Netherlands

In Part I of this course, students are introduced to studying in an academic environment, the Problem Based Learning (PBL) system, the library, and the structure and content of the European Public Health program. Students examine the many dimensions and complexity of the concept of health, reflect on how health has been defined within various traditions over time, and elaborate on concepts of "public" and "European." In Part II, students examine determinants of health at various levels with the most influential models. The topic of health inequalities is introduced.  Part III focuses on the European Union by addressing issues such as the history of the EU, the main economic purpose of the EU, the EU treaties and the Charter of Fundamental Rights of the EU, the EU institutions, and the decision-making processes on EU level. The course ends with a reflection on several ethical issues and dilemmas at play when thinking about public health in Europe. 

This skills course teaches students how to conduct the semi-structured clinical interview for the DSM-5 (SCID I) and Axis II (SCID II) diagnoses. Students learn to carry out the interview and to interpret the outcomes, to establish differential diagnoses, and to summarize findings in a written report. Special emphasis lies on comparing the patient's answer to a question and the clinical judgement of stating whether certain behavioral criterion is met or not. Note that this training is not restricted to anxiety psychopathology, but to psychopathology in general.

The course first addresses the concept of the “atrocity triangle” and it looks into the relationship between the three actors (the perpetrator, the victim, and the bystander) involved in the triangle. An integrated criminological model is introduced which sets out the relevant etiological elements that are addressed in greater detail in the second part of the course. The second part of the course, which focuses on the perpetrators, starts with the forms, functions, and effects of (political) violence and the concept of torture in particular. The analysis continues on the macro level and addresses the role of policy and ideology. Subsequent analysis focuses on the meso level and the role of military organizations and other institutions. In this context, attention is paid to the influence of military training and students discuss how, with the help of a bureaucratic system, genocide can be planned, organized, and carried out. The course furthermore discusses several experiments (Milgram, Ash, Stanford, etc.) on obedience, institutional roles, and conformity, but also addresses other social-psychological mechanisms that help understand how and why people can participate in the perpetration of gross human rights violations. Lastly, the important role that language and discourse play in conflict and international crime is highlighted. The third part of the course focuses on the role of the bystander by looking into the phenomenon of the “bystander effect” to address the question of why bystanders fail to act. Secondly, the role of bystanders in international politics at the macro-level of both states and international organizations in the field of human rights is discussed. Special attention was given to the role of the UN Security Council when it was confronted with gross human rights violations. The course then looks more closely into the phenomenon of rescuing to find out what turns actors into rescuers. The fourth and last part of the course takes a more victimological perspective, which focuses on the position of the victim. Specific attention is paid to gender-selective violence. More particularly, the phenomena of rape as a “weapon of war” and gendercide (gender-selective mass killings) are discussed. Also, the complex case of child soldiers is addressed as they are victims and perpetrators at the same time. These lectures in this course are used to illustrate the discussed materials and to provide the participants with a deeper understanding of the subject matter by presenting the linkage between theory and (research) practice. During the lectures, various guest speakers address the subject matter from the practitioner's perspective. In addition, several documentaries are screened and then analyzed during the post-discussion. Case studies play an important role throughout the course wide variety of cases are covered including The Holocaust and other cases of genocide (Armenia, Australia, Cambodia, Rwanda, Srebrenica, Darfur, etc.). Prerequisites for this course include two intermediate-level courses in the Social Sciences or Humanities.

Country of tulips, windmills, bicycles, and canals, with friendly and open-minded people. There must be more to the Netherlands than is being suggested by such stereotypical images. This course explores peculiarities, intricacies, and dynamics of Dutch culture and society in a global context.
The course provides various perspectives on contemporary Dutch society and culture, discusses themes such as national identity, toleration, ethnic diversity, and the echo's of two world wars in the previous century. Each theme is presented within a historical dimension and includes case studies from Dutch literature, architecture, film, or painting. With reference to the concept of "cultural memory", narratives about the past featuring in today’s realities are explored. The course is designed for international exchange students, to familiarize them with Dutch society and culture as they find it during their stay in the Netherlands.