling our own psychological development, and how research methods can and cannot be used to say something about how individual development takes place. We will practice using scientific evidence to debunk simplistic assumptions about human nature and development, reflect on developmental processes in our own lives, reflect on assumptions that we encounter in popular media and your previous UCG courses regarding the fundamental nature of psychological constructs, and we will apply principles of the complex dynamic systems approach to psychological constructs you have previously learned about. At the end of the course, students will be able to integrate these aspects of the developmental perspective and to apply them to a domain of brain, behavior, or culture of their choice. | |||||||||||||||||||||||||||||
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| 15 | Capstone: Oncology | UCGSC302 | |||||||||||||||||||||||||||
| Oncology is a capstone course for the specialization Health and Life Sciences. This course aims to integrate knowledge gained throughout the HLS specialization while focusing on the cellular and molecular basis of cancer. Particular emphasis will be placed on the molecular pathways that convert normal cells into cancer cells and how knowledge of these pathways can be utilized to develop novel diagnostic and therapeutic tools against cancer. Clinical oncology and medical biophysics will also be covered. Each week is focused around a different aspect of cancer, covering both historical developments, current knowledge and modalities of treatment. | |||||||||||||||||||||||||||||
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| 16 | Capstone PPE: Empirical Political Economy | UCGSS308 | |||||||||||||||||||||||||||
| Empirical Political Economy This is a capstone course building upon the 2nd year course Political Economy. The course is organized around a few selected timely research themes (e.g. gender inequality, economic inequality, economic reform, political ideology). In the course, students select one of the themes and will (in small groups/pairs) do an academic research project in the field of political economics using empirical methods. The course will consist of some introductory lectures/workshops into the themes, a hands-on introduction to empirical methods in the field, presentation sessions to report intermediate work, feedback sessions, and a final presentation. The objective of the research project is to provide an empirically founded scientific answer to a societal and academic relevant research question in the field of political economy. Literature: Articles selected by the teacher + articles selected by the students. | |||||||||||||||||||||||||||||
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| 17 | Capstone PPIL: The Age of Human Rights | UCGSS309 | |||||||||||||||||||||||||||
| With the establishment of the United Nations in 1945, the promotion and protection of international human rights became an essential feature in international cooperation as well as in the academic discourse in many disciplines. By making it a core purpose of the UN, it lifted human rights from the domestic to the international sphere of law, politics and morality. It there with challenged the existing views on the sovereignty of states. With it, international norms were accepted to protect citizens against their state authorities and at the same time require these authorities to activelypursue the improvement of social, economic and cultural rights of individuals and groups. Today, 70 years after the adoption of Universal Declaration of Human Rights, human rights are everywhere. The human rights framework has become a constant element, if not a dominant factor in local, national, regional and global societies, even to a point that views are being expressed that it has gone too far. This course aims to do two things. Firstly, to provide a good knowledge base on what international human rights are and what mechanisms exist to implement, supervise and enforce them. Secondly, to discuss in a critical manner how international human rights thinking has become inextricably linked to almost all areas of international cooperation. In how far does playing the human rights card help to achieve concrete solutions for concrete international problems? Can there be too much human rights, or are human rights the necessary foundation for real-world solutions? Students will be asked to critically analyse specific human rights issues from a multi- or interdisciplinary perspective, thereby drawing upon information from the various disciplinary fields that they have covered in their programmes. The first part of the course will be used to create the relevant knowledge base through interactive lectures. In the second part of the course students will be asked to work in small subgroups on particular issue areas which will be chosen in consultation with the students. The course will conclude with a half day conference on human rights in which the participating students will act as panel members – but this may be subject to change, e.g. in light of the number of students partipting. This conference will be open for participation by other (UCG) students or interested persons. | |||||||||||||||||||||||||||||
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| 18 | Capstone SocCultTrans: Mind and Society | UCGSS303 | |||||||||||||||||||||||||||
| In “Mind and Society” we will reflect on different perspectives on the contemporary position of human beings with respect to western society and earth. Due to the economic/industrial orientation on production and consumption, western society has created some challenges, both on the macro level, i.e., pollution, loss of biodiversity, climate change, scarcity of energy and water, income differences and on the micro level, i.e. stress, burn-out, obesity, addictions and depression. These challenges are addressed from various perspectives emerging from different political and societal fields. Each field represents a societal paradigm, i.e. a way of looking at the intertwined relationship between human beings, society and earth. Instead of complementing each other, each paradigm seems to be strengthened by its sympathisers, while being attacked by its opponents, leading to polarisation and conflict instead of exchange of knowledge and collaboration. Therefore, during the course, we will reflect on different paradigms (i.e. economic and ecologic), the social psychological mechanisms of polarisation and the way these paradigms relate to different brain states, i.e. focus (concentration - alpha) versus associative (meditation - theta). In this course, students will work on two assignments: first they will individually write an essay. The essay will focus on a societal challenge (e.g. crime, biodiversity loss, migration), and students have to elaborate on how different perspectives on resolving this challenge relate to different (opposing) paradigms and propose a way in which these paradigms may reconcile. Second, together they will organise a public event at UCG in which they address a regional and actual issue where conflicting paradigms can be identified, and in which the different perspectives are being reconciled if possible. Instead of a debate, the focus will be on finding conditions for a dialogue. Preferably external guests involved in the issue are invited. | |||||||||||||||||||||||||||||
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| 19 | Capstone: Waves & Optics | UCGSC305 | |||||||||||||||||||||||||||
| General description of waves and introduction of the relevant concepts. Electromagnetic waves and their propagation. The superposition of waves. Polarization. Interference. Diffraction. Fourier optics. | |||||||||||||||||||||||||||||
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| 20 | Challenges of Modern Society I | UCG1AC03 | |||||||||||||||||||||||||||
| In this course students learn about a global challenge facing the contemporary world: the challenge posed by climate change. This challenge will be addressed in weekly series of seminars. Interactive seminars provide the theoretical introduction of the topic from a diversity of scientific disciplines. Students will put their knowledge of this issue to work in closely related project carried out in the Projects line. There will also be a focus on developing and practising the argumentative essay writing skills that are taught in the complementary course on Academic Reading and Writing. | |||||||||||||||||||||||||||||
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| 21 | Challenges of Modern Society II | UCG1AC04 | |||||||||||||||||||||||||||
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| 22 | Changing Places in World Literature | UCGHU213 | |||||||||||||||||||||||||||
| In this course, we will read literature from a broad range of cultures and spanning more than 2500 years. The selection of works is based on the recurrent theme of changing places, being a universal experience, fascinating as well as frightening. Humans change places for pleasure (tourism) or under compulsion (exile), in order to build a new home among alien peoples, subjecting the natives to their rule (colonisation), or desperately seeking another home (migration). Staying at home and meeting travellers from elsewhere or changing places ourselves – being confronted with travelleres means being confronted with other communities or cultures, welcome or unwelcome, and thus with questions about who we are and what counts as home. Texts include Homer, Odyssey; Ovid, Tristia and Epistulae ex Ponto; Wu Cheng'en, Monkey; De las Casas, Brief account of the desctruction of the Indians; Multatuli, Max Havelaar; Graffigny, Letters of a Peruvian Woman; Brontë, Villette; Klüger, Still alive; Nieh, Mulberry and Peach (all to be read in translation). While reading and comparing passages from these works, we will also study crucial theoretical concepts of world literature, such as translation, literary canon, and approaches to reading literature. | |||||||||||||||||||||||||||||
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| 23 | Clinical Neuropsychology | PSB3E-CN01 | |||||||||||||||||||||||||||
| De neuropsychologische gevolgen van hersenbeschadiging en -pathologie worden besproken. Daarbij ligt het accent op veel voorkomende neuropsychologische stoornissen en de gevolgen voor de patient en zijn/haar familie. Verder worden de belangrijkste methoden voor diagnostiek en behandeling van neuropsychologische stoornissen besproken. Ook wordt het neuropsychologisch profiel van een aantal neurologische stoornissen, zoals traumatisch hersenletsel, beroerte, hersentumor en epilepsie, behandeld. De inhoud van deze cursus zal worden geïllustreerd aan de hand van talrijke casusbeschrijvingen van patiënten met neurologische aandoeningen. De meeste nadruk ligt hierbij op volwassen patiënten. | |||||||||||||||||||||||||||||
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| 24 | Clinical psychology | UCGSS222 | |||||||||||||||||||||||||||
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| 25 | Cognitive Psychology | UCGSS209 | |||||||||||||||||||||||||||
| How can you measure the mind? Cognitive psychology provides an important toolbox: it is the scientific study of the mental processes involved in such activities as perception, attention, memory, and problem solving. In this course, you will discover first-hand what inferences can be made about the mind using experimental techniques. You will also explore the relevance and implications of cognitive psychological research for your own life. | |||||||||||||||||||||||||||||
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| 26 | Complex Analysis | WICA-07 | |||||||||||||||||||||||||||
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| 27 | Computational Methods of Science | UCGAC214 | |||||||||||||||||||||||||||
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| 28 | Consumer and economic psychology | PSMIN08 | |||||||||||||||||||||||||||
| Deze cursus gaat in op de psychologische processen die ten grondslag liggen aan economisch en consumentengedrag, en bespreekt welke individuele en sociale factoren hierop van invloed zijn. We gaan in op effecten van informatie en ervaringen met producten en diensten op affect (emoties), cognities (overtuigingen en oordelen) en gedrag (aankoopbeslissingen en consumentengedrag). Je zult leren wanneer and waarom economische theorieën vaak geen afdoende verklaring geven voor alledaags economisch en consumptiegedrag, en bespreken waarom mensen vaak geen ‘rationele’ beslissingen nemen. Je zult onder andere leren hoe consumenten gedrag bijdraagt aan maatschappelijke problemen, zoals overconsumptie en milieuproblemen en reflecteren op psychologische theorieën en mechanismen die gebruikt kunnen worden om deze problemen tegen te gaan. Deze cursus maakt gebruik van diverse, innovatieve leermethodes die als doel hebben om de college's interactiever te maken. Deze cursus is erg relevant voor studenten die overwegen om een master in Environmental Psychology te doen. | |||||||||||||||||||||||||||||
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| 29 | Criminal Law | UCGSS310 | |||||||||||||||||||||||||||
| What is criminal law and criminal procedural law and what are the sources of law? Which core principles of procedural law rule our criminal justice system? Which principles of material law are relevant to our criminal justice system? We will discuss what kind of investigative powers there are; what the procedural rules during the investigation and trial are and what the rules of evidence are. We will also look in detail at the principle of individual criminal responsibility and the various modes of liability. Why do we punish convicted suspects? How do international criminal law provisions and human rights affect our criminal law system? How do judges come to their decisions? To what extent and why do countries differ in the way they handle crime? In the course the students will get a solid understanding of the core concepts and legal underpinnings of criminal justice system. The course has a comparative element as we will discuss how different societies deal with criminal behaviour. | |||||||||||||||||||||||||||||
