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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.
| » World Language Program | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
|---|---|---|---|---|---|---|---|
| hele jaar | keuze | UCGWL101 | Chinese I | Engels | 2.5 | 4 | |
| keuze | UCGWL102 | Spanish I | Engels | 2.5 | 2 | ||
| keuze | UCGWL104 | Dutch I | Nederlands | 2.5 | 2 | ||
| keuze | UCGWL201 | Chinese II | Engels | 2.5 | 2 | ||
| keuze | UCGWL202 | Spanish II | Spaans | 2.5 | 2 | ||
| keuze | UCGWL203 | Arabic II | Engels | 2.5 | 2 | ||
| semester II | keuze | UCGWL103 | Arabic I | Engels | 2.5 | 4 | |
| » Year 1 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | verplicht | UCGAC101 | Projects & Workshops Y1 | Engels | 10 | variabel | |
| verplicht | UCGAC102 | Research & Methodology Year 1 | Engels | 10 | variabel | ||
| semester I a | verplicht | UCGAC102A | R&M: Introduction to Logic | Engels | 2.5 | 2 | |
| verplicht | UCGAC103 | Exploring Challenges of Modern Society | Engels | 5 | variabel | ||
| verplicht | UCGAC104 | Academic Writing | Engels | 5 | 4 | ||
| semester I b | verplicht | UCGAC102B | R&M: Introduction to Statistics | Engels | 2.5 | 2 | |
| keuzegroep A | UCGHU101 | Culture: The Building Blocks | Engels | 5 | variabel | ||
| keuzegroep A | UCGHU107 | From Paint to Pixel | Engels | 5 | 4 | ||
| keuzegroep A | UCGHU108 | Media & Technology | Engels | 5 | 4 | ||
| keuzegroep A | UCGSC104 | Health & Disease | Engels | 5 | 4 | ||
| keuzegroep A | UCGSC105 | Basic Chemistry | Engels | 5 | 4 | ||
| keuzegroep A | UCGSC106 | Introduction to Programming | Engels | 5 | 4 | ||
| keuzegroep A | UCGSC107 | Living Cell I | Engels | 5 | variabel | ||
| keuzegroep A | UCGSC108 | Astronomy for Poets | Engels | 5 | 4 | ||
| keuzegroep A | UCGSS101 | Microeconomics | Engels | 5 | variabel | ||
| keuzegroep A | UCGSS103 | Political Philosophy | Engels | 5 | 4 | ||
| keuzegroep A | UCGSS104 | Ethics | Engels | 5 | 4 | ||
| keuzegroep A | UCGSS105 | Biopsychology | Engels | 5 | variabel | ||
| keuzegroep A | UCGSS106 | Social & Cultural Psychology | Engels | 5 | variabel | ||
| keuzegroep A | UCGSS107 | Intro to Sociology | Engels | 5 | variabel | ||
| keuzegroep A | UCGSS109 | Law in an Expanding World | Engels | 5 | 4 | ||
| keuzegroep A | UCGSS110 | Introduction to Human Geography | Engels | 5 | 4 | ||
| keuzegroep A | UCGSS112 | International Business | Engels | 5 | 4 | ||
| semester II | keuzegroep B | UCGAC102C | R&M: Methods for Humanities | Engels | 5 | 2 | |
| keuzegroep B | UCGAC102D | R&M: Math for Social Sciences | Engels | 5 | 2 | ||
| keuzegroep B | UCGAC102E | R&M: Calculus I | Engels | 5 | 2 | ||
| semester II a | keuzegroep C | UCGHU105 | Introduction to Linguistics | Engels | 5 | variabel | |
| keuzegroep C | UCGHU108 | Media & Technology | Engels | 5 | 4 | ||
| keuzegroep C | UCGHU109 | How Art Makes the World | Engels | 5 | 4 | ||
| keuzegroep C | UCGHU110 | Artivism | Engels | 5 | 4 | ||
| keuzegroep C | UCGHU112 | Understanding Bias | Engels | 5 | 4 | ||
| keuzegroep C | UCGSC103 | Linear Algebra | Engels | 5 | variabel | ||
| keuzegroep C | UCGSC104 | Health & Disease | Engels | 5 | 4 | ||
| keuzegroep C | UCGSC109 | Biochemistry | Engels | 5 | 4 | ||
| keuzegroep C | UCGSC112 | The Systems View on Life | Engels | 5 | 4 | ||
| keuzegroep C | UCGSC114 | Intro to Physics | Engels | 5 | 4 | ||
| keuzegroep C | UCGSS102 | Macroeconomics | Engels | 5 | variabel | ||
| keuzegroep C | UCGSS103 | Political Philosophy | Engels | 5 | 4 | ||
| keuzegroep C | UCGSS105 | Biopsychology | Engels | 5 | variabel | ||
| keuzegroep C | UCGSS107 | Intro to Sociology | Engels | 5 | variabel | ||
| keuzegroep C | UCGSS108 | Law as Order | Engels | 5 | 4 | ||
| keuzegroep C | UCGSS109 | Law in an Expanding World | Engels | 5 | 4 | ||
| keuzegroep C | UCGSS112 | International Business | Engels | 5 | 4 | ||
| semester II b | keuzegroep D | UCGHU102 | Introduction to Epistemology, Metaphysics, and Philosophy of Mind | Engels | 5 | variabel | |
| keuzegroep D | UCGHU103 | History: Beautiful Bodies | Engels | 5 | 4 | ||
| keuzegroep D | UCGHU111 | Understanding Culture | Engels | 5 | 4 | ||
| keuzegroep D | UCGHU113 | Music in Culture | Engels | 5 | 4 | ||
| keuzegroep D | UCGSC101 | Modern Physics | Engels | 5 | variabel | ||
| keuzegroep D | UCGSC105 | Basic Chemistry | Engels | 5 | 4 | ||
| keuzegroep D | UCGSC106 | Introduction to Programming | Engels | 5 | 4 | ||
| keuzegroep D | UCGSC107 | Living Cell I | Engels | 5 | variabel | ||
| keuzegroep D | UCGSC111 | Human Anatomy & Histology | Engels | 5 | variabel | ||
| keuzegroep D | UCGSC112 | The Systems View on Life | Engels | 5 | 4 | ||
| keuzegroep D | UCGSS101 | Microeconomics | Engels | 5 | variabel | ||
| keuzegroep D | UCGSS102 | Macroeconomics | Engels | 5 | variabel | ||
| keuzegroep D | UCGSS106 | Social & Cultural Psychology | Engels | 5 | variabel | ||
| keuzegroep D | UCGSS108 | Law as Order | Engels | 5 | 4 | ||
| keuzegroep D | UCGSS111 | Policy Making in the EU | Engels | 5 | 4 | ||
| keuzegroep E | UCGSC113 | The Scientific Principles of Cooking | Engels | 5 | 4 | ||
| » Year 2 Core Programme | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | verplicht | UCGAC202 | Research & Methodology: Year 2 | Engels | 15 | variabel | |
| semester I a | keuzegroep F | UCGAC202A | Calculus 2 | Engels | 5 | 8 | |
| keuzegroep F | UCGAC202B | Statistics I | Engels | 5 | 4 | ||
| keuzegroep F | UCGAC202E | Qualitative Methods | Engels | 5 | 4 | ||
| semester I b | keuzegroep F | UCGAC202C | Statistics II | Engels | 5 | 4 | |
| keuzegroep F | UCGAC202G | Calculus 3 | Engels | 5 | 8 | ||
| keuzegroep F | UCGAC202I | Logic and Argumentation | Engels | 5 | 4 | ||
| semester II | verplicht | UCGAC201 | Projects & Workshops Y2 | Engels | 10 | variabel | |
| semester II a | keuzegroep F | UCGAC202D | Computational Methods of Science | Engels | 5 | 4 | |
| keuzegroep F | UCGAC202F | Quantitative Methods for Social Sciences | Engels | 5 | 4 | ||
| keuzegroep F | UCGAC202H | Philosophy of Science | Engels | 5 | 4 | ||
| semester II b | keuzegroep F | UCGAC202J | Methods for Humanities II | Engels | 5 | 4 | |
| » Year 2 Humanities | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | UCGHU207 | Cultural Criticism | Engels | 5 | 4 | |
| keuze | UCGHU210 | Freedom & Responsibility | Engels | 5 | 4 | ||
| semester I b | keuze | UCGHU204 | “Knowledge is Power” | Engels | 5 | variabel | |
| keuze | UCGHU206 | Politics of Theatre | Engels | 5 | 4 | ||
| semester II a | keuze | UCGHU202 | Tolerating Diversity in Europe | Engels | 5 | 4 | |
| keuze | UCGHU208 | Imagining the City | Engels | 5 | 4 | ||
| semester II b | verplicht | UCGHU212 | Philosophy of the Humanities | Engels | 5 | 4 | |
| keuze | UCGHU201 | Stories that Shape(d) the World | Engels | 5 | variabel | ||
| keuze | UCGHU211 | Arts, Technology & Philosophy | Engels | 5 | 4 | ||
| » Year 2 Sciences | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | UCGSC206 | Human Integrative Physiology I | Engels | 5 | ||
| keuze | UCGSC207 | Living Cell II - Building Block of Life | Engels | 5 | 4 | ||
| keuze | UCGSC211 | Mechanics | Engels | 5 | 6 | ||
| keuze | UCGSC215 | Physics: Lab | Engels | 5 | 4 | ||
| semester I b | keuze | STISTK-10 | Introduction Astronomy | Engels | 5 | ||
| keuze | UCGSC205 | Medical Microbiology | Engels | 5 | variabel | ||
| keuze | UCGSC212 | Classical Mechanics & Relativity | Engels | 5 | 6 | ||
| keuze | UCGSC213 | Pharmaceutical Roadmap | Engels | 5 | 4 | ||
| keuze | UCGSC214 | Biochemistry and Cell Biology practical | Engels | 5 | 4 | ||
| keuze | WPPH16002 | Introduction to Energy and Environment 1 | Engels | 5 | |||
| semester II a | keuze | UCGSC209 | Human Integrative Physiology II | Engels | 5 | ||
| keuze | UCGSC220 | Electricity & Magnetism: Statics | Engels | 5 | 4 | ||
| keuze | WPPH16003 | Introduction to Energy and Environment 2 | Engels | 5 | |||
| semester II b | keuzegroep G | UCGSC216 | Philosophy of Natural Sciences | Engels | 5 | 4 | |
| keuzegroep G | UCGSC217 | Philosophy of Life Sciences | Engels | 5 | 4 | ||
| keuze | NANP2-10 | Physics Laboratory 2 | Engels | 5 | |||
| keuze | UCGSC208 | Genetics | Engels | 5 | variabel | ||
| keuze | UCGSC210 | Human Immunology | Engels | 5 | |||
| keuze | UCGSC218 | Access to Medicine in a Globalized World | Engels | 5 | 4 | ||
| keuze | UCGSC219 | Science data/data science | Engels | 5 | 4 | ||
| keuze | UCGSC221 | Electricity & Magnetism: Dynamics | Engels | 5 | 4 | ||
| keuze | WPAS16000 | Observational Astronomy | Engels | 5 | |||
| » Year 2 Social Sciences | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | PSB3E-IO04 | Current topics in organisational psychology | Engels en Nederlands | 5 | variabel | |
| keuze | PSMIN09 | The social psychology of communication | Engels | 5 | |||
| keuze | SOBA904 | Social and institutional change | Engels | 5 | variabel | ||
| keuze | UCGSS203 | Political Economy | Engels | 5 | 4 | ||
| keuze | UCGSS204 | Models of Democracy | Engels | 5 | 4 | ||
| keuze | UCGSS207 | Policy and Principles of Private Law | Engels | 5 | 4 | ||
| keuze | UCGSS209 | Cognitive Psychology | Engels | 5 | 4 | ||
| semester I b | keuze | EBB036A05 | CrossCultural Management | Engels | 5 | 4 | |
| keuze | EBB921B05 | Global Development Studies | Engels | 5 | 4 | ||
| keuze | PSBE2-22 | Clinical psychology | Engels | 5 | |||
| keuze | PSMIN07 | Social influence | Engels | 5 | variabel | ||
| keuze | PSMIN08 | Consumer and economic psychology | Engels | 5 | 3 | ||
| keuze | UCGSS204 | Models of Democracy | Engels | 5 | 4 | ||
| keuze | UCGSS208 | Global Corporate Strategy | Engels | 5 | 4 | ||
| keuze | UCGSS210 | International & European Law | Engels | 5 | 4 | ||
| keuze | UCGSS211 | Cognitive Neuroscience | Engels | 5 | 4 | ||
| keuze | UCGSS216 | Human Factors and Human Error | Engels | 5 | 4 | ||
| semester II a | 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 | UCGSS213 | International Marketing | Engels | 5 | 4 | ||
| keuze | UCGSS220 | International Relations Theories (and Practice) | Engels | 5 | 4 | ||
| semester II b | verplicht | UCGSS214 | Philosophy of Social Sciences | Engels | 5 | 4 | |
| keuze | EBB608B05 | Ethics and International Business | Engels | 5 | 4 | ||
| keuze | FI133BS | Ethics 3: Equality and Global Justice | Engels | 5 | variabel | ||
| keuze | PSBE1-05 | Personality and individual differences | Engels | 5 | 2 | ||
| keuze | UCGSS212 | Decision Making | Engels | 5 | 4 | ||
| keuze | UCGSS215 | Social Networks and Social Complexity | Engels | 5 | 4 | ||
| keuze | UCGSS218 | Public Finance | Engels | 5 | 4 | ||
| keuze | UCGSS221 | International Trade Relations | Engels | 5 | 4 | ||
| » Year 3 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuze | WBPH17004 | Thermodynamics and Statistical Physics | Engels | 10 | ||
| 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 | ||
| keuze | UCGSS301 | War | Engels | 5 | 4 | ||
