Utrecht University – University College Utrecht

The functioning of the human or animal body depends on how individual organ systems function, which in turn depends on how the cells function, which itself depends on the interactions between subcellular organelles and countless molecules. Thus, integrated physiology takes a global view of the human body, requiring an in-depth understanding of events at the level of molecules, cells, and organs. This course begins at the level of individual organ systems, and then explores at the molecular level before expanding the focus to include the homeostasis of the entire body. The course examines several organs systems, such as the central nervous system, the liver, the heart and blood vessels, the lungs, the kidneys, and the endocrine glands. Occasionally, the course ventures into the field of pathophysiology to illustrate how a change in normal physiology leads to malfunction and disease. This course takes examples from human and animal physiology to explain the working mechanisms and principles of physiology acting throughout the mammalian realm.

Cognitive Neuroscience I is an introduction to this field, studying the physiology and anatomy of the brain, the functional anatomy of cognitive functions, and the experimental toolkit of cognitive neuroscience (ranging from reaction-time tests to functional MRI). The results of recent research into perception, attention, learning and memory, and language, and their neurological underpinnings are also looked at. Throughout the course, special attention is given to dysfunctions of cognitive functioning resulting from brain damage. This course covers the following topics: the basic functions of the brain and neurophysiological processes underlying various mental faculties; how neurocognitive research is conducted, particularly how behavioral and neurocognitive research methods are used as complementary means to the same end; and current issues in neurocognitive research. Prerequisites for the course: this course puts considerable weight on anatomy and physiology of the brain and on molecular processes underlying the function of the nervous system; knowledge of biology at the high school level is recommended.

This course provides a partially integrated history of science and philosophy of science. Proceeding chronologically, through three different time periods, the course describes the actual practice of science and philosophical debates about what counts as science. Students relate both to each other and argue that both should be understood in the broader historical context of the time.  Three specific themes are considered for each of the three successive periods: the invention and rejection of tradition: 1200-1700; the individual and society: 1700-1850; and dealing with uncertainty: 1850-today.

This course focuses on the language, but also on the history, geography, artistic works, traditions, and current events of the Spanish-speaking countries and their communities. Language learning constitutes the 75% of the course assignments, whereas Culture assignments constitute 25% of the final grade. Prerequisites for this course is a beginning level Spanish course.

This course provides an in-depth understanding of the social psychological aspects of intergroup relations, particularly between majority and minority ethnic groups, although some time is reserved for studying the relationships between religious groups. The literature focuses on theories and empirical research that deal with factors determining mutual perceptions of ethnic groups and the consequences of these perceptions. Ethnic groups define themselves as different from others in terms of real and imagined cultural and historical factors. At the same time real as well as imagined factors play a role in the nature and dynamics of ethnic relations. The course covers general psychological processes but also uses concrete examples of intergroup conflicts to facilitate the understanding of the theories. Literature about self-categorization processes, group belonging and identification, ethnic threat, stereotyping, prejudice and discrimination are required. The course considers the main theoretical explanations of negative reactions between ethnic groups and evaluates the empirical evidence. Next to searching for causes of prejudice in the characteristics and perceptions of individuals, the course also examines the role of the wider social context and its implications for social cohesion. Students must have completed a Social Psychology course and a Statistics course as prerequisites for this course.

This course examines the complexity and dynamics of the societal challenges that communities face. Topics include good health and well-being, quality of education, decent work and economic growth, sustainable cities, and and innovation and infrastructure.

After completing this course students are able to:  

1.     familiar with a number of literary works from different periods and regions
2.     familiar with key concepts in literary studies (such as reader response criticism, narratology, intertextuality, adaptation, postcolonial studies)
3.     able to use these key concepts to analyse primary materials
4.     able to use basic research skills (search literature, write and reference academically, present and chair a discussion)

Content

The course provides an introduction to key concepts in literary studies and acquaints students with a number of literary texts from world literature.

What is literature and how can we study it? This course allows you to become acquainted with a variety of literary works from different periods and languages, and it introduces you to some basic concepts in literary studies. Each week we focus on a different aspect of writing and reading in relation to particular works. This way, you will improve your knowledge of literary history and the literary canon, as well as your ability to ask interesting questions about the works you read. We will consider how texts are written, what their possible effects on readers are, in what ways they reflect or envision the society in which they were composed, why societies cherish some literary works and censure others, how certain writers acquire or lose value over the course of time, and how literature helps to shape the sense of who we are as individuals and as members of society.

This course introduces the richness, diversity, and potentials of anthropology in the world today. This course engages with questions regarding anthropology as a developing global discipline and the themes and theories it engages with. By reading contributions from leading anthropologists from different countries and anthropological traditions, this course gives voice to scholars outside the Global North. It shows the variety of methodologies, training, and approaches within the scholarly tradition of anthropology. The class focuses on various aspects of anthropological study: urban anthropology; the anthropology of global connections, focusing on politics and political economy; race and racism; and questions related to gender and sexuality. The course also focuses on the ways in which Euro-America has become the object of study for anthropologists, both from the Global South and the Global North. Students read (parts of) ethnographies of non-Western scholars regarding these issues produced in and thought from locations beyond the Anglo-American dominated Great Tradition. The course requires previous experience with Sociology or Cultural Anthropology.