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| 30 | CrossCultural Management | EBB036A05 | |||||||||||||||||||||||||||
| The course provides an overview of the foundations of cross cultural sociology and psychology, and the more recent application of cross cultural analysis in the context of international business and management. The role and meaning of values, differences in values between countries, as well as the convergence / divergence debate in cross cultural management are discussed. | |||||||||||||||||||||||||||||
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| 31 | Cultural Criticism | UCGHU207 | |||||||||||||||||||||||||||
| The cultural critic not only studies culture, like the anthropologist or humanities scholar does, but also comments upon or even expresses a normative judgment on the culture he or she is living in. Cultural critics try to make sense of their world and fellow human beings, and they may do this by writing on a wide variety of subjects, from travelling to love, and from ethnicity to religion. They often do so through the relay of works of art, which they use as prisms through which they look at themselves and society. In this course we will do two things. We will study some of the most famous cultural critics, both historical and contemporary. How have famous critics of culture, such as Friedrich Schiller, Theodor W. Adorno, Martha Nussbaum, Zadie Smith and Teju Cole commented on their (and our) time? What are the philosophical, ethical and/or political motivations for their criticism, and how do they legitimize the position from which they are speaking? Moreover, students will practice culture criticism themselves, by writing essays on several topics, based on the literature at hand. Critics of culture have often also been masters of style, writing down their theories and reflections on culture in brilliant and thought-provoking essays. Through close reading and peer-review sessions the students will learn how to write a critical essay. | |||||||||||||||||||||||||||||
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| 32 | Culture: The Building Blocks | UCG1AC05 | |||||||||||||||||||||||||||
| This course offers an introduction into the basic elements, or ‘building blocks’, of human culture. The elements discussed are: 1)the distinguishing features of human culture 2)the development and evolution of cultural behaviour in humans 3)imagination and artifacts 4)language 5)theoretical knowledge 6)cultural consciousness Topics and questions addressed are: •What is culture? Is human culture different from learned behaviour? And to what extent is it different from animal cognition? How do we use signs to think, act and communicate? •How do we acquire culture? Which developmental processes (ontogenesis) lie at the heart of our cultural behaviour? How has culture been shaped by evolution (phylogenesis)? •The human environment is largely a product of invention and design and as such the result of our imagination and creativity. How can we define this creativity, where does it originate from and how does it affect us? •How do the things we make influence how we think and act? How can we ‘think with things’? •Language is obviously ubiquitous in culture. But what is language? Do we need it for communication? How does it affect culture? How is thinking with language different from thinking with artefacts? •What is theoretical knowledge and why is it important? •How can we use our cultural abilities to reflect on culture itself? •What are the effects of the media we use on the way we think? By addressing these topics and questions through both reading and writing, and in group discussions, students get acquainted with a basic set of tools that will enable them to approach, and analyse a great variety of cultural phenomena in terms of their constitutive elements. This will give them a firmer grip on cultural phenomena. | |||||||||||||||||||||||||||||
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| 33 | Decision Making | UCGSS212 | |||||||||||||||||||||||||||
| This course is about how our cognition, i.e., the way we process information as well as our belief systems (worldviews), and our emotions (e.g., our mood at a given point in time) affect the decisions we make at the time we make them, either directly or indirectly, consciously or subconsciously. The course seeks to address questions like: ‘to what extent is our decision making influenced by cognitive biases or heuristics?’; ‘how accurate are we in our first impressions of other people (e.g. at telling the social class of an individual)?’; ‘how does emotion affect decision making?’ and finally ‘do we actually have control over our decision making?’ These questions will be approached via real-life examples in order to understand which factors influence decision-making that is crucial to the functioning of the societies we live in. We will therefore seek to understand which cognitive and emotional factors affect people’s decision to vote liberal vs. conservative; left vs. right; which cognitive and/or emotional processes lead individuals to endorse radicalization; which factors influence people’s judgments of other members of society or different social groups?, etc. | |||||||||||||||||||||||||||||
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| 34 | Econometrics for Economics | EBB814A05 | |||||||||||||||||||||||||||
| The course introduces basic principles of econometrics centered around the linear regression model. It emphasizes motivation, understanding, and implementation, and shows how economic data are used with economic and statistical models as a basis for estimating key parameters and testing hypotheses. Students apply these methods to data from the field of Economics. Students learn to work with the statistical software package Stata. | |||||||||||||||||||||||||||||
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| 35 | Econometrics for IE&B | EBB070A05 | |||||||||||||||||||||||||||
| The course introduces basic principles of econometrics centered around the linear regression model. It emphasizes motivation, understanding, and implementation and shows how economic data are used with economic and statistical models as a basis for estimating key parameters and testing hypotheses. Students apply these methods to data from the field of International Economics and Business. Students learn to work with the statistical software package STATA. | |||||||||||||||||||||||||||||
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| 36 | Ethics | UCG1SS04 | |||||||||||||||||||||||||||
| How should we live our lives? What is moral and what is immoral behavior and who gets to say which is which? Ethics tries to answer these kinds of questions. In this course, we are going to approach ethics from two perspectives: a theoretical and a practical. On the one hand, we are going to explore the most prominent theories about ethics. Ethical theories try to establish general principles on what is right and what is wrong. These principles are supposed to guide our actions and help us resolve moral disagreements. On the other hand we are going to look at practical ethical problems prominent in contemporary debate, such as euthanasia, abortion, animal rights, human cloning, the legalization of drugs, guns control, freedom of speech, racism and sexism, the death penalty, poverty and the environment. Since we cannot cover all of these topics during the course, we will focus on those topics you are most interested in. The course will be held in form of a seminar. There will be no lectures, instead we will use the time during class to discuss the assigned reading. | |||||||||||||||||||||||||||||
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| 37 | Ethics and International Business | EBB608B05 | |||||||||||||||||||||||||||
| This course deals with a range of ethical issues related to international business. Examples of ethics issues emerging in international business are—among others—corporate rights, bribery and corruption in a global context, human rights, taxation, inequality. In this course, we will address questions such as: What are the ethical rights and duties of corporations in a global context? Should multinational corporations apply the ethical standards of the countries where they operate or are there universal moral principles? What are the implications of international business on income inequality? Do the wealthy have obligations towards the poor? To address these and related questions we will examine the main theories in business ethics, corporate social responsibility, and moral psychology. The course is set up in highly interactive ways, and we devote a large part of the time to a number of important and well known cases from international business ethics by means of collaborative assignments. | |||||||||||||||||||||||||||||
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| 38 | Evidence-based Policy Analysis | UCGSS305 | |||||||||||||||||||||||||||
| Policy evaluations help to base policy decisions on empirical evidence for their expected impact. Past policies with a high measurable net impact seems to be the ones that authorities must try to repeat or imitate. As a rule, these evaluations tend to favour experiments over field studies and quantitative over qualitative methods for the analysis of impacts. However, the evidence produced in a wide array of areas is mixed, to say the least. What we have learned over the past half century of policy evaluations is, disappointingly, that 'most things have been found sometimes to work' (Pawson and Tilley, 1997). The fact that these produce at best a mixed result may be due to a too limited view we hold on methodology. In this light, we will investigate two theoretical issues that seem to plague tests of policy impact. First, in order to guard internal validity of the impact analysis, selection bias and confounders must be identified. These are taken up as variables in the econometric approach of the analysis. As such, these variables can only be treated as rival variables of the key variable of interest: the policy intervention the impact of which was the very object of the analysis. So by ruling out or correcting for rival causes, the complex social structure, in the absence of which the intervention would not work anyway, shifts out of focus. This means that the better one succeeds in correcting for bias, the thinner is the information researchers derive from the study. The result is that we fail to build a scientific memory that guides us towards the working principles that operate in a variety of situations, for a variety of populations and for a variety of policy aims. Mere impact evaluation teaches us whether a particular intervention was successful, but nothing about the expected success of another, similar intervention. The second issue is that, in order to produce an evidence base, we test hypotheses, but we do so using classical frequentist Neyman-Pierson statistical techniques. These are useful for a particular enterprise only if their limitations are taken account of. It is especially the defenders of a Bayesian approach who note that the necessary caution with frequentist statistics often lacks among researchers. More strongly put, researchers seems to be guided by what Ziliak and McCloskey (2008) called 'the cult of statistical significance'. We will study how the Bayesian approach differs from the classical statistical approach and connect this to the central problem of all hypothesis testing: the question of causality. | |||||||||||||||||||||||||||||
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| 39 | Existential Risks | UCGHU307 | |||||||||||||||||||||||||||
| What are the biggest risks to the survival of humanity? Should we fear, for example, supervolcano eruptions, asteroid impacts, pandemics, runaway climate change, nuclear war, biological war or a malevolent superintelligence? In this course we study such existential risks facing humanity, learn what the best available science says about them, and discuss which of them are the most serious. We also consider and try to develop strategies for mitigating them. As it turns out, the most serious risks can only be understood by combining tools from the natural, social, and cultural sciences. In that sense, this is a truly interdisciplinary course. | |||||||||||||||||||||||||||||
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| 40 | Fields, Waves and Signals | UCGSC220 | |||||||||||||||||||||||||||
| The course Fields, Waves and Signals provides an introduction in classical electro- and magnetostatics. The course treats the classical theory of electric and magnetic fields due to static charges and stationary currents. After an introduction in vector calculus, Maxwell’s equations are derived and applied for stationary conditions both in vacuum and in matter. The theory is elucidated by many examples and an extended set of exercises is available. Electric circuit theory is part of the course and comprises network analysis of basic DC and AC circuits. | |||||||||||||||||||||||||||||
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| 41 | Freedom & Responsibility | UCGHU210 | |||||||||||||||||||||||||||
