Maastricht University – University College Maastricht

The course provides a solid understanding of the key aspects of energy metabolism and the effects of nutrients on skeletal muscle metabolism during exercise of different types. The first part of the course provides a theoretical framework on the basics of exercise biochemistry and exercise physiology. In the form of tutorial groups, the physiology of muscles, the metabolism of macronutrients, the hormonal regulation of metabolism, and the biochemical and physiological role of micronutrients in relation to exercise and fatigue are discussed. The second part of the course investigates a case study. A recommendation on your case, in the form of a group assignment, concludes this part of the course. The course requires prior knowledge of some simple (bio)chemical concepts (e.g. the structure and function of macromolecules, common forms of chemical reactions, basic cell structure, and metabolism of macromolecules).

In the first part of the course, students become familiar with the basic elements of psychoanalysis (Freud) and analytical psychology (Jung). Special attention is paid to depth psychological theories on art and literature. In the second part, students read a number of widely diverging depth psychological interpretations of literary texts, such as Sophocles’ Oedipus rex, Saint-Exupéry’s Le petit prince, Goncharov’s Oblomov, Hoffmann’s The Sandman, Emily Brontë’s Wuthering Heights, Robert Louis Stevenson’s The Strange Case of Dr Jekyll and Mr. Hyde, several fairy tales, myths, poems, and short stories. The last part of the course is devoted to some epistemological aspects of depth psychological literary criticism. There are three main questions in this course: What types of rules are to be observed when interpreting literary texts? To what extent does depth psychological literary criticism qualify as an academic discipline? And, finally, to what extent do depth psychological theories like psychoanalysis and analytical psychology qualify as academic disciplines?

One of the greatest and most influential ancient philosophers, Aristotle once remarked, “Wonder is the beginning of philosophy”.  What he was referring to is our habit of asking fundamental questions about our everyday life, such as, “Suppose I am certain that I am right about something, what is that certainty based upon?”; “Suppose I am engaged in a discussion with someone regarding a controversial matter, what can objectively guarantee the stringency of my argument?” Thinking about and discussing such questions forces us to reconsider the things we have always taken for granted and ultimately, lead us to more fundamental questions about the proper nature of truth and knowledge as such. Assignments during the course include the following: the nature of philosophical inquiry, problems of knowledge and truth (including the understanding and evaluation of arguments), and ethics.

Science never stands still, and for some time now, there appears to be a growing shift in intellectual enquiry and discovery toward more cross-disciplinary and interdisciplinary thinking. This course takes this observation as a starting point. In doing so, emphasizes the value of scientific inquiry across different academic domains and of its fundamental relevance to societal developments. Such awareness can only be developed by first getting a basic understanding of how scientific inquiry works. To achieve this, the course has three aims that are more specific. The first is to introduce students to scientific thought, language, and behavior and their relation to human progress. In this context, it becomes clear that academic, scientific, and intellectual work interacts with political, social, and moral change, which in turn often starts with scientific inquiry. The second aim is to develop and apply scientific inquiry skills. The third aim is teaching Liberal Arts & Science students to recognize how they can become part of this change in scientific and human progress that scientific inquiry brings about and possibly even lead it. In order to do so, throughout the course, emphasis lies on recognition of past, present, and (possible) future scientific works (theory and applications) grounded in enlightenment.

This course offers a study of "sustainable development," based on the notion that human development can only be sustainable when environmental boundaries are respected. The course introduces the main concepts, ideas, and theories related to the term sustainable development. The course explores humanity’s immense impact on the earth’s systems and the underlying drivers of these unsustainable trends. Furthermore, sustainable development requires an understanding that inaction has consequences. Students review some of the contemporary ideas about how to achieve a more sustainable society.