| keuze | UCGSS305 | Evidence-based Policy Analysis | Engels | 5 | 4 | ||
| semester I b | keuze | UCGHU305 | Metaphor, Meaning and Truth | Engels | 5 | 4 | |
| keuze | UCGSS306 | The European Union as International Actor | Engels | 5 | 4 | ||
| keuze | WICA-07 | Complex Analysis | Engels | 5 | |||
| semester II a | keuzegroep H | UCGSC302 | Capstone: Oncology | 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 | UCGHU301 | Deep History | Engels | 5 | 4 | ||
| keuze | UCGHU302 | Culture and Cognition | Engels | 5 | 4 | ||
| keuze | UCGSC301 | Statistical Physics | Engels | 5 | variabel | ||
| keuze | UCGSC303 | Advanced Neurobiology | Engels | 5 | 4 | ||
| keuze | UCGSS310 | Crime and Criminology | Engels | 5 | 4 | ||
| semester II b | keuzegroep H | UCGHU303 | Capstone: Futures for Humanity | Engels | 5 | 4 | |
| keuzegroep H | UCGSC305 | Capstone: Waves and Optics | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS303 | Capstone: Mind & Society | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS304 | Capstone: Developmental Psychology | Engels | 5 | 4 | ||
| keuzegroep H | UCGSS307 | Capstone PPIB: Globalization, MNE's and Institutions | 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 | ||
| 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 | ||
| 1 | Academic Writing | UCGAC104 | |||||||||||||||||||||||||||
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| 2 | Access to Medicine in a Globalized World | UCGSC218 | |||||||||||||||||||||||||||
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| 3 | Advanced Neurobiology | UCGSC303 | |||||||||||||||||||||||||||
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| 4 | Arabic I | UCGWL103 | |||||||||||||||||||||||||||
| World Language Program: Arabic (Year 1) is a course in Modern Standard Arabic (MSA) for beginners. MSA is the language of formal communication in the entire Arab World, spanning a region from Morocco in the West to Iraq in the East. It is the language of literature, politics, religion, and journalism throughout this region, as well as a great starting point for learning the national dialects associated with it. The course aims to introduce the students to the basics of MSA, and to provide the tools necessary to build on those basics through self-study. Equal attention will be given to the skills of understanding, reading, writing and speaking the language. Additionally, the students will be offered a glimpse into a few aspects of this ethnically, religiously and culturally diverse region such as custom, etiquette, religion, and history. | |||||||||||||||||||||||||||||
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| 5 | Arabic II | UCGWL203 | |||||||||||||||||||||||||||
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| 6 | Artivism | UCGHU110 | |||||||||||||||||||||||||||
| This course examines how art and activism come together in so-called artivism. We will work around the concept of artistic citizenship to investigate questions about the responsibility of the artist in a civic society and how artists give expression to their artistic citizenship. We will depart from fundamental questions about the value of the arts in society and whether the arts should and can be put to work to strive for a more inclusive and just society; to address issues like migration, human rights or discrimination. What role can the arts fulfil in activism, by which means, for which audiences and with what effects? During the course the group will compile a portfolio with portraits of artivists in which we explore how artists working in different geographic areas of the world, use their art as a medium for their activism, or how activists use art as a means to pursue their goals. We will look for examples of artivists working with visual or performing arts, using documentary or literature, or are urban or digital artivists. We will reflect on their stories, motivations, work, and the the impact they have or would like to achieve. In the process, we will be confronted with the praxis of artivists and think about the implications for the education of artists. | |||||||||||||||||||||||||||||
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| 7 | Arts, Technology & Philosophy | UCGHU211 | |||||||||||||||||||||||||||
| Technology is all about making things. Philosophy is all about reflecting. But the arts are all about reflecting through (the making of) things. In this course we explore the arts in their relation to these two fields with which they have natural affinities: technology and philosophy. How does art relate to technology? What happens when a thing is used to reflect? And what happens when reflection takes on the form of a thing? Can we ‘think with things’ (Pasztorý)? How does the materiality of things affect our reflecting, and how does reflecting affect the materiality of things? In contemporary culture we witness a trend towards multi-, inter-, and transdisciplinary projects, that combine technology, the arts, and philosophy. Taking such projects as case studies, this course will explore the bridging function of the arts in contemporary culture. | |||||||||||||||||||||||||||||
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| 8 | Astronomy for Poets | UCGSC108 | |||||||||||||||||||||||||||
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| 9 | Basic Chemistry | UCGSC105 | |||||||||||||||||||||||||||
| Chemistry is the central science that deals with the properties and the behavior of the matter. It is fundamental to the world around us and beyond – the air we breathe, the water we drink, the clothes we wear and all the materials that surround us are all samples of matter. The main goal of this course is to present the knowledge for an understanding of physical and biological systems. It introduces the core concepts in chemistry, such as quantum theory, electronic configurations of the elements, chemical reactions, intermolecular forces, acids, bases, and thermochemistry. | |||||||||||||||||||||||||||||
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| 10 | Biochemistry | UCGSC109 | |||||||||||||||||||||||||||
| 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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| 11 | Biochemistry and Cell Biology practical | 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. | |||||||||||||||||||||||||||||
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| 12 | Biopsychology | UCGSS105 | |||||||||||||||||||||||||||
| Biological psychology is the study of the link between mind, behavior, and body. In this course, you will learn the basic architecture of the brain: how the brain consists of many brain areas, which in turn consist of countless neurons. You will also learn how many aspects of mind and behavior can be explained by considering the brain’s architecture. This module prepares you for the major Cognition and Behavior. | |||||||||||||||||||||||||||||
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| 13 | Calculus 2 | UCGAC202A | |||||||||||||||||||||||||||
| 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, Health and Life Science and Economics. 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 | |||||||||||||||||||||||||||||
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| 14 | Calculus 3 | UCGAC202G | |||||||||||||||||||||||||||
| The course Calculus 3 is a continuation of the course Calculus 2 and deals with more advanced topics from calculus. The first part is about sequences and series (limits of sequences, (uniform) convergence of series, and second order differential equations and their application in physics). The second part is about basic introduction to Fourier analysis and a basic introduction to partial differential equations with an emphasis on applications in Physics (heat conduction, vibrations, Laplace and Poisson equation). Requirements/ pre-requisites : Calculus 2 | |||||||||||||||||||||||||||||
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| 15 | Capstone: Developmental Psychology | UCGSS304 | |||||||||||||||||||||||||||
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| 16 | Capstone: Futures for Humanity | UCGHU303 | |||||||||||||||||||||||||||
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| 17 | Capstone: Mind & Society | UCGSS303 | |||||||||||||||||||||||||||
| In “Mind and Society” we will reflect on how the respective levels of brain processes, individual & social behaviour and culture interact and need to be addressed ensemble in diagnosing problems and challenges in modern society. In particular we will focus on the current “efficiency culture”, and reflect on its origins in industrialized culture and the implications for education and work processes, e.g. in health care. Connections will be made with e.g. stress and burn-out at the workplace, the (ab)use of substances in educational and work settings (e.g., ritalin, cocaine, alcohol, coffee). A broad perspective will be taken in discussions on e.g. time orientations in thinking (MindTime), the relation between states of mind (brain waves), types of information processing and the complexity of functioning in the modern society. We will explore how techniques like (guided) meditation may contribute to both individual well-being as the functioning of society as a whole. We may identify different cultural perspectives that may be relevant in this context, e.g. the 7th generation principle native Americans use(d) in making important decisions, or permaculture and circular economy as cultural/philosophical perspectives with practical relevance. In this course you are expected to take an active role in organizing well-prepared discussion meetings with students and invited experts (supported by the teaching staff). You will write an essay connecting the different levels for a specific problem/challenge you selected. This essay has to address scientifically grounded suggestions for improvement. | |||||||||||||||||||||||||||||
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| 18 | Capstone: Oncology | UCGSC302 | |||||||||||||||||||||||||||
| Oncology is a capstone course for the specialization Health and Life Sciences. This course will focus on the cellular and molecular basis of cancer, with particular emphasis 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. Each week is focused around a different aspect of cancer, covering both historical developments, current knowledge and modalities of treatment. | |||||||||||||||||||||||||||||
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| 19 | Capstone PPE: Empirical Political Economy | UCGSS308 | |||||||||||||||||||||||||||
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| 20 | Capstone PPIB: Globalization, MNE's and Institutions | UCGSS307 | |||||||||||||||||||||||||||
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| 21 | Capstone PPIL: The Age of Human Rights | UCGSS309 | |||||||||||||||||||||||||||