| The focus of this course will be the philosophical debate concerning freedom of the will. We examine the leading conceptions of freedom of the will, the classic positions on the metaphysical issues regarding free will, and the relation to current findings in neuroscience and the behavioral sciences. Furthermore, we examine moral responsibility in relation to freedom of the will. | |||||||||||||||||||||||||||||
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| 42 | Fundamentals of Law | UCG1SS08 | |||||||||||||||||||||||||||
| This course focuses on the existence of legal rules in an expanding world, in particular on the concept of international human rights. It introduces students to the workings of a legal system and how to use and analyze legislation, case law and legal literature. Students will explore the main characteristics of various areas of law by using the Dutch legal system as a point of reference. This knowledge will form the basis for reading and analyzing cases from the European Court of Human Rights. In the discussion of these cases students will have to identify and analyze the relevant questions of law, the specific legal problems and the legal arguments used by the parties and the court. | |||||||||||||||||||||||||||||
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| 43 | Genetics | UCGSC208 | |||||||||||||||||||||||||||
| This course deals with the following subjects: Mendel genetics; Inheritance patterns; Making linkage maps; Genome and population evolution; Population genetics; Pharmacogenetics; Biotechnology: different techniques to investigate gene expression and the function of genes, the production of new drugs, gene therapy. | |||||||||||||||||||||||||||||
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| 44 | Global Corporate Strategy | UCGSS208 | |||||||||||||||||||||||||||
| The course is structured around interactive seminars that relate to real-world cases. The course offer a guided tour on principles of international corporate strategy. First, the academic fundamentals of International Business are explored and assessed individually in a final exam. Second, students analyze and discuss real-world case studies, explicitly relying on and referring to the theory presented. Third, student teams will develop, execute and critically reflect on their own research of international business operations. | |||||||||||||||||||||||||||||
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| 45 | Global Development Studies | EBB921B05 | |||||||||||||||||||||||||||
| This course is about the main determinants of socio-economic development in developing countries. Students learn about the similarities and differences in the socio-economic development of various regions in the world such as China, India, South-East Asia, Latin-America, Eastern Europe and Africa. In the course, the role of trade, technology, health, education, structural change, and foreign aid on socio-economic development is explained. The usefulness of various empirical methods to measure socio-economic development and its determinant is discussed, and theories of socio-economic development are evaluated. Throughout the course, national and international policies to generate socio-economic development are discussed and evaluated. | |||||||||||||||||||||||||||||
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| 46 | Globalization - The Great Unbundlings | EBB083A05 | |||||||||||||||||||||||||||
| This course has three related objectives: a) It provides the basic conceptual framework necessary to understand the fundamentals underlying globalization; b) It examines the main phases experienced by globalization and c) It highlights the wide-ranged impacts associated to globalization. Globalization is framed around the articulation between production and consumption, making it possible to delineate three milestones. First, the pre-globalization phase whereby production is bundled with consumption, featuring some important developments such as the Neolithic Revolution, the rise of Middle-East and Asia as the epicenter of the global economy, etc.. Second, the first phase of globalization, which features the unbundling of production and consumption due to the steamship revolution. Third, the second phase of globalization, which saw the unbundling of production and its deployment to different parts of the world, the result of the advent of information and communication technology. Impacts of globalization are examined in terms of deindustrialization in developed nations and premature deindustrialization in developing nations, changes in income inequality between nations and within nations, the rise of populism, etc. The course gives an important consideration to academic papers which cover the mains themes of this course. Students are expected to present these papers in the tutorial sessions with the goal to highlight the scope of the paper, how it fits into the broad them of the lecture, the approach taken, the main results, and the critical assessment. | |||||||||||||||||||||||||||||
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| 47 | Growth and Development Economics | EBB811B05 | |||||||||||||||||||||||||||
| Why are some countries richer than others? What are the main determinants of successful development? Why do some countries grow rapidly, while others are left behind? And what does this mean for people in those countries: who are the poor and what can we learn about inequality within and between countries? By applying empirical techniques and theoretical models, you will gain a deeper understanding of the driving forces of development. We will discuss topics such as the measurement of income differences, inequality and poverty; the interplay of inequality and growth; the role of structural change and linkages between sectors in development; and the role of government, geography, natural resources and culture in stimulating or hindering the process of growth and development. | |||||||||||||||||||||||||||||
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| 48 | Growth, Institutions and Business | EBB022A05 | |||||||||||||||||||||||||||
| Economists are increasingly aware of the fact that path dependency characterizes processes of economic growth. Choices made by economic actors in the past have a far-reaching influence on the nature and rate of growth in later periods. Economic behaviour which at first sight might seem unfamiliar and even irrational, can be quite logical when the historical context is taken into account. We focus on the question of prime determinants of growth and change. We will analyse to what extent economic growth is driven by factor substitution and/or the introduction of new (general purpose) technologies. We will then pay attention to fundamentals of growth, like institutions and culture and geography in shaping development. In our discussion the main economic growth models will receive ample attention. Additionally, the application of a historical and comparative perspective gives insights in deeply engrained differences and the impact of variety on economic growth. | |||||||||||||||||||||||||||||
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| 49 | Health & Disease | UCG1AC06 | |||||||||||||||||||||||||||
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| 50 | History of economic thought | UCGSS320 | |||||||||||||||||||||||||||
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| 51 | How Things Work: Physics in Everyday Life | UCG1AC07 | |||||||||||||||||||||||||||
| The course “How Thing Work: Physics in Everyday Life” is a good introduction to Smart Technologies. Throughout, it focuses on real life applications of fundamental physical principles. At the end of the course students are able to recognise the physics principles involved the complex technology of the Modern World, as well as apply the laws of physics in an interdisciplinary setting. | |||||||||||||||||||||||||||||
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| 52 | Human Anatomy & Histology | UCG1SC07 | |||||||||||||||||||||||||||
| The aim of the course is to give the student an overview of the anatomy of the human body, both at microscopic and macroscopic level. It addresses the medical and anatomical terminology, topography, embryology and functional anatomy of various organ systems; the respiratory system, cardiovascular system, gastrointestinal system, the urogenital system and the (peripheral) nervous system. The course contains a number of "dissection room rounds" by anatomical specimens and models. On a microscopic level attention is paid to the construction and function of the four basic tissues (i.e. epithelium, connective tissue including cartilage , bone, nerve tissue and muscle tissue), and goes more deeply into the microscopic anatomy of organ systems including the cardiovascular system and gastrointestinal tract. practicals: Anatomy on the basis of human anatomical specimen and models. Histology on the basis of virtual microscopy. | |||||||||||||||||||||||||||||
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| 53 | Human Immunology | UCGSC210 | |||||||||||||||||||||||||||
| Learning outcomes knowledge: Students can describe the cellular and molecular structure of the immune system, the functioning of lymphoid organs, structure and significance of the HLA system, recognition and intracellular processing of antigens, and gene rearrangements as the basis of generating diversity, specificity and discrimination between endogenous and not-endogenous in the immune system. Learning outcomes skills and learning: Students are able to apply the acquired immunological knowledge to scientific issues in relation to the defense against pathogens in humans. | |||||||||||||||||||||||||||||
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| 54 | Human Physiology | UCGSC206 | |||||||||||||||||||||||||||
| In this course the following topics will be discussed: - the cell as the smallest functional unit of living organisms - the importance of membrane properties for cell function - the electrolyte balance in different fluid parts of the human body - homeostasis of the internal environment - breathing: ventilation, diffusion, gas transport, and cellular respiration - the mechanics of ventilation - the effort of breathing- membrane potentials - synaptic transmission - the organisation of the nervous system - the autonomic nervous system - the electrical properties of the heart - the mechanic properties of the heart - the circulation - the interaction between heart and vessels - kidney function: glomerular filtration, reabsorption, secretion and excretion - the acid-base balance - physiology of the gastro-intestinal tract: digestion (mechanical and chemical), motility, secretion and absorption These topics will be discussed in lectures, study groups, and several practicals. | |||||||||||||||||||||||||||||
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| 55 | Intermediate Macroeconomics | EBB842B05 | |||||||||||||||||||||||||||
| This course starts with a brief survey of the main schools of thought in macroeconomics, such as the (new-)Keynesians, the monetarists, and the (new-) classicals. Subsequently, the course will deal in depth with various important topics such as stock-flow interaction, rational expectations and the perfect foresight hypothesis and open economy macroeconomics. | |||||||||||||||||||||||||||||
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| 56 | Intermediate Microeconomics | EBB852B05 | |||||||||||||||||||||||||||
| TThe course focuses on the fundamental microeconomic tools that economists use to explain a variety of social phenomena. Topics covered are: what economics is about, consumer and producer theory, partial market equilibrium, general equilibrium theory, market failures, uncertainty and asymmetric information. Next to the textbook, a number of empirical papers will be studied to gain understanding how microeconomic theory is used in applied research to answer questions like: Do higher gasoline prices shift auto-purchases towards more fuel-efficient vehicles? Are tax incentives for charitable giving efficient? Upon completion of this course, you will know how to do computations with the standard models and to explain the fundamental economic intuition associated with these models to a non-technical audience. You will gain experience in reading applied microeconomic studies and giving a well-founded assessment of the quality, scope and external validity of these studies. Faced with real-life problems, you will be able to construct theories to describe and explain the behavior of firms, consumers and markets. | |||||||||||||||||||||||||||||
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| 57 | International & European Law | UCGSS210 | |||||||||||||||||||||||||||
| The module is intended to provide students insight into the basics of law in an international context. It will allow the students to understand the specific characteristics of public international law and European Union law as separate legal systems, but in addition to that it will focus on how the various legal systems interact with each other and with domestic legal orders. By choosing a core theme, case or situation, we will study the way in which international law and European law contribute to create stable environments for tackling challenging transboundary problems such as economic cooperation, migration, protecting the ecosystem or peace and security. This study will have an interdisciplinary as well as practice-oriented approach in which students are expected to contribute to socratic discussions from their respective backgrounds. Basic knowledge of international and European law is essential in understanding international processes of cooperation and decision making, both in a public (governments, international organisations) and in a private (business) context. | |||||||||||||||||||||||||||||
