Netherlands

This course focuses on the relationships between language and society with special focus on those areas where Dutch is spoken. Questions about language variation are central to the course. How and why does variation emerge? What social, individual, and linguistic factors are important? Concepts addressed include standard language, accent and dialect, youth language, ethnolect, gender differences in language and gendered language as well as the differences between language variation and language change, linguistic style differences, racist and sexist language and the social meaning and function of language differences. Other topics include language planning, multilingualism, codeswitching, the status of minority languages and their role in education, language loss and language shift among migrants.

The course presents an introduction to the economic theory of the public sector. The topics covered include public goods, externalities, education, health care, pensions, redistribution, collective decision making and cost-benefit analysis.  A prerequisite for this course is a basic course in microeconomics.

This course is an overview of the principles of child development and the factors contributing to optimal human development. Theories and research of youth development within the biopsychosocial model are covered. Societal, cultural, and other environmental factors that influence development are examined, as well as the biological underpinnings of youth development.

This course examines the role of the body in human cognition, through what has come to be known as the 4E (embodied, enactive, embedded and extended) approach to cognition. 4E cognition theories are radically opposed to dualism – the binary division between mind and body, prominent over millennia of Western philosophy – and view the currently dominant computational models of cognition as problematically preserving some aspects of it. From this perspective, the brain is now understood as a part of a broader system: physical, embodied interaction with our environment is a crucial and inseparable part of how thought and meaning making take place. Embodied approaches to cognition see thought, perception, and action as interwoven. They suggest an innovative approach to cognition as a dynamic process, emerging from the interaction between human minded-bodies (or bodyminds) and their lived environments. In addition to embodied and enactive, the mind is thus treated as extended beyond the brain and embedded in relationality to the outside world. Thinking is not something purely abstract that occurs with new ‘sense data’ entering the closed system of our heads, interpreted there and expressed in our behavior: it is a constant, multi-layered process, keenly involving our bodies and the world we inhabit, that is enacted in our consciousness and perceptual experience. This perspective has paved the way for new intersections and collaborations between cognitive science and the arts and humanities. 4E approaches shed new light on questions of experience and understanding in the arts and humanities, and vice versa: newly emerging collaborations between the arts and humanities and cognitive studies contribute to further understanding of the role of the body in how we experience, make sense and think. Art has long been a field where meaning is communicated, experienced, and explored through tangible images, bodies, objects, environments and movements, where understanding and inspiration are not purely mental and abstract but take place through embodied encounters with the world. Art is, therefore, of immense potential value for furthering our understanding of embodied aspects of the mind. In this course case studies from different forms of art and media as gateways to concretize and better grasp this theoretical perspective through are discussed.

This is a foundation course in Cell Biology. The first part of the course focuses on the molecules that serve as building blocks for cellular components and the chemical reactions by which these molecules are formed or broken down. Special attention is given to proteins, since these molecules are so fundamental to cell function. Next, the concept and process of cell specialization in multicellular organisms is studied by examining how cells maintain, copy, transcribe and translate their genetic material. Cellular organization is studied in the second part of the course. How different cellular components are delivered to the right location and how intercellular communication and cell division take place are reviewed. In addition to acquiring knowledge about the safe handling of microorganisms and cells in laboratory settings, the relevant laws and regulations in the Netherlands about this subject are reviewed. For this purpose, 2 lectures, 2 practicals, an eLearning module, and digital end test are organized. If the end test is completed successfully, students get a certificate indicating they can work in biological laboratories (VMT-certificate).

This course discusses how typical spatial planning debates relate to wider societal challenges (i.e. planning as the “mirror of society”), but also to critically assess how spatial planning practices can therefore crystalize in very different ways from one planning context to the next. All of this is embedded in a thorough understanding of the fundamental concepts of urban and regional planning. Typical planning issues such as coordination between different spatial scales, sectoral and integrated planning approaches, dealing with scarcity, and flexibility vs. legal certainty are covered. Students are instructed through the pragmatic analytical concept of the planning triangle (object, process, context). This analytical framework helps to systematically relate the fundamental concepts of spatial planning to, on the one hand, the planning theoretical underpinnings and historical development of academic planning thought, and, on the other hand, to current planning dilemmas and practices in various planning systems (dominantly of the Netherlands, but also of other cases worldwide). Throughout the course, links are made to relevant planning methods and the role of the planner as ‘mediator’ in spatial planning processes. The course is structured around a series of lectures on basic concepts of spatial planning and putting these within the wider frame of current planning issues, theoretical debates and actual spatial planning practices and systems in the Netherlands and beyond. The lectures are supported by an academic handbook on spatial planning, that is in line with the pace and topics that are covered in the lectures. Students are encouraged to find supplementary academic and professional literature as theoretical underpinnings and empirical illustrations of their written products. The lectures and book are assessed by means of an individual written examination on the content of the course. Students work in groups on a jointly written group assignment. 

The course focuses on agroecological principles to analyze and design sustainable and productive farming systems. Agroecological principles include Recycling and efficiency; Living Soils; Biodiversity; Ecosystem services and multi-functionality; Resilience; Fair Markets; Culture & spirituality; Youth & Women; Adequate Policies & governance; Knowledge co-creation and collaboration. How agroecological farming systems are developed across the world, and how principles can be applied and translated into adaptive farming practices and management are explored There is a strong focus on methods, approaches, and indicators used to assess mechanisms that regulate the ecological functioning of farming systems. Methodologies to involve farmers and promote the dialogue between scientific and practical knowledge for the design of agroecological farming systems are learned.

This course investigates consumer and producer behavior more in-depth and modern microeconomics. Special attention is paid to situations where uncertainty plays a role, to strategic interaction (game theory) and to the consequences of adding psychologically more realistic assumptions about behavior to the mainstream microeconomic model (behavioral economics). The course studies the mechanisms that help us understand that societal and environmental problems are as diverse as nature itself, and that understanding the economics of a more regenerative society requires the study human economic activity in interaction with social, psychological, physical and biological processes. Students are expected to have knowledge of: Microeconomics, Institutions and Welfare (ECB1MI) or Principles of Microeconomics (EC1PME); Mathematics for Economists (ECB1WIS); Statistics (ECB1STAT).

This course reflects on the limits of the field of Conflict Studies to help us understand and explain the international dimensions of violent conflict and how and why advanced militaries wage war. Invigorating a field of War Studies, we will explore various definitions of war and trace how different forms of 21st century warfare impacts our understanding of what war is. Reflecting on several case studies, the course further strengthens conflict analysis skills by studying how these different forms of warfare interact and have an impact on local conflict dynamics and civilian harm.  This course includes inter- and transdisciplinary (guest) lecturers working at the forefront of academic as well as policy debates on these topics. Conflict analysts are trained to translate these academic and policy insights to a broader public through writing a review and making a podcast series. This course equips participants with the knowledge and skills to analyze the changing character of war in the 21st century.