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| 22 | Capstone: Waves and Optics | UCGSC305 | |||||||||||||||||||||||||||
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| 23 | Chinese I | UCGWL101 | |||||||||||||||||||||||||||
| Communicative language proficiency course in Chinese for beginners, in which all skills (reading, writing, listening, speaking), including grammar and vocabulary, are integrated. Following the levels and can-do- statements of the HSK level 1, which is the counterpart of the A1 level of Common European Framework of Reference (CEFR). During lectures, all topics will be discussed through written and oral texts, video or audio fragments, role-plays. Supported by online resources, students work individually, in pairs or small groups. By the weekly cultural comparison, students are able to grasp a basic understanding of Chinese culture and society. | |||||||||||||||||||||||||||||
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| 24 | Chinese II | UCGWL201 | |||||||||||||||||||||||||||
| The course focuses on training students’ integrated language ability including listening, speaking, reading and writing skills. Students will be facilitated to use the 800 Chinese vocabularies to complete communicative tasks they may experience during their Chinese tour. During lectures, various topics will be discussed through written and oral texts, video or audio fragments, role-plays. Supported by online resources, students work individually, in pairs or small groups. By the weekly cultural points, students are able to understand Chinese culture and society. | |||||||||||||||||||||||||||||
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| 25 | Classical Mechanics & Relativity | UCGSC212 | |||||||||||||||||||||||||||
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| 26 | 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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| 27 | Clinical psychology | PSBE2-22 | |||||||||||||||||||||||||||
| Het doel van deze cursus is om een oriëntatie op een belangrijke tak van de psychologie te geven. Klinische psychologie houdt zich bezig met het verklaren en verhelpen van afwijkend gedrag (d.w.z. psychopathologie). Dit door middel van diagnostiek, therapeutische interventie, en onderzoek. | |||||||||||||||||||||||||||||
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| 28 | Cognitive Neuroscience | UCGSS211 | |||||||||||||||||||||||||||
| Cognitive Neuroscience examines how brain functioning enables and explains mental processes. This course will link neurophysiology with information processing. We will seek to understand how neurons and neural circuits can give rise to such abilities as object recognition, attention, memory, language, cognitive control, and social cognition. Throughout the course, students will be exposed to an array of methods that neuroscientists use to understand the relationship between mind and brain. | |||||||||||||||||||||||||||||
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| 29 | Cognitive Psychology | UCGSS209 | |||||||||||||||||||||||||||
| Cognitive psychology is the scientific study of the mental processes involved in perception, memory, attention, problem solving, reasoning, and decision-making. We will look at both historical and modern approaches to the study of cognition, emphasizing how data about the mind can be obtained as well as the relevance and implications of research findings for our own lives. | |||||||||||||||||||||||||||||
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| 30 | Complex Analysis | WICA-07 | |||||||||||||||||||||||||||
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| 31 | Computational Methods of Science | UCGAC202D | |||||||||||||||||||||||||||
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| 32 | 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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| 33 | Crime and Criminology | UCGSS310 | |||||||||||||||||||||||||||
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| 34 | 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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| 35 | 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. 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 look at the history and theory of culture criticism. How have famous critics of culture, such as Friedrich Nietzsche, Virginia Woolf, Theodor W. Adorno, Roland Barthes, Joan Didion, Fredric Jameson 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? We will also consider the ways in which works of art themselves can convey a critique of culture, for instance in the novels of Jonathan Franzen or Zadie Smith, in the films of Jean-Luc Godard and Lars von Trier, or in television series like The Wire. | |||||||||||||||||||||||||||||
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| 36 | Culture and Cognition | UCGHU302 | |||||||||||||||||||||||||||
| Building upon the first-year course ‘Culture: the Building Blocks’, this course is meant to deepen your knowledge about human culture as a cognitive phenomenon. (How) does the brain create culture? (How) did the evolution of culture affect the human brain? Focusing on (phylogenetic) evolution and (ontogenetic) development, we will investigate specific forms of culture, such as tool use, religion, the arts and entertainment, narrative, and science, trying to find out how culture, cultural change, and cultural diversity is made possible by underlying cognitive structures, and how insight in the cognitive underpinnings of culture allows us to understand and explain cultural phenomena. You will be asked to design and carry out a small empirical research project. | |||||||||||||||||||||||||||||
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| 37 | Culture: The Building Blocks | UCGHU101 | |||||||||||||||||||||||||||
| 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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| 38 | Current topics in organisational psychology | PSB3E-IO04 | |||||||||||||||||||||||||||
| Deze cursus heeft zowel hoorcolleges als werkcolleges. Gedurende de hoorcolleges krijgen studenten een introductie in relevante organisatiepsychologische onderwerpen die verder in het curriculum weinig aandacht krijgen. Onderwerpen kunnen van jaar tot jaar verschillen. Dit jaar zal de nadruk liggen op stress en welbevinden op het werk. Beleidsmakers en de media rapporteren steeds vaker over de toegenomen druk om te presteren op het werk, de toename in stressgerelateerde klachten zoals burnout en de enorme kosten die dit met zich meebrengt voor individuen, organisaties en de maatschappij. Tijdens deze cursus leren de studenten de meest relevante theorieën kennen die bovengenoemde relaties in kaart brengen. Daarnaast verkrijgen studenten inzicht in het vraagstuk hoe en onder welke omstandigheden werksituaties een positieve of negatieve uitwerking hebben op het welbevinden, de gezondheid en het gedrag van medewerkers. Deze processen worden behandeld op het zowel het individuele (e.g., persoonlijkheid, motivatie) als organisatorische (e.g., werkcondities, werkklimaat) niveau. Voorbeelden van specifieke onderwerpen die aan bod komen zijn: leiderschap, werk-privé balans, en herstelprocessen. Tijdens de cursus werken studenten In kleine groepjes (van ongeveer 4 personen) zal gewerkt worden aan schrijf- en presentatieopdrachten die zijn toegespitst op de inhoud van deze cursus. De werkgroepen zijn erop gericht studenten in het schrijfproces te begeleiden en van feedback te voorzien. | |||||||||||||||||||||||||||||
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| 39 | 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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| 40 | Deep History | UCGHU301 | |||||||||||||||||||||||||||
| In the past two decades, interest in world history, in one of its many manifestations, like history of the world, big history, or deep history has been renewed. Facing the problems of globalization, the economic crises, global warming and inequality, people world-wide turn to history for the ‘big picture’ of humanity. In this vein, the focus has increasingly been shifted from the past to the future. Notably, Yuval Noah Harari’s Sapiens and Homo Deus, have put the so-called ‘history of the future’ on the agendas of politicians, policy makers, media, and interest groups all over the world. This aim of this course is to critically evaluate these agendas by exploring how the connection between the ‘history of the future’ and the ‘history of the past’ translates into the ‘history of the present’. From this perspective, the crucial, but much neglected problem of the self-referentiality of history will be addressed by exploring how current deep histories relate to the past and future they describe. In this way the course seeks to answer the question how ideas about the past and future interpenetrate each other in moments of action, thus connecting deep history to global politics. The leading question will be: is the new world history really deep or is it another form of propaganda? The course will start with an historical overview of the idea of world history from Antiquity to the present as a context for Harari’s seminal work. Next, it will provide some basic tools for analysing the deep structure of the idea of world history which lies in its philosophy of mind. Finally, it will focus on the relationship between world historical ideas and political practice, by an in depth analysis of the relationship between past, present and future. The main assignment of this course consists of a critical essay contributing to the current discussions on deep history to be published on a public website. The criticism may concern a variety of topics, from the historical context of current world history to its philosophical underpinnings, its interdisciplinary approach to its political implications. After this course, students will be able to critically engage in the current debates about the history of the future. | |||||||||||||||||||||||||||||
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| 41 | Dutch I | UCGWL104 | |||||||||||||||||||||||||||
| The course consists of thirty lessons in which the students learn how to speak, write, listen and read at an A2 level. In addition, the course focuses on Dutch society and culture. | |||||||||||||||||||||||||||||
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| 42 | 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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| 43 | 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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| 44 | Electricity & Magnetism: Dynamics | UCGSC221 | |||||||||||||||||||||||||||
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| 45 | Electricity & Magnetism: Statics | UCGSC220 | |||||||||||||||||||||||||||
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| 46 | Ethics | UCGSS104 | |||||||||||||||||||||||||||