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| 58 | International Business | UCG1SS10 | |||||||||||||||||||||||||||
| In the tutorials the book will be studied systematically. Students give presentations, make case analysis and learn to discuss the themes with pre-described roles. With the help of feedback rules, students will practise giving and receiving constructive feedback in an intercultural context. The aim is to help improve the quality of each other's work while training essential academic skills. This course provides essential paradigmatic lenses to making sense of organizations, their activities in an (inter)national setting and the main stream of theories about this. It imparts students with the notion that diverse organizational settings require the capacity to develop appropriate decision making and planning strategies as well as structures to produce the desired organizational goals, given the organization’s environment. | |||||||||||||||||||||||||||||
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| 59 | International Marketing | UCGSS213 | |||||||||||||||||||||||||||
| The course provides an introduction to the international marketing theory and practice with solution examples to complex problems. The focus is on political, legal, economic, and cultural considerations inherent in international business and their relations to market decision-making. Topics covered will include: basic principles of marketing (e.g. segmentation, targeting, positioning; 4Ps – product-price-promotion-place), going global, international market research, cultural variations in consumer behavior, and the adaptation of 4Ps in the international context. This course will be conducted with an equal emphasis on textbook readings, case analysis, application of the studied principles to international marketing problems, and class participation. | |||||||||||||||||||||||||||||
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| 60 | International Politics | UCGSS221 | |||||||||||||||||||||||||||
| This course will consist of a number of guest lectures by invited experts and presentations by students themselves. In the course several issues related to international politics will be discussed as well as the organizations which play a role within the international community as well as the law which provides the normative framework in which the political leaders are meant to operate but not always abide by and discusses what we can do about this. During the course we will focus on the role of human rights and the international legal framework, the role of intergovernmental organizations such as the United Nations and the European Union and will look at certain specific areas, such as the Middle East. During the lecture series we will address several issues and topics such as: the politics of genocide, the role of dictators, human rights and international trade relations to name just a few. | |||||||||||||||||||||||||||||
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| 61 | International Relations Theories (and Practice) | UCGSS220 | |||||||||||||||||||||||||||
| Introduction to the various theories on international relations, such as classical realism, structural realism, liberalism, neoliberalism, constructivism, and normative IR theory. Students will be provided with a basic understanding on international relations theory and associated methods in order to systematically analyze international events and explain contemporary issues in international competition and collaboration. | |||||||||||||||||||||||||||||
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| 62 | Internship | UCGAC306 | |||||||||||||||||||||||||||
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| 63 | Introduction Astronomy | STISTK-10 | |||||||||||||||||||||||||||
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| 64 | Introduction to Academic Research | UCG1AC02 | |||||||||||||||||||||||||||
| This course forms the first part of the Research Methods learning line and is compulsory for all University College students. The central aim of this course is to make students competent in the use of certain basic scientific methods, notably statistical ones. Students are introduced in basic concepts (such as Hypothesis, Population, Sample) and different types of research (Empirical versus Theoretical Research, Descriptive, Exploratory, Explanatory research). Students learn to distinguish between different types of data (quantitative and qualitative) and become familiar with techniques of data display and description, including basic statistical concepts such as mean, standard deviation, correlation r, and sampling distribution. The importance and challenge of distinguishing between causal and non-causal associations is expounded and highlighted. Students also learn how to collect their own data and are introduced to sampling procedures as well as the rationale behind randomized control trials. They will learn the basics of how to design a conversation guide and conduct an interview. Finally, probabilities are introduced as conceptual tools to enable statistical inference, and the basic ideas underlying confidence intervals and significance testing are developed. | |||||||||||||||||||||||||||||
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| 65 | Introduction to Legal Theory | UCGSS224 | |||||||||||||||||||||||||||
| Law is not something that can be regarded as an entity which is distinct from society. Rather, law is a particular way of ordering society. By invoking special –legal- categories and by attaching well-defined legal consequences to a series of conditions, a conceptual net is cast over social phenomena, which at the same time alters those phenomena profoundly. This course consists in two parts. In the first part the specific mechanisms by means of which law creates order are investigated and the difference between legal rules and other (social, religious or moral) rules and conventions are explored. Attention is paid to the various functions of rules, and how they are performed in a modern society which is committed to the ideal of the Rule of Law. In the second part, attention is paid to the question how the law can be a topic for scientific study and debate: what do legal scholars do? To what extent is it possible to supplement the study of law with empirical investigation and how can law respond to scientific and technological developments? | |||||||||||||||||||||||||||||
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| 66 | Introduction to Sociology | UCG1SS07 | |||||||||||||||||||||||||||
| Sociology studies how social phenomena come about as a consequence of individual actions that, as individual actions, are (largely) intended by the actors, but that have never been guided by the intention to generate any particular social phenomenon. In other words, intentional behaviour is directed at the individual level but has unintended and often unforeseen consequences (especially social problems), also for the group to which the respective individual agents belong. Where psychologists study the causes and effects of individual intended and non-intended behaviour at the level of the individual agent, sociology researches the mechanism that translates a mass of individual actions into a group phenomenon and how such a group consequence determines, in turn, the degrees of freedom to act for these individual agents. In order to conceptualise such translation mechanisms, sociologists think in terms of coordination of individual actions. We distinguish four different coordination mechanisms, the study of which also comprises respective specializations in sociology. One is called pro-social behaviour, another important coordination mechanism is the market. Yet another one is called organizations (or private governance), and one is public governance (or national and local government). Central in this course is, therefore, the relationship between micro- and macro aggregation levels of human action in general. Specific topics of the course will concern theories of micro-macro explanation, the problem of the production of public goods, the (im)possibility of social optima under strictly dominant and non-dominant strategies, and the logic of cooperation. Also we will try and get to grips with issues of segregation as “public bads” and study social network analysis in order to understand the social logic of peer networks. The seminars and tutorials will invite the students to actively participate, sometimes individually and sometimes in pairs or groups of three. They will discuss the study materials in class, peer review each other’s answers and produce a video. The students also will hand in three regular assignments in order to help processing the study materials. These assignments comprise, among others, Quote-Argument-Question-Link assignments (QAQL’s) and a written exam with essay questions that require brief answers. Students freely choose six questions out of ten to answer. | |||||||||||||||||||||||||||||
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| 67 | Knowledge is Power | UCGHU204 | |||||||||||||||||||||||||||
| A course on the nexus between politics, journalism and citizenship, and the relation between rational thinking, information, and democracy. Taking our point of departure in democratic theory, we trace the parallel and intertwine paths of information-media and democracy. How do news media foster citizenship and deliberative democracy? We discuss the Lippmann-Dewey debate on the best form of democracy: well-informed elites versus well-educated masses. We then discuss a range of theoretical concepts (the public sphere, public opinion, deliberation) and communicative forms (journalism, online political talk, political satire), while we will conclude with discussing the limits of free speech. During a weekly “public sphere breakfast” (seminar) we will discuss the readings and relate them to the news and current affairs. In our weekly project group meetings we will design and conduct mini projects that link the theoretical discussions with contemporary events and current affairs. | |||||||||||||||||||||||||||||
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| 68 | Leadership in Culture | UCGHU215 | |||||||||||||||||||||||||||
| Do you care about art and literature? Yes, I do. Do you care about leadership and ethics? Oh, yes, I do. You sure you’re not afraid of a challenge? Absolutely! In that case, I truly look forward to working with you. Over the past decades, scholars have increasingly argued the relevance of the Humanities for leadership studies. In particular, William Shakespeare, being the most read, translated, taught, and performed playwright, has been a source of inspiration, not only due to his status as a global icon, or to the seeming timelessness of his plays and topics, but also based on the ambiguity and multi- interpretability that pervade his plays. Recently, renowned business schools have also started to explore ways of drawing on the richness of Shakespeare’s plays in order to shed light on challenges that leaders face today. In this intensive and multidisciplinary course, we will build on this approach and interrogate how his plays may offer useful insight into leadership issues. We do so by exploring two plays with contrasting leadership styles in more detail: Henry V and Richard III. The course will include textual analysis of the plays, the viewing in class of recent productions on stage and cinema, and a discussion on the specifics of leadership as seen through the lens of these plays and the lessons that may (or may not) be learned from them. Depending on availability (English speaking production within reasonable driving distance), a visit to a Shakespeare production will also be included. During the course, students will work together to interrogate the lessons, within a specific local or global context, and devise their creative responses to Shakespeare’s texts in a practical project. | |||||||||||||||||||||||||||||
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| 69 | Linear Algebra | UCG1SC02 | |||||||||||||||||||||||||||
| This course is an introduction to linear algebra, one of the most exciting and applicable branches of mathematics. The topics will be covered are systems of linear equations, matrices, vector spaces, determinants, linear transformations, eigenvalues, eigenvectors and orthogonality. Many mathematical problems encountered in business or sciences involve solving a system of linear equations. For example Google uses linear systems with billions of unknowns to search effectively, while Netflix algorithm tries to give us accurate recommendations with the use of linear algebra. The main goal of this course is to establish connections between the mathematical theory and other disciplines. We aim to achieve this by solving real-life problems in areas such as business, economics, demography, genetics, computer science, data analytics and physics. Working with data sets is important to gain more insight on real-world phenomena. The advancements in technology let us to perform computations very quickly. Since the software package MATLAB was developed specifically for matrix operations, we will be using MATLAB to apply the methods of linear algebra to the computer projects with large data sets. | |||||||||||||||||||||||||||||
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| 70 | Living Cell I A | UCG1SC04A | |||||||||||||||||||||||||||
