Utrecht University

The course starts with an introduction to the basic mathematical tools needed: tensors (in particular the metric tensor), index notation, and coordinate transformations. Special relativity is introduced, and a basic overview of general relativity is given. The linearized Einstein equations are discussed, and their physical degrees of freedom are identified; it is shown how this leads to a wave equation and hence gravitational waves. The basic properties of gravitational waves are studied: what polarizations they have, how they interact with matter, and the energy they carry. Next quadrupole formula, which describes how gravitational waves are generated by the motion of masses, is reviewed. An important example is the gravitational radiation emitted by two compact objects (neutron stars and/or black holes) that orbit each other, and spiral towards each other until they merge together. The course discusses how these, and other gravitational wave signals are detected with interferometers such as LIGO and Virgo, including the basics of gravitational wave data analysis: how to identify and study weak signals in noisy detector data. Finally, lectures make a connection with discoveries made by LIGO and Virgo in the past few years, and their impact on fundamental physics, astrophysics, and cosmology. The course ends with a discussion of future gravitational wave observatories such as the underground Einstein Telescope and the space-based LISA, together with the scientific output that can be expected from these.

This course examines how images of the “Old World” were constructed in the United States to define the nation in contrast with the political and cultural traditions of Europe. The tension between the American ideal of exceptionalism and adherence to an essential “Europeanism” continues to affect transatlantic relations. Students examine how these contrasting collective images were transformed during the twentieth century as the United States became a global power that influenced Europe. The course considers the following: which images of Europe have dominated American public discourse; how the geopolitical, political, and economic changes during the American Century affected the way Americans re-positioned themselves towards the Old World. After studying the literature, students explore one case study in a small research project.

When exploring the principal rules that govern the flow of water, this course considers the four major types of water: atmospheric, ground, soil, and surface. With human activity and prevailing climate conditions placing more pressure on our supply of water than ever before, there has never been a more important time to develop a sound understanding of the subject. Students are familiarized with the basic terms and major laws that describe steady-state water flow in the subsurface and at the surface. These major laws are the energy equation (Bernoulli's law), the water balance equation (continuity), and the flow equation (Darcy's law or the Darcy-Buckingham equation). Students also gain knowledge of some aspects of atmospheric water, such as the generation of precipitation, measurement of precipitation, and the estimation of evaporation, as well as several methods for estimating surface water discharges in small streams. The ability to calculate volume fluxes and/or volume flux densities for several steady-state water-flow cases determines the successful completion of the course. Students are expected to have a working knowledge of mathematical differentiation and integration. This course is best suited for students in Hydrology, Geography, or Earth Science fields.

This course follows the approach that citizens are ‘predictably irrational’ (Ariely 2008). This model of human behavior has consequences for how governments can and should steer society. A behavioral approach to government steering such as ‘nudging’ is explored in this course. Students explore what it means to take a behavioral approach to public administration, how it differs from traditional policy, and to what extent has a behavioral approach been taken up by governments already, and learn about opportunities and pitfalls of a behavioral approach. Questions about whether a behavioral approach is effective, appropriate, and ethical are discussed. Finally, the course explicitly studies the policy process that leads to ‘behavioral’ policies including the other actors, such as interest groups, and contextual factors, such as institutions, rules, and norms that influence this process.  Theoretical knowledge, practical examples, guest lectures, field trips, discussions, debates, and presentations are used.

Old Irish is the Celtic language of Ireland between ca. 600 and 900 AD. It has an exceptionally rich and varied literature. Celtic is one of the most complicated languages in the world. It is the parent of the Modern Gaelic languages of Ireland and Scotland. This course offers an introduction to Old Irish grammar as well as a first survey of medieval Irish saga literature. Students translate short texts from the Táin Bó Cúailnge, ‘The cattle-raid of Cooley'.  At the end of this course, students can answer questions relating to the basic grammatical structure of Old Irish; translate simple Dutch/English sentences into Old Irish; translate a simple short Old Irish prose text into Dutch/English in a limited amount of time; answer questions regarding the contents and literary themes in some early Irish tales; and list and explain some of the most common theoretical approaches to early Irish literature.

In this course, students learn about the benefits as well as the challenges of building diverse and inclusive (D&I) organizations. The course is grounded in social and organizational psychology. In addition, students are introduced to a multidisciplinary approach to D&I (e.g., drawing on economics, law, gender studies, media studies, and sociology to name a few) to gain a multilevel understanding of how to promote D&I at the institutional level (e.g., which laws, organizational structures, AI systems promote or limit D&I?), the experiential level (e.g., why do people resist D&I policies? What is it like to not feel included at work?) and the symbolic level (e.g., how is power and status in organizations symbolized? How diverse is an organization’s board and why does that matter?). In work groups, existing D&I initiatives are analyzed and a theoretically sound and evidence-based approach to change these is developed. 

This course focuses on the explanations for revolutions and other forms of political upheaval from a long-term historical perspective. Four different academic theories to explain the causes, developments, and consequences of revolutions, coups, and regime changes are investigated. Particularly there is a focus on social class, the actions of the state elites, ideology, and transitions to democracy. Different explanations to concrete historical and recent instances of political upheaval, from the eighteenth century right up to the Arab Spring in the world of today are applied. Through an individual research project, students apply these various explanations to investigate a concrete revolutionary case in the past or present.

This course focuses on the economic aspects of innovation, diffusion, and protection, and on the effects of innovation at the micro-level of firms, the meso-level of industries, and the macro-level of national economies. Special attention is devoted to the role of green public procurement and innovation in services in the current economy as timely topics. This course includes an Honors component. A background in economics and innovation studies is useful, but not assumed.

This course introduces the mathematical foundation and rock mechanics background needed to understand the deformation behavior of the crust and mantle at the macroscopic, mesoscopic, and microscopic scales. The course is primarily designed for students interested in structural geology, geophysics, crust/lithosphere/mantle, and Earth materials studies, or planning to embark on the Master Program in Earth Structure and Dynamics.

This course explores how chemical and isotopic tracers can be used to determine the composition, mineral content, and evolution of the crust mantle system. Focus is given to radiogenic isotopes and trace elements in magmatic systems. Key issues include: How are the crust and the mantle chemically distinct? What are the differences between continental and oceanic crustal and mantle reservoirs? How have these reservoirs evolved through geological time? How can geochemical data support or disprove plate tectonic models? Which types of magmatic rock give the most useful information about tectonic processes and how do we recognize this?