| 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. One 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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| 47 | Ethics and International Business | EBB608B05 | |||||||||||||||||||||||||||
| Corruption, responsible sourcing, sweatshops, gender discrimination, cultural relativism - these are only a few of the numerous ethical challenges you face when you do business in an international context. But research in moral psychology shows that we often fail to see what is morally important about a situation. And if we do see it, we often do not know how to deal with it. And even if we know how to deal with it, we often do not act accordingly. This course takes a practical approach to business ethics. Its main objectives are to foster sensitivity to moral aspects of decision making in international business; to teach analytic skills that help you take a position in moral debates and to give a reasonable justification for your position; and to develop ways to successfully cope with dilemmas and issues that arise in international business. We examine the main theories in business ethics, corporate social responsibility, and moral psychology, and we consider specific issues concerning international business. 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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| 48 | Ethics 3: Equality and Global Justice | FI133BS | |||||||||||||||||||||||||||
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| 49 | 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 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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| 50 | Exploring Challenges of Modern Society | UCGAC103 | |||||||||||||||||||||||||||
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| 51 | 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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| 52 | From Paint to Pixel | UCGHU107 | |||||||||||||||||||||||||||
| Works of art are material and materials have meaning. They determine form, style, and effect and are often chosen intentionally by artists to convey artistic ideas and reinforce expressive effects. An artist's choice of materials both limits and opens up technical possibilities. Depending on their geographical occurrence, rarity or composite nature, materials are valued, compared and imitated; processes that stimulate innovation in the arts. Materials are also charged with manifold cultural connotations, conveying power, beauty, splendor or humbleness. This course provides an overview of materials and techniques from antique sculpture and medieval crucifixes to multi-media installations and digital animation and shows how materials are intrinsically related to the making, meaning, perception, presentation, and conservation of art. Apart from the materials and techniques themselves, students are introduced to relevant (historical) writings on both as well as the field of technical art history. | |||||||||||||||||||||||||||||
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| 53 | Genetics | UCGSC208 | |||||||||||||||||||||||||||
| The course “Genetics” will focus on three themes: General genetics, tools in genetics, application in genetics. “General genetics” will explore the basic concepts of genetics in relation to hereditary diseases. The students will gain an understanding of the general organization of the genome, in relation to genetic variation and the importance of the identification of disease genes. Major technologies, currently used in genetics, such as GWAS, whole-genome sequencing, gene expression profiling and the epigenome will be covered in “tools in genetics”. Additionally, the students will perform a computer practicum on Next-Generation sequencing. Finally, “applications in genetics” will inform the students about the use of genetics in diagnostics and treatment. The following subjects will be taught: cancer genetics, gene therapy, pharmacogenetics, genetic counseling & pedigrees, neurological and psychiatric disorders. Ethical aspects of the clinical use of genetic methods will also be discussed. | |||||||||||||||||||||||||||||
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| 54 | 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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| 55 | 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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| 56 | Globalization - The Great Unbundlings | EBB083A05 | |||||||||||||||||||||||||||
| This course discusses the logic, challenges and consequences of spreading production processes over various locations. We approach this phenomenon from an International Economics and Business perspective. The course helps students to learn from research and develop a critical attitude towards academic papers. For this reason the course does not rely on textbooks, but solely uses academic papers. The course uses a macroeconomic perspective, dealing with the outcomes and drivers (trade, FDI) of this globalization process. | |||||||||||||||||||||||||||||
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| 57 | 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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| 58 | 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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| 59 | Health & Disease | UCGSC104 | |||||||||||||||||||||||||||
| The course ‘Health & Disease’ is one of the introductory courses of the UCG major Health & Life Sciences. In this course we will explore human health and disease, especially at the population level. The Health & Life Sciences courses in block 3, such as Living Cell I and Biochemistry, will be more focused on the molecular and cellular mechanisms underlying human health and disease. In your daily life you will be confronted with major health problems of our time, either in your direct environment or via news media. The course will address the following themes, using examples from major health problems, such as infectious diseases, cardiovascular diseases and cancer: 1) Health & disease: Exploring major health problems What determines whether something is a major health problem? How can we measure its impact on the health of a population? 2) Health problems: What are their origins? What factors contribute to health and disease? What is the role of a person’s individual characteristics and behaviour? What is the role of a person’s environment? 3) Health problems: How to tackle them? What is the role of diagnostics and screening? What methods do we have to treat or prevent major health problems? The topics will be introduced and put into context in interactive lectures. In the seminars, we will explore research methods that are available to study health problems and potential ways of intervention. We will make use of material from scientific publications. Within study groups, we will further explore the topics and key principles of the course, both in breadth and in depth. In small groups you will work on a selected major health problem in the form of assignments. | |||||||||||||||||||||||||||||
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| 60 | History: Beautiful Bodies | UCGHU103 | |||||||||||||||||||||||||||
| 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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| 61 | How Art Makes the World | UCGHU109 | |||||||||||||||||||||||||||
| 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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| 62 | Human Anatomy & Histology | UCGSC111 | |||||||||||||||||||||||||||
| 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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| 63 | Human Factors and Human Error | UCGSS216 | |||||||||||||||||||||||||||
| All too often the human is considered a hazard – a system component whose unsafe acts are crucial in the majority of catastrophes. However, this is a limited view on the matter, as people act within a system and most people do not wish to make errors or cause disasters. Moreover, there is another perspective that should be studied in its own right – the human as hero, whose adaptations and compensations bring troubled systems back from the brink of disaster. The basic premise of this course is that even when an accident can be traced to the erroneous act of an individual, the actions of the individual need to be understood within the context of environmental, societal, and organisational factors. This course provides an introduction to basic topics in work and cognitive psychology central to minimising human error. Topics such as designing work to maximise performance and health, work-related mental stress, and selection and training are accompanied by an introduction to techniques used to investigate and classify human error. Emphasis is given to institutional safeguards against error situations. | |||||||||||||||||||||||||||||
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| 64 | 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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| 65 | Human Integrative Physiology I | 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 - membrane potentials - synaptic transmission - the organisation of the nervous system - the autonomic nervous system - sensory input and integration - muscle contractions - introduction to movement and movement control These topics will be discussed in lectures, study groups, and several practicals. This course will provide an important basis for the second course in this series (Human Integrative Physiology II), in which the roles of several organ systems will be discussed in the maintenance of homeostasis. | |||||||||||||||||||||||||||||
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| 66 | Human Integrative Physiology II | UCGSC209 | |||||||||||||||||||||||||||
| In this course the following topics will be discussed: - homeostasis of the internal environment - the role of the heart and vessels (cardiovascular physiology) - breathing - the relation between different fluid compartments and the importance of blood in maintaining homeostasis - kidney function - food and digestion - energy metabolism and temperature control - reproductive physiology - exercise physiology - brief introduction in immunology These topics will be discussed in lectures, study groups, and several practicals. | |||||||||||||||||||||||||||||
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| 67 | Imagining the City | UCGHU208 | |||||||||||||||||||||||||||