| The course ‘Living cell I: The building block of life’ is an important and highly recommended introduction to the UCG major Health & Life Sciences. In this course we will focus on the molecular and cellular mechanisms underlying human health and disease. The essential concepts in biology related to the cell as the fundamental ‘building block’ of human life will be explored. Understanding cellular processes at the molecular level is the basis for gaining an appreciation of how organisms live and function, and can open new doors for future medical interventions, including stem cell therapy. We will discuss these important processes as well as the fundamental macromolecules that control them. Examples of human disorders will be used when possible to put the lessons in perspective to every day life. The general structure of the course will be lectures and study groups. The topics will be presented and discussed in interactive lectures. Further depth in these themes will be supported by student driven research and presentations. Study groups will consist of ‘journal clubs’ in which current scientific articles will be examined and problem solving sessions. The development of critical thinking and proficiency in scientific reading will be encouraged. fundamental techniques commonly utilized in modern cell and molecular biology research will be introduced and explored. | |||||||||||||||||||||||||||||
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| 71 | Living Cell I B | UCG1SC04B | |||||||||||||||||||||||||||
| The course ‘Living cell I: The building block of life’ is an important and highly recommended introduction to the UCG major Health & Life Sciences. In this course we will focus on the molecular and cellular mechanisms underlying human health and disease. The essential concepts in biology related to the cell as the fundamental ‘building block’ of human life will be explored. Understanding cellular processes at the molecular level is the basis for gaining an appreciation of how organisms live and function, and can open new doors for future medical interventions, including stem cell therapy. We will discuss these important processes as well as the fundamental macromolecules that control them. Examples of human disorders will be used when possible to put the lessons in perspective to every day life. The general structure of the course will be lectures and study groups. The topics will be presented and discussed in interactive lectures. Further depth in these themes will be supported by student driven research and presentations. Study groups will consist of ‘journal clubs’ in which current scientific articles will be examined and problem solving sessions. The development of critical thinking and proficiency in scientific reading will be encouraged. fundamental techniques commonly utilized in modern cell and molecular biology research will be introduced and explored. | |||||||||||||||||||||||||||||
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| 72 | Living Cell II | UCGSC207 | |||||||||||||||||||||||||||
| The course ‘Living Cell II’ extends the knowledge that you learned from ‘Health & Life Sciences II: Building block of life - the cell’. In these courses we will focus on the molecular and cellular mechanisms underlying human health and disease. In particular, we will explore the essential concepts in biology related to the cell as a fundamental ‘building block’ of human life. Understanding cellular processes at the molecular level is the basis for gaining an appreciation of how organisms live and function, and can open new doors for future medical interventions, including stem cell therapy. We will discuss these important processes as well as the fundamental macromolecules that control them. Examples of human disorders will be used when possible to put the lessons in perspective to every day life. The general structure of the course will be lectures, discussion groups and journal clubs. The topics will be presented and discussed in interactive lectures. Further depth in these themes will be supported by problem-based learning styled ‘journal clubs’ in which current scientific articles will be examined. The development of critical thinking and proficiency in scientific reading will be encouraged. | |||||||||||||||||||||||||||||
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| 73 | Love | UCG1AC08 | |||||||||||||||||||||||||||
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| 74 | Machine Learning | UCGSC222 | |||||||||||||||||||||||||||
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| 75 | Macro-economics | UCG1SS02 | |||||||||||||||||||||||||||
| This course provides a general introduction to the field of macroeconomics, which analyzes economic activity from an aggregate perspective. It will explain key macroeconomic concepts such as national income, inflation and unemployment, as well as how they are related to each other. Building on these relationships, students will learn to work with a core set of simple macroeconomic models that they can use to analyze a broad range of macroeconomic issues. These models will provide a framework to think about how aggregate economic activity evolves in the short run, the medium run and the long run as well as how it is affected by economic policy decisions. | |||||||||||||||||||||||||||||
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| 76 | Made in Europe | UCGHU304 | |||||||||||||||||||||||||||
| What do we mean by ‘European culture’? Does such a thing as a European identity exist? Taking the history of European culture as our starting point, we will investigate whether it is possible to identify and characterize a European identity, as reflected in works of art and literature. During our plenary meetings we will discuss readings on a number of key dimensions of the European project. These key dimensions include the influence and legacy of Greek and Roman culture, Christianity, modernity and the Enlightenment; colonialism; and democracy. The course will work towards a reflection on the position of European culture in a global world. Every week we will, in addition to discussing the required reading, also discuss a case study (artistic or cultural) that you bring to the course. We will consider the case in the light of the dimension under discussion that week. | |||||||||||||||||||||||||||||
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| 77 | Managing Intern. Bus. Organizations Game | EBB638B05 | |||||||||||||||||||||||||||
| The course consists of weekly lectures, tutorials, a business panel session and an exam. The lectures orientate on the basic topics of the course and are based on the assigned literature in the Virtual Reader (see Nestor) Three of the lectures will be given by Managers from MNEs, who will present the internationalization path of their respective companies. Also, they will present in more detail a case problem relevant to the international position of their company. Students have to write an essay about the market position and performance of one of the companies and present a plan which addresses the case problem as outlined by the guest lecturer of that company. The last tutorial is in the form of a business panel, where business managers will be presented the best plans, as pre-selected by tutors. During the course, students will be trained to present their results in a convincing way to the business panel. They will learn to do the presentation in such a way that the panel is not only informed, but also prepared to accept the results. | |||||||||||||||||||||||||||||
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| 78 | Mathematics for Social Sciences and Life Sciences | UCG1RM03 | |||||||||||||||||||||||||||
| This is a Research & Methodology course offered in the first year of the LAS program at UCG, which is specifically relevant to students majoring in Social Sciences and Health and Life Sciences. The course provides an introduction to the mathematical subjects that are used to formalize and analyze the problems arising in the social sciences and life sciences. The first half of the course regards finite mathematics subjects that include linear and nonlinear functions, matrix algebra and linear programming. The second half of the course aims to introduce the applications of calculus in business, life sciences, and social sciences. The key concepts of calculus, like derivative and integration of functions, and their applications in real life problems are covered. | |||||||||||||||||||||||||||||
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| 79 | Meaning and Truth in Language and Art | UCGHU305 | |||||||||||||||||||||||||||
| On the one hand, meaning is often defined as a relation between language and the world(s) that it is 'about', but on the other hand meaning is thought to be 'conceptual' and hence 'in our heads'. In this course you'll see how this tension divides the study of linguistic meaning (semantics) to this day. We then look at how semantic theorizing might deal with meaning beyond the traditional domain of human linguistic communication. We look first at reference, truth and meaning in fiction/literature. We then consider truth-conditional meaning and iconicity beyond language: in gestures, pictures and diagrams, in pictorial narratives (like comics and film), and finally in music. | |||||||||||||||||||||||||||||
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| 80 | Media & Technology | UCG1AC09 | |||||||||||||||||||||||||||
| This course offers students an introduction to basic concepts in both philosophy of technology and media theory via a series of case studies. By looking at objects and systems like urban spaces, scientific laboratories, and news media, we will examine how social, cultural, political, and epistemic norms can be changed or “mediated” by new technologies. | |||||||||||||||||||||||||||||
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| 81 | Medical Microbiology | UCGSC205 | |||||||||||||||||||||||||||
| The following topics will be addressed in the course: • Practicals on Microbial safety (WMMP15001) and Strain identification • Lectures on Bacteriology & Virology; basics, diagnosis, pathogenesis, detection and treatment • The end of the usage of antibiotics? • Modern techniques in Medical Microbiology • Regulatory aspects • Assignment presented by the students • Video made by students • Written exam halfway the course | |||||||||||||||||||||||||||||
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| 82 | Methods for Humanities: Empirical Methods | UCG1RM02 | |||||||||||||||||||||||||||
| This course forms part of the Research Methods learning line and is directed to University College students with a Humanities major orientation. The disciplines of the humanities make use of a wide range of methods. Students are introduced to different methods and techniques and their specific characteristics and qualities, ranging from quantitative methods to qualitative methods, visual methods and practice based research in the arts. Students are trained to evaluate and critically assess the use of research methods in particular settings and provide arguments to support their opinion. Students will practice with several methods and analyse the results. They will design a research plan for a given Humanities research question using one or more methods discussed. They will execute a small part of the project applying one of the discussed methods and present the results to their peers. | |||||||||||||||||||||||||||||
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| 83 | Methods for Humanities: Interpretive Methods | UCGAC216 | |||||||||||||||||||||||||||
| This course forms part of the Research Methods learning line and is aimed at University College students with a Humanities major orientation. While the disciplines of the humanities make use of a wide range of methods, this course focuses on interpretation of texts and utterances, digital humanities and the methods of the historical sciences. The first part of the course is about interpreting literary as well as non-literary texts and utterances. Students learn to arrive at a nuanced understanding of texts and to write interpretations that reflect their awareness of the challenges and limitations of interpretation. In the second part of the course, we take a look at how digital tools transform the humanities. Students will carry out a small research project of their own, applying a digital method and evaluating the surplus it adds to a more traditional approach. In the last part of the course, students learn to evaluate and interpret historical sources and to estimate what we can or can’t know about given events in the past. | |||||||||||||||||||||||||||||
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| 84 | Micro-Economics | UCG1SS01 | |||||||||||||||||||||||||||
| The course offers an economic perspective on individual behavior and human interaction in terms of rational choice theory and game theory. The course will teach you the basic methodology used in economics to analyze market and strategic interactions. We will discuss neoclassical rational choice theory as a model of individual decision making and show how markets function to equate supply and demand and distribute welfare in society. You will learn to use game theory as a tool to analyze situations of strategic interaction. One of the relations between this module on economics and the political philosophy module is that both explore the role the state has in securing market institutions, how harmful effects of economic behavior on third parties (negative externalities) can be prevented. | |||||||||||||||||||||||||||||
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| 85 | Models of Democracy | UCGSS204 | |||||||||||||||||||||||||||
