English

Case studies of patients with brain damage remain a critical part of cognitive neuropsychology's methods for understanding the organization of cognitive systems, and devising principled approaches to rehabilitation. In this topic, there is great scope for clinicians and researchers to inform and learn from one another with respect to the manifestation of clinical disorders, their potential causes, and paths to rehabilitation. While students are aware of famous patients with brain damage (e.g. Phineas Gage and patient H.M.), this course addresses lesser-known cases that have provided important insights into contemporary research problems across several domains including attention, memory, dysexecutive syndrome and disorders of meta-cognition, and social-cognitive processing.

This course introduces the idea that space is lived and experienced as part social and cultural life. Drawing from the arts, food, sports and film, and/or other related topics, the course delves into critical developments in social and cultural geography and provides students with the foundational knowledge to read advanced courses in the sub-discipline. It introduces methodological approaches which include ‘ways of seeing’ and ‘landscape as text' and is critical to understanding the human/culture and environment/space relationship.

Utilizing behavioral economics, this course aims to deepen the understanding of economic policies and international comparisons of economies. It focuses on social preferences such as altruistic and inequality aversion preferences; international differences in norms, culture, religion, and worldview, and their effects on economic behavior and outcome. 

Course enrollees are also encouraged to register for the course, International Economy and Behavioral Economics A, at the same time.

This course explores the creation, evolution, and subsequent disintegration of the Soviet Union, as well as the emergence of a new Russia from the wreckage of the world’s first socialist state. Emphasis is placed on key political, social, and cultural developments, seen within the context of Soviet, post-Soviet and, more broadly, European history.

After completing this course students can:

1. explain the major concepts of human and animal physiology, development, and evolution.
2. describe the contemporary issues related to these general biological topics.
3. obtain basic skills in, scientific writing, oral presentations,  group work, and laboratory work. 

Content

This course focuses on the many intriguing aspects of human biology. Examples from the animal kingdom are used to illustrate the context of human physiology, development, and evolution. The course builds upon secondary high school higher level biology. The textbook functions as basis however additional content is added throughout the course. The main topics discussed and studied are:

• Human and animal structure (morphology and anatomy) and function (physiology).
• And, related to the above-mentioned topic, investigating how evolution accounts for diversity of animal body forms and strategies that animals use to cope with their environments.

In addition, general academic skills are trained through a variety of assignments.

The program is divided in three content units:

Unit 1. Homeostasis, Hormones and Adaptation. Based on textbook chapters 40-44. This includes

• The structural organization of the animal body at tissue, organ, and organ system level
• Chemical signaling in animals
• The digestive system
• The circulatory and respiratory system
• The excretory system

Unit 2. Animal Diversity, Reproduction and Development. Based on textbook chapters 22, 24, 32 and 34 (partly), and 45-46 (completely). This includes:

• Animal reproduction
• Evolution, animal diversity and animal development

Unit 3. Defense and Neural Integration. Based on textbook chapters 47-50. This includes:

• The innate and adaptive immune system
• The neural system and neural integration
• The sensory system
• Movement in animals