Utrecht University

This course examines interactions of individual plants and plant communities with their abiotic environment, including ground and surface water regimes and biogeochemistry at the local scale. It looks at how these interactions are linked to hydrological processes at the catchment scale and how these interactions can be applied to conserve or restore water-dependent vegetation and habitats at the local level.

Community art involves all arts disciplines and can be found in all corners of the world: in immigrant working-class areas, in prisons, in rural communities, in (former) war zones, etc. In the Netherlands, for example, it is a rapidly expanding field that operates mostly, but not exclusively, outside of the mainstream or avant-garde. Because it challenges traditional notions of (autonomous) artmaking, community art reconfigures existing art theory and criticism in an attempt to validate itself both socially and culturally. This course provides a critical introduction to the practical and theoretical dimensions of community arts. As small, multilingual research teams, students conduct fieldwork in ongoing community arts projects in Utrecht or elsewhere in the Netherlands, film their results, and present this video to the class.

This course examines the fundamental laws of physics to biological problems. This concept-context course is structured around two weekly plenary lectures and two tutorials during which relevant biological case studies and examples are used to introduce the fundamental physical concepts essential in the study of biological phenomena. For instance, classical mechanics is applied to investigate oscillations important for the perception of sound, continuum mechanics to describe the flow of developing tissue, and statistical physics to investigate random motion of molecules. Although the language of physics is mathematics, the emphasis of the course is on physics, not mathematics. Students are introduced to the fundamental tools for quantitative descriptions, study different branches of physics, and learn to apply them to biological problems. Throughout the course, students engage with the material in a diverse set of assignments and computational exercises. This learning-by-doing strategy teaches students how to use considerations based on fundamental physical principles to develop a quantitative intuition about biological systems. Individual e-assessments enable students and teachers to monitor knowledge and understanding as the course progresses.

This advanced course focuses on changes that occur within the adolescent, including changes related to biological, socio-emotional, cognitive, and moral development as well as changes in the social context including changes in family relations and peer relations and the larger society. Lectures focus on traditional and new theoretical perspectives, as well as the current environmental conditions impinging on adolescents. Seminars focus on hands-on experience in how to conduct research with adolescents. Specifically, students recruit adolescents for an interview and questionnaires. The final grade for the course is based on grades from exams and written assignments. Prerequisites include one introductory psychology course, one developmental psychology course, and a basic knowledge of statistics and research methods.