| The course investigates different models of democracy, such as constitutional, liberal, and deliberative democracy, the central values of democracy, such as liberty and equality, and the possible tensions between them. We will explore the arguments of the influential democratic thinkers Alexis de Tocqueville, John Stuart Mill, Karl Popper, John Rawls, and Jürgen Habermas. Fundamental problems of democracy, such as majority rule versus individual rights, the tyranny of the majority, the problem of persistent minorities, and the voters' paradox, will also be analyzed. In the course we will discuss among others the following questions: - Why was Plato against democracy? - Is a majority decision the right decision? - Direct or representative democracy? - Are referendums important for democracy? - Is it possible to extend democracy and citizenship beyond the nation-state (to extend democratic politics to the regional e.g. European and global levels) or does democratic citizenship require a bounded territorial space, in which citizens see themselves as part of a common demos? - How to improve democracy in order to prevent the disadvantages of populism? - Can democracy survive Facebook and fake news? Students will get the opportunity to apply the theoretical insights to a contemporary problem of democracy to see whether the model can provide guidance on how to mitigate or resolve the relevant problem. Further, students will try to design a new model of democracy that can tackle the significant disadvantages and dangers for democracy in our time. The course will follow a normative approach to democratic theory, which means that we will look at the ethical principles and values underlying democracy and democratic institutions and try to assess the strengths and weaknesses of democratic models to see which - if any - can be justified. | |||||||||||||||||||||||||||||
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| 86 | Modernity, Modernism, and the Modern | UCGHU306 | |||||||||||||||||||||||||||
| Despite their shared etymological root (from the Latin modo, for ‘just now’), the words ‘modernity’, ‘modernism’, and the ‘modern’ all refer to distinct, but overlapping, notions within the history of ideas. In this course, students will read both deeply and widely on subjects ranging from literature, media theory, history, science & technology studies, politics, and art & architecture. In so doing, students will: a) develop a clear sense of the degree to which ideas of modernity were and remain deeply contested; and b) reflect upon their own position and inheritance within this lush intellectual genealogy. | |||||||||||||||||||||||||||||
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| 87 | Music in Culture | UCG1HU05 | |||||||||||||||||||||||||||
| The density and volume of sound emerging from the loudspeakers at a noise concert quiets the internal chatter of an anxious mind. A crowd of protestors in a public square sing together a song banned years earlier by their dictatorial government. An anthemic EDM piece shapes the way you move and feel as you navigate your way through your brother’s favorite fashion house. In all of these familiar scenarios, the sounds of the cultural practice we call music get into the bodies of individuals and shape in some way—or “afford”—their thoughts, feelings, and/or actions. Histories of thought about what music is or what it does privilege certain kinds of musical affordances, ignore others, and often misrepresent what music has done or might do when it manifests in various culturally-specific spaces. This course will provide an introduction to some of these histories and to some of the major debates in and tendencies of the various musicologies, alongside an overview of the dominant areas within those musicologies, and some of the most influential recent approaches. This will include basic introductions to themes and subfields like: popular music studies methodologies; histories of “world music” and ethnomusicology; approaches to studies of music in film, television, and digital media; key figures in the philosophy of music; histories of music historiography; theories of musical meaning; music technology studies; and approaches to urban sound studies. As this survey unfolds, students will be exposed to a broad range of approaches to music-making from various art music, popular music, experimental music, and folk music cultures. No previous musical training or experience is required to follow this course. The course is intended as a basic entry point for students interested in thinking about and conducting research on music in culture and in beginning to familiarize themselves broadly with the existing literature in and history of musicology, ethnomusicology, popular music studies, music philosophy, and sound studies. | |||||||||||||||||||||||||||||
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| 88 | Myths we live by: Narrative in Politics and Society | UCGHU214 | |||||||||||||||||||||||||||
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| 89 | Observational Astronomy | WPAS16000 | |||||||||||||||||||||||||||
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| 90 | People, Places and Cultures in Global Context | UCG1AC10 | |||||||||||||||||||||||||||
| This course provides an introduction to Human Geography. In a nutshell, it explores relationships between the earth, human activities and contemporary issues. In doing so, the course introduces thinking 'geographically', which refers to understanding, interpreting, and representing the human world in ways that emphasize spatial relations, spatial processes, and relationships to the physical space around us. As a result, students will see the relevance of geographic concepts as applied to human problems and achievements. By the end of the course, students will be able to think critically about, as well as explain, some of the ways in which 'geography matters' in terms of the dynamic flows of international relations, cultures, politics and economies and the people and institutions involved. Ideally, the course will enable a lifelong and sustained geographical imagination that will help students confront tomorrow’s global, national, regional and local challenges. The course handbook is Knox, P.L. and Marston, S. (2016) Human Geography. Places and Regions in Global Context (7th edition). This textbook emphasizes globalization and interdependence of places and processes, such as flows of goods, services and people, across the globe. The contents of the book explore how such processes change local places in uneven and unequal ways, and how different (groups of) people are affected in different ways, for example in terms of outcomes such as accessing food, education, paid work, housing, etc. The field of Human Geography comprises different geographic subfields, and these, too, will be featured during this course. Specifically, these subfields are: economic geography, social and cultural geography, population geography, environmental geography, urban geography and political geography. Guest lectures will include specialists in various fields covered by the course text. Geography is to a great extent an applied discipline as well as a means of understanding the world, and the activities undertaken during this course are meant to address both of these aspects. The principles, concepts, theoretical frameworks and approaches introduced will enable students to pursue more specialized studies hereafter. | |||||||||||||||||||||||||||||
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| 91 | Personality and individual differences | PSBE1-05 | |||||||||||||||||||||||||||
| The course gives students a broad introduction into the major themes that govern personality psychology. The lectures will define personality and give a comprehensive overview of the different perspectives on personality (trait, biological, intrapsychic, cognitive/experiential, learning). In addition the lectures will focus on a number of main themes that are central to research on personality and individual differences (e.g., intelligence, happiness, personality disorders). | |||||||||||||||||||||||||||||
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| 92 | Philosophy of Mind | UCG1HU01 | |||||||||||||||||||||||||||
| What is the mind? Do we have an immaterial and immortal soul, or is our consciousness simply a weird side effect of how our brains work? What is the relationship between mind and behaviour? Is it possible to create artificial intelligence? What would that take? This course will introduce you to the deepest mysteries in the philosophy of the mind. Together, we will read classical as well as contemporary discussions of questions like the above. Along the way, you will learn and practice the tools philosophers use to make progress on these issues. In particular, you will learn to clarify questions and concepts, develop comprehensible and convincing arguments, and use counterexamples and thought experiments. The course will be held as a seminar. There will be no lectures; instead you are expected to read the literature assigned for each session closely and present and discuss your findings in class. As a special twist, we will investigate whether creative methods can be used to gain a deeper understanding on the topics discussed. We will not only read, talk and write about philosophy of mind but also explore ways to directly experience these issues through creating and engaging with art. The course is particularly recommended to students interested in philosophy, psychology, artificial intelligence and related fields as well as in creative methods and art making. | |||||||||||||||||||||||||||||
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| 93 | Philosophy of Science | UCGAC210 | |||||||||||||||||||||||||||
| Description: What is science and what is its purpose in society? Is there a difference between scientific investigations and finding out whether there is cheese left in the fridge? Is science objective and what does it mean to be objective in the first place? Is science a reliable sources of knowledge imperative for the prosperity of humankind, is it only a weird hobby of old men in lab coats with no implications for our daily lives, or is it even a method to deceive ordinary people with arcane vocabulary to further the goals of the elite? In this course we are going to look at the major philosophical ideas about science put forward during the last hundred years. Among others, we are going to discuss concepts such as truth, justification and the social structure of science and discuss the relations between theory and reality, science and society, as well as scientific revolutions and normal science. | |||||||||||||||||||||||||||||
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| 94 | Physics Laboratory 2 | NANP2-10 | |||||||||||||||||||||||||||
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| 95 | Physics of Galaxies | STPOG-09 | |||||||||||||||||||||||||||
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| 96 | Physics of Stars | STFVSE5 | |||||||||||||||||||||||||||
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| 97 | Policy & Principles of Private Law | UCGSS207 | |||||||||||||||||||||||||||
| Policy and Principles of Private Law focuses on the key concepts of private law and the relevant interests at stake. The course adresses property law, contract law, tort law and the law of civil procedure. The course provides students insight into the reasoning in private law on the basis of its key concepts and the relevant interests. The course includes core questions of private law such as: (i) under which circumstances does the law protect a buyer in good faith?; (ii) what is strict liability?; (iii) what are the requirements for the formation of a contract? | |||||||||||||||||||||||||||||
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| 98 | Policy Making in the EU | UCG1SS09 | |||||||||||||||||||||||||||
| Traditionally Political Science used theories from International Relations to analyze the European integration process. However, as the contemporary political system of the EU resembles the political systems found in liberal democracies, theories of comparative politics and system analysis proofed to be more fruitful for analyzing the policy-making processes in the EU. This module applies general political science theories to the study of the EU. This makes it possible for students to become familiar with tools of political science that can be used for the analysis of any political system and at the same time provide them with a thorough knowledge of the political and administrative processes in the EU. The module consists of lectures and tutorials. In the tutorials students will learn to apply theoretical knowledge by means of research assignments and presentations. Attention will be paid to the history of the EU, its institutions, theories of European integration, theories of the policy process, the role of interest groups and problems of implementation. Analysis of political decision making in several policy fields is used to demonstrate the functioning of the EU in practice. | |||||||||||||||||||||||||||||
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| 99 | Political Economy | UCGSS203 | |||||||||||||||||||||||||||
| This course provides an introduction into the field of political economy. Political economy studies the interaction between politics and economics. On the one hand, it studies how political behaviour and political choices can be understood using economic models. On the other hand it studies how politics and political institutions affect economic outcomes. By doing so, it contributes to the explanation why (economic) policies often are often sub-optimal (from a social welfare point of view). In this course we study questions such as: Why do people vote? Are politicians serving the general interest? Why are necessary economic reforms often delayed? Why is delegation of power to an independent central bank important? Do democracies have better economic performance than autocracies? The course consists of interactive lectures in which academic articles are discussed. These lectures include student presentations, class experiments and Q&A sessions | |||||||||||||||||||||||||||||