| This course unit explores images and representations of the city – and its surroundings – that figure within the pursuit of a built materialization of idealized political, social, cultural and spatial goals. To imagine the city – as an idealized reality beyond its factual scape - is an intrinsic and historically bound aspect of the transdisciplinary domain of urban history. It relates to more or less ethically loaded visions between the extremities of politics of exclusion and the humanist strive for inclusiveness and equity. Materialized forms of such urban visions vary from cartographic maps to architecture drawings and models, urban narratives and paintings, but can also be found in literary fiction, movies, documentaries and urban/political discourses. The courses will take these materials as its starting point. The unit will be organized as a capita selecta, i.e. a series of thematically framed lectures covering the modern era until today, and with examples taken from both western and non-western regions. The academic approach will be historical-analytical with attention paid to the relation between text and image (1) and between vision and reality (2). A reader with a selection of relevant literature will be made available. A recently published article comes with this introduction and may serve as an example. | |||||||||||||||||||||||||||||
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| 68 | 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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| 69 | Intermediate Microeconomics | EBB852B05 | |||||||||||||||||||||||||||
| The focus of the course are the fundamental microeconomics 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 for example: 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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| 70 | 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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| 71 | International Business | UCGSS112 | |||||||||||||||||||||||||||
| An integrative approach to problem identification and solution in a global business setting. Links differences in legal, political, economic, social, and cultural influences to functional areas concerning international business management, marketing, accounting, finance, and law. Course work includes extensive case analyses, which include preparation of financial and management reports The course is structured around lectures and interactive activities that connect to firms and the opportunities and challenges they face operating in an international business environment. Class lectures will relate to chapter reading assignments, but will not attempt to cover all the material in the text. The course makes heavy use of cases and is designed to generate discussion of problems you may face in a real business setting. Working in individually and in groups, students will analyze a series of cases featuring real firms. Each week a group will present their analysis to the class. The analysis will be based on theory in the selected reading material and the lectures. For the semester project, each group will act as a consulting company developing a detailed country analysis of a specific industry for a firm and a recommended action plans to the firm for international expansion including measurable outcomes. This paper should be a major effort at thoroughly understanding the country environment, and to skillfully use the concepts learned in class. | |||||||||||||||||||||||||||||
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| 72 | International Marketing | UCGSS213 | |||||||||||||||||||||||||||
| The course provides an introduction to international marketing theory and practice with practical examples of solutions to complex international marketing problems. The focus ison the political, legal, economic and cultural considerations inherent in international business and their relations to market decision making. The topics covered will include: basic principles of marketing, going global, global market research, international and cultural variations in consumer behavior, and the adaptation of product, pricing, promotion and distribution in the international context. This course will be conducted with an equal emphasis on course readings, class participation, case analysis and application of principles studied to international marketing problems. | |||||||||||||||||||||||||||||
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| 73 | International Relations Theories (and Practice) | UCGSS220 | |||||||||||||||||||||||||||
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| 74 | International Trade Relations | UCGSS221 | |||||||||||||||||||||||||||
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| 75 | Intro to Physics | UCGSC114 | |||||||||||||||||||||||||||
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| 76 | Intro to Sociology | UCGSS107 | |||||||||||||||||||||||||||
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| 77 | Introduction Astronomy | STISTK-10 | |||||||||||||||||||||||||||
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| 78 | Introduction to Energy and Environment 1 | WPPH16002 | |||||||||||||||||||||||||||
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| 79 | Introduction to Energy and Environment 2 | WPPH16003 | |||||||||||||||||||||||||||
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| 80 | Introduction to Epistemology, Metaphysics, and Philosophy of Mind | UCGHU102 | |||||||||||||||||||||||||||
| This course will introduce you to philosophy and philosophical methodology. You will uncover some of the deep philosophical mysteries regarding knowledge and rationality, existence and meaning, and the relation between your body and your mind. You will try to answer questions like: Can you know anything for sure, or is it possible that you are constantly deceived by an evil demon? Is your mind independent from your body or are you simply a robot made of flesh and brain? What does it mean to exist and what does it mean to mean something in the first place? These topics will let you encounter some of the central fields of contemporary philosophy, such as epistemology, metaphysics, the philosophy of language and the philosophy of mind. Along the way, you will learn and practice the tools philosophers use make progress on these issues. In particular, you will learn to clarify questions and concepts, develop comprehensible and convincing arguments, and use counter-examples 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. | |||||||||||||||||||||||||||||
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| 81 | Introduction to Human Geography | UCGSS110 | |||||||||||||||||||||||||||
| This course provides an introduction to Human Geography. In a nutshell, relationships between the earth, human activities and contemporary issues will be explored. In doing so, the course will introduce 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 explores 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 (e.g. Prof. Helga de Valk from the Netherlands Interdisciplinary Demographic Insititute on migration, Prof. Bettina Bock on food, Dr Sierdjan Koster on globalisation and regional economies, Dr Peter Groote on heritage landscapes, etc). 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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| 82 | Introduction to Linguistics | UCGHU105 | |||||||||||||||||||||||||||
| Introduction to language and linguistics. In this course, we look at language from the perspective of science. We do not look at language as a user, or as a learner, but from the outside, in order to better see what it is. What is language, what are its main properties, and what makes it so incredible complex and at the same time uniquely human? Language is the most important medium for communication (although there is also nonlinguistic communication), but it is also used for other purposes: to express emotions, to play games, to bind and divide social groups, and so on. Language is also ideally suited for research. You don’t need a lab with expensive equipment to study it, you can build on a lot of knowledge that you already have, and you don’t have to kill or maim animals in the course of your research. And many of the issues you encounter in other fields show up in linguistics as well, such as problems having to do with classification, generalisation, abstraction, application of theory to practical problems, formalisation, etc. We will look at language and linguistics both as a topic well worth studying for itself, but also as an example of how one and the same field can give rise to a number of different theoretical approaches. | |||||||||||||||||||||||||||||
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| 83 | Introduction to Programming | UCGSC106 | |||||||||||||||||||||||||||
| 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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| 84 | “Knowledge is Power” | UCGHU204 | |||||||||||||||||||||||||||
| A course on the relation between rational thinking, information, and democracy. Taking our point of departure in history (the scientific revolution, the Enlightenment), we trace the parallel and intertwine paths of information-media and democracy. We discuss the Dewey-Lippmann debate on the best form of democracy: well-informed elites versus well-educated masses. We then proceed to discuss the ways in which news media and information function in contemporary societies, with a special focus on the role of the arts and entertainment as new sources of information (TV-shows, festivals, animations, TED-Talks, etc.) | |||||||||||||||||||||||||||||
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| 85 | Law as Order | UCGSS108 | |||||||||||||||||||||||||||
| 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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| 86 | Law in an Expanding World | UCGSS109 | |||||||||||||||||||||||||||
| 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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| 87 | Linear Algebra | UCGSC103 | |||||||||||||||||||||||||||
| 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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| 88 | Living Cell I | UCGSC107 | |||||||||||||||||||||||||||
| 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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| 89 | Living Cell II - Building Block of Life | 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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| 90 | Logic and Argumentation | UCGAC202I | |||||||||||||||||||||||||||
| In the first part of the course students develop a basic knowledge of logic. We will discuss formalizing arguments, the logical operators, truth tables and validity, quantifiers and proofs with quantifiers. For this part students will get short homework assignments to practice the material covered in class. In the second part, the logical theory is applied and argumentation more generally is discussed. This part of the course will feature real world examples of argumentative settings. Thus, students write an opinion piece, a short scientific essay, and prepare and participate in a public debate. Topics discussed will include argumentative strategy, fallacies and rhetoric. | |||||||||||||||||||||||||||||
