Netherlands

This course aims to explore the theme of Earth processes and in particular to address the chemistry and physics based actors in System Earth. This course explores the principal components of System Earth: plate tectonic theory; rocks, water, and weathering; and time scales of System Earth. By going through a selection of calculated examples a deeper understanding of the processes involved is obtained. The course focuses first on the dynamics of planet Earth, the principal building blocks of the solid Earth, and introduces plate tectonic theory as the underlying paradigm; time scales and rates of processes are introduced. The second part of the course first studies carbonate dissolution and the role of atmospheric CO2 on the pH of natural waters. In the next step the course introduces the anthropogenic factor: the chemical reactions that contribute to the formation of acid rain, and the course proceeds to quantify the effect of acid rain on natural waters. Thermodynamics gives us the tools to quantify chemical reactions. Weathering reactions of basement rock in the acidic environments forms clay minerals. The process of clay mineral formation in turn can be linked to the formation of mineral resources such as bauxite. The final leg of the course introduces isotope geochemistry and its role in quantifying Earth processes: radioactive decay as a tool to measure time and isotope fractionation as a tool to document temperature fluctuations, and thus climate change in the past.

This course invites both international and Dutch students who want to develop an understanding of Dutch culture and society from an intercultural perspective. It first considers the notion of (national) culture, and different approaches to (national) culture. In relation to the Dutch, the course considers auto-images and hetero-images, and the dynamics between the self and “the Other”. Students explore the mechanisms involved in representing “the Other” in an international context. Which hetero images of the Netherlands and the Dutch exist, and how are these images to be understood? Case studies from contemporary Dutch culture resonating abroad are covered, e.g. the monarchy, and policies of toleration concerning ethical issues. Representations of “the Other” in a domestic setting are explored. How are notions about Dutch identity constructed, what is the position of newcomers, expats, and other “Others” in such a context? Again, case studies from contemporary Dutch society are considered, such as the rise of (nationalist) populism on the political stage, and public discourse related to religious and ethnic diversity. The handbook and supplementary texts on selected themes present various disciplinary perspectives. Participants are encouraged to seek out representations of Dutch culture and contribute from their own perspectives. By comparing perspectives and exchanging experiences, students thus gain firsthand insight into the dynamics of the intercultural communication.

What is cultural inquiry? How do you approach a cultural object scientifically? How do you generate scientifically-sound and reliable knowledge?  In this course, students learn the tools to identify, navigate, and ultimately apply complex, versatile, and cutting-edge philosophies in cultural studies.  The course links philosophical perspectives to current social and political themes.  Political, organic, economic, and technological environments influence the production of scientific knowledge and that knowledge in turn has effects on its contexts. Students learn to relate positionality as a researcher in a responsible way to contexts and environments and consider the ‘ecology’ cultural phenomena embedded in them.

This course provides students with the necessary sensitivity when applying theoretical models. The traditional model of the homo economicus is ubiquitous in microeconomic theory. Economic agents are assumed to be rational utility maximizers with self-regarding preferences and unlimited processing capacities. Common sense and the results of economic experiments show that this is not always the case. Often people behave differently than predicted by theory. This course deals with the following problem statements: 1) When does microeconomic theory apply and when does it lose its predictive power? 2) If it does not apply, what concepts and models can be used to either extend or substitute the current theory to describe human behavior? Specifically, students discuss the following issues: non-expected utility theory; inter-temporal choice; social preferences; reciprocity; levels of analytical reasoning; the role of mistakes; mental accounting; heuristics; and neuroeconomics.

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In this course we investigate international economic relations, with a particular focus on the European Union (EU) and the euro area (EA). We discuss channels through which nations are economically connected. This involves analyzing the dynamics of international markets for products and services, labor and finance and the importance of the underlying institutional designs. We study the underlying economic theory and the way such insights have been translated into the institutional arrangements of the European Union. We discuss how effects of macroeconomic policies are transmitted from country to country through these channels and how fiscal and monetary policies can/should be coordinated to contribute to fostering economic integration. We pay attention both to the intra-European dynamics and the relation of Europe with the rest of the world.

This interdisciplinary course trains students in cultural critique: making invisible power relations in media, art, and culture visible. Students are provided with theoretical tools to become aware of how gender, sexuality, race, ethnicity, but also social class, and religiosity impact the production, consumption, and interpretation of communication, literature, film, language, (art) history, games, and social media.  Emphasis is placed on the way in which representations are never neutral, but always partial, biased, and implicated with processes of inclusion and exclusion. Building on feminist and post-colonial theory, students learn to analyze how media and cultural expressions are formed by sexist, racist, heteronormative, transphobic, and Eurocentric norms.  The question of how scientific knowledge is created and how science contributes to hierarchical power relations are examined.