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| 100 | Political Philosophy | UCG1SS03 | |||||||||||||||||||||||||||
| The course investigates normative political theories and political-philosophical arguments related to important and topical issues in philosophy, politics, economics, and law. What kind of society should we live in and what institutions should we have? Should we live in a liberal democracy and, if so, why? What does justice require? What kind of obligations do European states have toward refugees? How should income and property be distributed between persons? In this course, we will discuss these and other questions. We will shed light on normative concepts such as freedom, equality and justice. We will also discuss political-philosophical and normative aspects of topical issues such as • dirty hands politics • equity and efficiency in the allocation of scarce health care resources • nationalism and global justice • debates surrounding free speech • human development and the Capabilities Approach | |||||||||||||||||||||||||||||
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| 101 | Practical Life Science | UCGSC214 | |||||||||||||||||||||||||||
| In this practical course, students will learn how to work independently in a laboratory setting. They will use the knowledge obtained in the living cell I and/or biochemistry in practical applications. Students will learn how to use standard lab equipment in a responsible way and how to design, perform and analyse basic experiments in Cell biology and Biochemistry. Results, acquired from these experiments, will be documented in a clear and comprehensive manner in a digital lab journal and communicated in the format of a scientific report and a poster presentation. | |||||||||||||||||||||||||||||
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| 102 | Principles of Entrepreneurship | UCGSS223 | |||||||||||||||||||||||||||
| Entrepreneurship has been receiving a lot of attention over the last decades from scholars, practitioners, and policy makers. In this course, we will focus on the main perspectives that underlie entrepreneurial activity; specifically, on entrepreneurship as a way of thinking, creating value and impact for society and individuals beyond an economic perspective. The course includes reflection moments to tap onto the potential of entrepreneurship to innovatively address societal challenges. Overall, participants of the course will gain an understanding of what entrepreneurship is and how it is used to create different types of value in society. | |||||||||||||||||||||||||||||
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| 103 | Principles of Modern Technology | UCG1SC01 | |||||||||||||||||||||||||||
| The main objective of the course is to give the students an introduction to the modern view on the structure of matter at different length scales, based on the two major revolutions of 20th–century physics: the special theory of relativity and quantum mechanics. Topics that will be covered are taken from the physics of atoms, solid state, nuclei, elementary particles, and the cosmos. There will also be focus on applications of these topics in fundamental physics to current research and society. | |||||||||||||||||||||||||||||
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| 104 | Programming in Python | UCG1SC03 | |||||||||||||||||||||||||||
| As the computers have become prevalent both in academia and industry, it is important for the professionals to have “computational thinking” as a core competency. The students across many disciplines can greatly benefit from understanding the underlying principles of computing and gaining basic programming skills. This course introduces the fundamentals of programming including data types, control structures, algorithm development, functions and designing/implementing/debugging simple programs via the Python programming language. The course is ideal for students with little or no prior programming experience. The aspects of programming will be explored through lectures and hands-on computer lab activities. | |||||||||||||||||||||||||||||
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| 105 | Projects Year 1 | UCG1AC01 | |||||||||||||||||||||||||||
| The heart of the Liberal Arts and Sciences programme at UCG is the Academic Skills and Projects learning line This learning line runs through the three years of your degree and will teach you to discover, apply, and integrate knowledge and understanding from diverse disciplinary domains to address complex societal problems. This learning line has a strong focus on innovation and you’ll learn to synthesize existing knowledge in new ways using creativity and imagination. Within the first year of the Academic Skills and Projects programme (Creating Horizons) the emphasis lies on asking questions about societal issues, relating these questions to academic disciplines, and using your imagination and creativity to come to potential (interdisciplinary) solutions. The chosen societal issues can be related to the excursions offered in the course or initiated by you, the student community. In project group meetings we will focus on the development of creative thinking and academic curiosity. Much attention is given to critically appraising sources of knowledge, sensing - looking and listening - and identifying big problems. Input from academic sources, artistic and creative practitioners, as well as societal stakeholders (such as policy makers, entrepreneurs) is essential for developing these skills. You will reflect upon how these experts identify and eventually respond to the problems and challenges of society. In addition you will learn to understand and reflect on your own individual progress and on your contribution to group work and the community. As a project group, you will work on several small projects and towards the end of the year on a larger group project. This group project consists of a critical reflection on a societal issue from various academic and non-academic perspectives, the first steps towards its solution, and a self-chosen creative (artistic) translation of this solution. At the end of the year, your group’s project will be presented to a broad audience of peer students, academics, practitioners and other key stakeholders at an annual exhibition. In addition, you will work on individual assignments during the year. The results will be compiled into your personal portfolio. In your portfolio you will also keep track of your learning aims and study progress within the first year of the UCG programme. It will serve as a point of departure for the intermediate evaluations with your tutor and contribute to motivated choices in the design of your further study programme. | |||||||||||||||||||||||||||||
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| 106 | Projects Year 2 | UCGAC201 | |||||||||||||||||||||||||||
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| 107 | Projects Year 3 | UCGAC301 | |||||||||||||||||||||||||||
| In year 3, the theme is ͚Creating Leadership͛. Students now take the lead in formulating a project, finding partners and bringing to bear all the skills they have developed in project work throughout the first two years. Students are now expected to demonstrate their ability to work collaboratively to create innovative and effective solutions to complex societal problems. | |||||||||||||||||||||||||||||
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| 108 | Public Finance | UCGSS218 | |||||||||||||||||||||||||||
| This course focuses on how governments can intervene in markets that fail or lead to unfair market outcomes. It aims to answer questions like: How should the government design its policies in areas such as health care or social security? How should we design tax systems to promote economic efficiency and to be consistent with societal fairness? We focus on the supply of public goods and (how to deal with) externalities. We then move on to the sources of government spending: taxation and debt financing. We analyse the distribution of tax burdens and the efficiency and equity aspects of taxation. We discuss the pros and cons of debt financing. Lastly, we focus on income redistribution, unemployment insurance, and reallocation of income over the life cycle. | |||||||||||||||||||||||||||||
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| 109 | Qualitative Data Collection & Analysis | UCGAC215 | |||||||||||||||||||||||||||
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| 110 | Quantum Physics 1 | NAKF1-11 | |||||||||||||||||||||||||||
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| 111 | Quantum Physics 2 | NAKF2-11 | |||||||||||||||||||||||||||
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| 112 | Science Communication | UCGSC304 | |||||||||||||||||||||||||||
| By adopting a 'science in/for society' theoretical paradigm, the course ‘Science Communication’ examines how scientists communicate the processes and findings of their work to the public and how the public engages with science through the following means/spaces: (a) Science magazines/newspapers (b) Science events (science cafes, festivals, TED-talks, art and science events, Famelab) (d) Museums and science centers (NEMO, University Museum, Science Museum in London) (c) Videos The overarching goal of the course is to provide students with an understanding of different forms of science communication and the opportunity to practise those through practical work, physical and virtual field-trips to museums, as well as the assignments. This class develops the abilities of students to communicate science effectively in a variety of real-world contexts through projects that focus on speaking and writing for the general public. | |||||||||||||||||||||||||||||
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| 113 | Smart Technology Lab: Physical Principles | UCGSC215 | |||||||||||||||||||||||||||
| Physics Laboratory is a course designed primarily for students in the major of sciences to gain hands-on experience. The goal of this course is to explore and reveal fundamental physical principles by performing experiments. Scientific studies involve dealing with physical quantities that can be measured, and errors are part of these measurements. Besides collecting data and determining some of the universal constants, students will carry out error analysis of the measurement results. Physics Laboratory differs from traditional laboratory courses where the students are expected to follow step-by-step instructions for each experiment. This course aims to allow the students to creatively apply their thinking and acquire practical skills. The philosophy behind this course is to fully engage students in the learning process, and encourage them to approach the physical concepts from multiple perspectives. | |||||||||||||||||||||||||||||
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| 114 | Social & Cultural Psychology | UCG1SS06 | |||||||||||||||||||||||||||
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| 115 | Social and institutional change | SOBA904 | |||||||||||||||||||||||||||
| This course focuses on the emergence and development of formal and informal institutions and their effects on behavior as well as on individual integration processes into society. We will explore how various forms of institutions influence each other and the extent to which institutions have desired or undesired effects. Moreover, we will focus on the conditions under which institutions lead to coordination and cooperation. Special attention will also be paid to the role of the state in a market economy, and the effect of cultural norms on economic development. To this end, we will discuss classical theories (Weber, Durkheim, Smith) that have been used to explain social institutions. Examples will be based on current empirical research studying inequality and the interplay between migration, integration, and welfare states. We will debate among others how migration leads to institutional change and how formal and informal institutions shape integration chances of migrants. | |||||||||||||||||||||||||||||
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| 116 | Social Complexity & Networks | UCGSS215 | |||||||||||||||||||||||||||
| Polarisations and conflicts in society on how to deal with migration and refugees, changing our food system towards a more sustainable plant-based system, and developing sustainable transport ideas in cities are examples of social complex phenomena. Social complexity increasingly is acknowledged as a highly relevant approach in understanding the dynamics of such societal phenomena. The common denominator In such systems is that the behaviour of many individuals (micro-level) aggregates into societal phenomena (macro-level), that in turn affect individual behaviour. Social networks describe how individuals relate to each other, depend on each other and influence each other in such conditions. The course will start with an introduction in the paradigm of complex systems, and address the basics of self-organisation, turbulence and the (un)predictability of social systems. Following that, a number of specific cases illustrating essential elements of social complex systems and their networks will be addressed. Some examples are (1) what makes people sometimes deplete renewable resources, such as fish-stocks and forests, (2) the processes that lead to polarisation and conflict in societies, for example related to the issue of migration and acculturation, (3) how the city of Groningen succeeded to become a cycling city, and how other cities learn from that, and (4) how new behaviours and practices such as changing to a plant-based diet spread through society. Exercises with the newest computer simulations will allow for experimenting with social dynamics Weekly individual assignments will focus on critically reading and reflecting on literature, and on reporting on modelling exercises. A group assignment will focus on analysing a societal phenomenon from a social complexity & network perspective. | |||||||||||||||||||||||||||||