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| 91 | Macroeconomics | UCGSS102 | |||||||||||||||||||||||||||
| 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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| 92 | 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. Possible themes will be: the influence of the three monotheistic religions (Judaism, Christianity and Islam), the influence of Greek and Roman culture, climatic and geographical conditions (Diamond), the Enlightenment, colonialism and democracy. The course will work towards a reflection upon the position of European culture in a global world. | |||||||||||||||||||||||||||||
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| 93 | 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 MNE’s, who will present the internationalization path of their respective companies. Also, they will present in more detail a 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 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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| 94 | Mechanics | UCGSC211 | |||||||||||||||||||||||||||
| This course deals with two intertwined topics: classical mechanics and special relativity. - Following the notion of inertial frames of reference, the theory of relativity is developed in the first 16 lectures. The topics covered include: principle of relativity, synchronization of clocks, the nature of time, the metric equation, proper time, coordinate transformations, Lorentz contraction, cosmic speed limit, and conservation of four-momentum. During 16 hours of tutorials the student is trained in analyzing, reformulating in terms of events and solving special relativity problems both graphically and algebraically. - The next 16 hours are devoted to classical mechanics in vectorial form. Starting from kinematics, Newton’s laws are presented and applied to the two-dimensional motion of a particle. Simple harmonic oscillators are discussed as an example. Additional central concepts such as work, kinetic energy, potential energy, momentum and fictitious forces (centrifugal and Coriolis) are developed and, in 16 hours of tutorials, applied to solve one and two-dimensional problems. | |||||||||||||||||||||||||||||
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| 95 | Media & Technology | UCGHU108 | |||||||||||||||||||||||||||
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| 96 | Medical Microbiology | UCGSC205 | |||||||||||||||||||||||||||
| This course on microbiology consists of 4 parts: 1. Newsflash on Modern techniques in Medical Microbiology (1ECTS) 2. The end of the usage of antibiotics? (2ECTS) 3. Microbial safety (WMMP15001) (1ECTS) 4. Informing the public about a pathogen (1ECTS) | |||||||||||||||||||||||||||||
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| 97 | Metaphor, Meaning and Truth | UCGHU305 | |||||||||||||||||||||||||||
| “You can’t mean it!” “Is this what she means?” “He didn’t get the meaning of the text.” “That means a lot to me.” Culture, so it seems, is all about making meaning. But what is meaning? In this course we explore the concept and the phenomenon of meaning, which lies at the heart of culture. We inquire into the genesis of meaning in metaphor (Lakoff and Johnson), and into matters of reference and truth: what does meaning tell us about the world, and how does meaning relate to what it refers to? We will also discuss the role of language: does meaning always need a (linguistic) form? Can meaning be non-linguistic? Finally, when we say that something is meaningful to us, this means (!) that it has value. What might the relation be between meaning and value? Working on concrete cases of meaning-attribution (in the arts, politics, and science) we will explore the rich and complicated realm of meaning making – ‘the meaning of meaning!’ – combining historical, philosophical and cognitive perspectives. | |||||||||||||||||||||||||||||
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| 98 | Methods for Humanities II | UCGAC202J | |||||||||||||||||||||||||||
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| 99 | Microeconomics | UCGSS101 | |||||||||||||||||||||||||||
| 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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| 100 | 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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| 101 | Modern Physics | UCGSC101 | |||||||||||||||||||||||||||
| 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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| 102 | Modernity, Modernism and the Modern | UCGHU306 | |||||||||||||||||||||||||||
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| 103 | Music in Culture | UCGHU113 | |||||||||||||||||||||||||||
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| 104 | Observational Astronomy | WPAS16000 | |||||||||||||||||||||||||||
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| 105 | 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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| 106 | Pharmaceutical Roadmap | UCGSC213 | |||||||||||||||||||||||||||
| The following topics will be addressed in the course: -Drug discovery and lead finding (organic synthesis, nature) -Drug delivery and disposition (biopharmaceutics, ADME, -pharmacokinetics) -Drug action (pharmacodynamics, interactions, toxicity) -Drug delivery forms (in relation to the route of administration) -Biopharmaceutics -Biologicals -Pharmacoepidemiology -Regulatory aspects -Selected topics, to be presented by the students (assignment) | |||||||||||||||||||||||||||||
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| 107 | Philosophy of Life Sciences | UCGSC217 | |||||||||||||||||||||||||||
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| 108 | Philosophy of Natural Sciences | UCGSC216 | |||||||||||||||||||||||||||
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| 109 | Philosophy of Science | UCGAC202H | |||||||||||||||||||||||||||
| 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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| 110 | Philosophy of Social Sciences | UCGSS214 | |||||||||||||||||||||||||||
| 1. How do social scientists explain? Does a scientific explanation have to be lawlike, causal, or mechanistic? How does scientific explanation relate to interpretation and understanding? Should social scientific explanations always be formulated in terms of individual agents? What roles do abstractions and idealizations play in models and in explanations? Can false models generate true explanations? 2. What are social phenomena? Does rational choice theory provide a satisfactory account of individual choice? Can it be generalized to joint intentions and actions? What is the significance of framing and social categorization? Is a convention best seen as a regularity in behavior, an equilibrium in a game, or a social rule? How do conventions relate to social norms? What does the notion of a constitutive rule add to our understanding of institutions? | |||||||||||||||||||||||||||||
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| 111 | Philosophy of the Humanities | UCGHU212 | |||||||||||||||||||||||||||
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| 112 | Physics: Lab | UCGSC215 | |||||||||||||||||||||||||||
| The course unit consists of two parts: Lectures in Error Analysis During the lectures in Error Analysis, the basic principles of the analysis of measurement results and the role of errors in measurements will be addressed. Tutorials are linked to the lectures to acquire practical skills in carrying out error analysis of an experiment. The lectures will address concepts including classification of errors, probability distributions for various types of measurements, mean value and standard deviation. Propagation of errors, weighted mean and the method of least squares will also be addressed. The lectures in Error Analysis will be concluded with a written examination. Introductory Practical The Introductory Practical will consist of several relatively easy experiments. The experiments are also aimed at gaining experience in the use of measuring equipment and the analysis of measurement results (error analysis). Four physical constants will be measured in these experiments: - the speed of light in vacuum - the charge to mass ratio of the electron - the Planck constant (ratio of photon energy to frequency of electromagnetic radiation) - the Boltzmann constant (ratio of temperature to kinetic energy of molecules and atoms). During a few lectures, the development of increasingly accurate measuring of these fundamental quantities will be outlined. The practical will have a sequential format; students will work in groups of 10-12, led by a regular assistant. The experiments will be conducted in pairs. Two afternoons of practical work will be available for each experiment. A plan of action for taking measurements will have to be drawn up for each experiment, and recorded in a laboratory journal, together with all the other relevant information, the measurements and the working out of these. | |||||||||||||||||||||||||||||
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| 113 | Physics Laboratory 2 | NANP2-10 | |||||||||||||||||||||||||||
| In het PracticumProject maakt de student kennis met het gehele onderzoeksproces van het definiëren van de onderzoeksvraag tot en met de rapportage van de resultaten onderzoekproces aan de hand van een klein project over een zelf te kiezen onderwerp. De studenten zijn in principe geheel vrij in de keuze van het onderwerp, maar geadviseerd wordt om in overleg met docenten uit de door de studenten gekozen track een onderwerp te kiezen. De student wordt geconfronteerd met elementen als zelfwerkzaamheid, samenwerking en werkverdeling, maar ook met de concrete stappen in een onderzoek als onderzoeksplan maken en opzetten van het experiment. Speciale aandacht wordt gegeven aan het tijdens het project correct bijhouden van het laboratoriumjournaal en aan de schriftelijke en mondelinge verslaglegging van de resultaten. Het project wordt uitgevoerd in groepjes van 3 à 4 studenten onder begeleiding van een assistent. De studenten moeten in een mondelinge presentatie hun onderzoeksplan verdedigen tegenover de andere studenten. Een van tevoren vastgestelde datum voor de afsluitende presentatie van de resultaten van het onderzoek en inlevering van het verslag zorgt ervoor dat het door de studenten zelf opgestelde tijdschema strak wordt bewaakt. Het project wordt afgesloten met een presentatie op het ONT propedeuse symposium. Hiervoor wordt per groepje een poster gemaakt, die op het symposium moet worden toegelicht voor ONT studenten (scheikunde, wiskunde, natuurkunde, sterrenkunde) en docenten. | |||||||||||||||||||||||||||||
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| 114 | Physics of Galaxies | STPOG-09 | |||||||||||||||||||||||||||
| Morfologische classificatie Stellaire populaties De kosmische afstandsschaal De Melkweg Chemische evolutie van melkwegstelsels Elliptische stelsels Schijfvormige stelsels Bijzondere melkwegstelsels Dynamica van melkwegstelsels. | |||||||||||||||||||||||||||||
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| 115 | Physics of Stars | STFVSE5 | |||||||||||||||||||||||||||
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| 116 | Policy and 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 the justification for acquisitive prescription of land?; (iii) what are the requirements for the formation of a contract? | |||||||||||||||||||||||||||||
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| 117 | Policy Making in the EU | UCGSS111 | |||||||||||||||||||||||||||
| 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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| 118 | 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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| 119 | Political Philosophy | UCGSS103 | |||||||||||||||||||||||||||
| What kind of society should we live in and what institutions should we have? Should we live in a democracy and, if so, why? How should income and property be distributed between persons? To what extent can the state interfere with the lives of its citizens? 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 ethical aspects of topical issues such as • dirty hands politics • equity and efficiency in the allocation of scarce health care resources • global justice • feminism • human rights and the European refugee problem • free speech and the Geert Wilders trial • security versus privacy in the NSA/Edward Snowden controversy | |||||||||||||||||||||||||||||
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| 120 | Politics of Theatre | UCGHU206 | |||||||||||||||||||||||||||
| The module examines theatre as a political phenomenon, considering its interactions with the body politic across time. Through looking at examples from different historical eras, we shall discuss theatrical performance as an embodied practice of public debate and analyse the ways in which ideas of citizenship and collective participation have found expression both on the stage as well as among audiences. The discussions of the examples will also engage with philosophical and critical debates about the moral and social function of theatre, from Plato’s and Aristotle’s different appraisals of tragedy’s effect to Rousseau’s riposte to D’ Alembert on the corruptive impact of spectacles and from Lessing’s view of theatre as a moral and national institution to Brecht’s idea of a theatre as a tool of class struggle and political change. These debates will be related to the cognitive and emotional responses to the theatrical performance with reference to specific case studies. | |||||||||||||||||||||||||||||
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| 121 | Projects & Workshops Y1 | UCGAC101 | |||||||||||||||||||||||||||
| 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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| 122 | Projects & Workshops Y2 | UCGAC201 | |||||||||||||||||||||||||||
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| 123 | Public Finance | UCGSS218 | |||||||||||||||||||||||||||
| This course focuses on the economics of government policy and aims to answer questions like: How should the government design its programs 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? This course focuses on welfare economics and the theory of public expenditure. 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. The last part is devoted to fiscal federalism and the extent to which this can improve welfare. | |||||||||||||||||||||||||||||
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| 124 | Qualitative Methods | UCGAC202E | |||||||||||||||||||||||||||
| The purpose of this course is to introduce students to qualitative research and prepare them in the skills, techniques, and knowledge necessary to undertake independent research using this methodology. | |||||||||||||||||||||||||||||
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| 125 | Quantitative Methods for Social Sciences | UCGAC202F | |||||||||||||||||||||||||||
| Description: In this course, students will learn more advanced quantitative methods by conducting and analyzing empirical research within a seminar class. Building on Statistics I & II, students will acquire deeper competence in regression, learn critical repeated repeated-measures methods, and combine these tools with innovative multilevel modeling. Seminar discussion will focus on empirical literature pertaining to the course research. | |||||||||||||||||||||||||||||
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| 126 | Quantum Physics 1 | NAKF1-11 | |||||||||||||||||||||||||||
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| 127 | Quantum Physics 2 | NAKF2-11 | |||||||||||||||||||||||||||
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| 128 | Research & Methodology Year 1 | UCGAC102 | |||||||||||||||||||||||||||
| This course forms the first year of the Research Methods learning line and is compulsory for all University College students. In the first half of the course, all students of the class follow the modules “Introduction to Logic" and "Introduction to Statistics." For the second half of the course students can choose between three options, depending on their prospective Major choice: (i) a humanities-oriented module “Humanities Methods”, (ii) a module “Mathematics for the Social Sciences”, and (iii) a module “Calculus” aimed at those who plan to major in physics or some very quantitatively oriented discipline of the social sciences. The different course parts all have their individual course descriptions and syllabi, including specifications of the respective intended learning outcomes. The overall grade of the course is computed as the average of the blockwise grades. | |||||||||||||||||||||||||||||
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| 129 | Research & Methodology: Year 2 | UCGAC202 | |||||||||||||||||||||||||||
| This course forms the second year of the Research Methods learning line and is compulsory for all University College students. It offers various modules of 5 ec: three mathematics modules: "Calculus 2," "Computational Methods of Science," and "Calculus 3"; three modules on quantitative methods in the social sciences: "Statistics 1", "Statistics 2", and "Advanced Quantitative Methods of the Social Sciences"; and three modules on qualitative and reflective methods: "Logic and Argumentation", "Qualitative Methods", and "Philosophy of Science." Each students is supposed to choose three of these modules, making a choice that coheres well with her/his Major orientation. The overall grade of the course is computed as the average of the module grades. | |||||||||||||||||||||||||||||
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| 130 | R&M: Calculus I | UCGAC102E | |||||||||||||||||||||||||||
| 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 Physics, 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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| 131 | R&M: Introduction to Logic | UCGAC102A | |||||||||||||||||||||||||||
| This course forms the first part of the Research Methods learning line and is compulsory for all University College students. In the first block of the year-long course we acquire critical thinking skills, focusing on basic logic and argumentation. We start with a broad look at what defines critical thinking, and how memory and language shape thought. Then we investigate arguments: what makes a good argument, and how can you improve your argumentative skills? We look at text-based argumentative structure, fallacies and how arguments are analysed in simple logical systems. 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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| 132 | R&M: Introduction to Statistics | UCGAC102B | |||||||||||||||||||||||||||
| 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 learn to distinguish between different types of data 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. 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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| 133 | R&M: Math for Social Sciences | UCGAC102D | |||||||||||||||||||||||||||
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| 134 | R&M: Methods for Humanities | UCGAC102C | |||||||||||||||||||||||||||
| 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. The teaching of Humanities Methods is split in two courses. In the first part students are provided with a general overview of different methods that are used in humanities in block 3. The second part focuses on texts and interpretation in block 4. In the third block students are introduced to different methods and techniques and their specific characteristics and qualities, ranging from qualitative and quantitative methods to archival and visual methods, research through design and practice based research in the arts. Students are trained to form a coherent opinion on the use of research methods in particular settings and provide arguments to support their opinion. In the fourth block, we reflect on texts – literary and non-literary – and on understanding texts. We will try to grasp the relation of text, meaning and interpretation and deal with some major thoughts in literary theory. We will see how widespread interpretation is in human life and we will define what constitutes interpretation as a method in dealing scholarly with texts. By the end of the course, you should be able to identify the major challenges in interpreting texts and utterances in general. In the course of this reflection, you will meet a wide range of tools used in literary analysis and interpretation which enable you to write academic interpretations of different types of texts. | |||||||||||||||||||||||||||||
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| 135 | 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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| 136 | Science data/data science | UCGSC219 | |||||||||||||||||||||||||||
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| 137 | Social & Cultural Psychology | UCGSS106 | |||||||||||||||||||||||||||
| This module focuses on the many ways human beings are influenced by other people and the social environment they live in. Topics include social cognition, social perception, attitudes and social influence, as well as interpersonal relations, group processes, inter-group relations, and culture. This module prepares you for the major Cognition and Behavior. | |||||||||||||||||||||||||||||
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| 138 | Social and institutional change | SOBA904 | |||||||||||||||||||||||||||