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| 117 | Social influence | PSMIN07 | |||||||||||||||||||||||||||
| Why do we always spend too much during sales? Why is “playing hard to get” such a great strategy to pick up a partner? Why do you sell ice-cream with a man in a speedo and insurances with a man in a business suit? How can you reduce rule transgressions by wearing gothic clothing? In this course you get an answer to these and many other questions. In this course you’ll learn how people’s beliefs, and actions are influenced by others. You will be introduced to various theories, principles and studies that give insight to how you can use people’s need for affiliation, accuracy and a positive self concept to persuade them. This (interactive) course is focused at both theory development and practical application. | |||||||||||||||||||||||||||||
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| 118 | Statistics I | UCGAC212 | |||||||||||||||||||||||||||
| This course forms the first part of the Research Methods learning line. It recapitulates methods of quantitative data collection and description and deepens students' competence in this area. The course further focuses on probability distribution, systematically covers significance testing and confidence intervals, and discusses the divide between frequentist and Bayesian statistical techniques. Throughout the course students practice the use of statistics software (SSPS). | |||||||||||||||||||||||||||||
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| 119 | Statistics II | UCGAC213 | |||||||||||||||||||||||||||
| This course forms part of the Research Methods learning line in Year 2 and builds on the foundation established in Statistics I. It covers methods in inferential statistics, emphasizing regression and analysis of variance (ANOVA). Throughout the course students practice the use of statistics software (SSPS). They also design a small-scale research project as one way of demonstrating competence in course learning outcomes. Students analyze collected data using inferential statistics and present their results both orally and in writing, following norms of research dissemination in the social sciences. | |||||||||||||||||||||||||||||
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| 120 | Structure of Matter 1 | NASM1-11 | |||||||||||||||||||||||||||
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| 121 | Systems View on Life | UCG1SC08 | |||||||||||||||||||||||||||
| The “Systems View on Life” addresses the natural and essential interconnectedness of human knowledge. Whether the knowledge originates from the natural sciences, the social sciences, or the humanities it originates from and pertains to the same “Reality”. However disciplinary biases obscure this interconnectedness. This course is for people with broad scientific interests, the ability to see patterns across domains of knowledge, and the will to develop these into well-founded science- and evidence-backed opinions. We will do this through incremental improvement. Natural scientists have discovered that Nature is based on a few relatively simple, yet highly powerful, principles and concepts. Identifying these in the full diversity of Nature is a difficult “work-in-progress”, but the combined sciences and humanities have made great progress. In this course we will address these simple and unifying concepts, principles and insights. And we will discus how to apply these in society. We do this by addresses questions like: What are central principles of Nature? What is understanding? What makes life possible? What makes living matter different from nonliving matter? What ways has life found to maintain that difference? How is (human) existence is shaped by all of this? And how can we make a diversity of knowledge (with domain biases) productive? The starting points of the course are the natural sciences – physics, astronomy, chemistry, biology, systems theory, mathematics – but it branches out, especially when addressing the human behavioral diversity to the social sciences – psychology, sociology, anthropology, economics – and to the humanities – history, philosophy, theology, and even the arts. As final and intermediate products you have connect insights from different domains and present them in a clear, structured, convincing, and above all precisely formulated way. The format for this free and can be any combination of essays, infographics, mindmaps, podcasts, presentations, et cetera. Whatever you produce it must be clear, non-trivial (or even profound), and well-supported with evidence, predictions, and if at all possible, real-world relevance. | |||||||||||||||||||||||||||||
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| 122 | Test theory | PSBE2-06 | |||||||||||||||||||||||||||
| This course gives an overview of the central topics that are important for understanding how tests are developed and validated. Topics include: historical developments and applications of psychological tests, the administration of tests, reliability and validity, and new developments in the field of test construction. | |||||||||||||||||||||||||||||
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| 123 | The social psychology of communication | PSMIN09 | |||||||||||||||||||||||||||
| Communicatie is de kern van sociaal gedrag. Effectieve communicatie maakt het voor mensen mogelijk om fysieke en sociale behoeften te bevredigen en dingen te bereiken die ze als individu nooit zouden kunnen bereiken. Deze cursus gaat onder andere over sociale fenomenen zoals crossculturele communicatie, stemgebruik en nonverbale communicatie, liegen, taalgebruik, het uiten en herkennen van emoties, roddelen en kletsen, wat we normaal en gepast vinden in communicatie en communicatie via nieuwe media. Deze cursus gaat niet alleen over wat mensen zeggen, maar ook over waarom mensen op een bepaalde manier communiceren. Om evolutionaire of andere redenen kan het zijn dat mensen steun van anderen willen, dat ze anderen willen beïnvloeden of dat ze erbij willen horen. In pogingen om misscommunicatie en conflict te voorkómen moet rekening worden gehouden met dergelijke motieven, door aandacht voor bijvoorbeeld non-verbale signalen zoals emoties, gebaren en stemkenmerken en door er rekening mee te houden dat mensen elkaar soms bedriegen. Tegen deze achtergrond is communicatie via het Internet een interessant hedendaags fenomeen met zowel voor- als nadelen. De rol van sociale context bij communicatie komt ook aan de orde, bijvoorbeeld in groepsmarkeringen en in de rol van de sociale status van de bron van informatie. Met behulp van beschrijvingen van dergelijke fenomenen en verschillende theorieen, geeft de sociale psychologie een inspirerende kijk op een alledaags fenomeen. | |||||||||||||||||||||||||||||
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| 124 | Tolerating Diversity in Europe | UCGHU202 | |||||||||||||||||||||||||||
| The problem that drives this course is the tension in Europe, which resurfaces perennially in different guises, between universal-international values and what might be called the persistent particular—member-state interests in tension with “ever closer union,” national in contrast to European identity, conflicts between national and supranational legal traditions, between public sentiment in one state and largely shared views in the rest of Europe, between business interests and against EU regulation. This module takes up one important and recurring source of tension, at the interface between ‘politics’ ; and ‘religion’ ;—with due regard for the complexity of each category. We explore in particular the relations between a still largely Christian Europe and Judaism, as these have been part of Europe’s evolving politics and ideologies since the eighteenth century. Dutch history itself highlights these tensions. The Netherlands has for centuries been a centre of humanism and rational religion, and since the early twentieth century a primary engine of international law and universal justice. Yet during the Second World War, the long-established and well integrated Jewish minority of some 140,000 in the Netherlands suffered the highest murder rate of any western European state (nearly 80%). The Groningen region, home to a thriving Jewish community, pursued its Jewish residents more aggressively than most. The Jewish memorial south of town, the synagogue on Folkingestraat, and the Westerbork transit camp 40 km south of Groningen serve as reminders of a human capacity, in Christian Europe as elsewhere, for intolerance of those deemed different. In more recent years, attention has shifted to Muslim migrants and their integration into Europe, or the Netherlands. After an orientation to the universal-human aspirations of the European Enlightenment, we turn first to an examination and comparison of Enlightenment-era depictions of, and interactions with Jews. We then focus on Europe’s Jewish communities and follow developments in France and Germany, because of their sizable Jewish populations and their different but intertwined political values: from the fitful moves toward Jewish Emancipation through the rise of racial biology and fusion of Darwinism with nationalism until Germany’s Third Reich. In the latter part of the course we turn to the 20th century history of the Dutch Jewish communities. Our central problem is the tension between universal human or (pre-EU) national or now putative European values and the perceived threat of a group that seems alien. Our approach is historical: asking how different elements and strata of society, for example Christian churches and universities (including student organisations) as representatives of faith and rationality, respectively, have responded to movements toward isolation and exclusion of minorities. The aim is not to moralise or to simplify complicated situations. We seek rather to understand the possibilities of human behavior in the many and diverse places where ‘politics’; and ‘religion’ meet. | |||||||||||||||||||||||||||||
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| 125 | Understanding Bias: Gender, Ethnicity & Class | UCG1HU04 | |||||||||||||||||||||||||||
| Bias and discrimination are hot topics in the media these days. But what does it mean to be biased? Are you biased? Our reactions to others are in some sense always shaped by our own experience. Does this make us biased? Where does bias come from? And it is something you can, or should, get rid of? These are questions we will address in the course Understanding Bias. We will investigate what bias is, and how it manifests in individuals, in groups, and in society at large. We will also discuss the feasibility and possible means to overcome bias. We take an interdisciplinary approach, with readings sourced from cognitive neuroscience, social psychology, sociology, cultural studies and philosophy, amongst other disciplines, and relate these to recent coverage in media and popular culture. We will meet twice a week for seminars which include student presentations and class discussions. You are expected to participate actively in class discussion; other assessment elements are a report on one of the articles we read, and a final paper at the end of the course which integrates at least two perspectives from the readings. | |||||||||||||||||||||||||||||
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| 126 | War | UCG1AC11 | |||||||||||||||||||||||||||
| n this course we will study war from a number of different angles. First of all we will focus on the question as to what war is and study the nature and prevalence of war and different types of warfare. We will look into the various areas of law (human rights law and humanitarian law) and how they regulate warfare. Next we will study war and the dynamics and mechanisms within wars resulting in international crimes such as war crimes, crimes against humanity, sexual violence, torture, genocide as well as terrorism. In the course we will look into and study the nature and causes of these crimes. We will study the military and military training and will discuss and extreme type of training in which recruits are trained to become torturers. We will also look into the effects of all these types of crime for the victims. In the last part of the course we will study the means on how to fight these types of crimes and the role of the international community; its legal obligations to act and the often lacking political will to do so. We will furthermore study the various means and methods states have to deal with a period of war after the conflict. The lectures are interactive but in the seminars there is even more room for discussion. In the seminars we will focus mainly on the Islamic State and discuss the extent to which it poses a threat to international peace and security. | |||||||||||||||||||||||||||||
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