| As a result of globalization and the success of the Internet; companies, organizations, and societies face new challenges of coordination, and cooperation. The complexity of these challenges is illustrated by the difficult negotiations for an international treaty to limit climate change. On the other hand, the success of Internet services such as wikipedia, and couchsurving proofs that coordination, and cooperation can be established even between strangers and on a global scale. This course focuses on the effects of social institutions, i.e. norms (e.g. cultural conventions) and formal rules (e.g. law), on problems of coordination and cooperation in social groups, organizations, and societies. We will pay attention to how social institutions emerge, how they change, and how they affect the behavior of individuals and collectives. We will explore the conditions under which institutions have desired or undesired effects. Special attention will 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 (Weber, Durkheim, Smith) and contemporary theories (e.g. political economy, game theory, and complexity science) that have been used to explain social institutions. Students will be introduced to methods of analyzing social institutions and will be introduced to alternative approaches to changing the behavior of individuals. In particular, we will debate the design of incentive programs, institutional design (reputation systems, peer-punishment systems, signaling institutions, meritocracy), and nudging. | |||||||||||||||||||||||||||||
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| 139 | 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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| 140 | Social Networks and Social Complexity | UCGSS215 | |||||||||||||||||||||||||||
| Social networks are formal representations of the way how social actors relate to each other, depend on each other and influence each other. In the course we will connect the macro-level of network structures with the micro-level of processes of interaction to get a deeper understanding of different types of network phenomena. Some examples are (1) the processes that lead to polarization and conflict in societies, for example related to the issue of migration, (2) how informal talk and gossip among the employees of a firm can undermine the standing of a colleague, (3) how new behaviours and practices such as changing to a plant-based diet spread through society, or (4) how knowledge flows between the firms that work in the same industry determine their success In terms of sociological theory and modelling, social networks offer a good framework for understanding how a system of interdependent social actors functions, i.e., how actors create networks and how networks affect actors' individual outcomes. In the course, students make acquaintance with the main network theories and theorists, from George Homans' individualist foundations ('The Human Group', 1950) via Harrison White's structuralism ('Identity and Control', 1992) to current research on Social Mechanisms. Concerning the dynamical processes in networks we will discuss essential work on e.g. segregation (e.g. Schelling, 1971), opinion dynamics (e.g., Hegselmann & Krause, 2002) and processes of innovation diffusion (e.g., Jager, 2017). In a variety of research domains and problem areas, students will learn to apply network thinking and network concepts, including social cohesion and integration, social capital, social position and hierarchies, and social diffusion processes. In applications, students encounter network data from a diversity of domains (such as friendship at school, communication within an organisation, or cooperation between organisations). In group assignments, they collect network data of different types on their own. In the accompanying computer labs, they learn how to enter, process, and visualise network data, and experiment with different agent based simulation models. | |||||||||||||||||||||||||||||
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| 141 | Spanish I | UCGWL102 | |||||||||||||||||||||||||||
| Communicative language proficiency course in Spanish for absolute beginners, in which all skills (reading, writing, listening, spoken production and spoken interaction), including grammar and vocabulary, are integrated. Following the levels and can-do- statements of the Common European Frame-work of Reference (CEFR), seminars are designed according to the action-based approach and the students proficiency is aimed at A2.2 level. During seminars, all topics will be discussed through written and oral texts, video or audio fragments and role-plays. Students work individually, in pairs or small groups. The students active attitude towards preparation for and participation during seminars, is crucial in order to meet the learning outcomes of the module. | |||||||||||||||||||||||||||||
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| 142 | Spanish II | UCGWL202 | |||||||||||||||||||||||||||
| Second part of the communicative language proficiency course in Spanish for beginners, in which all skills (reading, writing, listening, spoken production and spoken interaction), including grammar and vocabulary, are integrated. Following the levels and can-do- statements of the Common European Frame-work of Reference (CEFR), seminars are designed according to the action-based approach and the students proficiency is aimed at B1 level. During seminars, all topics will be discussed through written and oral texts, video or audio fragments and role-plays. Students work individually, in pairs or small groups. The students active attitude towards preparation for and participation during seminars, is crucial in order to meet the learning outcomes of the module. | |||||||||||||||||||||||||||||
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| 143 | Statistical Physics | UCGSC301 | |||||||||||||||||||||||||||
| Characteristics of macroscopic systems; probabilities; ensembles; statistical description of particle systems; postulate of statistical mechanics; entropy; balance between systems; ideal gases; absolute temperature; Boltzmann statistics; Maxwell speed distribution; non-ideal gases. Joule and Joule-Kelvin effect; thermal capacity of solid materials; partition function; equipartition theorem; balance of phases; Clausius-Clapeyron equation; Quantum statistics, radiation of black bodies, Planck's law, photon gas. Bose-Einstein and Fermi-Dirac distributions. Free electrons in metals. Bose-Einstein condensation. | |||||||||||||||||||||||||||||
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| 144 | Statistics I | UCGAC202B | |||||||||||||||||||||||||||
| 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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| 145 | Statistics II | UCGAC202C | |||||||||||||||||||||||||||
| 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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| 146 | Stories that Shape(d) the World | UCGHU201 | |||||||||||||||||||||||||||
| Stories (or, to use a more technical term, narratives) are ubiquitous. They play a central role in all the domains of our lives: religion, the arts, politics, science, education, the news, ads, conversations between friends - all of these practices engage us through stories. These stories come in many forms, mediums, and genres, from the gossip at work to family myths, from religious and mythical narratives to fairy tales, from literature or films to comics and games, from national anthems to pop songs, from history books to the daily news or touristic sign-posts. But what do we perceive as narrative, what ingredients or interpretive frameworks make a story? What functions do stories fulfill? In particular, how do narratives help shape – and shatter - our culture, our lives, and even our sense of individual or collective identities? How do stories express and transmit established values, or problematize these? In this course we will explore some basic elements of narrative, reflecting on the role of narrative in culture. | |||||||||||||||||||||||||||||
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| 147 | Structure of Matter 1 | NASM1-11 | |||||||||||||||||||||||||||
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| 148 | The European Union as International Actor | UCGSS306 | |||||||||||||||||||||||||||
| This course will explore the role of the EU as an actor on the world stage. It will focus on the acquisition of knowledge, understanding and skills in order to analyse European external relations. It will study the internal interaction between member-states, EU institutions and other actors, the powers of the EU and the (limitations) on the member states, as well as the interaction with other states and international institutions. What determines the effectiveness or ineffectiveness of the EU in comparison to large other power blocks? What determines the further development of the international role of the EU? | |||||||||||||||||||||||||||||
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| 149 | The Scientific Principles of Cooking | UCGSC113 | |||||||||||||||||||||||||||
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| 150 | 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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| 151 | The Systems View on Life | UCGSC112 | |||||||||||||||||||||||||||
| 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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| 152 | Thermodynamics and Statistical Physics | WBPH17004 | |||||||||||||||||||||||||||
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| 153 | 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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| 154 | Understanding Bias | UCGHU112 | |||||||||||||||||||||||||||
| 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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| 155 | Understanding Culture | UCGHU111 | |||||||||||||||||||||||||||
| This course will discuss how the study of culture has a history in the field of the humanities and social science. We will explore how older historical methodologies are replaced by new approaches of research, with a focus on interdisciplinary, thus presenting a wide scope of new possibilities as well as new challenges. In the last decades the so-called "cultural turn" in the humanities has stimulated heated controversy among scholars about its methods and results. From the viewpoint of several disciplines, we will consider cultural history in both its “old” and “new” varieties, with special attention to the different academic traditions, European as well as American, and the impact of non-Western scholars on the study of culture as a global concept. | |||||||||||||||||||||||||||||
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| 156 | War | UCGSS301 | |||||||||||||||||||||||||||
| In 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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